There is a world consensus that the governments, politicians, education systems` employees, parents and students must make an effort to upgrade the quality of education. The fourth industrial revolution is about to begin and we all should be prepared for the technological challenge. The law for the implementation of high school reform in Brazil last year was a good step toward the right direction. Now depend on education system of every state for its effective implementation. We all know that integral high school is difficult to implement in the short-term, because most of high school buildings have classes of middle school in the afternoon, but at least the flexibilization of subjects and the sixth class are perfectly possible to implement next year in all schools in every state. So, in October there will be elections, we must not forget to demand the correct implementation of the high school reform from our candidates for governors` office. We should not wait more, we are wasting precious time. The third and final part of the book with the title above, published in 2018 at http://www.worldbank.org/en/publication/wdr2018
The nature of work is changing. Within countries, jobs have been shifting across sectors, sometimes on a massive scale. Some shifts have been out of agriculture. In the South Korea, for example, the share of workers farm jobs fell from 80% in 1950 to less than 7% in 2009. Technology is central to these changes. 85% of the population worldwide now has access to electricity. Digital tech penetrates most corners of the world, with one mobile phone per person globally, with 4 in 10 persons connected to the internet. With rising computing power, combined with the connectivity and informational internet, digital tech are taking on more tasks. This is particularly true for routine tasks that are easy to automate. But other jobs, such as teachers, are not easy. The impact of tech on jobs varies dramatically across countries. In the short run, tech will change the demand for skills much more in countries that have the infrastructure to support automation. Individuals who enter the workforce with better tech skills see benefits. Around the world, the rise of ICT (information and communication technology) is increasing the demand for high-skilled graduates who can use that tech effectively. That rising demand translates into higher wages. Because this dynamic can widen inequality, ensuring that much of the population has access to these skills is essential. It is not enough to train learners to use computers: to navigate a rapidly changing world, they have to interact effectively with others, think creatively, and solve problems. All of those skills that help individuals succeed in a changing economies are built on the same foundations of literacy and numeracy. It may be tempting to divert resources from foundational skills into tech skills, which seems more exciting. but these are complements, not substitutes from them. Workers can search effectively for digital information or create digital content only if they have strong literacy skills. Higher-order cognitive skills involve consuming information using literacy and numeracy skills and combining it in new ways. Innovations in developing 21st-century skills are much needed, but these skills work best in conjunction with strong foundational abilities. Regional learning assessment show how inconsistent the association between spending and learning can be. These findings indicate that educational systems, and even schools within the same system, vary in their ability to translate increased spending into better learning outcomes. The gap is even wider at the tertiary level, where 86% of all public spending is captured by the richest households. Spending more can be an important first step to spending better, but again, increasing spending alone is not sufficient to improving learning. A 2006 education finance law in Argentina aimed at reversing declines in quality led to a near-doubling of education spending as a share of GDP between 2005 and 2013. The new resources were used to increase teacher hiring, raise teacher pay, and improve school infrastructure. Yet despite these, learning outcomes have improved only marginally and are still below 2003 levels. These experiences highlight the need to strengthen the links in the spending learning chain, if more spending is to lead to better learning outcomes. Reforms that improve learning rely on good strategies, both political and technical. This chapter draws lessons from various experiences to identify how opportunities for reform emerge and how politicians, parents, and students can seize them. It focuses on three entry points for addressing systemic political and technical challenges: 1) Improving information, 2) building coalitions and strengthening incentives, 3) Encouraging innovation and agility. Information on school performance can make local education systems work better. In many countries, parents have limited information on the quality of their local schools. Political and technical complexities make it challenging to design and implement policies to improve learning. Some parts of the solution to low learning are straightforward. But improving what happens in the classroom is much harder. It involves changing student and teacher behavior, as well as supporting teachers in efforts to tailor their teaching to the needs of their students. Learning reforms need a more agile approach, with room for adaptation. To innovate effectively, education systems need strong competent leadership. Research highlights three attributes of effective leaders. First, they can clearly articulate problems and present clear visions for how to tackle them. Second, they mobilize human and financial resources around agreed-on goals and build coalitions to advocate for change and support implementation. And finally, effective leaders focus on identifying solutions that fit the institutional context. There is nothing inevitable about poor learning outcomes, whatever a country`s level of development. some countries have used well-documented reforms to escape low-learning traps, successfully reorienting their systems toward learning. Others have achieved learning outcomes that far exceed what their development level would predict, indicating that they escaped the trap in the past. Though there is no single recipe for achieving broad-based learning, these cases identify three entry points for getting under way. 1) Deploy information and metrics to shine a light on the hidden exclusion of low learning. 2) Build coalition that can better align incentives toward learning, especially the learning of the most disadvantaged. 3) Commit to innovation and agility, using feedback loops for continuous improvement. None of this is easy, but history shows that achieving education`s promises will depend on taking up the challenge.
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