Shobhana Sosale

Sri Lanka is at a crossroads. There is an urgent need to enhance skills in Sri Lanka to increase inclusion, support recovery, and build resilience. This report addresses these issues and provides recommendations for strengthening skills and improving education.

Science, technology, engineering, and mathematics (STEM) are crucial fields for economic development and social inclusion. This report is intended for policymakers and development partners to consider the importance of investing in STEM education.

This country report examines how access to and choice on science, technology, engineering, and mathemetics (STEM) affect enrollments in upper secondary, technical, and vocational education and training (TVET), and higher education in Sri Lanka. The goal is to increase access to and participation in STEM programs and careers.

Well-designed early childhood care and education (ECCE) systems for children ages 0 - 5 years old can bring significant advantages to national economies. Drawing on global evidence, this study seeks to provide the building blocks for developing an effective and efficient ECCE in Sri Lanka.

This report reaches conclusions and offers policy recommendations to answer these questions: What has been the trajectory of Cameroon’s economic growth? Which sectors have contributed to growth? What jobs are being created? What types of skills are being used in the sectors where the highest percentages of the population are employed? What are the demand and supply barriers to skills? Which policies and institutions are in play? Are they sufficient? What needs to or could be reformed? Cameroon has good prospects for moving to middle-income status. It can create a more dynamic, responsive workforce. But a new strategy is required. It can be done. This report proposes new directions and provides recommendations.

This report reaches conclusions and offers policy recommendations to answer these questions: What has been the trajectory of Cameroon’s economic growth? Which sectors have contributed to growth? What jobs are being created? What types of skills are being used in the sectors where the highest percentages of the population are employed? What are the demand and supply barriers to skills? Which policies and institutions are in play? Are they sufficient? What needs to or could be reformed? Cameroon has good prospects for moving to middle-income status. It can create a more dynamic, responsive workforce. But a new strategy is required. It can be done. This report proposes new directions and provides recommendations.

One hundred and eighty-nine countries have committed themselves to eight Millennium Development Goals (MDGs) aimed at eradicating extreme poverty and improving the welfare of their peoples by the year 2015. The second of the goals is: ""Achieve universal primary education,"" with the specific target of ensuring that, by 2015, boys and girls everywhere will be able to complete a full course of primary schooling.

This is a training tool with several modules which include modelling worksheets. Modules cover: assessing policy options for teacher training and pay; comparative policy analysis in education; management of teacher deployment and classroom processes and cost-effectiveness analysis in education.