Barbara Bruns

Bio: Barbara Bruns is an academic researcher from Center for Global Development. The author has contributed to research in topics: Accountability & Universal Primary Education. The author has an hindex of 11, co-authored 24 publications receiving 1206 citations. Previous affiliations of Barbara Bruns include World Bank.

Making Schools Work: New Evidence on Accountability Reforms

Abstract: This book is about the threats to education quality that cannot be explained by lack of resources. It reviews service delivery failures in education: cases where programs and policies increase inputs to education but do not produce effective services where it counts in the classroom. It documents what we know about the extent and costs of such failures. It argues that a root cause of low-quality and inequitable public services is the weak accountability of providers to both their supervisors and clients. The central focus of the book is that countries are increasingly adopting innovative strategies to attack these problems. Drawing on new evidence from 22 rigorous evaluations in 11 countries, this book examines how strategies to strengthen accountability relationships in school systems have affected schooling outcomes. The book provides a succinct review of the rationale and impact evidence for three key lines of reform: (1) policies that use the power of information to strengthen the ability of students and their parents to hold providers accountable for results; (2) policies that promote schools' autonomy to make key decisions and control resources; and (3) teacher incentives reforms that specifically aim at making teachers more accountable for results.

Achieving Universal Primary Education by 2015: A Chance for Every Child

Abstract: A number of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally. By analyzing education policies, and financing patterns in relatively high-performing countries, the study identifies a new policy, and financing framework for faster global progress in primary education. The authors use a simulation model to show how adoption of this framework, could accelerate progress in low-income countries, currently at risk of not reaching the education MDG. The study however, makes it clear that worldwide attainment of universal primary education by 2015, will necessitate an even stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort than has been marshaled to date.

Great teachers : how to raise student learning in Latin America and the Caribbean

Abstract: While the importance of good teaching may be intuitively obvious, only over the past decade has education research begun to quantify the high economic stakes around teacher quality In a world where the goals of national education systems are being transformed, from a focus on the transmission of facts and memorization to a focus on student competencies—for critical thinking, problem solving and lifelong learning—the demands on teachers are more complex than ever Governments across the world have put teacher quality and teacher performance under increasing scrutiny The Latin America and the Caribbean (LAC) region is no exception to these trends; indeed, in some key areas of teacher policy, the region is at the vanguard of global reform experience The study aims to benchmark the current performance of LAC’s teachers and identify key issues It shares emerging evidence on important reforms of teacher policy being implemented in Lac countries The study also analyzes the political room for maneuver for further reform in Lac They focus on teachers in basic education (preschools, primary and secondary education) because the quantitative and qualitative challenges of producing effective teachers at these levels differ in key ways from university-level education, which has been addressed in other recent World Bank publications

School-Based Management

Abstract: This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development / The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the vii Preface School-based management (SBM) has become a very popular movement over the past decade. Our SBM work program emerged out of a need to defi ne the concept more clearly, review the evidence, support impact assessments in various countries, and provide some initial feedback to teams preparing education projects. During fi rst phase of the SBM work program, the team undertook a detailed stocktaking of the existing literature on SBM. At the same time we identifi ed several examples of SBM reforms that we are now supporting through ongoing impact assessments. An online toolkit providing some general principles that can broadly be applied to the implementation of SBM reforms has been developed and can be accessed on Mackintosh provided excellent editing of the content and Victoriano Arias formatted the document. The team received very useful feedback from Ruth Kagia and Robin Horn. The peer reviewers for this task were Luis Benveniste and Shantayanan Devarajan. Excellent comments were received for an informal, virtual review from Erik Bloom.

Achieving World-Class Education in Brazil: The Next Agenda

Abstract: Education is improving in Brazil. The average years of education has almost doubled over the last 20 years, as has the proportion of adults who have completed secondary school. Brazil's high school students have improved consistently in math and language performance over the last decade. These gains stem from the federal government's priority attention to education through both reforms and resources over the past 15 years. The progress laid out in this book is impressive and praiseworthy, but Brazil still trails its competitors in several of the ways that matter most. Student learning, while improving, still lags far behind wealthier nations. Many secondary schools lose the majority of their students well before graduation. Teachers are drawn from among the lowest achievers and have few performance incentives, and it shows in how class time is used. This important book explores not only the basis for Brazil's progress, but also what it must do to bridge the remaining quality gap to a first-rate education for its children. It provides detailed recommendations for strengthening the performance of teachers, supporting children's early development, and reforming secondary education. In Brazil's highly decentralized basic education system, each level of government has an integral role to play.

Missing in Action: Teacher and Health Worker Absence in Developing Countries

Abstract: In this paper, we report results from surveys in which enumerators make unannounced visits to primary schools and health clinics in Bangladesh, Ecuador, India, Indonesia, Peru and Uganda and recorded whether they found teachers and health workers in the facilities.

Ending Africa's Poverty Trap

Abstract: AFRICA'S DEVELOPMENT CRISIS is unique. Not only is Africa the poorest region in the world, but it was also the only major developing region with negative growth in income per capita during 1980-2000 (table 1). Some African countries grew during the 1990s, but for the most part this growth recovered ground lost during the 1980s. Moreover, Africa's health conditions are by far the worst on the planet. The AIDS pandemic is wreaking havoc, as is the resurgence of malaria due to rising drug resistance and the lack of effective public health systems. Africa's population continues to soar, adding ecological stresses to the economic strains. Policy-based development lending to Africa over the past twenty years, known as structural adjustment lending, did not solve the problem. A heavy debt burden is evidenced by the 155 Paris Club restructurings of African countries' debt between 1980 and 2001, much more than for any other region. In general, Africa remains mired in poverty and debt. This paper focuses on the tropical sub-Saharan African countries with populations of at least 2 million people in 2001. We leave out North Africa (Algeria, Egypt, Libya, Morocco, and Tunisia,), southernmost Africa (Botswana, Lesotho, Namibia, South Africa, and Swaziland), and a number of very small economies (Cape Verde, Comoros, Djibouti, Equatorial Guinea, Gabon, The Gambia, Guinea-Bissau, Mauritius, Sao Tome and Principe, and Seychelles). Both nontropical ends of Africa are much richer than tropical Africa. They grow temperate crops, escape the worst of malaria, enjoy (in the south) vast deposits per capita of gold and diamonds, and (in the north) benefit from proximity to EU markets. The smallest economies present idiosyncrasies that would distract more than inform the analysis. The thirty-three sub-Saharan African countries on which we focus (and which are listed in table 2) had a combined population of 617 million in 2001, with a population-weighted average annual income of $271 per person, or a mere 74 cents a day. Every country on the list is a low-income country according to World Bank country classifications, and twenty-six are among the forty-nine Least Developed Countries in the world by the United Nations classification. Of the four countries with income per capita of $500 or more, three (Angola, Cameroon, and Congo) are oil exporters, and only Cote d'Ivoire, which is currently in a vertiginous political and economic collapse, is a non-oil exporter. Every country on the list has a life expectancy at birth below sixty years, and in all but Ghana, Madagascar, and Sudan life expectancy at birth is below fifty-five years. Child mortality rates (deaths before the age of five per 1,000 live births) are above 100 in every country. The standard diagnosis is that Africa is suffering from a governance crisis. With highly visible examples of profoundly poor governance, for example in Zimbabwe, and widespread war and violence, as in Angola, the Democratic Republic of the Congo, Liberia, Sierra Leone, and Sudan, the impression of a continent-wide governance crisis is understandable. Yet it is wrong. Many parts of Africa are well governed even though stuck in poverty. Governance is a problem, but Africa's development challenges run much deeper. Using our thirty-three-country sample, table 2 reports some common governance indicators that make this point. The first column presents a ranking of African governance compiled by Steven Radelet, (1) who regresses a set of widely used World Bank governance indicators due to Daniel Kaufmann, Aart Kraay, and Massimo Mastruzzi on GDP per capita, (2) and ranks countries according to the residuals from that regression, thereby standardizing the measurement of governance by level of income. This procedure recognizes that poorer countries have systematically poorer governance measures than richer countries, since good governance itself requires real resources. Well-governed African countries are defined as those with residuals at least 1 standard error above, and poorly governed countries as those with residuals at least 1 standard error below, the regression line. …

Localizing Development: Does Participation Work?

Abstract: This new research report analyzes community development and decentralization projects, shows that such projects often fail to be sensitive to complex contexts, including social, political, historical and geographical realities, and fall short in terms of monitoring and evaluation systems, which hampers learning. Citing numerous examples, including projects and programs supported by the World Bank, the authors demonstrate that participatory projects are not a substitute for weak states, but instead require strong central support to be effective. Promoting participation through community development projects and local decentralization has become a central tenet of development policy. The World Bank alone has invested about $85 billion over the last decade on development assistance for participation. However, some observers feel that policy making in the area is conceptually weak, that project design is informed more by slogans than careful analysis. There have also been questions about whether participatory development is effective in reducing poverty, improving service delivery, and building the capacity for collective action. Some observers also find that participatory projects are complex to implement and deeply affected by context, and are thus unsuited for large development institutions such as the World Bank. This groundbreaking report carefully examines each of these concerns. It outlines a conceptual framework for participation that is centered on the concept of civil society failure and how it interacts with market and government failures. The authors use this framework to understand the key policy debates surrounding participatory development and to frame the key policy questions. The report conducts the most comprehensive review of the evidence on the impact of participatory projects to date, looking at more than 400 papers and books. The report argues that participatory development is most effective when it works within a 'sandwich' formed by support from an effective central state and bottom-up civic action. This report represents an important contribution. It has significant implications for how to improve participation in development interventions and for development policy more broadly.

Growing public - social spending and economic growth since the eighteenth century

Abstract: cal dimension: the UK, the EU and the US. The profound recent changes in the industrial relations framework in the UK are described by John Addison and Stanley Siebert. They describe anti-union legislation enacted during the period 19801993 and relate it to the recent decline of unionism. The authors further examine the accession of ‘New Labour’ and its related reform agenda. They also discuss the prospect of new legislation seeking to regulate the employment relation from the level of the European Union and its impact on relevant British legislation.