Do you want to build a career that is truly worthwhile?Working at the World Bank Group provides a unique opportunity for you to helpour clients solve their greatest development challenges.
The World Bank Groupis one of the largest sources of funding and knowledge for developingcountries; a unique global partnership of five institutions dedicated to endingextreme poverty, increasing shared prosperity and promoting sustainabledevelopment.
With 189 member countries and more than 120 offices worldwide, wework with public and private sector partners, investing in groundbreakingprojects and using data, research, and technology to develop solutions to themost urgent global challenges.
For more information, visit www.worldbank.org
THE EDUCATION GLOBAL PRACTICE
Education iscentral to achieving the WBG’s twin goals : it is a reliable route out of poverty through large and consistentreturns to income for individuals and as a driver for economic growth.
It isalso a prime vehicle for promoting shared prosperity. The main challenge in theeducation sector is to achieve learning for all and learning for life - thatis, to ensure that all children and young people acquire the knowledge andskills they need for their lives and livelihoods.
In the past two decades, thedeveloping world has made great advances in education, most notably in enrollingand keeping children in school and in approaching gender equality.
Despitethese successes in expanding access to education, critical challenges remain : removingpersistent educational barriers faced by the poorest people and those living infragile and conflict-affected states and improving the quality of education sothat schooling leads to real learning.
In recent years, the WBG, and the broader education developmentcommunity, have shifted their focus to include learning outcomes.
Traditionalinput-driven programs have shown that they do not always lead to improvedlearning outcomes, so that the WBG’s education strategy highlights the need fora more comprehensive systems approach’ to education reform, investments, andservice delivery.
This approach is about increasing accountability andtargeting results, as a complement to providing inputs. It also requires strengthening the knowledgebase on education, to highlight where systems are achieving results, where theyare falling short, and what the most effective solutions are.
These efforts are increasingly guided by theneed to invest early; invest smartly; and invest for all. Through high-quality analytical work, collectionof evidence, and practical know-how in these three areas, the WBG is helpingits partner countries accelerate their progress in the education sector.
The EducationGlobal Practice is led by a Global Director, who has overall responsibility forthe practice, together with Regional Directors who oversee the humandevelopment program in the regions working with ten Practice Managers.
REGIONAL / UNIT CONTEXT
The World BankGroup serves over 30 client countries in the Latin America and the CaribbeanRegion (LCR). Clients range from large sophisticated middle-income clients(MIC) to IDA countries to small Caribbean states to one fragile state.
After adecade of sound economic management with solid social progress, Latin Americahas reached a development crossroads.
With slower growth prospects and thethreat in the reversal of fortunes for many, the region now faces newchallenges, and improving productivity is now increasingly emerging as a keyunderlying factor to address them.
Progress on this front will be critical for higher growth and to ensurethat the social gains amassed over the economic boom of the past decade onethat expanded the middle class to more than one third of the entire populationand lifted 80 million people out of poverty- are not eroded.
Moreover, Latin America’s inequalitycontinues to be high compared to other world regions; and the recent COVID-19crisis has had a tremendous toll on the region, with the GDP expected to havedecreased by about 7% in 2020.
High qualityeducation for all is central in the pursuit of growth and equity. The Education Unit for LCR works with clientcountries at the regional, sub-regional, national and sub-national levels to address key education challenges.
and (d) the supply of higher education hasincreased significantly, but relevance and inclusiveness are still importantchallenges.
These challenges have by now been strongly exacerbated by theCOVID-19 pandemic, which has had a profound impact on Latin America.
Initialsimulations estimate that the region would be faced with the second largestexpected absolute increase in Learning Poverty levels with an increase up to62.
5%, and all other metrics, in primary, secondary and tertiary education, areevolving in very worrisome ways, especially for the most vulnerable childrenand youth (with a socio-economic gap in education achievement estimated toincrease by at least 12%).
We are notably also expecting large increases indropouts.
and (d) pursuingbest practices in governance, management and financing. This also includes the effectiveuse of ICT and learning spaces and a strong focus on inclusion.
These pillarsare consistent with the global education practice approach and the focus onlearning poverty, as well as with the main strategic intervention areas to helpcountries cope and recover from the impact of COVID-19 on the education sector.
iii) safe and resilient schools; and (iv)skills for the post-COVID context. It is expected that the focus of FY22 willlargely be on helping LAC countries recover from the COVID-19 crisis on theireducation sector.
To implement itsstrategy, the unit has a large program comprising analytical and advisory (ASA)services as well as lending operations.
It currently has a well-performing portfolioof 23 operations across most countries of the region. The portfolio has increasingly used newlending instruments to support systemic reforms (including Investment Project Financing(IPF) with Performance Based Conditions, and the two first ever Programs for Results(PforR) in education in LCR in Brazil and Argentina).
The unit has a strongemphasis on bringing the best global evidence to inform its products andservices for its clients, and in working strategically with clients to generateknowledge where the knowledge base is still nascent.
lt produces innovative andprogrammatic ASA work, with analytical and just-in-time components, which ishighly valued by our MIC clients, while also including a strong program ofimpact evaluations embedded in client engagements (operations or ASA).
The unitalso prides itself in its thought leadership through the preparation ofrigorous regional studies to shed light on policy relevant issues in the region(teachers, school dropout, higher education, system and school management forexample).
We also stepped-up opportunities toshare our work with the rest of the Bank through the new Tuesday Talks andseveral BBLs and webinars, and, more recently, our monthly COVID-19 dashboards.
Morespecifically, the unit has a large program of services to support improvementsin the quality, relevance and equity of ECE, basic, secondary and tertiaryeducation.
This includes several operational and analytical projects and tasks thatseek to support clients in the implementation of programs and policies toimprove the quality and management of teachers and school leaders, measurelearning outcomes and use the information from these assessments to improvequality, reduce drop outs, particularly at secondary school, and provide highquality teaching and curriculums to build the range of foundational, higherlevel cognitive or technical as well as socioemotional skills that are requiredfor successful and productive citizens, use technological solutions foreducation and smart learning environments, and strengthen school based and educationsystem management and accountability.
These areas ofintervention have positioned the unit very well to supportcountries to address the COVID-19 crisis, translating into comprehensive just-intime advisory support, re-purposed ASAs, projects’ restructurings and newoperations (among others, in Haiti, Nicaragua, Guyana, Peru, Ecuador and Brazil) to support the design andimplementation of comprehensive sector response plans, innovations inmulti-modal and hybrid teaching and learning, and more broadly the coping,managing continuity and building back better phases of the COVID-19 response.
Movingforward, we have several new projects in the pipeline, including in Uruguay,Colombia, Peru and Brazil, with a strong focus on recovering from the pandemic,and there is potential to do much more.
and (d) the on-goingpreparation of a new education project in basic education. The higher education project under supervision the Access and Quality in Higher Education Project PACES aims at improvingthe quality of tertiary education in participating institutions and to increasethe enrollment of students from disadvantaged socioeconomic backgrounds inquality programs.
The project, which is performing satisfactorily and still hasover two years of implementation, supports an innovative student loan program.
The ASA and RAS agenda has focused on severaltopics, from management and governance reforms, to socio-emotional skills,school feeding, evaluating promising new programs, just-in-time policy notes and the development of an innovative educationmanagement and information system (the Monitor Escolar) which can collect real-time data, among other elements, on schools’ andstudents’ conditions.
The RAS program has been a flagship in LatinAmerica for its duration, level of government engagement and quality. As Colombia and the team have been ramping uptheir response to COVID-19, this has laid the ground for the preparation of a Programfor Results operation which focuses on the recovery from the devastatingimpacts of the crisis.
and (iii)supporting local government in implementing remedial programs, socioemotionalskills programs and drop-out prevention programs through the implementation offull day schools.
Both the pedagogical support and the support to localgovernments are targeted to the most disadvantaged children, schools and localgovernments.
The work in Colombia also entails significant contributionsto cross-sectorial studies and operations Systematic Country Diagnostics(SCDs), Flagships, Development Program Financings (DPFs), etc.
The Colombia CountryManagement Unit (CMU) also includes Mexico and Venezuela. The staff located inColombia will be expected to also support as needed the education sectorengagement in Venezuela.
In light of the above, theunit is seeking a Senior Education Specialist / Economist, based in Colombia, to leadand / or co-lead the education policy dialogue, portfolio and ASA / RAS engagement inColombia, and lead the engagement in Venezuela.
The selected candidate willreport to the Practice Manager for the LCR education unit (HCLED) and isexpected to work in close collaboration with the CMU, the other members of theeducation and Human Development team, and colleagues in other Global Practices (GPs)based in Colombia.
Duties andAccountabilities :
The Sr. Economist / Education Specialist based in Colombia is expectedto :
Forge strong partnerships with other partners and strategic stakeholders to carry the dialogue forward.
EMIS, education sector financing and management, strategies for teacher mentoring, remedial education, socio-emotional skills and to address dropouts, and higher education, are all areas in high demand both in our advisory and operational engagement.
Providing guidance on innovative and cutting-edge strategies and approaches to effectively respond to the COVID crisis on education will be critical.
The ideal candidate willcombine excellent client dialogue and team management skills, outstanding technical skills and a capacityto translate analytical findings into policy and innovative Bank operations tohelp clients recover from the pandemic, shift policies in new directions and / orpilot new approaches, and strong operational skills to provide effective leadershipand / or implementation support to the education portfolio.
The candidate should have :
Ability to translate analytical / technical skills and products into new programs, policies, and operational innovations and results.
In addition to the above, the successful candidate is expected to demonstratethe following competencies
Has familiarity with analytical resources,data sets, indicators, tools for data analysis, and the use of evidence foreducation policy.
anticipates needs andrequests in the field and develops / offers relevant tools to clients.
understanding of political economy issues as well as a good grasp of governanceissues in a federal setting additional asset.
Povertyhas no borders, neither does excellence. We succeed because of our differencesand we continuously search for qualified individuals with diverse backgroundsfrom around the globe.