Thursday, November 5, 2009

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Wednesday, November 4, 2009

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Tuesday, November 3, 2009

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Monday, November 2, 2009

Pakistani Medical Arts Grils Studnets

uba is a student in Karachi Arts college. She came from a educated reputable family. Elegant Tuba decided to study gardening in her gradation. Its her passion and hobby. She do Hydroponic Gardening as an exciting hobby.

Hydroponic gardening is just the same as regular gardening, except that there is no mess whatsoever. There is no soil involved in indoor hydroponic gardening. Have you ever seen the famous Hanging Gardens of Babylon? This is one of the Seven Wonders of the World and is probably the earliest evidence that we have of indoor hydroponic gardening in the history of mankind.

Now, very few people have the means to grow something as lavish as this worldly wonder, but we can grow our own mini hanging gardens in a hydroponic greenhouse. This is exactly the same thing as a normal greenhouse, but it is hydroponic because all of the plants are grown using light, air, and water.

Tuba also grows Bonsai in her home garden.

Bonsai is a method of growing trees that originated in Asia and is often associated with the bonsai tree. Bonsai is the art of training a pot-bound tree to grow in a certain way. The tree is dwarfed by trimming its roots and branches. The branches are then wired to the trunk in order to achieve a controlled, mature-tree shape while balancing the top of the plant with the root system. Every part of the tree must be proportional, from its trunk to its leaves.

Bonsai growing can be practiced on many sizes and species of trees. A miniature bonsai grows 2 inches tall, while an average bonsai grows to be 2 feet tall. Growing a bonsai tree is an art form and a test of patience. No matter what type of bonsai an enthusiast chooses to grow, there are certain things they should know in order to get the best possible results.

Tuba is like a sweet elegant flower and have a very soft passionate behave, she wa

Lahore Arts Students

Archive for the ‘Pakistani Student’ Category
Pages (2): 1 2 »

Ayesha & Huma At Aftaar Party
Sep 9, 2009 Author: Guru | Filed under: Pakistani Student

Social Sciences Student

Ayesha and Huma are students of Economics in a Lahore University. This photo is taken in their college in Mailaad and Aftaar Party. They are in final terms of their studies. The final term of University is often the best and unfortunately the shortest. After revising a decent time over summer holidays by the time they returned they were in the full swing of revision before you can even unpack. It is such a busy time of year and there is no busier or cooler scene. With everyone around you working hard and pulling ‘all nighters’ it is not hard to get in the working mood.

So with little going on working just as hard as everyone else seems the best idea, particularly as the exams count. This is Ramdan, Ayesha and Huma are studying all night long, while most of the time during day they sleep or take classes in University.

After the stress of exams being lifted off the shoulders of almost every student in their University, the Ramdan is at its best. With warm weather and too many Aftaar parties even comprehend attending, the year is at its most enjoyable point. Having a good two weeks to do nothing but Aftaar parties and sleep is absolute bliss.
# 73 Comments
Learn Gardening Secrets From Tuba
Jul 21, 2009 Author: Guru | Filed under: Pakistani Student

gardening-secrets

Tuba is a student in Karachi Arts college. She came from a educated reputable family. Elegant Tuba decided to study gardening in her gradation. Its her passion and hobby. She do Hydroponic Gardening as an exciting hobby.

Hydroponic gardening is just the same as regular gardening, except that there is no mess whatsoever. There is no soil involved in indoor hydroponic gardening. Have you ever seen the famous Hanging Gardens of Babylon? This is one of the Seven Wonders of the World and is probably the earliest evidence that we have of indoor hydroponic gardening in the history of mankind.

Now, very few people have the means to grow something as lavish as this worldly wonder, but we can grow our own mini hanging gardens in a hydroponic greenhouse. This is exactly the same thing as a normal greenhouse, but it is hydroponic because all of the plants are grown using light, air, and water.

Tuba also grows Bonsai in her home garden.

Bonsai is a method of growing trees that originated in Asia and is often associated with the bonsai tree. Bonsai is the art of training a pot-bound tree to grow in a certain way. The tree is dwarfed by trimming its roots and branches. The branches are then wired to the trunk in order to achieve a controlled, mature-tree shape while balancing the top of the plant with the root system. Every part of the tree must be proportional, from its trunk to its leaves.

Bonsai growing can be practiced on many sizes and species of trees. A miniature bonsai grows 2 inches tall, while an average bonsai grows to be 2 feet tall. Growing a bonsai tree is an art form and a test of patience. No matter what type of bonsai an enthusiast chooses to grow, there are certain things they should know in order to get the best possible results.

Tuba is like a sweet elegant flower and have a very soft passionate behave, she want you to comment about her.
# 43 Comments
Tamkeen National College of Arts
Jun 5, 2009 Author: Guru | Filed under: Pakistani Student

National College of Arts
We have our second contribution from National College of Arts, Lahore. Tamkeen has a shy but caring nature. She is studying Miniature. (The word miniature, derived from the Latin minium, red lead, is a picture in an ancient or medieval illuminated manuscript; the simple decoration of the early codices having been miniated or delineated with that pigment).
The Mughal tradition in painting has inter- meshed with the Pahari School, the latter being a sort of patrimony of the Lahore Museum and the College after the masterpieces from the Punjab Hill States came into the Permanent Collection of the Museum early in this century. The skill and traditional techniques of Miniature painting are extensively taught and students are encouraged to incorporate an awareness of the contemporary values of this medium. From how to prepare wasli, traditional paper, they learn how to prepare their brushes.

Tamkeen is a traditional Punjabi Kuri, shy but lively. Your comments to this post will make her great.
# 51 Comments
Sara National College of Arts Lahore
May 15, 2009 Author: Guru | Filed under: Pakistani Student

Natioanl College of Arts

Sara Anwar is a student of National College of Arts, Lahore. Its a very old institution and has a rich history. Gazetteers written about the city of Lahore in 1915 describe the work being done at the school as one of the cultural highlights of the urban center.

Sara loves art, its her hobby and passion. Sara is studying sculpture. She is learning wood carving. Wood carving is a form of working wood by means of a cutting tool held in the hand (this may be a power tool), resulting in a wooden figure or figurine (this may be abstract in nature) or in the sculptural ornamentation of a wooden object. She has also developed some skills in Bronze. Bronze is the most popular metal for cast metal sculptures; a cast bronze sculpture is often called simply a “bronze”. Common bronze alloys have the unusual and desirable property of expanding slightly just before they set, thus filling the finest details of a mold.

Sara believe in hardwork, has dreams to become a famous artist.Wish you best of luck Sara!

Karachi Arts grils Studnets

uba is a student in Karachi Arts college. She came from a educated reputable family. Elegant Tuba decided to study gardening in her gradation. Its her passion and hobby. She do Hydroponic Gardening as an exciting hobby.

Hydroponic gardening is just the same as regular gardening, except that there is no mess whatsoever. There is no soil involved in indoor hydroponic gardening. Have you ever seen the famous Hanging Gardens of Babylon? This is one of the Seven Wonders of the World and is probably the earliest evidence that we have of indoor hydroponic gardening in the history of mankind.

Now, very few people have the means to grow something as lavish as this worldly wonder, but we can grow our own mini hanging gardens in a hydroponic greenhouse. This is exactly the same thing as a normal greenhouse, but it is hydroponic because all of the plants are grown using light, air, and water.

Tuba also grows Bonsai in her home garden.

Bonsai is a method of growing trees that originated in Asia and is often associated with the bonsai tree. Bonsai is the art of training a pot-bound tree to grow in a certain way. The tree is dwarfed by trimming its roots and branches. The branches are then wired to the trunk in order to achieve a controlled, mature-tree shape while balancing the top of the plant with the root system. Every part of the tree must be proportional, from its trunk to its leaves.

Bonsai growing can be practiced on many sizes and species of trees. A miniature bonsai grows 2 inches tall, while an average bonsai grows to be 2 feet tall. Growing a bonsai tree is an art form and a test of patience. No matter what type of bonsai an enthusiast chooses to grow, there are certain things they should know in order to get the best possible results.

Tuba is like a sweet elegant flower and have a very soft passionate behave, she wan

Karachi Universty Grils and boys

Archive for the ‘Pakistani Student’ Category
Pages (2): 1 2 »

Ayesha & Huma At Aftaar Party
Sep 9, 2009 Author: Guru | Filed under: Pakistani Student

Social Sciences Student

Ayesha and Huma are students of Economics in a Lahore University. This photo is taken in their college in Mailaad and Aftaar Party. They are in final terms of their studies. The final term of University is often the best and unfortunately the shortest. After revising a decent time over summer holidays by the time they returned they were in the full swing of revision before you can even unpack. It is such a busy time of year and there is no busier or cooler scene. With everyone around you working hard and pulling ‘all nighters’ it is not hard to get in the working mood.
Karachi Lahore Queeta Pashwer Universties Studnets
So with little going on working just as hard as everyone else seems the best idea, particularly as the exams count. This is Ramdan, Ayesha and Huma are studying all night long, while most of the time during day they sleep or take classes in University.

After the stress of exams being lifted off the shoulders of almost every student in their University, the Ramdan is at its best. With warm weather and too many Aftaar parties even comprehend attending, the year is at its most enjoyable point. Having a good two weeks to do nothing but Aftaar parties and sleep is absolute bliss.

Lahore Universties Grils Talking with Friends

Sanam, Ayesha, Fozia, Noreen and Fiza are students of Business Management Degree in one of Pakistan’s top business schools. They all are enjoying their life and studies, all have different wishes in life from peace and prosperity to getting famous.

They are learning advanced management education, including advanced knowledge relating to professional business designations. This essential objective is carried out by giving significance to the development of an individual’s career. It also takes into consideration the functional business knowledge that is required by an individual to succeed in the management career. At the same time, they are given a chance to expand in-depth dedicated knowledge in any selected field.

The Business Management Associate Degree enables them to acquire a broad understanding of all functional areas of a typical business (accounting, finance, human resources, production, information systems, and marketing) opearting in today’s dynamic environment.

Throughout this program they learned the management topics of leadership, motivation, communication, and team building. Furthermore, also taught techniques for effective decision-making and methods for setting strategic and tactical goals, planning and organizing activities, leading employees, and controlling operations in organizations. This well-rounded curriculum set them on the path to success in the business world.

They want to know how they all look, all these best friends.

Lahore Universties Grils Talking with Friends

Sanam, Ayesha, Fozia, Noreen and Fiza are students of Business Management Degree in one of Pakistan’s top business schools. They all are enjoying their life and studies, all have different wishes in life from peace and prosperity to getting famous.

They are learning advanced management education, including advanced knowledge relating to professional business designations. This essential objective is carried out by giving significance to the development of an individual’s career. It also takes into consideration the functional business knowledge that is required by an individual to succeed in the management career. At the same time, they are given a chance to expand in-depth dedicated knowledge in any selected field.

The Business Management Associate Degree enables them to acquire a broad understanding of all functional areas of a typical business (accounting, finance, human resources, production, information systems, and marketing) opearting in today’s dynamic environment.

Throughout this program they learned the management topics of leadership, motivation, communication, and team building. Furthermore, also taught techniques for effective decision-making and methods for setting strategic and tactical goals, planning and organizing activities, leading employees, and controlling operations in organizations. This well-rounded curriculum set them on the path to success in the business world.

They want to know how they all look, all these best friends.

Lahore Universties Grils Talking with Friends

Sanam, Ayesha, Fozia, Noreen and Fiza are students of Business Management Degree in one of Pakistan’s top business schools. They all are enjoying their life and studies, all have different wishes in life from peace and prosperity to getting famous.

They are learning advanced management education, including advanced knowledge relating to professional business designations. This essential objective is carried out by giving significance to the development of an individual’s career. It also takes into consideration the functional business knowledge that is required by an individual to succeed in the management career. At the same time, they are given a chance to expand in-depth dedicated knowledge in any selected field.

The Business Management Associate Degree enables them to acquire a broad understanding of all functional areas of a typical business (accounting, finance, human resources, production, information systems, and marketing) opearting in today’s dynamic environment.

Throughout this program they learned the management topics of leadership, motivation, communication, and team building. Furthermore, also taught techniques for effective decision-making and methods for setting strategic and tactical goals, planning and organizing activities, leading employees, and controlling operations in organizations. This well-rounded curriculum set them on the path to success in the business world.

They want to know how they all look, all these best friends.

Grils In Islamabad Universty

Maira Noor is one our cute friends from Karachi. Maira is university student� and the photo was taken at annual modeling contest in her university. Maira is crazy about modeling and as result of her craze and hard work she declared best model girl of the year in her university. She wants to share her success with our readers. She tells that now after the contest she is receiving many offers in modeling profession but she wants to complete her studies first.

Well Maira thank you very much for sending photo and sharing your prosperity with us, we wish you best of luck for your studies and future.

Grils Pakistani in Universities

aaha Khan is back to Chicago for holidays. She is enjoying the summer here in Chicago and have plans to visit beaches of Florida and Bahamas (The Bahamas, officially the Commonwealth of The Bahamas, is an independent, English-speaking country consisting of 2,387 rocks, 661 cays and 29 islands. It is located in the Atlantic Ocean southeast of the United States of America; northeast to east of Cuba, Hispaniola (Dominican Republic & Haiti) and north to east of the Caribbean Sea; and west to northwest of the Turks and Caicos Islands).
Maaha is going with her family on this holiday trip. They have planned to have some yachting fun. Yachting or recreational sailing is the specific act of sailing as a sport. These days, yacht racing and dinghy racing are common participant sports around the developed world, particularly where favourable wind conditions and access to reasonably sized bodies of water are available.

Well Maaha, we are missing you here in back Islamabad and want to see you back with some more photos and fun. Thanks for sharing.

Pakistani Unioversties Grils

Archive for the ‘Pakistani University Girls’ Category
Pages (3): 1 2 3 »

Zaira Batool Doing Online MBA From UK
Sep 30, 2009 Author: Tabi | Filed under: Pakistani University Girls

Zaira Batool Doing Online MBA From UK

Zaira Batool belongs to Lahore. Zaira completed her graduation six months ago and now is doing her MBA online from Manchester Business School øf ÙK. Zaira writes in her email that it was her dream to do MBA but due lake of opportunity she couldn’t did so. Then she decided to earn MBA degree online. She says that earning a MBA degree is significantly an advantage in today’s competitive job market, yet allocating an MBA programs into one’s busy schedule can be very difficult. Now, you can study your MBA program online from some of the leading accredited online universities without leaving home. Online MBA utilize the advantage of the internet-based technology to deliver MBA programs via the Internet. With the continuing enhancement of Internet technology, including greater use of web cams, there is a high likelihood that the number of programs available online will increase overtime.

She more writes that online degree should be respected just like the traditional MBA degree as the two main factors determining a business school’s respectability is the accreditation and reputation and this shall not depends on whether the MBA degree is obtained through online program or campus-based programs. Any University or school with good reputation will add respectability to their online achievement. Well Zair

UK studnet for here

Jawaria College Student From UK
Nov 1, 2009 Author: Guru | Filed under: Student

UK College Student

Jawaria is an ex pat and studying in a UK college. Shy and sweet Jawaria is a student of economics. Jawaria talks less, she is shy but she is a real hardworking girl. Jawaria concentrate 100% on her education. Jawaria is receiving good grades due to that hard work.

Jawaria says there are reasons why I chose to study Economics when I first entered university. Because I enjoy the topic. That’s an absolute must to study economics. I wouldn’t suggest anyone study economics if they do not enjoy at least some of the topics involved. Like anything in life, you get out of studying economics what you put in.
Economics teaches students how to understand and spot secondary effects and possible unintended consequences. This may seem relatively unimportant, but it’s the most useful thing I’ve received from my economics training. Most economics problems have secondary effects – the deadweight loss from taxation is one such secondary effect. A government creates a tax to pay for some needed social program, but the secondary effect of that tax is that it changes people’s behavior, causing economic growth to slow.

Jawaria tells there are a lot of job opportunities for economics graduates. Because there are many opportunities for economics graduates. You are not guaranteed a good-paying job with an economics degree, but your chances are higher than in other programs. One of my interests as an undergraduate was philosophy, but I decided not to major in that because it seemed that the only possibility after completing my degree was law school – which did not appeal to me. With an economics degree you can work in a variety of different fields from finance and banking, public policy, sales and marketing, civil service (government departments, the Federal Reserve, etc.), insurance and actuarial work, etc. You can also go on to do further studies in economics, political science, business, or a variety of other fields.

Jawaria has aim to get enrolled in London School of Economics for postgraduate studies

Mobile Numbers

Mobile Numbers
by Aamir Irfan

Perpetually bored with little to do, the youth of Pakistan are going crazy over mobile phones. Cell phones are cheap and widely available in Pakistan, leading many to use them as a good way to kill time. This has given rise to virtual dating over the cellular networks, as guys and girls exchange mobile phone numbers with a view to chat or meet up later. Mobile numbers of girls in Pakistan are especially in great demand.

Second only to Internet hookups and cyber dating, cell phone number exchange is a popular dating or introduction method. Many young Pakistanis seek to get potential romantic partners subsequent to an exchange of phone numbers. Many girls and guys have actually met their boyfriends and girlfriends through this means, as a casual interview might often reveal.

Some of the most popular mobile phones used by Pakistani girls and guys alike include Nokia N serious, and the Sony Ericsson Walkman phones. Apple’s Iphone is still hard to find in Pakistan, primarily because of less developed network infrastructure.

Popular Mobile Phones

As of August 2009, the most popular mobile phones in Pakistan include the new Sony Ericsson W995 and the W595. People around the country are waiting with bated breath for the arrival of the all new SE range, including the Satio and the Ain

Islamabad College for Girls F 6/2 (Islamabad)

ello All of Girls.I like a good girls respectible for mom and dad and other older person. best of luck bye.My contact number 92-3005939667 Take care 4ever.
Category: college
Permalink to this place


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Islamabad College for Girls F 6/2 (Islamabad)

ello All of Girls.I like a good girls respectible for mom and dad and other older person. best of luck bye.My contact number 92-3005939667 Take care 4ever.
Category: college
Permalink to this place


place comments:
17 months ago afnan +5 [good] [bad] [good] [bad]
one of the bst.
16 months ago Fareeha +9 [good] [bad] [good] [bad]
ICG is the best in the whole widw world..i love it as i love my family..i love u all ICGians and all our janoo ma'ams
13 months ago namat +1 [good] [bad] [good] [bad]
hi
how are you girls
i wants a sincere girl from islamabad
plz contact me on my no
03339976861
11 months ago ADIL -1 [good] [bad] [good] [bad]
03215550048
8 months ago Gulfam +1 [good] [bad] [good] [bad]
Hi Islamabad Girls,
I am Gulfam (Nick Faami) 25 doing Job in Multinational Company Isl.I am a Singer & Romantic person. Love 2 listen Music & like 2 play Soccer. If u wana Contact me dial 0314 5181713
6 months ago cheeko +3 [good] [bad] [good] [bad]
hi ibd girls u r to short and week with tiny heights filled ur face and body with makeup n stough but u rnt as beautiful as a girl should be. want to insult than find me my self cheeko numl mba-- my no ----6787449
6 months ago diya +7 [good] [bad] [good] [bad]
iCg is the best of all....

i am proub to b an icgian,,,

live long my mom...!!!
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hi h r u all? hows ur life going? mujhy aik sincre frnd ki talah hy jo b mujhse frnd krna chahta/chahti hy mujhy es number pe msg karen 03145242490 mai intizar karunga sb apna khayal rakheyega ALLAH HAFIZ
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Pakistani girls love sports

Pakistani girls love sports
saeeda khan

Pakistan as a country is known for producing sportsmen who are renowned across the globe. From the legendary squash players to the cricketing eleven, Pakistan’s atheletes and sportsmen have made a mark in their chosen fields. Pakistani girls also take a keen interest in sports, much like their male counterparts. Sports popular among the girls in Pakistan include the ancient game of badminton. Badminton is actually a sport of subcontinental origin and was originally played with a wooden ball.

Over time it evolved to include a feathered shuttlecock. Pakistani girls enjoy badminton especially in the northern plains of the Punjab. In the summers the wind in the Punjabi plains is not as severe as other places in the world, and badminton is therefore often played outdoors in Pakistan.

What are learning outcomes

he Jomtien Declaration in 1990 and the follow-up Framework for Action adopted at the World Education Forum in Dakar, Senegal in April 2000, recognize the quality of education as a crucial component in the broad movement of achieving Education for All. Goal 6 of the Dakar Framework states that all aspects of education quality should be improved “so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”.

What are learning outcomes?

A learning outcome is the particular knowledge, skill or behavior that a student is expected to exhibit after a period of study. Learning outcomes reflect a nation’s concern with the level of knowledge acquisition among its student population. Measuring learning outcomes provides information on what particular knowledge (cognitive), skill or behavior (affective) students have gained after instruction is completed. They are typically measured by administering assessments at sub-national, national, regional and international levels. Countries decide what the purpose of the assessment is, what population will be assessed, what is to be assessed, how it is to be assessed, and how the measures are to be reported and utilized. Policy makers might decide to focus on a limited amount of domains and grade levels while others will focus on the measurement of student knowledge in a wide range of domains and grade levels.

The Quality of Education, Learning Outcomes and Economic Growth

Education systems across the world are based on the principle that education quality is defined by its contribution to the development of cognitive skills and behavioral traits, attitudes and values that are judged necessary for good citizenship and effective life in the community. Over the last 10 years growth research has been able to demonstrate that the quality of education, has a statistically significant and important positive economic effect and that ignoring the quality of education limits economic growth.

Why focus on learning outcomes?

Researchers can now document that the quality of human resources, as measured by assessment scores, is closely related to individual earnings, productivity and economic growth. This evidence shifts policy makers’ attention increasingly from inputs to outcomes, i.e. what learners should ultimately have learned at the end of a significant educational experience.

While it is important to know how much money is being spent on such issues as teacher education and physical facilities, policy makers recognize that it is equally important to know what children are learning in the classroom: What kind of knowledge, skills and attitudes does the education system develop? How do assessed learning outcomes reflect the stated goals and objectives of national education systems? What factors are associated with student achievement? Do particular sub-groups in the population perform poorly? How well are students being prepared to succeed in an increasingly knowledge-based economy? Policy makers argue that students will need higher levels of knowledge and skills- particularly in the areas of mathematics and science - if they are to participate meaningfully in the world of work.

Ultimately, information on learning outcomes assists countries in making informed decisions about interventions to improve educational quality and help policy makers monitor trends in the nature and quality of student learning over time. National, regional and international assessments allow for the benchmarking of student performance against corresponding standards. In the context of international development assistance, focus on learning outcomes increases stakeholder attention on deliverables and results, and may increase accountability based on performance.

What has the World Bank been doing in this area?

There is broad consensus among the international community that the achievement of the education Millennium Development Goal (MDG) requires improvements in learning outcomes. Thus, the quality of education, as measured in terms of learning outcomes, is a major focus for the institution. As a key partner in the Education for All – Fast Track Initiative (EFA-FTI) the World Bank has increasingly engaged countries in discussions on how to pursue and measure progress based not only on enrollments and inputs, but also on learning outcomes. How countries assess these outcomes and link them with policies, practices, and interventions to improve teaching and learning are growing priorities for the global development community.

The World Bank has also intensified direct support to countries in this area. As a result all primary, secondary, and general education projects approved by the World Bank’s Board of Executive Directors in 2007 address education quality and cover student learning assessments.
There has been an increase in research programs and capacity building activities designed to reinforce the efforts of countries and donors to pay more attention to raising learning outcomes. The Bank’s Global Monitoring Report 2007emphasizes the key role of learning outcomes in all education programs, and highlights the importance of measuring and focusing on improving learning outcomes. A key study on Education Quality and Economic Growth demonstrates empirically the causal relationship between cognitive learning outcomes and economic growth. A five-volume tool kit on designing educational assessment systems is being published to help countries with the implementation of sustainable national assessments of student achievement.

The World Bank has been engaged in increasing global attention to assessing learning outcomes and producing evidence on what works to raise learning outcomes in developing countries. Several publications assist developing countries in the design and implementation of effective, large scale education assessment systems. The Latin America and Caribbean Region released a flagship study entitled, Raising Student Learning in Latin America, which documents and disseminates evidence of what has worked to increase learning outcomes of students attending primary and secondary schools in the region. The organization has also been working with some countries wishing to experiment with more accessible low-cost forms of learning outcomes measurement and has helped them implement simple assessments of reading skills and progress in the early years

What are learning outcomes

he Jomtien Declaration in 1990 and the follow-up Framework for Action adopted at the World Education Forum in Dakar, Senegal in April 2000, recognize the quality of education as a crucial component in the broad movement of achieving Education for All. Goal 6 of the Dakar Framework states that all aspects of education quality should be improved “so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”.

What are learning outcomes?

A learning outcome is the particular knowledge, skill or behavior that a student is expected to exhibit after a period of study. Learning outcomes reflect a nation’s concern with the level of knowledge acquisition among its student population. Measuring learning outcomes provides information on what particular knowledge (cognitive), skill or behavior (affective) students have gained after instruction is completed. They are typically measured by administering assessments at sub-national, national, regional and international levels. Countries decide what the purpose of the assessment is, what population will be assessed, what is to be assessed, how it is to be assessed, and how the measures are to be reported and utilized. Policy makers might decide to focus on a limited amount of domains and grade levels while others will focus on the measurement of student knowledge in a wide range of domains and grade levels.

The Quality of Education, Learning Outcomes and Economic Growth

Education systems across the world are based on the principle that education quality is defined by its contribution to the development of cognitive skills and behavioral traits, attitudes and values that are judged necessary for good citizenship and effective life in the community. Over the last 10 years growth research has been able to demonstrate that the quality of education, has a statistically significant and important positive economic effect and that ignoring the quality of education limits economic growth.

Why focus on learning outcomes?

Researchers can now document that the quality of human resources, as measured by assessment scores, is closely related to individual earnings, productivity and economic growth. This evidence shifts policy makers’ attention increasingly from inputs to outcomes, i.e. what learners should ultimately have learned at the end of a significant educational experience.

While it is important to know how much money is being spent on such issues as teacher education and physical facilities, policy makers recognize that it is equally important to know what children are learning in the classroom: What kind of knowledge, skills and attitudes does the education system develop? How do assessed learning outcomes reflect the stated goals and objectives of national education systems? What factors are associated with student achievement? Do particular sub-groups in the population perform poorly? How well are students being prepared to succeed in an increasingly knowledge-based economy? Policy makers argue that students will need higher levels of knowledge and skills- particularly in the areas of mathematics and science - if they are to participate meaningfully in the world of work.

Ultimately, information on learning outcomes assists countries in making informed decisions about interventions to improve educational quality and help policy makers monitor trends in the nature and quality of student learning over time. National, regional and international assessments allow for the benchmarking of student performance against corresponding standards. In the context of international development assistance, focus on learning outcomes increases stakeholder attention on deliverables and results, and may increase accountability based on performance.

What has the World Bank been doing in this area?

There is broad consensus among the international community that the achievement of the education Millennium Development Goal (MDG) requires improvements in learning outcomes. Thus, the quality of education, as measured in terms of learning outcomes, is a major focus for the institution. As a key partner in the Education for All – Fast Track Initiative (EFA-FTI) the World Bank has increasingly engaged countries in discussions on how to pursue and measure progress based not only on enrollments and inputs, but also on learning outcomes. How countries assess these outcomes and link them with policies, practices, and interventions to improve teaching and learning are growing priorities for the global development community.

The World Bank has also intensified direct support to countries in this area. As a result all primary, secondary, and general education projects approved by the World Bank’s Board of Executive Directors in 2007 address education quality and cover student learning assessments.
There has been an increase in research programs and capacity building activities designed to reinforce the efforts of countries and donors to pay more attention to raising learning outcomes. The Bank’s Global Monitoring Report 2007emphasizes the key role of learning outcomes in all education programs, and highlights the importance of measuring and focusing on improving learning outcomes. A key study on Education Quality and Economic Growth demonstrates empirically the causal relationship between cognitive learning outcomes and economic growth. A five-volume tool kit on designing educational assessment systems is being published to help countries with the implementation of sustainable national assessments of student achievement.

The World Bank has been engaged in increasing global attention to assessing learning outcomes and producing evidence on what works to raise learning outcomes in developing countries. Several publications assist developing countries in the design and implementation of effective, large scale education assessment systems. The Latin America and Caribbean Region released a flagship study entitled, Raising Student Learning in Latin America, which documents and disseminates evidence of what has worked to increase learning outcomes of students attending primary and secondary schools in the region. The organization has also been working with some countries wishing to experiment with more accessible low-cost forms of learning outcomes measurement and has helped them implement simple assessments of reading skills and progress in the early years

Girls Jobs

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You are here: Training for NTOs

Training for NTOs—Overview
This section includes:
Database of NTO Training Programs

* Search for a training program
* View list of national training programs
* List your training program

Pre-vocational Training Programs

Apprenticeship Programs

* What is an Apprenticeship Program?
o What is an Apprentice?
o Types of Apprenticeships
o Registration of Apprentices and Programs
* How to Enter an Apprenticeship?
o Who to Contact
o Requirements for Apprenticeship

Nontraditional occupations for women (NTOs) offer better wages, benefits and opportunities for career advancement than traditional career options. Many women already have the interest and/or aptitude for a nontraditional occupation.

They just need a training program to expand their knowledge and build on skills they may have obtained from other jobs and life experiences.

This section will provide:

* Women with a basic understanding of what is involved in training for a nontraditional employment and how to locate a nearby training program

* Workforce development professionals and educators with a better understanding of components of a successful nontraditional employment training program and how to locate a program for the women and girls with whom they are work

* Training databases—a gateway to locating training programs for high-wage nontraditional employment nationwide

* Information on pre-vocational training programs—Before entering a vocational training program, women may want to enter into a pre-vocational training program to brush up on the basic skills and aptitudes related to a particular nontraditional occupation

* Information on apprenticeship programs—Women can enter into vocational training programs, such as apprenticeship programs, to learn new skills that will enable them to enter or advance in a nontraditional occupation

Girls Edcation International

Girls Education International
The mission of Girls Education International is to expand and support educational opportunities for under-served females in remote and undeveloped regions of the world.

We envision a world where educational opportunities for women and girls are equal to those typically afforded boys and men, and thus provide the foundation for healthier and prosperous societies that reflect their unique cultural differences.

Sign up for our enewsletter and information about upcoming events by clicking here. Check out our latest interview with KGNU by clicking here.


*
Beats for Books fundraiser a big success!

10/28/2009 12:00:00 AM

A few hundred people crowded The Spot Bouldering Gym last night for our second annual Beats for Books fundraising event, donating between $6000 and $7000 toward girls' education. We are so thrilled to have received such magnificent support from the community. Thank you!

Full story

*
3 days until Girls Ed's annual Beats for Books fundraiser!

10/25/2009 12:00:00 AM

A number of world-class professional climbers will be teaching clinics at the Beats for Books event this Tuesday, October 7th. Among them are Robyn Erbesfield-Raboutou, Lynn Hill, and Madaleine Sorkin. Thanks ladies for donating your time to Girls Education International. For more information read full article.

Full story

*
5 days until Girls Ed's annual Beats for Books fundraiser, Tuesday, Oct. 27

10/23/2009 12:00:00 AM

Bidding on our rock climbing and mountain biking athletes opened just a few days ago, and the first bid is already in! A to-be-announced-later couple bid $200 for the Alpine Journal's dynamic editor and alpine climber extraordinaire, Kelly Cordes. Do I hear $250, $250 in the audience?

NGOs working Female Edcation In Asia

The Campaign for Female Education (Camfed)
Donate to CAMFED

Camfed is dedicated to fighting poverty and HIV/AIDS in rural Africa by educating girls and investing in their economic independence and leadership once they complete school. Since 1993, Camfed has been working in partnership with rural communities in Africa to set in motion a virtuous cycl

NGOs working for Grils In pakistan

OVERVIEW

* How are girls doing?
* Why is girl's education important?
* What is the World Bank doing to support girls' education?
* Who are we working with?


KEY ISSUES - Gender disparities, out of school and dropout rates, learning outcomes, HIV/AIDS

DATA - Girls' education indicators in the EdStats database, plus other data resources

PROJECTS - Selected Projects with Girls' Education components approved in 2008


PUBLICATIONS

* Girls’ Education in the 21st Century: Gender Equality, Empowerment, and Economic Growth
* Gender Equality as Smart Economics: a Gender Action plan - FY 07-10
* The Economic and Human Development Costs of Missing the MDG on Gender Equity

View all publications

EVENTS - Workshops, conferences and presentations



Girls’ Education: A World Bank Priority
The World Bank is committed to fighting poverty and helping developing countries invest in their education systems. In light of this, it has embraced the achievement of the Millennium Development Goals as its main priority and, particularly, “eliminating gender disparity in primary and secondary education.” The World Bank has recognized that there is no investment more effective for achieving development goals than educating girls.

The World Bank is a partner and one of many players in the international drive to improve gender equality and empower girls and women. World Bank activities focus on assisting countries’ own efforts to advance gender equality. Through its lending and non-lending activities, the Bank has helped to improve lives of girls in client countries. Since the World Conference of Education in Jomtien in 1990, the Bank’s emphasis in the area of girls’ education has increased and gender equality has been integrated as an important component of the Bank’s poverty reduction mission. The Education for All – Fast Track Initiative and the recent Education Sector Strategy Update have reinforced the World Bank’s commitment to the Education for All and the Millennium Development Goals.

How are girls doing?: Success and Challenges

Girls’ enrollments tend to go upwards. Thirty years ago, girls represented 38 percent of primary enrollments in low-income countries and boys, 62 percent. Today, the gender gap has narrowed with girls representing 48 percent and boys 52 percent of primary enrollments (OECD/UNESCO, 2005). Gross enrollment rates for girls in some low-income countries have gone from 52 percent to 94 percent over that same period. These averages, however, hide sharp differences among regions and countries.

Between 1999 and 2006, the worldwide number of children not in school declined rapidly from about 100 million to 75 million. However, girls still constitute 55% of all out-of-school children, down from 59% in 1999. Worldwide, for every 100 boys out-of-school there are 122 girls. In some countries the gender gap is much wider. For example, for every 100 boys out of school in Yemen there are 270 girls, in Iraq 316 girls, in India 426 girls, and in Benin 257 girls (UNESCO GMR, 2007). Gender differential access to school is usually caused by poverty, adverse cultural practices, schooling quality and distance to schools. However, there are some emerging challenges that reduce girls’ enrollment in primary, secondary and tertiary education. These are: HIV/AIDS, orphanhood, conflicts, emergencies and other fragile situations, gender-based violence, and information technology gender gap.

Gender disparities still remain in both primary enrollment and school completion rates. However, many low-income countries have registered improvements in primary school completion rates, with an average increase of 6 percent (from 63 percent in 1999 to 74 percent in 2006) (World Bank, EdStats, 2008). The completion rate for girls rose by 9 percentage points, from 57 percent in 1999 to 70 percent in 2006, whereas the primary school completion rates for boys increased only from 63 percent to 70 percent during the same period in low-income countries (World Bank, EdStats, 2008).

The MDG goal of gender parity in primary and secondary education by 2005 was not met in most regions; however, there is substantial cause for optimism. Most of the developing countries are on course for closing gender gap in primary enrollment by 2015 if they continue at present rates of progress in enrollment and attendance rates. In order to achieve gender equality by 2015, more attention will need to be focused on access to include provision at the secondary and tertiary education levels, retention, quality, learning outcomes and relevance of education at all levels . Strategic directions for accelerating gender equality in education also include emphasize on monitoring and evaluation of the effectiveness of interventions as well as their impact.

top arrowtop arrow

Why is girls' education important?

There are several compelling benefits associated with girls’ education, which include the reduction of child and maternal mortality, improvement of child nutrition and health, lower fertility rates, enhancement of women’s domestic role and their political participation, improvement of the economic productivity and growth, and protection of girls from HIV/AIDS, abuse and exploitation. Girls’ education yields some of the highest returns of all development investments, yielding both private and social benefits that accrue to individuals, families, and society at large by

* Reducing women’s fertility rates. Women with formal education are much more likely to use reliable family planning methods, delay marriage and childbearing, and have fewer and healthier babies than women with no formal education. It is estimated that one year of female schooling reduces fertility by 10 percent. The effect is particularly pronounced for secondary schooling.
* Lowering infant and child mortality rates. Women with some formal education are more likely to seek medical care, ensure their children are immunized, be better informed about their children's nutritional requirements, and adopt improved sanitation practices. As a result, their infants and children have higher survival rates and tend to be healthier and better nourished.
* Lowering maternal mortality rates. Women with formal education tend to have better knowledge about health care practices, are less likely to become pregnant at a very young age, tend to have fewer, better-spaced pregnancies, and seek pre- and post-natal care. It is estimated that an additional year of schooling for 1,000 women helps prevent two maternal deaths.
* Protecting against HIV/AIDS infection. Girls’ education ranks among the most powerful tools for reducing girls’ vulnerability. It slows and reduces the spread of HIV/AIDS by contributing to female economic independence, delayed marriage, family planning, and work outside the home, as well as conveying greater information about the disease and how to prevent it.
* Increasing women’s labor force participation rates and earnings. Education has been proven to increase income for wage earners and increase productivity for employers, yielding benefits for the community and society.
* Creating intergenerational education benefits. Mothers’ education is a significant variable affecting children’s education attainment and opportunities. A mother with a few years of formal education is considerably more likely to send her children to school. In many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year.

Girls’ education and the promotion of gender equality in education are vital to development, and policies and actions that do not address gender disparities miss critical development opportunities.

top arrowtop arrow


What is the World Bank doing to support girls' education?
The Bank complements its lending services with substantial non-financial assistance, largely in the form of analytical, advisory, knowledge-sharing, and capacity building activities but also including efforts to mobilize funding from donors or from the private sector to meet countries’ large financing needs for education.

Targeting countries with significant gender disparities in schooling:
The Bank has provided financial resources and technical assistance to the following countries that have significant gender disparities in educational enrollments at the primary and secondary levels:

*
Africa: Benin, Burkina Faso, Cameroon, Chad, Côte d’Ivoire, Ethiopia, Gambia, Ghana, Guinea, Malawi, Mali, Mauritania, Mozambique, Niger, Senegal, Sierra Leone, Tanzania, Uganda and Zambia
*
East Asia and the Pacific: Cambodia, Vietnam, Lao PDR
*
South Asia: Bangladesh, India, Nepal, Afghanistan, Pakistan
*
Middle East and North Africa: Morocco, Yemen, Egypt, and Djibouti
*
Europe and Central Asia: Moldova, Turkey, Tajikistan
*
Latin American and the Caribbean: Guatemala, Bolivia, Brazil, El Salvador, Mexico

Between 1990 and 2009, the World Bank financed 484 education sector projects distributed across the Bank’s six regions and additional 612 projects that had education components. Over 100 projects had components with interventions specifically aimed at improving girls’ education outcomes. Since 1998, there has been an increase in the percentage of projects that focus on girls’ primary education (77% of all projects on primary education, in comparison to 58% in 1990-1997).

Providing a depository of Knowledge on girls’ education issues:
The Bank has supported

* research studies on factors that affect girls’ participation and learning;
* development of capacity and training programs in Ministries of Education for the implementation of girls’ education strategies;
* organization of regional and country level workshops in collaboration with other partners to share country experiences and best practices on the improvement of girls’ education;
* dissemination of information and best practices in girls’ education through publications, electronic media, videos and presentations; and
* mainstreaming gender in country and sector policy dialogue with client countries.

Financing strategies that work:

Drawing from its analytic work, the Bank has financed strategies that have been found to work for the improvement of girls’ education through its operational work. Examples of strategies supported include those that:

* Are system-wide and cross-sectoral;
* Balance supply and demand side interventions (for ex., Pakistan - Balochistan Primary Education Program Project (BPEP) (1993-1999); Bangladesh - Female Secondary School Assistance project (2002 - 2007) etc.);
* Focus on educational quality improvements (for ex., Cambodia – Education Quality Improvement project (1999 - 2004); Pakistan - Balochistan Primary Education Program Project (BPEP) (1993-1999) etc.);
* Enhance capacity building and institutional development (for ex., Guatemala - Basic Education Reform Project (1998-2003) etc.);
* Support community development (for ex., Guinea – Equity and School Improvement Project (1996-2002) etc.);
* Are based on a strong analytic framework (for ex., Yemen - Basic Education Project (1992-2000).

top arrowtop arrow

Who are we working with?
The World Bank works closely with other development organizations on Girls' Education issues. It has developed partnerships to help identify interventions that improve girls’ education outcomes and to provide resources necessary to support countries implementing such initiatives. The World Bank is an active member of the global partnership for girls’ education and the United Nations Girls’ Education Initiative (UNGEI), which comprise of the following donors:

* UNICEF,
* UNESCO,
* Department for International Development (DFID),
* SIDA,
* NORAD,
* DANIDA,
* Global Campaign for Education

and others.

NGOs working for Grils In pakistan

OVERVIEW

* How are girls doing?
* Why is girl's education important?
* What is the World Bank doing to support girls' education?
* Who are we working with?


KEY ISSUES - Gender disparities, out of school and dropout rates, learning outcomes, HIV/AIDS

DATA - Girls' education indicators in the EdStats database, plus other data resources

PROJECTS - Selected Projects with Girls' Education components approved in 2008


PUBLICATIONS

* Girls’ Education in the 21st Century: Gender Equality, Empowerment, and Economic Growth
* Gender Equality as Smart Economics: a Gender Action plan - FY 07-10
* The Economic and Human Development Costs of Missing the MDG on Gender Equity

View all publications

EVENTS - Workshops, conferences and presentations



Girls’ Education: A World Bank Priority
The World Bank is committed to fighting poverty and helping developing countries invest in their education systems. In light of this, it has embraced the achievement of the Millennium Development Goals as its main priority and, particularly, “eliminating gender disparity in primary and secondary education.” The World Bank has recognized that there is no investment more effective for achieving development goals than educating girls.

The World Bank is a partner and one of many players in the international drive to improve gender equality and empower girls and women. World Bank activities focus on assisting countries’ own efforts to advance gender equality. Through its lending and non-lending activities, the Bank has helped to improve lives of girls in client countries. Since the World Conference of Education in Jomtien in 1990, the Bank’s emphasis in the area of girls’ education has increased and gender equality has been integrated as an important component of the Bank’s poverty reduction mission. The Education for All – Fast Track Initiative and the recent Education Sector Strategy Update have reinforced the World Bank’s commitment to the Education for All and the Millennium Development Goals.

How are girls doing?: Success and Challenges

Girls’ enrollments tend to go upwards. Thirty years ago, girls represented 38 percent of primary enrollments in low-income countries and boys, 62 percent. Today, the gender gap has narrowed with girls representing 48 percent and boys 52 percent of primary enrollments (OECD/UNESCO, 2005). Gross enrollment rates for girls in some low-income countries have gone from 52 percent to 94 percent over that same period. These averages, however, hide sharp differences among regions and countries.

Between 1999 and 2006, the worldwide number of children not in school declined rapidly from about 100 million to 75 million. However, girls still constitute 55% of all out-of-school children, down from 59% in 1999. Worldwide, for every 100 boys out-of-school there are 122 girls. In some countries the gender gap is much wider. For example, for every 100 boys out of school in Yemen there are 270 girls, in Iraq 316 girls, in India 426 girls, and in Benin 257 girls (UNESCO GMR, 2007). Gender differential access to school is usually caused by poverty, adverse cultural practices, schooling quality and distance to schools. However, there are some emerging challenges that reduce girls’ enrollment in primary, secondary and tertiary education. These are: HIV/AIDS, orphanhood, conflicts, emergencies and other fragile situations, gender-based violence, and information technology gender gap.

Gender disparities still remain in both primary enrollment and school completion rates. However, many low-income countries have registered improvements in primary school completion rates, with an average increase of 6 percent (from 63 percent in 1999 to 74 percent in 2006) (World Bank, EdStats, 2008). The completion rate for girls rose by 9 percentage points, from 57 percent in 1999 to 70 percent in 2006, whereas the primary school completion rates for boys increased only from 63 percent to 70 percent during the same period in low-income countries (World Bank, EdStats, 2008).

The MDG goal of gender parity in primary and secondary education by 2005 was not met in most regions; however, there is substantial cause for optimism. Most of the developing countries are on course for closing gender gap in primary enrollment by 2015 if they continue at present rates of progress in enrollment and attendance rates. In order to achieve gender equality by 2015, more attention will need to be focused on access to include provision at the secondary and tertiary education levels, retention, quality, learning outcomes and relevance of education at all levels . Strategic directions for accelerating gender equality in education also include emphasize on monitoring and evaluation of the effectiveness of interventions as well as their impact.

top arrowtop arrow

Why is girls' education important?

There are several compelling benefits associated with girls’ education, which include the reduction of child and maternal mortality, improvement of child nutrition and health, lower fertility rates, enhancement of women’s domestic role and their political participation, improvement of the economic productivity and growth, and protection of girls from HIV/AIDS, abuse and exploitation. Girls’ education yields some of the highest returns of all development investments, yielding both private and social benefits that accrue to individuals, families, and society at large by

* Reducing women’s fertility rates. Women with formal education are much more likely to use reliable family planning methods, delay marriage and childbearing, and have fewer and healthier babies than women with no formal education. It is estimated that one year of female schooling reduces fertility by 10 percent. The effect is particularly pronounced for secondary schooling.
* Lowering infant and child mortality rates. Women with some formal education are more likely to seek medical care, ensure their children are immunized, be better informed about their children's nutritional requirements, and adopt improved sanitation practices. As a result, their infants and children have higher survival rates and tend to be healthier and better nourished.
* Lowering maternal mortality rates. Women with formal education tend to have better knowledge about health care practices, are less likely to become pregnant at a very young age, tend to have fewer, better-spaced pregnancies, and seek pre- and post-natal care. It is estimated that an additional year of schooling for 1,000 women helps prevent two maternal deaths.
* Protecting against HIV/AIDS infection. Girls’ education ranks among the most powerful tools for reducing girls’ vulnerability. It slows and reduces the spread of HIV/AIDS by contributing to female economic independence, delayed marriage, family planning, and work outside the home, as well as conveying greater information about the disease and how to prevent it.
* Increasing women’s labor force participation rates and earnings. Education has been proven to increase income for wage earners and increase productivity for employers, yielding benefits for the community and society.
* Creating intergenerational education benefits. Mothers’ education is a significant variable affecting children’s education attainment and opportunities. A mother with a few years of formal education is considerably more likely to send her children to school. In many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year.

Girls’ education and the promotion of gender equality in education are vital to development, and policies and actions that do not address gender disparities miss critical development opportunities.

top arrowtop arrow


What is the World Bank doing to support girls' education?
The Bank complements its lending services with substantial non-financial assistance, largely in the form of analytical, advisory, knowledge-sharing, and capacity building activities but also including efforts to mobilize funding from donors or from the private sector to meet countries’ large financing needs for education.

Targeting countries with significant gender disparities in schooling:
The Bank has provided financial resources and technical assistance to the following countries that have significant gender disparities in educational enrollments at the primary and secondary levels:

*
Africa: Benin, Burkina Faso, Cameroon, Chad, Côte d’Ivoire, Ethiopia, Gambia, Ghana, Guinea, Malawi, Mali, Mauritania, Mozambique, Niger, Senegal, Sierra Leone, Tanzania, Uganda and Zambia
*
East Asia and the Pacific: Cambodia, Vietnam, Lao PDR
*
South Asia: Bangladesh, India, Nepal, Afghanistan, Pakistan
*
Middle East and North Africa: Morocco, Yemen, Egypt, and Djibouti
*
Europe and Central Asia: Moldova, Turkey, Tajikistan
*
Latin American and the Caribbean: Guatemala, Bolivia, Brazil, El Salvador, Mexico

Between 1990 and 2009, the World Bank financed 484 education sector projects distributed across the Bank’s six regions and additional 612 projects that had education components. Over 100 projects had components with interventions specifically aimed at improving girls’ education outcomes. Since 1998, there has been an increase in the percentage of projects that focus on girls’ primary education (77% of all projects on primary education, in comparison to 58% in 1990-1997).

Providing a depository of Knowledge on girls’ education issues:
The Bank has supported

* research studies on factors that affect girls’ participation and learning;
* development of capacity and training programs in Ministries of Education for the implementation of girls’ education strategies;
* organization of regional and country level workshops in collaboration with other partners to share country experiences and best practices on the improvement of girls’ education;
* dissemination of information and best practices in girls’ education through publications, electronic media, videos and presentations; and
* mainstreaming gender in country and sector policy dialogue with client countries.

Financing strategies that work:

Drawing from its analytic work, the Bank has financed strategies that have been found to work for the improvement of girls’ education through its operational work. Examples of strategies supported include those that:

* Are system-wide and cross-sectoral;
* Balance supply and demand side interventions (for ex., Pakistan - Balochistan Primary Education Program Project (BPEP) (1993-1999); Bangladesh - Female Secondary School Assistance project (2002 - 2007) etc.);
* Focus on educational quality improvements (for ex., Cambodia – Education Quality Improvement project (1999 - 2004); Pakistan - Balochistan Primary Education Program Project (BPEP) (1993-1999) etc.);
* Enhance capacity building and institutional development (for ex., Guatemala - Basic Education Reform Project (1998-2003) etc.);
* Support community development (for ex., Guinea – Equity and School Improvement Project (1996-2002) etc.);
* Are based on a strong analytic framework (for ex., Yemen - Basic Education Project (1992-2000).

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Who are we working with?
The World Bank works closely with other development organizations on Girls' Education issues. It has developed partnerships to help identify interventions that improve girls’ education outcomes and to provide resources necessary to support countries implementing such initiatives. The World Bank is an active member of the global partnership for girls’ education and the United Nations Girls’ Education Initiative (UNGEI), which comprise of the following donors:

* UNICEF,
* UNESCO,
* Department for International Development (DFID),
* SIDA,
* NORAD,
* DANIDA,
* Global Campaign for Education

and others.

NGOs working for Grils In pakistan

OVERVIEW

* How are girls doing?
* Why is girl's education important?
* What is the World Bank doing to support girls' education?
* Who are we working with?


KEY ISSUES - Gender disparities, out of school and dropout rates, learning outcomes, HIV/AIDS

DATA - Girls' education indicators in the EdStats database, plus other data resources

PROJECTS - Selected Projects with Girls' Education components approved in 2008


PUBLICATIONS

* Girls’ Education in the 21st Century: Gender Equality, Empowerment, and Economic Growth
* Gender Equality as Smart Economics: a Gender Action plan - FY 07-10
* The Economic and Human Development Costs of Missing the MDG on Gender Equity

View all publications

EVENTS - Workshops, conferences and presentations



Girls’ Education: A World Bank Priority
The World Bank is committed to fighting poverty and helping developing countries invest in their education systems. In light of this, it has embraced the achievement of the Millennium Development Goals as its main priority and, particularly, “eliminating gender disparity in primary and secondary education.” The World Bank has recognized that there is no investment more effective for achieving development goals than educating girls.

The World Bank is a partner and one of many players in the international drive to improve gender equality and empower girls and women. World Bank activities focus on assisting countries’ own efforts to advance gender equality. Through its lending and non-lending activities, the Bank has helped to improve lives of girls in client countries. Since the World Conference of Education in Jomtien in 1990, the Bank’s emphasis in the area of girls’ education has increased and gender equality has been integrated as an important component of the Bank’s poverty reduction mission. The Education for All – Fast Track Initiative and the recent Education Sector Strategy Update have reinforced the World Bank’s commitment to the Education for All and the Millennium Development Goals.

How are girls doing?: Success and Challenges

Girls’ enrollments tend to go upwards. Thirty years ago, girls represented 38 percent of primary enrollments in low-income countries and boys, 62 percent. Today, the gender gap has narrowed with girls representing 48 percent and boys 52 percent of primary enrollments (OECD/UNESCO, 2005). Gross enrollment rates for girls in some low-income countries have gone from 52 percent to 94 percent over that same period. These averages, however, hide sharp differences among regions and countries.

Between 1999 and 2006, the worldwide number of children not in school declined rapidly from about 100 million to 75 million. However, girls still constitute 55% of all out-of-school children, down from 59% in 1999. Worldwide, for every 100 boys out-of-school there are 122 girls. In some countries the gender gap is much wider. For example, for every 100 boys out of school in Yemen there are 270 girls, in Iraq 316 girls, in India 426 girls, and in Benin 257 girls (UNESCO GMR, 2007). Gender differential access to school is usually caused by poverty, adverse cultural practices, schooling quality and distance to schools. However, there are some emerging challenges that reduce girls’ enrollment in primary, secondary and tertiary education. These are: HIV/AIDS, orphanhood, conflicts, emergencies and other fragile situations, gender-based violence, and information technology gender gap.

Gender disparities still remain in both primary enrollment and school completion rates. However, many low-income countries have registered improvements in primary school completion rates, with an average increase of 6 percent (from 63 percent in 1999 to 74 percent in 2006) (World Bank, EdStats, 2008). The completion rate for girls rose by 9 percentage points, from 57 percent in 1999 to 70 percent in 2006, whereas the primary school completion rates for boys increased only from 63 percent to 70 percent during the same period in low-income countries (World Bank, EdStats, 2008).

The MDG goal of gender parity in primary and secondary education by 2005 was not met in most regions; however, there is substantial cause for optimism. Most of the developing countries are on course for closing gender gap in primary enrollment by 2015 if they continue at present rates of progress in enrollment and attendance rates. In order to achieve gender equality by 2015, more attention will need to be focused on access to include provision at the secondary and tertiary education levels, retention, quality, learning outcomes and relevance of education at all levels . Strategic directions for accelerating gender equality in education also include emphasize on monitoring and evaluation of the effectiveness of interventions as well as their impact.

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Why is girls' education important?

There are several compelling benefits associated with girls’ education, which include the reduction of child and maternal mortality, improvement of child nutrition and health, lower fertility rates, enhancement of women’s domestic role and their political participation, improvement of the economic productivity and growth, and protection of girls from HIV/AIDS, abuse and exploitation. Girls’ education yields some of the highest returns of all development investments, yielding both private and social benefits that accrue to individuals, families, and society at large by

* Reducing women’s fertility rates. Women with formal education are much more likely to use reliable family planning methods, delay marriage and childbearing, and have fewer and healthier babies than women with no formal education. It is estimated that one year of female schooling reduces fertility by 10 percent. The effect is particularly pronounced for secondary schooling.
* Lowering infant and child mortality rates. Women with some formal education are more likely to seek medical care, ensure their children are immunized, be better informed about their children's nutritional requirements, and adopt improved sanitation practices. As a result, their infants and children have higher survival rates and tend to be healthier and better nourished.
* Lowering maternal mortality rates. Women with formal education tend to have better knowledge about health care practices, are less likely to become pregnant at a very young age, tend to have fewer, better-spaced pregnancies, and seek pre- and post-natal care. It is estimated that an additional year of schooling for 1,000 women helps prevent two maternal deaths.
* Protecting against HIV/AIDS infection. Girls’ education ranks among the most powerful tools for reducing girls’ vulnerability. It slows and reduces the spread of HIV/AIDS by contributing to female economic independence, delayed marriage, family planning, and work outside the home, as well as conveying greater information about the disease and how to prevent it.
* Increasing women’s labor force participation rates and earnings. Education has been proven to increase income for wage earners and increase productivity for employers, yielding benefits for the community and society.
* Creating intergenerational education benefits. Mothers’ education is a significant variable affecting children’s education attainment and opportunities. A mother with a few years of formal education is considerably more likely to send her children to school. In many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year.

Girls’ education and the promotion of gender equality in education are vital to development, and policies and actions that do not address gender disparities miss critical development opportunities.

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What is the World Bank doing to support girls' education?
The Bank complements its lending services with substantial non-financial assistance, largely in the form of analytical, advisory, knowledge-sharing, and capacity building activities but also including efforts to mobilize funding from donors or from the private sector to meet countries’ large financing needs for education.

Targeting countries with significant gender disparities in schooling:
The Bank has provided financial resources and technical assistance to the following countries that have significant gender disparities in educational enrollments at the primary and secondary levels:

*
Africa: Benin, Burkina Faso, Cameroon, Chad, Côte d’Ivoire, Ethiopia, Gambia, Ghana, Guinea, Malawi, Mali, Mauritania, Mozambique, Niger, Senegal, Sierra Leone, Tanzania, Uganda and Zambia
*
East Asia and the Pacific: Cambodia, Vietnam, Lao PDR
*
South Asia: Bangladesh, India, Nepal, Afghanistan, Pakistan
*
Middle East and North Africa: Morocco, Yemen, Egypt, and Djibouti
*
Europe and Central Asia: Moldova, Turkey, Tajikistan
*
Latin American and the Caribbean: Guatemala, Bolivia, Brazil, El Salvador, Mexico

Between 1990 and 2009, the World Bank financed 484 education sector projects distributed across the Bank’s six regions and additional 612 projects that had education components. Over 100 projects had components with interventions specifically aimed at improving girls’ education outcomes. Since 1998, there has been an increase in the percentage of projects that focus on girls’ primary education (77% of all projects on primary education, in comparison to 58% in 1990-1997).

Providing a depository of Knowledge on girls’ education issues:
The Bank has supported

* research studies on factors that affect girls’ participation and learning;
* development of capacity and training programs in Ministries of Education for the implementation of girls’ education strategies;
* organization of regional and country level workshops in collaboration with other partners to share country experiences and best practices on the improvement of girls’ education;
* dissemination of information and best practices in girls’ education through publications, electronic media, videos and presentations; and
* mainstreaming gender in country and sector policy dialogue with client countries.

Financing strategies that work:

Drawing from its analytic work, the Bank has financed strategies that have been found to work for the improvement of girls’ education through its operational work. Examples of strategies supported include those that:

* Are system-wide and cross-sectoral;
* Balance supply and demand side interventions (for ex., Pakistan - Balochistan Primary Education Program Project (BPEP) (1993-1999); Bangladesh - Female Secondary School Assistance project (2002 - 2007) etc.);
* Focus on educational quality improvements (for ex., Cambodia – Education Quality Improvement project (1999 - 2004); Pakistan - Balochistan Primary Education Program Project (BPEP) (1993-1999) etc.);
* Enhance capacity building and institutional development (for ex., Guatemala - Basic Education Reform Project (1998-2003) etc.);
* Support community development (for ex., Guinea – Equity and School Improvement Project (1996-2002) etc.);
* Are based on a strong analytic framework (for ex., Yemen - Basic Education Project (1992-2000).

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Who are we working with?
The World Bank works closely with other development organizations on Girls' Education issues. It has developed partnerships to help identify interventions that improve girls’ education outcomes and to provide resources necessary to support countries implementing such initiatives. The World Bank is an active member of the global partnership for girls’ education and the United Nations Girls’ Education Initiative (UNGEI), which comprise of the following donors:

* UNICEF,
* UNESCO,
* Department for International Development (DFID),
* SIDA,
* NORAD,
* DANIDA,
* Global Campaign for Education

and others.

Girls Edcation

The following indicators on girls' education are available through EdStats and are useful for a wide array of research needs.

* Gender-disaggregated Education Profiles
It provides multi-level education data differentiated by gender, including primary, secondary and tertiary levels of education as well as overall literacy of the population. Additionally, information on educational access trends for individual countries and comparative graphs for countries within the same income group is available through this site.
* Girls as percentage of total enrollment, primary
* Girls as percentage of total enrollment, secondary
* Adult female as percentage of total enrollment, tertiary
* Gender parity index (GPI)
* Primary school entry age
* Primary school age
* Secondary school entry age
* Secondary school age
* Returns to education by level of education and gender

What other data resources on girls' education are available through the World Bank?

Millennium Development Goals (MDG)

Promote gender equality and empower women - Eliminate gender disparity in primary and secondary education, preferably by 2005, and to all levels of education no later than 2015. Access data and charts on

* Regional charts on girls' enrollment at school
* Gender disparity in school enrollment
* Gender disparity in labor market
* Gender disparity in decision-making positions
* Map on ratio of girls to boys schooling

Achieve universal primary education - Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. Access information on

* Regional charts on primary completion rates
* Charts on primary school enrollments
* Map on primary school completion

GenderStats
GenderStats is an electronic database of gender statistics and indicators compiled by the World Bank. Data sources for GenderStats include national statistics, United Nations databases, and World Bank-conducted or funded surveys. The data in each module is presented in ready-to-use format. The database coverage has been expanded to include themes that range from health and education to political participation and poverty.
The following indicators on girls' education are available through EdStats and are useful for a wide array of research needs.

* Gender-disaggregated Education Profiles
It provides multi-level education data differentiated by gender, including primary, secondary and tertiary levels of education as well as overall literacy of the population. Additionally, information on educational access trends for individual countries and comparative graphs for countries within the same income group is available through this site.
* Girls as percentage of total enrollment, primary
* Girls as percentage of total enrollment, secondary
* Adult female as percentage of total enrollment, tertiary
* Gender parity index (GPI)
* Primary school entry age
* Primary school age
* Secondary school entry age
* Secondary school age
* Returns to education by level of education and gender

What other data resources on girls' education are available through the World Bank?

Millennium Development Goals (MDG)

Promote gender equality and empower women - Eliminate gender disparity in primary and secondary education, preferably by 2005, and to all levels of education no later than 2015. Access data and charts on

* Regional charts on girls' enrollment at school
* Gender disparity in school enrollment
* Gender disparity in labor market
* Gender disparity in decision-making positions
* Map on ratio of girls to boys schooling

Achieve universal primary education - Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. Access information on

* Regional charts on primary completion rates
* Charts on primary school enrollments
* Map on primary school completion

GenderStats
GenderStats is an electronic database of gender statistics and indicators compiled by the World Bank. Data sources for GenderStats include national statistics, United Nations databases, and World Bank-conducted or funded surveys. The data in each module is presented in ready-to-use format. The database coverage has been expanded to include themes that range from health and education to political participation and poverty.

Banking News

Talks with IMF on $360m SBA commence today Talks with IMF on $360m SBA commence today
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ISLAMABAD: A delegation of the country s finance managers has left for Dubai to attend the first quarterly review meeting of the International Monetary Fund (IMF) which begins on Monday. The Nov 2-12 meeting will focus on a request by Islamabad for the grant of $360 million as standby arrangement in addition to the $840 million quarterly tranche. Finance ministry officials told Dawn that Pakistan had requested for additional grants because of the delay in disbursements of the funds pledged at the Friends of Pakistan Forum meetings. However, an IMF official said that power tariff issue was likely to dominate technical talks. Even the World Bank in its recent report had highlighted that Pakistan was failing to implement the scheduled increases in power tariffs, the official said, adding that the IMF gave importance to determinations of other donor agencies. IMF authorities are expected to review the country s progress on performance benchmarks. Before leaving for Dubai, Finance Secretary Salman Siddique said that the target was to bring down fiscal deficit to 1.2 per cent of GDP, but it was stuck at 1.5 per cent. Mr Siddique said it was because we had to pay additional Rs35 billion in terms of salaries because of the Eid in September and this has been conveyed to IMF authorities . He said that the FBR would achieve the collection target of Rs108 billion for October. The first eight days of the meeting would focus on technical sessions, likely to be attended by the adviser to the finance ministry, the additional secretary (budget), additional secretary (external finance), the chairman FBR and State Bank officials. The last three days will focus on policy-level talks. The finance minister and the governor of the State Bank are expected to attend the session. The results would be reviewed by the IMF board at the end of this month. The next tranche of $1.2 billion is also expected to be released this month. However, Pakistan will receive only three tranches from IMF in the current financial year because of delays in the finalisation of quarterly figures, and also because meetings with IMF were held two months after the quarter instead of every fourth month.