Husein Abdul-Hamid

Education is a source of national pride in Lebanon. When the general public was asked how the education system was performing, 76 percent of respondents had a positive opinion; and these satisfaction rates have been consistently high over the years. However, perception of education quality does not reflect the reality of the sector; and learning outcomes, which are the determining metrics of success in education, have been lower than the international average, with a declining trend since 2007.This volume seeks to uncover why the education system in Lebanon is not reaching its full potential. It uses a political economy approach to study the drivers and factors that guide education operations to produce and utilize education outcomes. This includes the study of the context, stakeholders, and processes that shape education policies, institutions, and activities. It also aims to identify enablers and constraints for policy change, policy implementation, and results achievement. The analysis encompasses how education policies are developed; how education consumables—such as curricula, textbooks, and learning materials—are produced, distributed, and used by learners; how education services are delivered and monitored; and how results are measured. It includes the identification of the most influential actors in the education arena, as well as their vested interests. It also examines unfavorable frameworks for action that are likely to block the adoption of reforms and delay or derail their implementation.The system-level analysis presented in this volume used a mixed-method approach. Qualitative and quantitative analyses were conducted based on a review and analysis of more than 1,900 research papers, articles, and books; laws and policies; expenditures; trends; and enrollment and outcome indicators. Primary methods of inquiry were also used and included interviews, focus group discussions, and a household-based perception survey.

Learning series sheds light on challenges in building a data system and provides actionable direction on how to navigate the complex issues associated with education data for better learning outcomes and beyond. In this volume we detail the key ingredients of successful data systems.

This study builds on a 2015 World Bank report that assessed education management information systems (EM IS) in the State of Maryland. That report uncovered a successful system and this one expands on lessons learned and ways to apply them in practice.

This report provides an overview of the World Bank Education's portfolio in the area of Education Management Information Systems (EM ISs) over the past 17 years from 1998 to 2014. It seeks to identify overall trends and characteristics of Bank support in this area, with the intent of informing future project preparation and analytical work.

Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools by a year's worth of learning.