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35READ ANNUAL REPORT 2012 n 17

GLOBAL KNOWLEDGE SHARING

At the global level, the program works to identify opportunities to share lessons and best practices in the field of learning assessment with READ Trust Fundsupported and other developing countries. These activities are meant to enhance the programs work at the country level and increase overall awareness of best practices in assessment.

READ Trust Fund Sponsored Events

In 2012, the READ Trust Fund was a co-sponsor of the 38th IAEA Conference. This conference, which took place from September 1721 in Astana, Kazakhstan, drew more than 320 participants from 40 different countries. The majority of the participants were practitioners and researchers involved in various assess-ment projects. The READ Trust Fund and CICEDthrough the assistance of READ Fee-Based Servicesorganized several panel sessions on such topics as: (i) assessment-related tools being developed with READ support, (ii) activities being implemented by READ Trust Fundsupported countries, and (iii) the creation of a new assessment association, the Eurasian Association for Educational Assessment (EAOKO) (see page 18). The event provided an excellent opportunity to share the work being carried out under the READ program, and to connect with leaders in the global assessment community.

As agreed by the READ Council, in lieu of a READ Global Conference, two READ Trust Fund Regional Workshops were held in 2012one in the Eastern Europe and Central Asia region (Astana, Kazakhstan, September 19) and one in the Africa region (Maputo, Mozambique, December 35). The target audiences for each workshop were delegations and World Bank Task Teams from the eight countries receiving targeted support at the country level under the READ Trust Fund. The first workshop in Astana brought together teams from Armenia, the Kyrgyz Republic, Tajikistan, and Vietnam; the second workshop in Maputo brought together teams from Angola, Ethiopia, Mozambique, and Zambia (see Appendix 2).

Knowledge Dissemination

The READ Trust Fund has engaged in a wide range of activities to dis-seminate the key messages of the program, highlight the role of Russia as a donor, capture READ Trust Fundsupported country achievements, and share the knowledge products developed at the global level. This has been done through various channelsproducing a video, which highlights the importance of assessment and education quality, creating a website dedicated to READ Trust Fund program activities (www.world-bank.org/readtf), disseminating stories on READ Trust Fund activities through internal/external World Bank websites, establishing a working paper series on topics related to student assessment, and disseminating READ Trust Fundsupported publications at international events. During 2012, more than 2,275 print copies of READ Working Papers were dis-seminated, in addition to almost 1,000 copies of volumes in the National Assessments of Educational Achievement series.

To facilitate the use of global products by countries receiving READ Trust Fund support, as well as by the Russian donor, considerable effort has been made to translate a significant amount of material (including a video, conference materials, and publications) into both Russian and Portuguese. In 2012, the What Mat-ters Most for Student Assessment Systems Framework Paper was translated, as were several working

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R E A D A n n uA l R E p o R t 2 0 0 98

READ Organization and Structure

Figure 2 highlights the roles and responsibilities of the key actors supporting the READ trust Fund in its aim to deliver global- and country-level assistance to countries that wish to realize their vision of building a strong and sustainable assessment system

Critical to the success of READ, in any country, is its ownership of READ-funded activities and their integration with the countrys ongoing activities and strategy in the education sector In other words, results are likely to be strongest when countries

drive the READ agenda, with donors collaborating around the countrys visionand possibly funding complementary investments

In terms of structure, the READ trust Fund has been set up with eight windowsone for global levelwork and seven for each of the READ countries, as shown in Figure 3 on page 10 Funds are allocated on the basis of grant funding requests, which are governed by the Banks policies and rules for trust funds the Bank manages a large number of trust funds, reflecting donors strong confidence in the Banks fiduciary management (Box 2)

Box 2. Trust Funds at the World Bank

the Bank manages a large, and growing, number of trust funds trust funds are financial and administrative arrangements between external partners and the Bank, which provide grant funds to address diverse development needs they play a key role in complementing the Banks own resources in pursuit of its overarching mission, to help countries fight poverty

of the total portfolio of 31 trust fund programs managed by the World Bank Human Development network, READ is the second largest among single-donor, Bank-executed trust funds In addition, the READ trust Fund is the only one that provides dedicated support for education quality, and in particular, for student learning assessment aimed at improving learning outcomes

photo: petteriik Wiggers/unESCo (Ethiopia)

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READ 2010 .

READ ANNUAL REPORT 2010 n 33

The Second READ Global Conference took place October 46, 2010 in Nairobi, Kenya. This event brought together nearly 130 participants comprising high-level education officials from the seven READ country governments (Angola, Ethiopia, the Kyrgyz Republic, Mozambique, Tajikistan, Vietnam, and Zambia), the Kenyan assessment community, Russian officials and education experts, World Bank staff, and international assessment experts.

oBjECtivEsThe three-day agenda was designed to:

n Support READ countries in improving learning outcomes through strong, sustainable assessment systems. n Provide READ countries with an opportunity to collectively, and with support from assessment experts, think through ways

in which to improve the enabling environment for assessment systems.n Share lessons from other countries experiences in strengthening their enabling environments.n Offer a venue for those engaged in assessment work to interact, network, and consult with each other.n Communicate ways the READ Program is working to help countries develop their assessment systems.

kEy mEssAgEsThe theme for the conference was Strengthening the Enabling Environment for Assessment Systems. Key messages included:

n Leadership plays a vital role in building effective assessment systems.n Establishing a strong assessment system requires focusing on the policies, institutional arrangements, and financial and

human resources in which assessment activities take place. n Strengthening the enabling environment is fundamental to ensure that learning outcomes improve and that money spent on

assessment produces results.

stRuCtuREDelegations of senior education officials and assessment experts from the seven READ countries were the primary target audience for the conference. READ country delegations sat together at roundtables with World Bank education task teams and international assessment experts to encourage interaction among participants. The conference aimed to provide ample time for countries to present on their progress under READ and discuss challenges in building their own assessment systems. To facilitate in-depth discussions on challenges in each country, on the second day, World Bank staff and international experts conducted individual country clinics with each delegation. Upon completion, delegates reported back on what future actions they would take to strengthen their assessment systems moving forward. On the last day, assessment specialists presented lessons learned from several commissioned case studies on other countries experience in strengthening their enabling environment and a couple of guidance notes developed to motivate countries and give them a few simple ideas to take back to their countries.

outComEThe annual conference marks an important milestone for READ, as it is the only occasion when all seven READ countries interact with each other, the donor, and international experts. The conference successfully brought together a large number of stakeholders working on the READ agenda and participants capitalized on the opportunity to network and learn from each other. It broadened READ countries understanding of the fundamental elements required to build sound assessment systems, deepened their resolve to find concrete ways to improve their own enabling environments for assessments, and made connections as to how tools being developed at the global level can guide them in their efforts. According to feedback from READ countries and World Bank country teams, the conference was highly valued by participants and successful in motivating READ countries to continue to advance their READ Action Plans.

SECOND READ GLOBAL CONFERENCE SUMMARY

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