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Registration

Summer Executive Program

Jointly Sponsored by the World Bank and Peking University’s China Institute for Educational Finance Research

 

Education’s Promises and Challenges: Focusing on Quality and Equity

Concept Note and Program Agenda

August 26 – 31, 2018, Beijing, China

 

I.Background and Rationale

Education is one of the most powerful drivers for reducing poverty and inequality and laying the basis for sustained economic growth. By providing all children and youth with a quality education that ensures learning, countries can ensure that they are equipped with the skills and competencies necessary for success in life and work.

The importance of an educated population is well established. Recent evidence points to the need to make sure that the increasingly schooled population is also effective in terms of competencies and abilities. For instance, it is not sufficient to simply increase school access and years of schooling attainment if that schooling is not also of high quality. Schools should ensure the attainment of cognitive skills and other competencies needed in society and the labor market. The quality of teachers is by far the strongest correlates of student attainment both pre-and in-service training. Education policies toward promoting teachers’ professional development makes difference in the capacities that teachers bring to the classroom. Using technology to enhance teaching and learning holds the potential to help bridging the advanced and disadvantaged in access to quality education.

Even though the benefits of education are well understood, we are still facing the greatest challenges to realize education’s promises for quality and equity. According to the World Development Report 2018, in many developing countries, most students are unable to read or write, even after many years of schooling. For example, if Brazilian 15 year-year-olds improve at the current rate, it will take 75 years for them to reach the rich countries average score in mathematics and 260 years for reading. And the challenges are always much worse for disadvantaged. Education systems in developing countries must make transformational changes to meet the needs of human capital development for the 21st century.

II.The China Experiences, Participants, Topics and Objectives

The China experience: In 2009 and 2012 students in Shanghai, China surprised the world as one of the top performers in Programme for International Student Assessment (PISA). As China’s education is earning reputation in quality, more and more countries are keen to explore the policies, practices and lessons from China. The interests range from government policy, finance, and innovations to nuts and bolts, including how China help the disadvantaged.

The developing member countries of the World Bank Group (WBG) could benefit from lessons of education development in China. China has the world’s largest education system. Over the past three decades, China has made remarkable progress in universalizing compulsory education, expanding access at all levels, and reducing adult illiteracy and, as a result, has supported the country’s impressive economic growth by supplying a large number of medium- to highly-skilled labor force. In addition to expanding education access, Shanghai’s and several other Chinese cities’ good performance in the recent Programme for International Student Assessment (PISA) is a testament to the quality of education that the system can provide. Over China’s 37-year partnership with the World Bank in education, it has evolved from a recipient of financial and technical assistance to a major contributor to the world’s knowledge on education development.

Description and Objectives of the Executive Program This WB-CIEFR Summer Executive Program focuses on sharing the global knowledge and experiences that education specialists need to know to work in the field of development today. Drawing on the most recent and seminal evidence globally and from China, the executive program brings global best practices, analyzes the nuts and bolts of delivering education that works for all, while avoiding key pitfalls in education policy and implementation.

Organization: This Summer Executive Program is a joint effort between the World Bank Group’s Education Global Practice with Peking University’s China Institute for Educational Finance Research (CIEFR). Under the support of the China World Bank Group Partnership Facility (CWPF), the World Bank is organizing a series of activities to assist developing countries of the Belt and Road Initiative achieve inclusive and sustainable education development through learning of global best practices. One of the main activities is to develop annual one-week workshops in collaboration with China Institute for Educational Finance Research (CIEFR) at Peking University (PKU). The 2018 program is the first of a series of Summer Executive Program developed for policymakers, researchers and practitioners who are interested in improving their education systems through sharing global and local experiences and best practices.

Participants: The program will bring together 40 participants including policymakers, researchers, practitioners, and officials from the ministries of finance, education, and technical and vocational education, and non-governmental organizations, to explore ways and to highlight innovations that are enabling the development community to better understand how to improve quality and equity.  The findings from the course will help participating countries to shape their ways of thinking toward goals as they continue to explore their own ways to improve quality of education for all. In addition, on Day 5 of the program, a delegation of 40 African policymakers and heads of TVET institutions will join the Summer Executive Program as a start to their 2ndChina Africa World Bank Education Partnership Forum on TVET. 

Topics and questions covered at the program: The Executive program will address the following key questions for policymakers to consider when developing national education policies: (1) what are the global development in education and what are the largest challenges; (2) what are the effective approaches for improving the quality of education; (3) what financing mechanisms, policies and approaches enhance quality and equity education; and (4) how to develop government polices to promote skills for economic development.

Objectives:

  1.Share global development in education

  2.Learn about policies, approaches, and innovations in providing quality education services at scale

  3.Understand models of education financing

  4.Share practical examples on ensuring equity in education 

  5.Strengthen knowledge sharing and networking

   

Daily themes:

  Day 1: Global knowledge and China’s experiences in education and development

  Day 2: Focusing on teachers and teaching

  Day 3: Field visit to district teacher training center and other institutions in Beijing

  Day 4: Systems approach to education financing

  Day 5: Skills and technical and vocational education and training

Registration

WB-CIEFR Summer Executive Program

PROGRAM AGENDA

 

 

Sunday, August 26

Time Welcome, Introduction and Reception
18:00-18:15 Arrival and Registration
18:15-18:45 Participants Introduction
18:45-19:45Dinner

Overview and Description of the Summer Executive Program

Harry Anthony Patrinos (Practice Manager, World Bank)

 

 

Day 1: Monday, August 27

Time Global knowledge and China’s Experiences
9:00–9:30

Welcome Remarks

Representatives from MOF and MOE, China and World Bank

9:30-10:30

Session I. An Overview of Education and Development

Speaker: Harry Anthony Patrinos (Practice Manager, Education, World Bank)

Moderator: Dandan Chen (Lead Economist, World Bank)Q&A

10:30-11:00 Tea/Coffee Break
11:00-12:00

Session II. China’s Policy and Practices on Improving Education Quality and Equity

    -    Emphasizing on the foundations of education

    -    Responding to changing needs for quality improvement

    -    Policies and approaches to addressing equity: What works

Speaker: Rong Wang (Director, CIEFR, Peking University)

Moderator: TBD

12:00-13:30 Lunch Break
13:30-14:30

Session III. Assessing Student Learning: Early Grades in Latin America and the Pacific Region

Speaker: Eduardo Velez (Adjunct Professor, Georgetown University)

Moderator: Harry Anthony Patrinos (Practice Manager, World Bank)

14:30-15:00 Tea/Coffee Break
15:00-16:30

Session IV: Ensuring Quality of Learning: Assessing Student Learning in China

Speaker: Tao Xin (Professor and Deputy Director of, China Basic Education Quality Monitoring Center)

Q&A

 

Group discussions sharing experiences from respective countries on (i) student assessment, (ii) quality assurance

Each group identify a representative to make 2-minute report to plenary session

 

Discussion moderators: Ning Fu, Liping Xiao, Tao Xin, Eduardo Velez

 

 

Day 2: Tuesday, August 28

Time Focusing on Teachers and Teaching
9:00-10:30

Session V. Teacher Preparation and Support in Shanghai: Reflecting on PISA Results

Speaker: Houqing Yin (Ex-Vice Director of Shanghai Education Commission, Director of Shanghai Education Association)

Moderator: Rong Wang (Director and Professor, China Institute for Educational Finance Research, Peking University)

10:30-11:00 Tea/Coffee Break
11:00-12:00

Session VI: Teacher Incentives and Accountability in China

Speaker: Mingxing Liu (Professor, China Institute for Educational Finance Research, Peking University)

Moderator: Dandan Chen (Lead Economist, World Bank)

12:00-13:30 Lunch Break
13:30-15:00

Session VII:  Supporting Effective Teachers: The East Asia Experience

Speaker: Javier Luque (Senior Education Specialist, World Bank)

Moderator: Eduardo Velez (Adjunct Professor, Georgetown University)

15:00-15:30 Tea/Coffee Break
15:30-17:00

Session VIII. Supporting Effective Teachers: The Perspective of a School Principal from Shanghai

    -    How to build 1st class high school emphasizing teaching and learning?

    -    Sharing his 50 years experiences as a teacher and principal

    -    Programs supporting disadvantaged schools and teachers

Speaker: Mr. Shengchang Tang, Former Principal, Shanghai High School

Moderator: Yidan Wang (Senior Education Specialist, World Bank)

Q&A and discussions on policies supporting school principals and effective teachers

 

 

Day 3: Wednesday August 29

Time Field and School Visit
9:00-12:00

Visit Onion Math, a leading Education Technology Company

    -    Introducing a series of innovative teaching and learning programs to assist middle school students in disadvantaged areas to learn mathematics, by Linfeng Yang

    -    Education innovation cluster with Onion Math

    -    Observe the online training programs

    -    Discussion and reflections

Moderator: Rong Wang (Professor, Director, CIEFR)

12:00-13:00 Lunch Break
13:00-16:00

Visit Hai Dian District Education Training Center – In-service teacher training institute in Beijing

    -    Introduction to China’s system of in-service teaching training institutions: Missions and Operations

    -    Strategic planning and development of training programs at the Center

    -    Meeting the trainers and trainees

    -    Observe the training sessions

    -    Q&A

Moderator: Kai-ming Cheng (Emeritus Professor, University of Hongkong)

17:00- 19:00 Chinese Food and Culture Night Peking Opera Show at Chang An/Mei Lanfang Theater

 

 

Day 4: Thursday, August 30

Time Systems Approach to Education Financing
9:00-10:00

Session IX: Education Finance: Autonomy, Accountability and Assessment

Speaker: Harry Anthony Patrinos (Practice Manager, Education, World Bank)

Moderator: Dandan Chen (Lead Economist, World Bank)

10:00-10:30 Tea/Coffee Break
10:30-11:30

Session X. Financing Basic Education in China: From Access to Quality

Speaker: Rong Wang (Professor, CIEFR, Peking University)

Moderator: Eduardo Velez (Adjunct Professor, Georgetown University)

11:30-12:30

Session XI: Financing for Disadvantaged in China

Speaker: Yingquan Song (Associate Professor, China Institute for Educational Finance Research, Peking University) 

Moderator: Harry Anthony Patrinos (Practice Manager, Education, World Bank)

12:30-14:00 Lunch Break
14:00-15:00

Session XII: Public-Private Partnerships in Education – Financing Models

Speaker: Harry Anthony Patrinos (Practice Manager, Education, World Bank)

Moderator: Ning Fu (Education Specialist, World Bank)

15:00-16:00

Session XIII: Public-Private Partnerships in Education – Financing Models in China

Speaker: Jianguo Wei (Associate Professor, China Institute for Educational Finance Research, Peking University) 

Moderator: Rong Wang (Professor, CIEFR, Peking University)

16:00-16:15 Tea/Coffee Break
16:15-17:00

Session XIV: Decentralization and Centralization of Fiscal System and Education Finance Policy in China

Speaker: Mingxing Liu (Professor, China Institute for Educational Finance Research, Peking University)

Moderator: Yidan Wang (Senior Education Specialist)   Group discussion on finance models in participating countries

 

 

Day 5: Friday, August 31

Time Skills and Technical Vocational Education and Training (For African Delegation to start the 2nd China Africa World Bank Education Partnership Forum on TVET)
9:00-10:00

Session XV. Welcome 40 Additional Participants from Africa and Evidence on Skills Development

Representatives from WB, MOE and MOF

Speaker: Xiaoyan Liang (Lead Education Specialist, World Bank)

10:00-10:30 Tea/Coffee Break
10:30-11:30

Session XVI: Preparing High Skilled Workforce: A Global Trend and Evidence

Speaker: Francisco Marmolejo (World Bank Lead Specialist & Global Lead on Tertiary Education)

Moderator: Rong Wang (Professor, CIEFR, Peking University)

11:30-12:30

Session XVII: TVET in China and Its Development

Speaker: Zhiqun Zhao (Professor and Director of Technical and Adult Education Research Institute, Beijing Normal University) TVET in China and Its Development

Moderator: Liping Xiao (Senior Education Specialist, World Bank)

12:30:14:00 Lunch Break
14:00-15:00

Session XVIII: Financing of TVET in China

Speaker: Po Yang (Associate Professor, Graduate School of Education, Peking University)

Moderator: Harry Anthony Patrinos (Practice Manager, Education, World Bank)

15:00-15:30 Tea/Coffee Break
16:00-16:20

Takeaway Messages, Follow-ups and Closing Remarks

Dandan Chen and Rong Wang

 

 

Readings:

 

World Bank, 2018.  World Development Report 2018. Learning to Realize Education’s Promise. Overview. (http://www.worldbank.org/en/publication/wdr2018)

Abadzi, H. 2017. “Turning a molehill into a mountain? How reading curricula are failing the poor worldwide.” Prospects. (https://link.springer.com/article/10.1007%2Fs11125-017-9394-9)

Amber Gove’s paper: A. Gove, 2011. Early Reading: Igniting Education for All. Research Triangle Institute (RTI) .(http://www.rti.org/pubs/early-reading-report-revised.pdf)

Montenegro, C.E. and H.A. Patrinos. 2014. Comparable estimates of returns to schooling around the world. World Bank Policy Research Working Paper 7020. (https://ideas.repec.org/p/wbk/wbrwps/7020.html)

Spotlight 1: The biology of learning. Spotlight 2: Poverty hinders biological development and undermines learning. Chapter 3 The Many faces of learning. Chapter 5 There is no learning without prepared, motivated learners.(http://www.worldbank.org/en/publication/wdr2018)

World Bank 2013. Early childhood education in Yunnan: challenges and opportunities .(https://hubs.worldbank.org/docs/ImageBank/Pages/DocProfile.aspx?nodeid=20116721)

Chapter 4. To take learning seriously, start by measuring it. (http://www.worldbank.org/en/publication/wdr2018)

Patrinos, H.A., E. Velez and C.Y. Wang, 2013.  “A Framework for Education Systems Reform and Planning for Quality” (http://documents.worldbank.org/curated/en/777581468163445437/Framework-for-the-reform-of-education-systems-and-planning-for-quality) It also appeared in 2013 in Peking University Education Review, Vol. 11, No. 3. In Chinese.

Chapter 9 Education systems are misaligned with learning. (http://www.worldbank.org/en/publication/wdr2018)

Patrinos, H.A, F. Barrera-Osorio and Guaqueta. 2009. The Role and Impact of Public-Private Partnerships in Education. World Bank, Washington, DC. (https://openknowledge.worldbank.org/bitstream/handle/10986/2612/479490PUB0Role101OFFICIAL0USE0ONLY1.pdf?sequence=1&isAllowed=y)

World Bank, 2018. Growing Smarter: Learning and Growth in East Asia and the Pacific. Chapter 5. Developing Skilled Teachers and Supporting Effective Teaching .(http://www.worldbank.org/en/publication/wdr2018)

Chapter 6. Teacher skills and motivation both matter (though many systems act like they don’t).

(http://www.worldbank.org/en/region/eap/publication/growing-smarter-learning-equitable-development-in-east-asia-pacific)

World Bank, 2012.  Jobs - World Development Report 2013, Chapter 5. (https://openknowledge.worldbank.org/handle/10986/11843).

Xuedong Ding, 2006. The Development of Compulsory Education Finance in Rural China

Xuehui An, 2018. Teacher Salaries and the Shortage of High-Quality Teachers in China’s Rural Primary and Secondary Schools

OECD, 2018. In Which Countries and Schools do Disadvantaged Students Succeed? PISA in Focus 2018

Xue Han, 2012. Big moves to improve the quality of teacher education in China, On the Horizon, Vol. 20 Issue: 4, pp.324-335, https://doi.org/10.1108/10748121211272461

Leslie W. Grant, James H. Stronge, Xianxuan Xu, 2013. A Cross-cultural Comparative Study of Teacher Effectiveness: Analyses of Award-winning Teachers in the United States and China

Luis Crouch, 2003. School Fees, Voluntary Contributions and Educational Development: A possible Position

Li Han, Mingxing Liu, Xuehui An, 2014. Centralized Development and Teacher Incentives: Evidence from Reforms in Rural China

Xiaofei Qi & Edward C. Melhuish , 2017. Early childhood education and care in China: history, current trends and challenges, Early Years, 37:3, 268-284, DOI:10.1080/09575146.2016.1236780(https://doi.org/10.1080/09575146.2016.1236780)

Rong Wang, Mingxing Liu. Institutional and Fiscal Arrangements for Primary and Junior Secondary Education in China

Xiaobo Lü, Mingxing Liu, 2018. The Logic of De Facto Power and Local Education Spending: Evidence from China

Mingxing Liu, Juan Wang, Ran Tao, Rachel Murphy. The Political Economy of Earmarked Transfers in a State-Designated Poor County in Western China: Central Policies and Local Responses

Mingxing Liu, Victor Shih, Dong Zhang. The Fall of the Old Guards: Explaining Decentralization in China

Mingxing, Liu, Rachel Murphy, Ran Tao, Xuehui An. Education Management and Performance after Rural Education Finance Reform

Xiaobo Lü, Mingxing Liu, Feiyue Li, 2018, Policy Coalition Building in an Authoritarian Legislature: Evidence from China’s National Assemblies (1983-2007)

Recommendation Concerning Technical and Vocational Education and Training (TVET) (UNESCO)

D. Ashton, F. Green, J. Sung & D. James, 2002, The Evolution of Education and Training Strategies in Singapore, Taiwan and S. Korea: a development model of skill formation

Introduction of the Instructors

Dandan Chen is a Lead Economist in the Education Global Practice. Dandan joined the World Bank in 1999, and has worked in Africa, Europe and Central Asia, Latin America and Caribbean, and East Asia and Pacific Region.  Dandan’s key areas of expertise include intra-household resource allocation and human capital investment; determinants of human development outcomes (both demand and supply factors); and labor supply and skill acquisition. Dandan’s operational work covers education system reform (from pre-school to tertiary education); entrepreneurship, innovation, and R&D; and training provision and skills development. Dandan holds PhD in economics (1999) from Duke University.

Eduardo Velez has a Ph.D. in Sociology from the University of Illinois. His areas of interest include Sociology and Economics of Education, and Analysis and Evaluation of Development Programs. Dr. Velez had a long trajectory at the World Bank in Washington D.C., Mexico City and in Beijing.  He was Education Sector Manager for East Asia and the Pacific, and Education Sector Manager for Latin American and the Caribbean; Sector Coordinator (Human Development) for the China program; Sector Leader (Human and Social Development for Colombia, Mexico and Venezuela); and Human Development Cluster Leader for Uganda and Tanzania. Before joining the World Bank, Dr. Velez was Adjunct Director at Instituto Ser de Investigación in Bogotá, Colombia, his country of origin. Dr. Velez has also held an academic career. He has been a Visiting Professor at: Peking University, Beijing Normal University  and Fudan University in China, Brown University and the University of Connecticut in USA; Kobe University in Japan; currently he is an Adjunct Professor at Georgetown University. Dr. Velez has written extensively on the subjects of Economics, Education, Development and Sociology (has published nine books and more than 90 articles in professional journals or as chapters in books, and research reports).

Francisco Marmolejo is the World Bank’s Lead of its Global Solutions Group on Tertiary Education, and since July 2016 he also serves as the Lead Education Specialist for India, based in Delhi. In his capacity as the World Bank’s most senior official in tertiary education (also known as higher education in several countries), he serves as the institutional focal point on this topic, and provides advice and support to country-level related tertiary education projects that the Bank has in more than 60 countries. Before joining the World Bank in 2012, he served for 18 years as founding Executive Director of the Consortium for North American Higher Education Collaboration, a network of more than 160 tertiary education institutions primarily from Canada, the U.S. and Mexico, based at the University of Arizona (UA), where he also worked as Assistant Vice President. At UA, he was Affiliated Researcher at the Center for the Study of Higher Education, and Affiliate Faculty at the Center for Latin American Studies. Previously, he was an American Council on Education (ACE) Fellow at the University of Massachusetts, and also, he has been Vice President for Administration and Academic Vice President at the University of the Americas in Mexico.

Harry Anthony Patrinos is the Practice Manager for the East Asia & the Pacific region of the World Bank's education global practice. He specializes in all areas of education, especially school-based management, demand-side financing and public-private partnerships. He managed education lending operations and analytical work programs in Argentina, Colombia and Mexico, as well as a regional research project on the socioeconomic status of Latin America’s Indigenous Peoples, published as Indigenous Peoples, Poverty and Human Development in Latin America (Palgrave Macmillan, 2006). He is one of the main authors of the report, Lifelong Learning in the Global Knowledge Economy (World Bank, 2003). Mr. Patrinos has many publications in the academic and policy literature, with more than 40 journal articles. He is co-author of the books: Policy Analysis of Child Labor: A Comparative Study (St. Martin’s, 1999), Decentralization of Education: Demand-Side Financing (World Bank, 1997), and Indigenous People and Poverty in Latin America: An Empirical Analysis with George Psacharopoulos (World Bank/Ashgate, 1994). He has also worked in Africa, Asia, Europe, the Middle East and North America. He previously worked as an economist at the Economic Council of Canada. Mr. Patrinos received a doctorate from the University of Sussex.

Houqing Yin is Vice Director of Shanghai Municipal Education Commission, former National Education Inspector, former Vice President of the Chinese Society of Education and President of Shanghai Education Association. Mr. Yin has worked as Vice Director of Education Popularization Department, Director of Shanghai Basic Education Office of Shanghai Municipal Education Commission and executive Vice Director of the Inspection Office in Shanghai Municipal Government. He was appointed as the Director General of Social Development Bureau of Pudong District, Shanghai in 2003 and the Vice Director of Shanghai Municipal Education Committee in 2007. He is also a member of experts-team for primary and secondary school curriculum and teaching materials reform initiated by Ministry of Education. He has presided over a number of major reform programs in basic education and policies in Shanghai, including combination of the dual system in Pudong New Area, construction of the linkage mechanism in administration, operation and assessment, education policy design for children of migrant workers in Shanghai, public service system construction for Shanghai pre-school education, urban and rural basic education integration in Shanghai, Shanghai primary and secondary school curriculum reform, etc.

Javier Luque has extensive experience as an education economist. Javier Luque is an education expert at the World Bank office in Jakarta. Between 2012 and early 2017, Javier led the Inter-American Development Bank’s (IADB) education portfolio in El Salvador and Honduras, and supervised IADB’s education sector operations in Central America, Mexico and the Dominican Republic as the Focal Point for that region. He also worked extensively in Haiti. From 2007 to 2012, Javier worked at the World Bank in the education sector in East Asia and Latin America, focusing on Indonesia, the Dominican Republic and Mexico, and supporting operations and the research agenda across Latin America. Through his different assignments, Javier has been engaged in several aspects of education policy, including the provision of education services in rural areas, ICT in education, information systems and management, school finance, school to work transition, schools and violence, and, teacher policies. Prior to 2007, Javier worked as an economist at the Central Reserve Bank of Peru, the Ministry of Economy and Finance and the International Monetary Fund.

Javier has taught at the undergraduate and graduate level at the Pontifical Catholic University of Peru (PUCP), Pacific University, University of Rochester, Universidad Nacional Mayor de San Marcos, among others. He is currently assistant professor at PUCP (on leave). Javier produced publications in various fields of economics and economics of education. Among them, he co-authored: Achieving a World-Class Education in Brazil: The Pending Agenda (with Barbara Bruns and David Evans, World Bank, 2012), and Great Teachers: How to Raise Student Learning in Latin America (with Barbara Bruns, World Bank, 2014). He holds a Masters and Ph.D. in Economics from the University of Rochester.

Jianguo Wei is Deputy Director and Associate Professor at China Institute for Educational Finance Research. He graduated from Peking University with a Ph.D. in Law and has been a visiting scholar in Stanford University. His research focuses on education finance and law, fiscal and tax law. He was PI of The Central and Local Relationship Ruled by Law—Fiscal Dimension, project commissioned by China National Social Science Foundation, and Student Loan Repayment, Risk Control and Guarantee Institutions, project commissioned by Ministry of Education, among a number of research projects of which he has chaired. He has published The Central and Local Relationship Ruled by Law—Fiscal Dimension, and his articles are published in international and Chinese journals. 

Kai-ming Cheng is Emeritus Professor at the University of Hong Kong. He was Chair Professor of Education, Dean of Education, Pro-Vice-Chancellor and Senior Advisor to the Vice-Chancellor of the University. At the administrative level, he worked in human resources and campus IT, but his major contribution was in fundraising and networking. He started the Development Office at HKU, among the first in Asia. He is now Director of Education Policy Unit at the Faculty of Education. He taught at the Harvard Graduate School of Education as Visiting Professor 1996-2007. In 1987, he pursued doctoral study at the London Institute of Education, in the realm of education policy and planning. His current attention is on the fundamental changes in society and their challenges to education, and focuses on learning as the core business of education. Recently, he is also involved in discussions about education reforms in the US, and is on the International Advisory Board of the National Council for Education and the Economy. Currently, he is member of the National Advisory Committee on Curriculum Reform in China. Locally he was member of the Education Commission and was instrumental in the comprehensive reform which started 1999. He is among the initiators of “Education 2.1”, an advocacy for reforms in education in Hong Kong. He publishes extensively, and has delivered over 200 keynotes in international meetings. He writes columns in Hong Kong Economic Journal Daily, Shanghai Education and Escuela (Spain).

Liping Xiao is a Senior Education Specialist of the World Bank Office, Beijing. She is responsible for coordinating the Bank's operations and analytical work in education in China. As a senior education specialist, Liping's professional interests lie principally in basic education, vocational education and teacher education. In addition to research activities, she ever managed the Bank’s Youth Engagement Program, involved in the implementation of the Basic Education Project, designed and implemented the Vocational Education and Training Projects, Skill Development for Migrant Workers and School Reconstruction of Earthquake Recovery Project. She also managed some technical assistance operations on teacher policy, migrant children, quality assessment for basic education, and early child development.

Prior to joining the World Bank, she worked in the Ministry of Education for policy-making research and was responsible for Campus Recruitment Program in a Human Resource Company. Liping holds a Ph.D. in Psychology from Beijing Normal University and an EMBA from Nanyang Technology University of Singapore.

Mingxing Liu is Deputy Director and Professor at China Institute for Educational Finance Research, Peking University. His research interests include China's elite politics, economic growth, and fiscal system. His ongoing projects include one that examines how elite coalition building in Chinese legislature affects the education policy making and local implementation. He has published numerous academic articles in international and Chinese journals such as the American Political Science Review, Comparative Politics, Political Behavior, and China Quarterly.

Ning Fu is a World Bank Education Specialist based in Beijing where he supports the Bank’s ongoing lending activities, contributes to client dialogue, and helps extend the Bank’s reach in China. Before working in China, Ning was also involved in the design and implementation of broader human development activities for the Bank’s Africa region: youth employment programs, social safety nets, and labor market analyses. Ning has both public and private sector experience. Prior to joining the Bank, he worked as a researcher at the IMF. A Chinese national, Ning holds a Master of Public Administration in International Development from Harvard University.

 

Po Yang is Associate Professor at Graduate School of Education, Peking University. She is a Research Associate at China Institute for Education Finance Research. Her research interests include economics of education, education finance, vocational education and student financial aid. At present, she involves in projects related to comparative analysis of national skill formation system, and skill shortage management. She receives research grants from National Science Foundation, National Social Science Foundation, Ford Foundation, and Ministry of Education. She publishes widely in peer reviewed international and domestic journals.

Rong Wang is the Director and Professor of China Institute for Educational Finance Research (CIEFR), Peking University. She has a Ph.D. in education from the University of California, Berkeley. Her major research interests include education finance, economics of education and education policy. She is currently the Chairwoman of the Association of Education Finance, Chinese Society of Educational Development Strategy, and Deputy Director of China Democratic League Education Committee. She is also the youngest member of China’s State Education Advisory Committee. Professor Wang has chaired a number of research projects commissioned by Ministry of Finance, Ministry of Education, and international projects cooperated with World Bank and UN agencies, etc. She has published Public Education Explanation, Comparative Studies of Public Educational Expenditure Statistics and Policy Advisory Reports Regarding China’s Education Finance. Meanwhile, she is the author of numerous articles on the financing of education and educational reform.

Weifang MIN has been the Executive President of Chinese Society for Education Development Strategies since June 2012. Concurrently, he serves as Professor and Director of the Institute of Higher Education and the Institute of Economics of Education at Peking University, Head of the Academic Program Evaluation Teams for Public Administration of the State Council Academic Commission of China, Team Leader for Educational Economics and Administration of China Education Research Planning Leadership Group, UNESCO Chair Professor on Higher Education in the Asia Pacific. Weifang MIN received his Ph.D. in Economics of Education in 1987 from Stanford University. He was promoted to full professorship at Peking University in 1991 and became Executive Vice President of Peking University in 1996. He served as Chairman of Peking University Council from 2002 until 2011. His academic fields include economics of education, educational administration and policy analysis, higher education, and international comparative education. He has been principal investigator for more than 20 national and international education research projects, and has published more than 100 journal articles, books, conference papers.

Xiaoyan Liang is a Lead Education Specialist in the World Bank. Dr. Liang joined the World Bank formally as a Young Professional in 1998 after graduating from Harvard University with a Doctor of Education Degree. Since then, she has led policy dialogue, research, and the World Bank’s education programs in Africa, Latin America, and East Asia countries. Ms. Liang has solid education policy research, program development, and implementation expertise in early childhood education, technical and vocational and higher education, education finance, and teacher development. She is widely published. Her most recent analytical work include “Challenges and Opportunities in Early Childhood Education in Yunnan” and “Developing Skills for Economic Transformation and Social Harmony in China”. She is also the lead author of the well-received World Bank’s “How Shanghai Does It: Insights and Lessons from the Highest-Ranking Education System in the World” report.

Ms. Liang is currently the World Bank’s Africa Regional Team Leader for the East and Southern Africa Higher Education Centers of Excellence Project, Skills for Africa Transformation and Regional Integration, and the Partnership for Applied Science, Engineering, and Technology (PASET). Prior to that, she was the team leader for World Bank’s education programs in China, Malaysia, Korea.

Ms. Liang is passionate and committed to education development and to facilitating education partnership between East Asia, Africa, and other countries.

Yidan Wang is a Senior Education Specialist in the World Bank’s Education Global Practice. She leads the Education Staff Development Program (ESDP), the flagship training program within the World Bank Group which has become the core program for developing education-related technical competencies and skills for World Bank staff, development partners and policymakers. Her areas of expertise include capacity building and training, skills development, vocational and technical education, secondary education, public-private partnerships and decentralization. Her work experience spans across Africa, East and South Asia, Eastern Europe, Latin America, Middle East and North Africa, and the Pacific for over 25 years. Wang has authored and co-authored several books and articles, including “Education in a Changing World: Flexibility, Skills, and Employability,” which was translated into Chinese and has been cited widely in the media in Australia, China and the United States. She holds a Ph.D. in International Education and Development from the University of Pittsburgh.

Yingquan Song is Associate Professor at China Institute for Educational Finance Research. He has a Ph.D in Education Economics from the University of California, Berkeley. He has been dedicated to researches in the access and quality of early childhood education for disadvantaged groups, provision of compulsory education for migrant children and the left-behind children. He has expertise in program evaluation and policy impact evaluation. He has been a Principal Investigator for various research projects sponsored by Ministry of Finance and Ministry of Education in China, The World Bank, UNICEF, China National Science Foundation and Social Science Foundation. He has published numerous academic articles in international journals including Social Science Research, Economics of Education Review, China Economics Review, Journal of Development Economics, Journal of Comparative Economics, Comparative Education Review, World Bank Economic Review, Economic Development and Cultural Change as well as Chinese journals such us Peking University Education Review, China Economics of Education Review, etc.

 

Venue: The Lake-View Hotel, Peking University

The deadline for nomination and registration is July 12, 2018. Please send your nominations to Ning Fu from the World Bank and Zhen Huang from Peking University. Their contact information is as below:

   

Contact Information:

Zhen Huang (Peking University)

  Tel: 010-6275-3628, 138-1193-2648

  Email: zhhuang@ciefr.pku.edu.cn

Ning Fu (World Bank) 

  Tel: 86-010-58617659, 86-18515363395

  Email: nfu@worldbank.org

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