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Education

Rewarding safe sex

Damien de Walque's picture

Prevention strategies have had limited impact on the trajectory of the HIV/AIDS epidemic. New, innovative approaches to behavioral change are needed to stem the epidemic.

In a joint effort with many colleagues, and in collaboration with the Ifakara Health Institute in Tanzania and, the University of California at Berkeley, we launched a study with the acronym RESPECT (“Rewarding STI Prevention and Control in Tanzania”).

We started with an observation:  Conditional cash transfers (CCTs) have been used successfully to promote activities that are beneficial to the participants such as school attendance  and health check-ups for children.  The Tanzanian experiment asks whether CCTs can be used to prevent people from engaging in activities that are harmful to themselves and others, such as unsafe sex. This is a controversial idea.

Tanzania’s Steep Learning Curve

Stevan Lee's picture

Tanzania has shown massive achievements in education – well known progress in primary enrolment plus less well known, but in some ways even more spectacular, growth in post-primary education. 

Yet, Tanzania needs to improve learning outcomes if a virtuous cycle of growth and human capital investment is to be sustained. This is “The Steep Learning Curve” which Tanzania needs to get onto with modest fiscal resources but a rapidly growing number of new students, and therefore with a keen eye for value. This should be possible.

Tanzania: Building bridges through education and small businesses

Jacques Morisset's picture

Attracted by the prospects of large unexploited natural gas reserves in the south of Tanzania, big players are in town. The British Gas Group has publicly announced that it may invest over US$35 billion in the next 25 years – 1.5 times Tanzania’s current GDP. Policymakers and donors are jockeying to position themselves and understand what is at stake.

The excitement is well founded but perhaps a little bit premature. According to the most optimistic projections, revenues from natural gas will not materialize for 5-7 years. Moreover, international experience shows that commodity-driven growth does not guarantee success. The Tanzanian authorities are therefore right to prepare for the future by setting up the fiscal and financial rules required for future transparent and rational use of these funds now. They should not forget also to focus on the coming 5-7 years because the economy is facing a number of challenges.

Creating a level playing field

Wolfgang Fengler's picture

Throughout the slums of this world, poor children are dreaming of becoming football stars and playing in the World Cup. Some of them from Kibera—Kenya’s largest slum—had a shot last weekend, when the International School of Kenya hosted the third “Mini World Cup”.

The event involved more than sixty teams made-up of Kenyan and international children from all walks of life. Two teams from Kibera made it to the top eight teams of the tournament, keeping their dream alive to win the “Cup” in one of the next years. The great thing about football is that all teams, no matter what their social background, have an equal opportunity to win. They start on a level playing field, and they all play by the same rules. When the final whistle blows, there is no reason why one of the teams from Kibera should not lift the Mini World Cup next time, just as Ghana’s Black Stars overcame Team USA in the 2010 World Cup, despite the huge disparity in wealth between the two nations.

In economic development, the equivalent of having a level playing field is equality of access to basic services.

Tertiary Education: Blind Spot or System Failure?

Shanta Devarajan's picture

A comment I posted on Chris Blattman’s blog on the problems with Africa’s higher education was picked up in a lively discussion on the Roving Bandit blog (“Probably the best economics blog [previously] in Southern Sudan”). 

First, for those who are interested in my paper with Celestin Monga and Tertius Zongo on “Making Higher Education Finance Work for Africa,” here it is

Second, I would like to hear people’s views on the issue raised:  Is the poor state of African higher education the result of neglect (“blind spot”) by donors, who emphasized primary education, or is it because the presumption that higher education should be financed and provided (largely free of charge) by the government led to “government failures”—where only the elite got access to the free university education, and the universities themselves became politicized?

How can Zimbabwe avoid having the world’s worst Human Development Index?

Martin Ravallion's picture

Each year the mass media and many governments look keenly at the country rankings by the Human Development Index (HDI). In the 2010 Human Development Report, Zimbabwe has the lowest HDI in the world at 0.14 on a (0,1) scale (UNDP, 2010). The next lowest is the Democratic Republic of the Congo (DRC), with 0.24. (Norway is highest, at 0.94.)

It is natural to ask: what would Zimbabwe need to do to get its HDI up to the level of the DRC or better? Zimbabweans will no doubt have a strong interest in knowing the answer, as will those interested in the HDI in general.

There are three components to the HDI, for life expectancy, schooling and income. Let’s look at these in turn.

Africa on the brink of a take off

Shanta Devarajan's picture

Dear friends,

Today we are trying something new.

I wanted to share with you the reasons why I think we can be optimistic about Africa's development prospects, but rather than writing something up, I thought of using video.

Please, share your feedback, not only on whether you agree that Africa is on the right track, but on the video itself. If you like it, I would like to do more of this short video "Development Talks" with the readers of this blog.

Let me know what you think.

 

Is our Tanzanian children learning?

Shanta Devarajan's picture

I was reminded of former US President George Bush’s question about American children when I saw the results of a recent NGO-led survey of 40,000 children in Tanzania.  The picture is sobering: 

  • About 20 percent of the children who had completed seven years of primary school could not read their own language, Kiswahili, at the Grade 2 level;
  • Half of them could not read English, which is the medium of instruction in secondary education; 
  • And about 30 percent could not do a simple (Grade 2) multiplication problem. 

 

Interestingly, Tanzania has seen dramatic increases in primary school enrolments—so much so that the country won a Millennium Development Goals award for achievements in primary education. 


To better understand the relationship between these different findings, I interviewed Rakesh Rajani of Twaweza, the NGO that conducted the survey, on the margins of the Open Forum at the recent World Bank-IMF Annual Meetings.  

We discussed why and how they did the study, what the results mean, and what to do with them.

Shanta Devarajan interviews Rakesh Rajani Vimeo.

  

Download MP3

Africa's great strides towards the MDGs

Gabriel Demombynes's picture

This week’s Millennium Summit has given data mavens like myself motivation to take a second look at the development indicators for the countries where they work.

For Kenya (my current focus, along with Sudan) a rich source of information is the recently published report for the 2008-09 Demographic and Health Survey.

Below I’ve graphed several indicators from the Kenya DHS from 1998, 2003, and 2008-09. We see that there have been substantial gains along several lines. School attendance rates rose with the introduction of free primary education earlier in the decade. Vaccination rates increased sharply between 2003 and 2008. Access to improved water sources also expanded, and phone access jumped as the mobile revolution hit Kenya.

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