So two weeks ago we talked about how we don’t know enough about economically empowering women and last week we talked about power issues when measuring this in “gender-blind” interventions. This week we’d like to make some suggestions about how, with small effort, we could make serious progress in learning meaningful things about how to increase the earning capacity of women.
The idea political incentives play a powerful role in development—creating opportunities for change in some contexts, frustrating efforts in others—is not a new one. For many years now, academics and aid agencies have acknowledged that the uptake and impact of best practice reforms depends, in part, on the incentives of leaders and citizens, on formal and informal institutional arrangements, on historical legacies and structural drivers. And as a result, many aid agencies have made efforts to “take politics seriously.”
Gender inequality comes in many shapes and (depressing) colors. A recent trip to Haiti showed me and my colleagues, perhaps its ugliest and most damaging face: violence against women of all ages, including babies. But as ugly as it is, can we make it our business?
For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've been an advisor to, evaluator of, and/or working-level participant in, educational technology ('edtech') initiatives in over 50 such countries. When it comes to ICT use in education, the promised revolution always seems to be just around the corner. Indeed: I am regularly pitched ideas by people who note that, while many past promises about the potential of the use of new technologies in education have failed to pan out, they are confident that "this time, it's different".
At the same time, I am quite often asked to help other folks identify intriguing initiatives that might, individually and/or collectively, illuminate emerging trends and approaches in this sector:
"I'm interested in examples of innovative educational technology projects from around the world, especially those primarily focused on helping teachers and learners in developing countries. In other words: Not the usual suspects. Can you suggest a few projects and companies that I might not know about -- but should?"
I receive a version of this request most every week (sometimes even multiple times in a single day). Given the frequency of such inquiries, I thought I'd quickly highlight 20 such efforts from around the world, in the hope that people might find this useful. The hope is to point readers in the direction of some interesting projects that they might not know much about, but from which there is much we can learn.
While I am not sure if, indeed, things will turn out to be 'different this time around', the overall volume of such projects, and the sophistication of many of them, are quite notable. There is more happening, in more places, than ever before. A number of efforts have been informed (in good ways) by past failures. That said, others will no doubt attempt to 'reinvent the flat tire' and display a characteristic common to Einstein's definition of insanity: "doing the same thing over and over again and expecting different results". Hopefully none of the groups profiled below will fall into that trap, but I suspect that a few of them might.
The list here, a mix of for-profit and non-profit initiatives, is deliberately idiosyncratic and non-representative (see the many caveats and explanations that follow below the list). Some of these projects are no doubt doomed to 'fail'; others will most likely be restructured more than once as they try, to borrow the words of Deng Xiaopeng, to "cross the river by feeling the stones". And maybe, just maybe, a few of them might actually turn out to be as 'transformative' as they hope to be.
With that said, and in alphabetical order, here are:
20 innovative edtech projects from around the world
“It has been said, and with good reason, that while society has entered the digital era politics has remained analog. If democratic institutions used the new communication technologies as instruments of dialogue, and not for mere propaganda, they would breathe fresh air into their operations. And that would more effectively bring them in tune with all parts of society.”
The inefficiency and inequity caused by age differences in testing is not news. On the contrary, it is a well-documented fact. The proposed solution to this problem is to age-adjust test scores. But the truth is, we are nowhere near to implementing such a solution.
The large-scale water treatment plant, due for completion in 2020, will produce 40 megaliters of clean water per day, equivalent to one-third of Kigali's total supply. Water will be drawn from the Nyabarongo River to be treated before distributing a clean supply to up to 500,000 domestic, commercial, and industrial customers. Kigali Water is one of the first water projects to be developed using a public-private partnership (PPP) model in sub-Saharan Africa.
“You can’t hold back time,” goes the saying (and the song). Indeed, the Laws of Nature dictate that people and societies get older and older, whether we like it or not.
But let me pose a question: are aging societies doomed to experience stagnation or a decline in living standards? Some might believe so, but I would argue that it is possible to address the realities of changing demographics that come from aging – through bold adaptive action!
Over the past three decades, China has successfully lifted more than 500 million people out of poverty. For many years, the government’s poverty alleviation strategy focused on ensuring that every person had access to enough food. Driven by rapid economic development and urbanization, China is today one of the world’s largest producers and consumers of agricultural products.
Now the Chinese government has turned its attention to making the country’s food supply safer. The issue has become so important that, in the words of President Xi Jinping: “Whether we can provide a satisfying solution on food safety to the people is an important test on our capacity of governance.”
According to a poll published in March 2015, more than 77 percent of respondents ranked food safety as the most important quality of life issue. Environmental pollution, which experts consider one of the causes of China’s food safety problems, was another top issue worrying the public.
Chinese people attach significant importance to food, beyond its nutritional characteristics, due to historic memories of starvation. Food is also a symbol of regional pride and distinction, as well as a reflection of respect to guests.
Traditionally Chinese people believe each type of food brings specific medicinal features. Ginger cures a cold, garlic stops diarrhea, spinach is good for the blood, walnuts are good for the brain, pear relieves a cough, etc. When in China, you cannot avoid stories on how adding a specific food to one’s diet helped cure some disease. Therefore, it is understandable why Chinese people attach such importance to food safety. Contaminated or unsafe food poses a threat to public health and also risks undermining social stability and cultural identity.
The root causes China’s food safety problems come from the country’s rapid development. China has experienced unprecedented growth in recent decades and now is the world’s second-largest economy. Such rapid expansion has unleashed positive and negative effects. The industrial boom coupled with urban expansion and infrastructure development put significant pressure on both land and water resources. Over the long term, that pressure could constrain the ability to produce more food.
The 2011 Overview Course of Financial Sector Issues took place earlier this month at the World Bank's headquarters in Washington, DC. This annual event is sponsored by the Office of the Chief Economist of Finance and Private Sector Development, and it provides an overview of issues of current importance for policy-makers, researchers, and practitioners working in the financial sector. Speakers included a number of well-known thinkers and researchers on financial sector issues such as Simon Johnson, Ross Levine, and Franklin Allen, and attracted some 70 external participants from central banks, ministries of finance, and bank regulatory agencies representing 45 countries.
The theme of the course this year was Financial Sector Practices and Policies after the 2007-2008 Crisis (view the full agenda). Lectures, case studies, and panel discussions covered a broad spectrum of issues surrounding this theme, such as long-run policy lessons from the financial crisis, the role of the government in the financial sector after the crisis, bank risk management models before and after the crisis, bank resolution mechanisms, building crisis management capabilities, the future of bank regulation, macro-prudential regulation and stress testing banking systems, capital markets and pension systems after the crisis, to mention the main ones. Also, the course looked into longer-term issues related to the development of the financial sector, e.g. remittances, financial inclusion, SME finance, and microfinance.