With the holiday season behind us, many people in the developed world will remember it as full of cheer, gifts, vacations, and lots of good food. But for many of the world’s less privileged, the holidays might have served as a reminder of the tough reality they face as legal or illegal migrants or refugees living far away from their families, often displaced not by choice but the harsh reality of difficult, even dangerous, living conditions back at home.
This is the seventh paper in our series of guest posts by graduates on the market this year.
Migrant workers sent $6.77 billion home to Bangladesh in July-December, down 8.41% from the same time a year ago. For the first time in recent memory, Bangladesh has experienced a decline in remittances in the first half of the fiscal year.
There are four factors that can potentially account for the decline in remittances: the stock of Bangladeshi migrants abroad, earnings per migrant worker, their average propensity to save, and their average propensity to remit money home out of those savings.
The standard refrain appears to be that the flow of remittance has declined because the stock of Bangladeshi migrants abroad is not growing like it used to. This is because of two reasons. First, Bangladesh is failing to send more workers abroad to traditional markets and exploring new markets. Only 450,000 migrants managed oversees jobs in 2013, down by more than 33% from 680,000 in 2012. Second, the number of migrant workers returning to Bangladesh has also increased because the government could not resolve problems related to the legal status of Bangladeshi migrant labors in Saudi Arabia, the United Arab Emirates and Kuwait through diplomatic channels. Unfortunately, there is no reliable time series on the annual number of migrant returnees from abroad.
Is that the full story? I doubt it although it is generally assumed that the current migrant workers are sending money home as per their maximum capacities and have little capacity to increase the flow.
In two weeks I'll visit BETT, the London-based event which is sometimes referred to as the 'world's biggest educational technology trade show'. While I don't know if it is in fact the 'biggest' (ISTE's annual event is huge as well), nor how one calculates magnitude in such cases, there is no doubt that it is indeed really, really, really, big.
I attend BETT most years for a number of reasons. Doing so provides me with a chance to see all of the new cool gadgets and applications in one place. It is pretty easy to schedule meetings packed into a few days with lots of groups and people who are also at BETT; 'back home' it would take months to coordinate such meetings.
Conveniently, BETT takes place immediately after the Education World Forum, where scores of education ministers gather together each year to share experiences about challenges and successes related to education in their countries. This 'convenience' is actually no coincidence: Many ministerial delegations, especially those from middle and low income countries, stay on to tour the exhibition halls at BETT, to see the 'latest and greatest' and be (presumably in some cases) wined and dined by various vendors hoping to build relationships and do some business. While I skip the 'hospitality' stuff (not really my scene), I typically find it very educational to attach myself to, and rotate between, a few ministerial delegations each year as they tour the BETT exhibition spaces. Doing so offers me some exposure and insight into what such groups are interested (and not interested) in, and provides me with a 'fly-on-the-wall' view into the various sales pitches that are made to these sorts of government officials by companies eager to ring in the new year with some big contracts – as well as how such officials respond to such marketing.
Just as I find the questions that educational officials ask of vendors when they tour the BETT exhibition spaces to be revealing in many ways, I am often intrigued by the related questions that many of these companies then pose to me.
As a result of my work at the World Bank helping to advise on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world, I am, for example, asked from time to time by companies sets of questions that can be summarized as follows:
What would be the 'ideal' educational technology device for use in schools,
and by teachers and students, in developing countries?
What have you learned from your parents? What do you want to pass on to your children? What difficult circumstances have you been through?
How would you answer these questions?
By asking the same questions on elementary matters to thousands of people around the world, a web project has collected precious clues that we – the 7+ billion individuals currently living on Earth – have a lot more in common than we may think.
Mining is a high stakes industry. For the growing list of countries looking to translate underground assets into tangible benefits above the ground, the ability to negotiate and implement a good deal is critical. However, capacities to do so are often weak. A handy resource is now available to help countries. And it’s free!
Martin Ravallion's NBER working paper titled 'The Idea of Antipoverty Policy' is now accessible online and provides a long view on how the narrative around poverty evolved from the 1800s til now.
America's war on poverty turned 50 this week and Nick Kristof has a column titled 'Progress in the War on Poverty.'
A Free Exchange post draws from a paper by the WB's Quy-Toan Do, Jishnu Das and others in the JED. Their research analyzes the tendency of academic research to focus excessively on the US and to under-study the developing world.
Typhoon Haiyan, the Category 5 super storm that devastated parts of the Philippines and killed thousands late last year, continues to remind us, tragically, of how vulnerable we are to weather-related disasters.
As the images of destruction and desperation continue to circle the globe, we’re also reminded that those most at risk when natural disaster strikes are the world’s poor – people who have little money to help them recover and who lack food security, access to clean water, sanitation and health services.
Over the last year, as one major extreme weather event after another wreaked havoc and claimed lives in the developing world, terms such as "resilience" and "loss and damage" have become part and parcel of our efforts here at the World Bank Group – and for good reason.
Developing countries have been facing mounting losses from floods, storms and droughts. Looking ahead, it’s been estimated that up to 325 million extremely poor people could be living in the 49 most hazard-prone countries in 2030, the majority in South Asia and Sub-Saharan Africa.
These scenarios are not compatible with the World Bank Group’s goal to reduce extreme poverty to less than 3 percent by 2030, or with our goal to promote shared prosperity.
I got together with my friend Asma'a one evening at a popular Cairo café overlooking the Nile. Like many of the young Egyptians I had met that summer, Asma'a was smart, motivated — and unemployed. Since graduating with a law degree, she had applied for countless jobs to no avail, and had all but given up on finding a job in her field of study. She was particularly upset that evening because her parents had forbidden her from accepting a waitressing job, deeming the work to be morally inappropriate. Feeling ever more desperate, Asma'a said she would be willing to take any job just to be able to work.
Asma'a is one of 865 million women worldwide who have the potential to contribute more fully to the global economy. These women represent a powerful resource for driving economic growth and development. Yet the underuse of women's talents and skills is holding many countries back. An International Monetary Fund study estimates that if women like Asma'a were to participate in the labor force at the same rate as men, they could raise GDP in Egypt by 34 percent. Employed women also invest more of their income in their children's health and education, helping families to escape the cycle of poverty.