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Jobs for Votes: RDD Evidence on Patronage in Brazilian Public Sector Hiring: Guest post by Edoardo Teso

This is the fourth in this year’s series of job market posts.
As the quality of a country's public sector workforce is an essential factor in its effectiveness in providing services, governments should try to hire qualified individuals in the public sector (Finan et al. 2017). However, there may be an important obstacle to the quality of this recruitment process, especially in developing countries: politicians could engage in patronage - the use of public sector jobs to reward their political supporters.

Virtually all modern bureaucracies are characterized by a civil service system, where the introduction of meritocratic hiring criteria was meant to shield public sector jobs from patronage practices. However, politicians typically retain some discretion in the selection of public workers, for instance through the use of temporary contracts (Grindle 2012). As a consequence, patronage could still play an important role in public sector hiring.  Despite the potentially significant impact of this phenomenon on the quality of the public workforce, no study has systematically documented its presence in a modern bureaucracy, limiting our understanding of its consequences for the public sector.

In my job market paper "Patronage in the Allocation of Public Sector Jobs" (joint work with Emanuele Colonnelli and Mounu Prem), I study patronage in the context of Brazilian local governments during the 1997-2014 period.

The principal makes the difference

Jaime Saavedra's picture
Principals have to deal with hundreds of students and their personal and academic challenges. (Photo: Sarah Farhat​ / World Bank)


All schools are different. I’m not referring to the building, the number of students or teaching practices. I’m talking about the school’s spirit. When you walk into a good school, the building is often well-organized and clean. The students look busy and happy. You don’t see strict discipline; ideally, you see organized chaos.

When you see a well-functioning school, most likely, there is a good principal behind it. A leader who sets a vision for the school and sets clear objectives. Someone who creates the space that fosters teachers’ professional and personal development, and encourages students’ personal growth, creativity, and their own journey of discovery.

Running a school efficiently is a very difficult challenge. A principal must be a pedagogical leader to dozens of teachers: observing them in the classroom, evaluating institutional performance, and helping them get the professional development opportunities they need. Principals have to deal with hundreds of students and their personal and academic challenges. They need to respond to parents, each with their own expectations for the school. And principals also need to contend with the administrative and financial burdens imposed by the bureaucracy.  

For social programs, social registries serve as a tool for inclusion

Kathy Lindert's picture
© Julia Pacheco/World Bank
© Julia Pacheco/World Bank

Celina Maria migrated from Bahia to Rio de Janeiro when she was just 17 and pregnant with twins, without completing her education and therefore have had difficulties finding good formal jobs. Over her life, she faced many challenges from being homeless to unemployed, while living in food insecurity with her children. Like Celina Maria, millions of people around the globe face multiple constraints – low earnings, limited assets, low human capital, idiosyncratic shocks and exposition to natural shocks, violence, and more – yearning to live with dignity and a decent and economically independent life.

To address the diverse needs of the poor, many countries offer a myriad of social benefits and services. Despite good intentions, this can lead to fragmentation in the absence of a clear strategy and coordinated processes and systems.   

What connectivity means for Brazil’s youngest state

Martin Raiser's picture

All photos by Gregoire Gauthier and Satoshi Ogita

Marcos Ribeiro almost has tears in his eyes, as he explains the huge opportunities he sees for modern, ecologically mindful agriculture to us, a visiting World Bank team. The young tropical fruit producer is standing in front of his small farm, some 15 km outside of Palmas, the capital of Tocantins, Brazil’s youngest state.

Pro-market activism: A new role for the state in promoting access to finance

Sergio Schmukler's picture

The debate on whether the state should play an active role in broadening access to finance or not is one that has lingered for decades. A recent book (de la Torre, Gozzi, and Schmukler, 2017) argues that a new a view has gained traction and is worth considering.  

Helping Brazil realize its infrastructure promise

Paul Procee's picture


Photo: LWYang | Flickr Creative Commons

Since the 1980s, investment in Brazil’s infrastructure has declined from 5% to a little above 2% of the country’s Gross Domestic Product (GDP), scarcely enough to cover depreciation and far below that of most middle-income countries (see figure below). The result is a substantial infrastructure gap. Over the same period, Brazil has struggled with stagnant productivity growth. The poor status of infrastructure is broadly believed to be a key reason for Brazil’s growth malaise.

Let’s work together to make land rights for women a reality

Victoria Stanley's picture
Video: Land ownership for women prevents fears of uncertainty


Around the world, rural women are a major provider of food and food security. The Food and Agriculture Organization of the United Nations argues that improving women’s access to productive resources (such as land) could increase agricultural output by as much as 2.5% to 4%. At the same time, women would produce 20-30% more food, and their families would enjoy better health, nutrition, and education.

But women in rural areas often face both formal and informal barriers to accessing and owning land. Today, only 30% of land rights are registered or recorded worldwide, and women are the least secure in their access to land rights, with major gaps existing between law and practice in many developing countries.

Learning to realize education’s promise

Deon Filmer's picture

The 2018 World Development Report (WDR), Learning to Realize Education’s Promise, launched this week.  While it draws on research and collective experience—both from within and outside the World Bank—it also draws on the personal experience of the team members, including the two of us.  What inspires the focus on learning for all is that we both have seen the possibilities of widely shared learning, but we’ve also seen what happens when those possibilities aren’t fulfilled.
 


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