Construction of the Quito Metro
Something Is Changing
Fifteen years ago, the international community designed the Millennium Development Goals, including that of halving extreme poverty, through a process that mostly took place in New York, behind closed doors. A few years earlier, the World Bank had developed the guidelines of the Poverty Reduction Strategy for Heavily Indebted Poor Countries from Washington, D.C. in a similar fashion.
Fortunately, this approach has changed.
Today, the process of identifying and consulting on the post-2015 development agenda has been opened to the general public including, importantly, those whom the goals are expected to serve. In fact, the United Nations and other partners have undertaken a campaign to reach out directly to citizens for ideas and feedback on the issues most important to them in the post-2015 agenda. Those who are formulating the post-2015 goals will no longer need to assume what the poor and vulnerable want: they will have a firsthand knowledge of what their priorities are.
The World Bank Group has explicitly stated that our new goals of eradicating extreme poverty and boosting shared prosperity cannot be achieved without institutions, structures, and processes that empower local communities, hold governments accountable, and ensure that all groups in society are able to participate in decision-making processes. In other words, these goals will not be within reach without a social contract between a country and its citizens that reduces imbalances in voice, participation and power between different groups, including the poor.
The challenge of moving from conflict and fragility to resilience and growth is immense. More than half of the countries counted as low income have experienced conflict in the last decade. Twenty per cent of countries emerging from civil conflict return to violence in one year and 40% in five years.
While the use and production of reliable evidence has become more common in much of the international development debate and in many developing countries, these inroads are less prevalent in fragile and conflict-affected situations (FCS). Programming and policy making in countries affected by conflict and prone to conflict is often void of rigorous evidence or reliable data. It is easy to argue, and many do, that it is impossible to conduct rigorous evaluations of programs in conflict-affected states. However, in spite of the very real challenges in these environments, such evaluations have been conducted and have contributed valuable evidence for future programming, for example in Afghanistan, the DRC, Colombia, northern Nigeria and Liberia.
My unit Center for Conflict Security and Development, (CCSD) is teaming up with the Department of Impact Evaluation (DIME), as well as the International Initiative for Impact Evaluation (3ie), and Innovations for Poverty Action (IPA), in a series of activities to enhance the evidence base on development approaches to peace- and state-building challenges. A first goal is to scope out where our evidence base is thinnest: what are the programs and interventions that remain least tested, but have theories of change suggesting great potential? We are hoping to take stock of what we and other donor institutions have been doing in this area of development, and map this into what we have learnt and what we most need to learn more about. USIP, USAID, IRC as well as leading academics in this field and IEG, are kindly helping in this endeavor, and we hope to be able to share some initial findings at our fragility forum later this year.
This week I’ve been participating in the World Bank’s South-South Learning Forum in Rio de Janeiro, Brazil, where policymakers from 70 countries are sharing their experiences and discussing practical solutions for successful social protection programs.
What happens when you grab an interdisciplinary group of skilled and highly motivated hackers, give them the task of improving the bus system of the city; and grant them full autonomy over the transport raw data which they had been trying to put their hands on for the last years?
Two days before the world observes International School Meals Day, I’m here sitting in the U.K. Houses of Parliament thinking about the unexpected evolution of school meals programs in recent years.
In an interview on TN TV Channel, Argentina in November 2013 Pope Francis said that, “Today we are living in an unjust international system in which ‘King Money’ is at the center.” He continued, “It is a throwaway culture that discards young people as well as its older people. In some European countries, without mentioning names, there is youth unemployment of 40 percent and higher.”
It seems Pope Francis has heard the rallying calls from youth around the world.
In 2010, youth in Mozambique staged protests in Maputo and Matola against rising food prices.
The ‘Geração à Rasca’ (Scraping-by Generation) of Portugal took to the streets in March 2011 as a spontaneous Facebook event to call attention to underemployment, lack of social protection, and unemployment that many experience.
Youth protests flared in Sao Paulo, Brazil in June and September of 2013 in reaction to high unemployment, low-paying jobs, inflation, and the high cost of living in big cities.
And just a month ago, around 2,000 unemployed Moroccans marched through their capital in January 2014 to demand jobs, a particularly thorny problem for university graduates.
The more famous protests of Arab Spring, the Occupy Movement and the Gezi Park protests in Turkey were also spurred, in part, by young people.
Emerging Nations Embrace Internet, Mobile Technology
Pew Research Global Attitudes Project
In a remarkably short period of time, internet and mobile technology have become a part of everyday life for some in the emerging and developing world. Cell phones, in particular, are almost omnipresent in many nations. The internet has also made tremendous inroads, although most people in the 24 nations surveyed are still offline. Meanwhile, smartphones are still relatively rare, although significant minorities own these devices in countries such as Lebanon, Chile, Jordan and China. People around the world are using their cell phones for a variety of purposes, especially for texting and taking pictures, while smaller numbers also use their phones to get political, consumer and health information. Mobile technology is also changing economic life in parts of Africa, where many are using cell phones to make or receive payments. READ MORE
How Emerging Markets' Internet Policies Are Undermining Their Economic Recovery
NSA surveillance activities are projected to cost the American economy billions of dollars annually. Washington is not alone, however, in pursuing costly policies in the technology and Internet realm. Several emerging economies – including Brazil, Turkey, and Indonesia – are likewise undermining their already fragile markets by embracing Internet censorship, data localization requirements, and other misguided policies – ironically often in response to intrusive U.S. surveillance practices. These countries should reverse course and support the free and open Internet before permanent economic damage is done. READ MORE
According to figures from the UNESCO Institute for Statistics, "Countries will need an extra 1.6 million teachers to achieve universal primary education by 2015 and 3.3 million by 2030". The 2013/4 Global Monitoring Report provides a useful discussion of the consequences of this deficit, as well as some strategies for overcoming it. There are, unfortunately, no 'quick fix' solutions here. We didn't get ourselves into this mess overnight, and we won't get out of it overnight either. While longer term efforts tackle this challenge in multiple ways over time, recruiting new teachers and upgrading the skills of others, it is probably also useful to ask:
How do you teach children in places where there are no teachers?
Many proposed answers to this include some consideration of the use of information and communication technologies. Some groups have offered that it may be most efficacious to simply introduce technologies that help enable students to teach themselves, bypassing teachers altogether. That is certainly one approach, but one with, to date, a rather checkered history of success in many instances (although not all), and one that is consistent with a worry that teacher union officials have expressed to me many times over the years: that many of their members fear that they are being, or will be, replaced by new technologies. Rhetoric from certain politicians (I'll refrain from adding a link or three here, but a few minutes with your favorite search engine should help you locate a number of them yourself) and projections from some ministry of finance officials (informed, one suspects, in some cases by data from the marketing departments of certain technology firms) do little to alleviate such concerns. In some cases, the introduction of new technologies undeniably *does* replace certain specific functions or roles that teachers currently perform, or have performed in the past (especially related to what are essentially clerical or administrative functions -- this replacement is presumably not always such a bad thing). In my experience, introducing new technologies in schools actually makes the role and function of teachers more central and critical, but that is perhaps a topic for another blog post.
Faced with severe, in some cases quite extreme, deficits of qualified teachers, especially in remote communities and in subjects like mathematics, science and foreign languages, many countries are in engaged in long term efforts to recruit and train more teachers and upgrade the skills and content masteries of 'low-skilled' teachers already in their system. They are exploring how ICTs can be leveraged to help in these efforts. Where there are pressing needs *now* for teachers that can not be met through conventional approaches or according to the traditional timelines dictated by the capacity and effectiveness of their teacher training institutes, there are looking to see how technologies can help reach students today in schools without qualified teachers -- or in some cases, without any teachers at all.