The 2030 Agenda for Sustainable Development rightfully points out that sustainability has three dimensions: economic, environmental, and social. The first two are well understood and well measured.
Economic sustainability has a whole strand of literature and the World Bank and IMF devote a lot of attention to debt and fiscal sustainability in their reports. Just open any Article 4 consultation or any public expenditure review and you will find some form of fiscal or debt sustainability analysis.
The same can be said about environmental sustainability. Since Cancun (COP16), countries prepare National Adaptation Plans, and since COP 21, they have prepared Nationally Determined Contributions (NDCs) which focus on domestic mitigation measures to address climate change.
Eliminating inequality is integral to the Sustainable Development Goals , from ‘universal access’ to water, to ending poverty ‘everywhere’. Yet in a world where the politics of who gets what is increasingly polarised, leaving no-one behind is fundamentally a political project.
In a recent study with WaterAid in Nepal, for example, we found that in rural areas a combination of poverty, caste, and geography have shut the poorest fifth out of politics. While access to water has increased significantly for others, they are lagging behind.
Every city, country or district has its own political rules, most of which aren’t written down. Yet despite all this complexity, experts working on essential services like water, sanitation, health or education can avoid some common political missteps, wherever they work. Here are four most typical ones:
Assessments make a lot of people nervous, and I’m not just talking about the students who have to take them. As a psychometrician (assessment expert) and World Bank staffer, I’ve worked on assessment projects in more than 30 countries around the world over the past 10 years. Time and again, I’ve found great interest in student assessment as a tool for monitoring and supporting student learning coupled with great unease over how exactly to go about ‘doing’ an assessment.
The World Bank Group surveys its stakeholders from country governments, development organizations, civil society, private sector, academia, and media in all client countries across the globe. Building a dialogue with national governments and non-state partners based of the data received directly from them is an effective way to engage stakeholders in discussions in any development area at any possible level.
Let's take the education sector as an example to see how Country Survey data might influence the engagement that the Bank Group has on this highly prioritized area of work.
When Country Surveys ask what respondents identify as the greatest development priority in their country, overall, education is perceived as a top priority (31%, N=263) in India.1 However, in a large country, stakeholder opinions across geographic locations may differ, and the Country Survey data can be 'sliced and diced' to provide insight into stakeholders' opinions based on their geography, gender, level of collaboration with the Bank Group, etc. In India the data analyzed at the state level shows significant differences in stakeholder perceptions of the importance of education. The survey results can be used as a basis for further in-depth analyses of client's needs in education in different states and, therefore, lead to more targeted engagement on the ground. In the case of the India Country Survey, the Ns at the geographical level may be too small to reach specific conclusions, but this example illustrates the possibility for targeted analysis.
The city of Medellin has successfully implemented an integrated and multi-sector approach that has included a combination of violence prevention programs and a deep commitment of its people to build a prosperous, inclusive and livable city. For that reason, the experience of Medellin in integral urban transformation and social resilience attracts intense interest from other cities around the world.
This week (May 29 to June 2, 2017), representatives from more than 35 cities are in Medellin sharing different methodologies and experiences with respect to security, coexistence, and resilience. This “Medellin Lab” is the first living laboratory program in Colombia, organized by Medellin’s International Cooperation and Investment Agency (ACI), the World Bank, USAID, and the Rockefeller foundation’s 100 Resilient Cities network.
In this video, Santiago Uribe, the Chief Resilience Officer (CRO) of the City of Medellin, as well as the World Bank’s Senior Director Ede Ijjasz-Vasquez (@Ede_WBG) tell us a bit more about the experience of the Medellin Lab and .
On a recent visit to provincial treasury offices to learn about the Financial Management Information Systems, or FMIS, that members of our Governance teams helped introduce, the conversation turned to cows.
Staff compared switching from manual pen-and-paper to an automated state-of-the-art public finance management system as akin to making a cow watch television. Cows, they explained, are as unfamiliar with television as some treasury staff are with computers, the internet, and FMIS.
Fortunately, the relevance of the analogy was short-lived. Treasury staff have overcome the learning curve and the new system has proven to be helpful. I consistently heard praise about the system’s usefulness because it provides useful financial information, reduces the amount of repetitive work, and generates timely reports. That is a big change.
In 1950, the average working-age person in the world had almost three years of education, but in East Asia and Pacific (EAP), the average person had less than half that amount. Around this time, countries in the EAP region put themselves on a path that focused on growth driven by human capital. They made significant and steady investments in schooling to close the educational attainment gap with the rest of the world. While improving their school systems, they also put their human capital to work in labor markets. As a result, economic growth has been stellar: for four decades EAP has grown at roughly twice the pace of the global average. What is more, no slowdown is in sight for rising prosperity.
High economic growth and strong human capital accumulation are deeply intertwined. In a recent paper, Daron Acemoglu and David Autor explore the way skills and labor markets interact: Human capital is the central determinant of economic growth and is the main—and very likely the only—means to achieve shared growth when technology is changing quickly and raising the demand for skills. Skills promote productivity and growth, but if there are not enough skilled workers, growth soon chokes off. If, by contrast, skills are abundant and average skill-levels keep rising, technological change can drive productivity and growth without stoking inequality.
- boost prosperity
- Knowledge and Skills
- job market
- job creation
- Social Development
- Public Sector and Governance
- East Asia and Pacific
- Solomon Islands
- Papua New Guinea
- Micronesia, Federated States of
- Marshall Islands
- Lao People's Democratic Republic
- Korea, Republic of
Emerging technologies are transforming global logistics. The evidence is everywhere: Logistics companies are exploring autonomous fleets and “lights-out” warehousing, and are looking to Big Data for transport management and predictive analytics. Crowdsourcing start-ups are using a high-tech/asset-light business model. And e-brokerage platforms are providing real-time information from pickup to delivery.
In the ongoing debate about the benefits of trade, we must not lose sight of a vital fact. Trade and global integration have raised incomes across the world, while dramatically cutting poverty and global inequality.
Within some countries, trade has contributed to rising inequality, but that unfortunate result ultimately reflects the need for stronger safety nets and better social and labor programs, not trade protection.