In many ways, girls’ education is a success story in global development. Relatively simple changes in national policies – like making primary schooling free and compulsory – have led to dramatic increases in school enrollment around the world. In Uganda, for example, enrollment increased by over 60 percent following the elimination of primary school fees.
As more young people have enrolled in school, gaps in educational attainment between boys and girls have closed. According to UNESCO, by 2014, “gender parity (meaning an equal amount of men and women) was achieved globally, on average, in primary, lower secondary, and upper secondary education.”
Yet, more than 250 million children are not in school. Many more drop out before completing primary school. And many young people who attend school do not gain basic literacy skills. These challenges remain particularly acute for poor girls.
In a new paper, published in Population and Development Review, we explore recent progress in girls’ education in 43 low- and middle-income countries. To do so, we use Demographic and Health Survey data collected at two time points, the first between 1997 and 2007 (time 1), and the second between 2008 and 2016 (time 2).
If you skimmed the news this year, 2017 may have seemed like a tough year for climate change.
The US and the Caribbean endured a devastating hurricane season. People across Africa felt the impact of consecutive seasons of drought that scorched harvests and depressed livelihoods. And severe rains and flooding forced tens of thousands of evacuations in Asia.
We’ve all seen these headlines, and perhaps several others that leave us feeling discouraged, to say the least. The thing is, these headlines do not tell the full story.
Start-ups in emerging markets are disadvantaged when it comes to accessing mentors and mentorship programs. The infoDev Climate Technology Program has been working to fix this challenge and recently launched two mentorship pilots in partnership with Climate Innovation Centers in Ghana and the Caribbean.
Successful entrepreneurs from developed technology hubs often engage mentors so that they can learn from experienced industry veterans, solve unfamiliar problems, and navigate blind spots. In emerging economies, great mentors are harder to come by, founders are less familiar with what to expect from a mentor, and support programs and networks are less established.
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.
But, what happens when the palm tree is cut or when the street vendor changes the location?
The absence of street names poses not only challenges for orientation, but also for property tax collection, postal services, emergency services, and the private sector. Especially, new economy companies, such as Amazon or Uber, depend on street addressing systems and are eager to cater to market demands of a growing middle class.
To address these challenges, the Accra Metropolitan Assembly (AMA), financed by the World Bank’s second Land Administration Project , is implementing a street addressing and property numbering system in Accra. Other Metropolitan areas received funding from other World Bank-funded projects for similar purposes.
Life is shifting fast for coastal communities in West Africa. In some areas, coastlines are eroding as much as 10 meters per year. Stronger storms and rising seas are wiping out homes, roads and buildings that have served as landmarks for generations.
I was recently in West Africa to witness the effects of coastal erosion. To understand what’s going on, we took a three-country road trip, traveling from Benin’s capital Cotonou, along the coast to Lomé in Togo and then to Keta and Accra in Ghana. These three countries, among the hardest hit by coastal erosion, offer a snapshot of what is happening along the rest of the coast, from Mauritania, via Senegal to Nigeria.
At the beginning of September, Ghana’s Ministry of Finance brought the heads of State-owned Enterprises (SOEs) to deliberate how to reform SOEs, some of them loss-making, in order to have them play a more strategic role in Ghana’s development.
As reported in the local press, the Vice President of Ghana, Mahamudu Bawumia (who gave the keynote address to the Policy and Governance Forum) was very candid in his directive: “Share with government not your many challenges, which we all know [about], but your strategies,” he is reported to have said, referring to strategies for ensuring financial discipline, for exploring access to new sources of capital, and for improving commercial viability.
“What can we do today to prepare students for the labor force in 20 years?” the director general of Israel’s Ministry of Finance, Shai Babad, asked. At an Annual Meetings event last Friday, Babad was asked for his thoughts about successful government policies to enable start-up ecosystems. However, he answered the question with one of the many questions that policymakers continue to wrestle with in the new digital economy.
In recent years, many of the World Bank Group’s country partners have posed similar questions. As Trade & Competitiveness Director Klaus Tilmes commented, “Many clients are now less interested in our money, and more in our knowledge around best practices and effective incubator models. They’re asking ‘How can we create our own start-up ecosystems?’ So we are trying to become more systematic and leverage tools to expand our programs and build them into our lending projects.”
No state is more renowned for its success in building such ecosystems than Israel. The small country contains the highest number of start-ups outside of Silicon Valley and receives the most VC investment per capita. With a population of only 8 million, Israel has over 6,000 start-ups, and 1,000 new start-ups are launched every year. In 2016 alone, Israeli start-ups raised over $4.8 billion.
Technology and the internet are probably the first things that come to mind when you think about the future of work for young people; not agriculture or farming. This makes historic sense, as agriculture sheds labor when countries develop. And the traditional ways of producing food do not look particularly sexy. Yet, technology and the internet are also opening up opportunities for agriculture, and urbanization and changing diets are calling for new ways to process, market and consume our foods. So, can agriculture provide job opportunities for youth?