In Indonesia, chronic malnutrition is widespread with more than one-third of young children being stunted. Despite the reduction of the poverty rate from 16.6% to 11.4% from 2007 to 2013, the rate of stunting amongst children under the age of five has remained alarmingly high, exceeding 37% in 2013, although that figure has declined in the last two years. Stunting has important lifelong consequences for health, as well as for cognitive development, education, human capital accumulation, and ultimately for economic productivity.
However, to reduce stunting it’s not only important to focus on the health sector. It also requires improvements in other sectors such as agriculture, education, social protection, and water, sanitation, and hygiene (WASH). As originally emphasized by the UNICEF conceptual framework, to ensure that a child receives adequate nutrition depends on four critical factors: care, health, environment, and food security, areas that straddle multiple sectors.
The conference addressed themes related to improving learning outcomes for all students, including how to support effective teaching and early childhood development, balancing school autonomy and accountability, and how education systems can build the skills needed for the 21st century.
For the host country, Indonesia, the forum provided a valuable chance to look more closely at issues facing its education system.
One recent scorching afternoon, a display of colorful squat toilets welcomed curious visitors in the main park of the city of Mataram, in Indonesia’s West Nusa Tenggara province.
These visitors were not looking to buy new toilet bowls, nor were they working on home improvement projects. They were among 350 villagers who went ‘shopping’ for ideas and innovations to improve basic services and infrastructure in their home villages.
The 2017 Village Innovation Festival was organized by the provincial government of West Nusa Tenggara, in collaboration with the Ministry of Village's Generasi Cerdas dan Sehat Program.The festival highlighted innovative solutions to address some of the most pressing development challenges faced by village communities.
International evidence shows that investing in high-quality early childhood programs can have large economic returns, especially for children from socially disadvantaged groups. In response, developing countries are looking to increase public investments in the early years, especially in early education programs. As they do so, one of the challenges policymakers face is deciding what to fund. After all, there are a wide range of opportunities for early childhood education that already exist in local settings such as playgroups and kindergartens. As a result, different children can often have very different early childhood education experiences on their way to primary school.
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.
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This inequality is exacerbated by the persistent poor quality of public services, such as education, in rural and remote areas. While various government initiatives have improved access to education, quality and equity remain major challenges for those in rural and remote areas.
To address these issues, the World Bank has partnered with the government of Indonesia to launch a pilot project called “KIAT Guru,” which aims to improve teacher presence, teacher service quality, and student learning outcomes, while enhancing community engagement and participation in remote areas.
“We [have] two different mechanisms. One of them is community empowerment… The community develops a service agreement with schools so they can agree upon the five to seven indicators that they think are a priority,” says Dewi Susanti, Senior Social Development Specialist, who leads the project.
In this video, Dewi Susanti and World Bank Senior Director Ede Ijjasz-Vasquez (@Ede_WBG) discuss the KIAT Guru project and the lessons learned from its early stages.
With the release last month of the latest PISA (Program for International Student Assessment) results by the OECD (Organisation for Economic Co-operation and Development), it is apparent that many of the highest achieving students in the world are in East Asia.
Just as in the recently released TIMSS (Trends in International Mathematics and Science Study) results, Singapore leads the world in every subject in PISA, outperforming other economies and countries by a significant margin. Students in Singapore perform at a level that is up to two years ahead of their regional and OECD counterparts in science, mathematics and reading. Moreover, almost all Singaporean students have reached a basic level of proficiency or higher. And they just keep getting better, having significantly reduced performance below basic proficiency.
Japan also outperforms most participating economies in science, mathematics and reading. However, its score in reading has declined since the last round. Still, as in Singapore, 90% of students have reached a basic level of proficiency or above.
The primary forests have long gone from the surroundings of Teluk Bakung village on the outskirts of Pontianak, the capital of Indonesia’s West Kalimantan province. This was evident when I arrived in the region in late November 2016, as part of a field visit. We saw how most villagers have abandoned the difficult peatlands agriculture to work on large oil palm plantations and their own oil palm fields. Others have opted to invest in lucrative edible bird nest production. But they do so against a backdrop of confusing land-use management: forest estate and administrative boundary demarcation is incomplete, and community interest groups and authorities debate over the historical allocation of plantation concessions. Public data sets show a wide variety of land and forest uses in the area, including reserves. But in reality, virtually all of the land is increasingly being devoted to oil palm production.
Another year has passed, and as we do each year-end, here’s a rundown of what content resonated most with you on World Bank social media in 2016.
Four World Bank Facebook posts you cared about most
Some of our most popular and engaging content on Facebook in 2016 was, not surprisingly, multimedia. Check out these posts that made the biggest impact with you in the last year.
On October 17 – now recognized as End Poverty Day – Bangladeshi singer Habib Wahid unveiled a new song singing the praises of his country’s rapid progress in reducing poverty and building a prosperous society. Check out the video, and remember why you poured out your approval with more than 161,000 views, 65,000 reactions, and 4,600 shares!