Three economists walk in to meet a judge in Rome...
Although this might sound like the setup to a joke, what ensues is not a punchline, but rather a demonstrable improvement in court efficiency.
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.
Global action on climate change to help achieve the Sustainable Development Goals was a key message delivered by the Italian Ministry of the Environment, Land and Sea at the United Nations High Level Political Forum in New York. All4TheGreen, the Ministry’s collaboration with the Connect4Climate program of the World Bank Group, was presented as an important case-study to encourage citizen engagement to achieve a sustainable future. All4TheGreen was a week of more than 80 events in the lead-up to the recent G7 Environment minister’s meetings in the cultural and academic hub of Bologna, Italy.
Photo Credit: Myxi via Flickr Creative Commons License
In our last post, we highlighted a few examples of the innovative organizational structures that institutional investors have created to more efficiently invest in public infrastructure assets, but that is just one side of the equation. We also study programs and policies put in place by governments to more efficiently facilitate investment in the right projects and on the right terms for their constituents. That research encompasses several different topics, including enabling legislation, project risk allocation, stakeholder engagement and management, assessment frameworks for determining whether a Public-Private Partnership (P3) makes sense for a given project and others.
Experts agree that its activities by people which are increasing the severity of storms like these. Climate change isn’t just projected to increase the intensity of hurricanes and cyclones, but a whole other range of other natural hazards, like droughts, floods, storms, and heat waves.
The intake of the Villoresi irrigation canal is a monumental structure of classical beauty: it tames the blue waters of the River Ticino, just below the outlet of Lake Maggiore, and quenches the thirst of 85,000 hectares of otherwise dry land to the north of Milan.
This imposing project was designed, financed, and built entirely with private capital between 1877 and 1890. A 90-year concession was granted by the King of Italy only 15 days after receiving the investment proposal from the original investors. In 1918, farmers formed a consortium of water users and took over the concession and the infrastructure.
With such a head start in the development of water sector public-private partnerships (PPPs), one would imagine that in Italy such contracts would be widespread and well known. In fact, the opposite is true, and the as ever. A leading national newspaper printed, in the same edition, one article broadly supportive of a popular movement against private involvement in water service providers, and another article denouncing a case of pollution by a (public) water company that had been discharging untreated sewage and hazardous waste in the Bay of Naples.
Investing in people starts by ensuring that graduates leave school with strong basic/foundational skills, such as in reading and mathematics. Such skills are critical for subsequent study, for quickly finding a first job, and for adapting to continuous technological change. But are countries in the EU ready to face that challenge?