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Kenya

Knowledge-Sharing Boosts Development Know-How, as Practitioners and Policymakers Meet in Mombasa

Qursum Qasim's picture

Karibu Mombasa!

With those words, the World Bank Group’s network on Financial and Private Sector Development (FPD) this week kicked off a major knowledge and learning conference on development in Mombasa, Kenya. More than 250 participants – private-sector innovators, government policymakers and development practitioners from throughout the Africa region as well as from the Bank Group’s headquarters in Washington – came together to share ideas about cutting-edge innovations in delivering services; to brainstorm with colleagues on development strategy for Africa; and to consider new tactics to help meet the practical, everyday needs of Africans.

Delivering strong value for the Bank Group’s client countries was the theme of Klaus Tilmes, the network’s Acting Vice President, as the group envisioned the impending FPD transition into two new Global Practices: Trade & Competitiveness and Finance & Markets. Inclusive growth and inclusive finance – which are vital elements in achieving the Bank Group’s mission of eliminating extreme poverty and building shared prosperity – are the twin and complementary themes through which the two new practices will aim to help their clients meet the development challenge.

Promoting inclusive growth and creating jobs – as engines of growth, as key areas of cooperation between the public and private sectors, and as the backbone of the Bank Group’s approach to promoting a world free of poverty – was the conference’s first-day theme. In this context, youth and female unemployment are priority issues for Kenya and for other African countries – from the perspective of equity, certainly, but also from the perspective of social cohesion.

To Lead Tomorrow, Future Leaders Must Learn to Read Today

Mabruk Kabir's picture


When it comes to primary education, there are many reasons to be optimistic. Enrollment has jumped across the world, and more children are in school than ever before. In the last decade, the number of out-of-school children has fallen by half, from 102 million in 2000 to 57 million in 2011.
 
But is showing up to school enough?
 
According to UNESCO’s Education for All Global Monitoring Report, almost one quarter of the youth in the developing world cannot read a sentence. In countries with large youth populations, this can leave behind a crippling ‘legacy of illiteracy’. Despite almost universal primary enrollment in India – 97 percent – half of second grade students cannot read a full sentence, and almost a quarter cannot even recognize letters.

Reading is a foundational skill. Children who do not learn to read in the primary grades are less likely to benefit from further schooling. Poor readers struggle to develop writing skills and absorb content in other areas. More worryingly, learning gaps hit disadvantaged populations the hardest, limiting their economic opportunities. In Bangladesh, only one in three of the poorest quartile is literate, compared to almost nine out of ten in the richest.

Where are the jobs for Africa’s youth?

Maleele Choongo's picture


Over the next 10 years, Africa will have created about 122 million new jobs, says the World Bank Youth Employment in Sub-Saharan Africa Report. Although this is a very exciting forecast, mass job availability alone won’t be enough to address the unemployment issues in Africa, especially when the new jobs are not proportional to the influx of unemployed youth. Furthermore, the pace at which these jobs are being created falls short of the rate of youth entering the job market per year. During the next ten years that it takes for Africa to finally create the new jobs, eleven million youth will have been entering the labor market each year. 

What the 2004 WDR Got Wrong

Shanta Devarajan's picture

The three points made in my previous post—that services particularly fail poor people, money is not the solution, and “the solution” is not the solution—can be explained by failures of accountability in the service delivery chain.  This was the cornerstone of the 2004 World Development Report, Making Services Work for Poor People.  In a private market—when I buy a sandwich, for example—there is a direct or “short route” of accountability between the client (me) and the sandwich provider.  I pay him directly; I know whether I got a sandwich or not; and If I don’t like the sandwich, I can go elsewhere—and the provider knows that. 
 

Development: Made in Africa

Maleele Choongo's picture


Sub-Saharan Africa is home to the world’s highest female entrepreneurial activity, according to the Global Entrepreneurship Monitor Women’s Report. Approximately 27% of African women are engaged in some form of entrepreneurial venture. Among these women is Kate Mahugu, cofounder of Shopsoko.com.

Who Are the Top 11 Women Who Inspire You?

Michelle Pabalan's picture

Take a moment and think of the women who inspire you. Make a list. Who are the top 11 women? Would you include a construction worker from Jamaica?  How about a midwife in Sudan or a jewelry maker in Costa Rica? What about a student from India or a small business owner in Egypt?

When most of us think about people who inspire us, we consider world leaders, celebrities, or those who’ve changed the course of world history.  Or we might think of individuals who have had a significant influence in our lives—our role models or people we strive to emulate. The people who make it to our “inspiration list” are there because we relate to them, regardless if we’re man or woman.

As we celebrate International Women’s Day this week, we present 11 stories of women around the world who’ve made amazing strides to achieve their goals and make long-lasting impacts on the lives of their children, families and communities.

Pushing the Envelope

Laura Ralston's picture

Giving Cash Unconditionally in Fragile States

2012 Spring Mtgs - Close the Gap There have been many recent press articles, a couple of potentially seminal journal papers, and some great blogs from leading economists at the World Bank on the topic of Unconditional Cash Transfers (UCTs). It remains a widely debated subject, and one with perhaps a couple of myths associated with it. For example, what is cash from UCTs used for? Do the transfers lead to permanent increases in income? Does it matter how the transfers are labelled or promoted? I am particularly interested in whether UCTs could be a useful instrument in countries with low institutional capacity, such as fragile and conflict-affected states (FCS).

Why UCTs in FCS? UCTs present a new approach to reducing poverty, stimulating growth and improving social welfare, that may be the most efficient and feasible mechanism in FCS. A recent evaluation of the World Bank’s work on FCS recognized, “where government responsiveness to citizens has been relatively weak, finding the right modality for reaching people with services is vital to avoiding further fragility and conflict”. Plus there is always the risk of desperately needed finances being “spirited away” when channeled through central governments. UCTs may present a mechanism for stimulating the provision of quality services, which are often lacking, while directly reducing poverty at the same time. As Shanta Devarajan’s blog puts it, “But when they (the poor) are given cash with which to “buy” these services, poor people can demand quality—and the provider must meet it or he won’t get paid.” We should explore more about this approach to tackling poverty: where and when it has worked, what made it work, and whether we can predict whether it will work in different contexts.
 

Paying teacher salaries with mobile phones

Michael Trucano's picture

no worries, everything here and orderly and under control, all money is being accounted for in a clear and timely mannerI often find that a sure way to generate rather heated discussions in many quarters is to bring up the topic of teacher salaries. They're too low! or: They're too high! They should be linked to [insert some sort of 'performance indicator']! or: Attempts to link them to [insert name of a performance indicator] are misguided (and perhaps even dangerous)!

I'll leave it to others more informed and expert than I am to weigh in on such (often quite contentious) debates. However one might approach such discussions, and whatever conclusions one might draw from them, there isn't a lot of debate about one issue related to teacher salaries that has been well documented, and widely (and rightly) deplored.

Many teachers around the world suffer as a result of poorly-functioning systems to pay the salaries [pdf] they are due [ppt]. This is especially problematic, and notable, given that teacher salaries have for many decades constituted huge percentages of the overall education budgets in many countries. As a World Bank publication from a few years ago (Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda) laments, "Teachers in remote schools are [compared with their colleagues in more urban areas] more likely to be the direct victims of administrative failures, which undermine teacher morale and damage the system. One frequently mentioned administrative failure is the delay in paying teachers’ salaries and allowances." An 'administrative failure' of this sort can have many causes. Even where sufficient budget exists to pay teachers, flawed teacher salary systems, poor internal controls, logistical challenges related to transport, and corruption can conspire to ensure that in many places, especially in rural areas in poor countries, teacher salaries are sometimes paid only infrequently, often with great delay. The results of this can be devastating for education systems -- to say nothing of the impact on individual teachers, schools, students and local communities.

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Back when I worked with the World Bank's infoDev program, one of my responsibilities was to serve as a point person on 'mobile money' issues, briefing groups on emerging lessons and experiences from nascent activities to use mobile phones to transfer money from one person to another. I left infoDev in 2008, just as activities in this regard were really starting to heat up (Kenya's M-Pesa program, the best known 'mobile money success story', launched in 2007), but continued to meet semi-regularly with folks -- colleagues from the World Bank and other international donor agencies, government officials, NGOs and foundations, businesspeople, researchers -- who were interesting in exploring how new mobile payment options might be used in inventive ways to help address some longstanding developmental challenges. (Those totally new to the topic may benefit from watching this short video from CGAP, which demonstrates how mobile money activities look in practice.) Most of these conversations, as it happens, included considerations of how money transfers via mobile phones might be used to ensure that teachers got paid, in full and on time. As I prepare for a trip next week to the Mobile World Congress in Barcelona, I realize haven't fielded one substantive information request related to this topic in the past three years.

Up until about 2010, I met quite often with groups who were looking for creative ways to help address the 'paying salaries to teachers in rural areas challenge' and who had seized on the idea of taking advantage of the increasing ubiquity of mobile phones in such areas to help fashion some sort of 'solution'.  In the last three years, however, the volume around these sorts of discussions in many quarters has almost died out. Part of this might be explained by the fact that there are now many 'experts' on mobile money issues, people much more expert and well informed than I am about related issues, and so I simply might be 'out of the loop'. (Back in the 'early days' of work on this topic, I could never shake the nagging feeling that the reason that I was approached by so many groups for related information and advice was at least partially a result of the 'in the valley of the blind, the one-eyed man is king' phenomenon.) That said, given that a regular part of my daily work at the World Bank is to field questions related to the use of new technologies in education in all sorts of ways around the world, and that a lot of my job isn't so much about in providing answers, but about helping people formulate better questions, the fact that this question seems no longer to be a topic of much discussion makes me wonder:

Whatever happened to the idea of paying teacher salaries with mobile phones?

Minding the Gap: Gender Equality and Trade in Africa

Maleele Choongo's picture


According to the World Bank report, "Women and Trade in Africa: Realizing the Potential", eliminating gender-specific barriers can help boost trade and increase productivity in Africa. Behind the research for this report were women who shared their personal stories of how they overcame gender discrimination at work in order to realize their potential.

Kenya Soil Carbon Project Points to the Future

Neeta Hooda's picture

 Curt Carnemark/World Bank

A few weeks ago, we passed a big milestone in the World Bank Group’s climate change and development work. For the first time, small-scale farmers earned carbon credits from an agricultural land management project.

The project in western Kenya kicked off what will surely be many more soil carbon projects in coming years. It also shows how sustainable farming (such as increased mulching and less tilling) can be part of the global effort to reduce greenhouse gas emissions – while improving livelihoods for poor, rural families.

The soil carbon project, made possible by an accounting system for low-carbon farming approved in 2011, took several years to prepare and implement. I had the fortune to be right there, working with farmers on the ground in Kenya and trying to understand their reality.


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