A significant share of the population in the Kyrgyz Republic – 37 percent – lived below the poverty line in 2011, according to the latest available data. And despite a relatively modest population of about 5.5 million, poverty rates across oblasts (provinces) span a striking range -- from 18 percent to 50 percent.
Why? Well, that is a surprisingly difficult question to answer.
Technology use in schools at reasonably large scale began in many OECD countries in earnest in the 1980s and then accelerated greatly in the 1990s, as the Internet and falling hardware prices helped convince education policymakers that the time was right to make large investments in ICTs. In most middle and low income countries, these processes began a little later, and have (until recently) proceeded more slowly. As a result, it was only about ten years ago, as education systems began to adopt and use ICTs in significant amounts (or planned to do so), that efforts to catalog and analyze what was happening in these sets of countries began in earnest. UNESCO-Bangkok's Meta-survey on the Use of Technologies in Education in Asia and the Pacific, published in 2003, was the first notable effort in this regard. A trio of subsequent efforts supported by infoDev (Africa in 2007; the Caribbean in 2009; and South Asia in 2010) helped to map out for the first time what was happening in other regions of the world related to the use of ICTs in education. While the information in such regional reports can rather quickly become dated in some cases, given the pace of technological change, they still provide useful points of departure for further inquiry. In some other parts of the world, even less has been published and made available for global audiences about how ICTs are being used in education.
Information about developments in many of the countries of the Soviet Union, for example, has not, for the most part, been widely disseminated outside the region (indeed, for many within the region as well!). The Moscow-based UNESCO Institute for Information Technologies in Education (IITE) has been perhaps the best 'one-stop shop' for information about ICT use in the region. Recent work by the Asian Development Bank has gone much further to help to fill in one of the most apparent 'blind spots' in our collective global understanding of how countries are using ICTs to help meet a variety of objectives within their formal education systems. ICT in Education in Central and West Asia [executive summary, PDF] summarizes research conducted over five years (2006-2011) in Azerbaijan, Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan, with shorter studies on Afghanistan, Armenia, Georgia, and Pakistan.
Some key findings from this work:
Cities have always been the driving forces of world civilizations. What Niniveh was to the Assyrian civilization, Babylon was to the Babylonian civilization. When Peter the Great, third in the Romanov Dynasty, became Russia’s ruler in 1696, Moscow’s influence began to expand. Peter strengthened the rule of the tsar and westernized Russia, at the same time, making it a European powerhouse and greatly expanding its borders. By 1918, the Russian empire spanned a vast territory from Western Europe to China.
As Peter the Great and his successors strove to consolidate their reign over this empire, major social, economic, cultural, and political changes were happening in the urban centers. Moscow led these changes, followed by St. Petersburg, which was built as a gateway to filter and channel western civilization through the empire. By fostering diversification through connectivity, specialization, and scale economies, these cities started the structural transformation of the Russian empire away from depending on commodities and limited markets in a way that more effectively served local demand.
The Soviet era altered this dynamic.
Emerging Europe and Central Asia (ECA) is an interesting region because what you expect is not always what exists. Since this is written in honor of International Women's Day, discussing women’s labor market participation seems appropriate. The standard indicator used for this is the “female labor force participation” (LFP) rate, which is the proportion of all women between 15-64 years who either work or are looking for work.
Since much of the region has a common socialist legacy, you would expect to see similar labor market behavior among women. However, the proportion of women who work ranges from a low of 42 percent in Bosnia and Herzegovina to 74 percent of adult women in Kazakhstan. And it wasn’t 20 years of social and economic transition that led to this divergence. Even in 1990, the range was about the same. The exception was Moldova which saw a 26 percentage point decline.
- Russian Federation
- Kyrgyz Republic
- Bosnia and Herzegovina
- Europe and Central Asia
- Labor and Social Protection
- Social Development
- Macroeconomics and Economic Growth
- labor market
- international women's day
By Emily Gardner, READ Trust Fund
It's been a busy year and a half for the Russia Education Aid for Development (READ) trust fund, since it launched in 2009 to further critical work on quality learning assessments. The program is gearing up for another productive year, working to move the pendulum forward on the global imperative to measure progress in learning. Evidence on learning matters and assessment is central to improving education effectiveness.
Remittance flows to several Central Asian countries appear to be declining precipitously in the first half of this year, raising concerns that these flows are less resilient in the Europe and Central Asia region than in other developing regions. Remittance flows in US dollar terms to Kyrgyz Republic, Armenia, and Tajikistan declined by 15 percent, 33 percent and 34 percent respectively in the first half of 2009 compared to the same period last year.
Most of remittances to these three Central Asian countries come from Russia. From a survey of central banks that we conducted last year, Russia reportedly accounts for more than four-fifth of remittance inflows in Kyrgyz Republic and Armenia, and it was the top source country for remittances to Tajikistan. Driven by increasing emigration, primarily to Russia, remittance flows more than doubled in Kyrgyz Republic and Tajikistan US dollar terms between 2006 and 2008, while personal transfers through banks in Armenia increased by some 70 percent.