Papua New Guinea
Junaid Ahmad, World Bank Group Senior Director for Water, and Caren Grown, World Bank Group Senior Director for Gender, wrote a blog for Thomson Reuters Foundation ahead of World Toilet Day. Read the blog below, which originally appeared in Thomson Reuters Foundation.
Advancing equality for women in developing countries is not only the right thing to do, it makes good economic sense.
Gender equality enhances productivity, improves well-being, and renders governing bodies more representative. And yet around the world, discriminatory laws, preferences, and social norms ensure that girls and women learn less, earn less, own less, enjoy far fewer opportunities to achieve their potential, and suffer disproportionately in times of scarcity or shock.
I met Gilford Jirigani at a workshop in Port Moresby a few months ago. What struck me about him was his natural confidence and poise as he captured the audience’s attention - including mine-as he told us how one project changed his life. He went from being an unemployed kid, down and out and unclear about his life in the city, to eventually becoming one of the pioneers of a youth program aimed at increasing the employability of unemployed youth in Port Moresby in 2012.
The risks created by climate change are well known. Regardless of political views, when the majority of respected and leading science institutions say that climate change is happening, I believe that we have a problem.
From a young person’s perspective, I do not want to inherit a world that is torn apart by an issue that could have been minimized if we all took action. I don’t want a world that is destroyed by inaction and pointless bickering. If we continue to do nothing, or not enough, we will all be living in a world that could have been prevented. Inaction will tear our world apart.
Last month I was interviewing participants in the World Bank’s Urban Youth Employment Project in Port Moresby, talking about the challenges that PNG’s young people face in finding work.
One issue that came up repeatedly was mobility – or the lack of it: the basic ability to travel to and from the workplace. It is no secret that parts of Port Moresby are dangerous and crime is high. There are regular stories of carjacking but public transport is also a huge risk – an issue which disproportionately affects workers coming from poorer parts of the city.
The HR Manager told me casually how she was stabbed at a bus-stop and her billum (bag) stolen; one of the reception staff was stabbed twice on a bus getting home from work. The young woman we were profiling was held up on a bus at gunpoint in the area of Two Mile.
One persistent challenge for educational policymakers and planners related to the potential use of informational and communication technologies (ICTs) in remote, low income communities around the world is that most products, services, usage models, expertise, and research related to ICT use in education come from high-income contexts and environments.
One consequence is that technology-enabled 'solutions' are imported and 'made to fit' into what are often much more challenging environments. When they don't work, or where they are too expensive to be replicated at any scale, this is taken as 'evidence' that ICT use in education in such places is irrelevant -- and possibly irresponsible.
That said, lessons are being learned as a result of emerging practices, both good and bad, in the use of ICTs in education in low resource, poor, rural and isolated communities in Africa, Asia, Latin America and the Pacific that may be useful to help guide the planning and implementation of educational technology initiatives in such environments. (It may even turn out that the technological innovations that emerge from such places many have a wider relevance …. but that is a topic for another discussion.)
Products like the BRCK (a connectivity device designed and prototyped in Nairobi, Kenya by many of the people behind Ushahidi to better address user needs in places where electricity and internet connections are, for lack of a better word, ‘problematic’) and MobiStation (a solar-powered 'classroom in a suitcase' which features a projector and lots of off-line educational content developed by UNICEF Uganda) remain notable exceptions to the lamentable reality that, for the most part, ‘solutions’ touted for use in schools in e.g. rural Africa, or in isolated communities in the Andes, are designed elsewhere, with little understanding of the practical day-to-day realities and contexts in which such technologies are to be used. Many people who have lived and worked in such environments are quite familiar with well-meaning but comparatively high cost efforts often informed more by the marketing imperatives embedded in many corporate social responsibility efforts than by notions of cost-effectiveness and sustainability over time or the results of user-centered design exercises.
- one mouse per child
- Same Language Subtitling
- Ustad Mobile
- video camera
- Hole in the Wall
- Digital Divide
- Mathew Effect
- interactive radio instruction
- Mobile Phones
- Information and Communication Technologies
- Papua New Guinea
New research from the World Health Organization finds that some 35% of women worldwide — one in three — are subject to violence over the course of their lives, mostly at the hands of husbands or partners and at a huge personal and economic cost.
Horrific events such as a gang rape on a bus seize headlines, but in fact no place is less safe for a woman than her own home. Estimates of lost productivity alone range from 1.5 to 2% of GDP, or roughly what most developing countries spend on primary education.
With "1 in 3," the World Bank Group Art Program seeks your engagement through art and encourages action to tackle gender-based violence.
This exhibition brings together hard data with some 80 nuanced, powerful artworks that explore the various ways in which violence affects the lives of women and girls around the world.
These works conveys the impact of domestic violence as experienced or witnessed by children, as in the paintings of Laben John of Papua New Guinea, and of sexual and gender-based violence as weapon of war, as in the sculpture of Freddy Tsimba from the Democratic Republic of Congo.
Artist Nasheen Saeed of Pakistan depicts the deadening neglect so many girls suffer in their own families simply because they are girls.
Photographers Kay Cernush of the United States and Karen Robinson of the United Kingdom take on human trafficking with intimate portraits of young women lured abroad by the false promise of a better life. All help break the silence that often surrounds violence against women, encouraging survivors to stand up and speak out.
Those unfamiliar with the fast growing emerging economies of East Asia are likely to think that governments in these countries let market forces and capitalism roam free, red in tooth and claw. That was certainly my impression before coming to work in the region, and generally that held at the outset of our work by the group of us that wrote a new World Bank report “East Asia Pacific At Work: Employment, Enterprise and Wellbeing” .
The report shows just how wrong we were. We could be forgiven this impression—many of us had come from assignments in Latin America and the Caribbean or in Europe and Central Asia, where the distortions and rigidities from labor regulation and poorly designed social protection are rife, and where policy makers cast envious looks at the stellar and sustained employment outcomes in East Asia.
Well, it turns out that although they came relatively late to labor regulation and social protection, many governments in the region have entered this arena with gusto. We were surprised to find that, going just by what is written in their labor codes, the average level of employment protection in East Asia is actually higher than the OECD average.
- Social Development
- Law and Regulation
- Labor and Social Protection
- Financial Sector
- East Asia and Pacific
- Solomon Islands
- Papua New Guinea
- Micronesia, Federated States of
- Marshall Islands
- Lao People's Democratic Republic
- Korea, Republic of
The challenge of moving from conflict and fragility to resilience and growth is immense. More than half of the countries counted as low income have experienced conflict in the last decade. Twenty per cent of countries emerging from civil conflict return to violence in one year and 40% in five years.
While the use and production of reliable evidence has become more common in much of the international development debate and in many developing countries, these inroads are less prevalent in fragile and conflict-affected situations (FCS). Programming and policy making in countries affected by conflict and prone to conflict is often void of rigorous evidence or reliable data. It is easy to argue, and many do, that it is impossible to conduct rigorous evaluations of programs in conflict-affected states. However, in spite of the very real challenges in these environments, such evaluations have been conducted and have contributed valuable evidence for future programming, for example in Afghanistan, the DRC, Colombia, northern Nigeria and Liberia.
My unit Center for Conflict Security and Development, (CCSD) is teaming up with the Department of Impact Evaluation (DIME), as well as the International Initiative for Impact Evaluation (3ie), and Innovations for Poverty Action (IPA), in a series of activities to enhance the evidence base on development approaches to peace- and state-building challenges. A first goal is to scope out where our evidence base is thinnest: what are the programs and interventions that remain least tested, but have theories of change suggesting great potential? We are hoping to take stock of what we and other donor institutions have been doing in this area of development, and map this into what we have learnt and what we most need to learn more about. USIP, USAID, IRC as well as leading academics in this field and IEG, are kindly helping in this endeavor, and we hope to be able to share some initial findings at our fragility forum later this year.
Last year I spent some time in Papua New Guinea (or PNG, as it is often called), where the World Bank is supporting a number of development projects, and has activities in both the ICT and education sectors. For reasons historical (PNG became an independent nation only in 1975, breaking off from Australia), economic (Australia's is by far PNG's largest export market) and geographical (the PNG capital, Port Moresby, lies about 500 miles from Cairns, across the Coral Sea), Australia provides a large amount of support to the education sector in Papua New Guinea, and I was particularly interested in learning lessons from the experiences of AusAid, the (now former) Australian donor agency.
For those who haven't been there: PNG is a truly fascinating place. It is technically a middle income country because of its great mineral wealth but, according to the Australian government, "Despite positive economic growth rates in recent years, PNG’s social indicators are among the worst in the Asia Pacific. Approximately 85 per cent of PNG’s mainly rural population is poor and an estimated 18 per cent of people are extremely poor. Many lack access to basic services or transport. Poverty, unemployment and poor governance contribute to serious law and order problems."
Among other things, PNG faces vexing (and in some instances, rather unique) circumstances related to remoteness (overland travel is often difficult and communities can be very isolated from each other as a result; air travel is often the only way to get form one place to another: with a landmass approximately that of California, PNG has 562 airports -- more, for example, than China, India or the Philippines!) and language (PNG is considered the most linguistically diverse country in the world, with over 800 (!) languages spoken). The PNG education system faces a wide range of challenges as a result. PNG ranks only 156th on the Human Development Index and has a literacy rate of less than 60%. As an overview from the Australian government notes,
"These include poor access to schools, low student retention rates and issues in the quality of education. It is often hard for children to go to school, particularly in the rural areas, because of distance from villages to schools, lack of transport, and cost of school fees. There are not enough schools or classrooms to take in all school-aged children, and often the standard of school buildings is very poor. For those children who do go to school, retention rates are low. Teacher quality and lack of required teaching and educational materials are ongoing issues."
[For those who are interested, here is some general background on PNG from the World Bank, and from the part of the Australian Department of Foreign Affairs and Trade that used to be known as AusAid, a short report about World Bank activities to support education in PNG from last year and an overview of the World Bank education project called READ PNG.]
If you believe that innovation often comes about in response to tackling great challenges, sometimes in response to scarcities of various sorts, Papua New Guinea is perhaps one place to put that belief to the test.
Given the many great challenges facing PNG's education sector,
its low current capacity to meet these challenges,
and the fact that 'business as usual' is not working,
while at the same time mobile phone use has been growing rapidly across society,
might ICTs, and specifically mobile phones,
offer new opportunities to help meet many long-standing, 'conventional' needs
in perhaps 'unconventional' ways?
A small research project called SMS Story has been exploring answers to this question.