What kind of leader can bring people together for the common good, even amid clashing opinions or real conflict?
That question was at the heart of the 2017 Global Leadership Forum March 6 on the growing need for “collaborative leadership” in an age of increasingly polarized societies.
The event at the World Bank was organized with the Global Partnership for Collaborative Leadership in Development. It explored how to bridge often wide divides to arrive at inclusive solutions, and featured guests such as Festus G. Magae, a former President of Botswana and a South Sudan peace negotiator, and Frank Pearl Gonzalez, Chief Negotiator in the Colombian Peace Talks.
Over the past decade and a half, Sub-Saharan Africa has experienced rapid economic growth at an average annual rate of 5.5%. But since 2008, the share of manufacturing in GDP across the continent has stagnated at around 10%. This calls into question as to whether African economies have undergone structural transformation – the reallocation of economic activity across broad sectors -- which is considered vital for sustained economic growth in the long-run.
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Six years ago, a revolution started in Tunisia with an unemployed young Tunisian in a secondary city desperate to make his voice heard. This revolution reshaped the country’s development agenda and triggered a decentralization process to give more say to local governments in policymaking. Since then, the World Bank’s work on local governance in Tunisia has expanded from equipping municipalities with basic services into tackling the diverse challenges of decentralization: institutional reform, participatory processes, transparency and accountability, capacity building, and performance assessment.
Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).
The demographic clock is ticking on both sides of the Mediterranean, from an aging workforce at one end to a workforce surplus on the other. Yet, whatever the demographic dynamics, the Mediterranean area is facing an incredible challenge, that of providing a safe, buoyant and prosperous future for its youth, one which would benefit its societies, their economic development, and progress.
The Middle East and North Africa (MENA) has witnessed a surge of conflict and economic uncertainty and, while the causes of conflict vary, there is no ambiguity about the negative impact it has on people’s wellbeing. Today, the region is both the world’s largest host for displaced populations and the single largest source of forcibly displaced people.
Every high school student in North America understands the importance of what they do during the summer break. Whether it’s working for the minimum wage at a restaurant or waking up early for an internship, the colleges they apply to will evaluate the commitment and effort they put into work experience. Chances are that colleges—and future employers—won’t be very impressed if students spent the whole summer doing nothing.
This year, I was given the incredible opportunity of a summer internship at the headquarters of the World Bank Group in Washington, DC, researching the different levels of investment that countries in the Middle East and North African (MENA) have made in Early Childhood Development (ECD). As a result, I gained insights into development issues I would not otherwise have been aware of, nor would I have had any idea of how to go about making improvements.
In Part II of her interview, Safaa El Tayeb El-Kogali, World Bank Practice Manager for Education, explains the initiatives being take to improve all levels of public education in the Middle East and North Africa (MENA), and how important it is for children to be able to go to school, especially when their countries are affected by conflict.
With the school year starting in the Middle East and North Africa (MENA), millions of children are busily preparing to resume their studies. Some, caught in conflict, may not be able to go to school at all; others may be joining schools in countries neighboring their own. At peace or in war, throughout MENA more emphasis is being placed on early education and care. World Bank Practice Manager for Education, Safaa El Tayeb El-Kogali, co-authored a study on Early Childhood Development (ECD) in 2015, which found that, with a few exceptions, the Middle East and North Africa (MENA) was faring poorly.