It is well established in the economic literature that it’s the rich who benefit from the lion’s share of energy subsidies. Yet, it is often the poor and vulnerable who protest loudly against these reforms. Why does this happen? What are we missing?
The 2018 World Development Report (WDR), Learning to Realize Education’s Promise, launched this week. While it draws on research and collective experience—both from within and outside the World Bank—it also draws on the personal experience of the team members, including the two of us. What inspires the focus on learning for all is that we both have seen the possibilities of widely shared learning, but we’ve also seen what happens when those possibilities aren’t fulfilled.
In a world divided over how to deal with such serious problems as terrorism, immigration, free trade, and climate change, governments agree on the urgency of solving what is arguably the biggest problem of all: supplying safe, well-located, and affordable housing for the billions of people who need it.
There is even agreement on the basic steps to that goal: improving land management and adopting more tenure-neutral policies.
There is also consensus on the fact that government alone cannot afford to pay the bill. According to McKinsey & Co., the annual price tag for filling the “global housing gap” ($1.6 trillion) is twice the cost of the global investments needed in public infrastructure to keep pace with GDP growth.
There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to digital resources to improve the education system (like Rio de Janeiro’s school management system). As public and private school systems continue to integrate technology into their classrooms, remember that education technology comes with risks.
Tobacco is arguably one of the most significant threats to public health we have ever faced. Since the publication of the landmark U.S. Surgeon General’s Report on Tobacco and Health in 1964, that provided evidence linking smoking to diseases of nearly all organs of the body (see graph below), the international community slowly began to realize that a century-long epidemic of cigarette smoking was causing an enormous, avoidable public health catastrophe across the world.
While many of the struggles that LGBTI people face are all too familiar – violence, stigma, discrimination – we’ve just returned from the fourth Global LGBTI Human Rights Conference in Uruguay full of stories of positive change. We’re invigorated about the increasing potential for the Bank to be a valuable partner to our clients and LGBTI citizens around the world.
Recognizing its relevance in the global marketplace, the small South American country of Uruguay has placed increasing emphasis on improving the abilities of its schoolchildren to speak English. In trying to achieve this objective, however, it has faced a very acute resource constraint: There just aren't enough qualified teachers of English working in Uruguayan schools.
What to do?
How do you strike a balance between the immediate needs of students *right now* and an education system's requirements to train teachers to help meet such needs over the long term?
The traditional approach to dealing with such a challenge in many places has been to focus primarily on pre-service training, gradually introducing new teachers into classrooms over many years who have prepared to teach the subject through dedicated courses of study at teacher training colleges, together with occasional in-service professional development activities for existing teachers (normally during holiday breaks). In Uruguay, it was recognized that the gap between the abilities and capacities of many teachers to teach English, and student needs to learn English (which became compulsory in 2008) was so huge in many parts of the country that they needed to do things differently than they had done in the past. Instead of having teachers learn English separately, might it be possible to have them learn alongside their students, in their own classrooms?
As it happens, almost a decade ago Uruguay began its ambitious and innovative Plan Ceibal, which (among other things, and as profiled in a number of previousposts on the EduTechblog) made this small South American nation the first country to connect all of its schools to the Internet and provide all primary school children with a free laptop.
Given the technical infrastructure and know-how that was developed under Plan Ceibal, Uruguayan policymakers asked themselves:
Now that all of the schools are connected to the Internet,
and all students have their own laptops,
might it be possible to offer high quality
English language instruction live over the Internet,
connecting to teachers many miles away from the schools?
The answer to this question, it would appear, is 'yes'. Working out of its remote teaching center in Buenos Aires, its global digital learning hub in the neighboring country of Argentina, the British Council is beaming out English lessons to children in hundreds of individual classrooms across Uruguay, complementing and supporting the work of local teachers in these same classrooms. This is not a 1-to-many broadcast of the sort commonly done in many countries through the use of broadcast television, but rather connects individual classrooms in Uruguay with individual teachers sitting in other places. Some of these English teachers are based in the Uruguayan capital of Montevideo, many others next door in Argentina, and still others much further afield -- including halfway around the world in the Philippines and the UK! Along the way, the capacity of local teachers, who continue to lead English classes on their own other days of the week, is developed, through their interactions with and observations of the remote teachers.
Talk about ‘growth’ in Latin America has become less upbeat today than a few years ago. That’s no surprise. For over a decade, average growth meant at least double the economic activity that we are seeing today.
Uruguay stands out in Latin America and the Caribbean for the significant and early progress it achieved in terms of social protection.
Now gaining global attention, Uruguay is pioneering an award-winning information system to reduce poverty and vulnerability. The system addresses challenges faced by many governments in targeting and coordinating social assistance and, with reduced costs from license-free software, it could soon be replicated in other countries.