Better jobs, higher salaries and improved access to basic services – the bright lights of cities seem to promise these and more.
The Asia-Pacific region, comprised of 58 economies, is geographically expansive and a picture of diversity. The trends for sustainable energy in Asia-Pacific, which mirror the region’s economic and resource diversity, are underscored by the fact that . The region’s sustainable energy picture is captured in a new report by the United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP), entitled “Asia-Pacific Progress in Sustainable Energy: A Global Tracking Framework 2017 Regional Assessment Report.” The report is based on the World Bank and International Energy Agency’s Global Tracking Framework (GTF), which tracks the progress of countries on energy access, energy efficiency, and renewable energy under Sustainable Development Goal 7 (SDG7).
Four overarching sustainable energy themes emerge from the report:
Today there are 37 cities worldwide with populations of greater than 10 million, and 84 with populations greater than five million. More than three quarters of these cities are in developing countries. Together with their surrounding metropolitan areas, these cities produce a sizable portion of the world’s wealth and attract a large share of global talent.
These —in a manner that takes advantage of the benefits of productive agglomerations, while mitigating the disadvantages of such high degrees of congestion and urban density.
Moreover, like other metropolitan areas, Indeed, the New Urban Agenda issued at the Habitat III conference in 2016 identified metropolitan planning and management as one of the most critical needs to ensure sustainable urbanization.
- Ho Chi Minh City
- Cape Town
- buenos aires
- New Urban Agenda
- Habitat III
- population growth
- Global Goals
- sustainable urbanization
- Sustainable Communities
- Social Development
- Urban Development
- Korea, Republic of
- Congo, Democratic Republic of
- Sri Lanka
- South Africa
- Egypt, Arab Republic of
I believe that people who are constantly on the lookout for new models of education should also look to the past at something that was started over 40 years ago. In the 1970s, the “New School” model was born in rural Colombia.
New School – Escuela Nueva in Spanish – is recognized for its innovative nature and for improving the education of millions of children around the world. Originally designed to provide cost-effective schooling to small rural schools in Colombia, it focused on cooperative learning and leadership, feedback, social interaction – all now hallmarks of so-called 21st century learning.
The members of the community in the Bulugolla village in Sri Lanka breathed a sigh of relief. It was the month of October and the rice harvest had gone well. The rains had been plentiful and their meddlesome neighbors (seen in picture above) were abiding by their boundaries. This has not always been the case.
As the head of the village explained, “We depend upon a rice harvest to earn our livelihood. While we culturally and traditionally have lived in harmony with elephants, we cannot survive without our paddy farms and so we have to keep the elephants out”.
Human wildlife conflict is currently one of the greatest conservation challenges. As human populations grow, wildlife habitat shrink and humans and wildlife come in contact with each other as they compete for resources. In addition, wildlife such as elephants cannot be limited to the boundaries of protected areas as many protected areas can only support a certain number of elephants. In Sri Lanka, most elephant live outside protected areas amidst paddy fields, community villages, highway railways and other development infrastructure that is intended to support the growing human population. Conflict is inevitable but failure to reduce it will result in extinction of wildlife species.
Automation is heralding a renewed race between education and technology. However, the ability of workers to compete with automation is handicapped by the poor performance of education systems in most developing countries. This will prevent many from benefiting from the high returns to schooling.
Schooling quality is low
The quality of schooling is not keeping pace, essentially serving a break on the potential of “human capital” (the skills, knowledge, and innovation that people accumulate). As countries continue to struggle to equip students with basic cognitive skills- the core skills the brain uses to think, read, learn, remember, and reason- new demands are being placed.
Vietnam spends an estimated US$25 billion in goods and services each year. Recognizing that an efficient public procurement system is essential to delivering quality public services in a timely manner, the Government has set a mandate to professionalize the public procurement function.
Photo: Ashim D'silva | Unsplash
From “Billions to Trillions”, to the Hamburg Principles and Ambitions, to Maximizing Finance for Development (MFD), Realizing that constrained public and multilateral development bank (MDB) funding cannot fully address the critical challenges that developing nations face, the World Bank Group is pursuing private sector solutions whenever they can help achieve development goals, in order to reserve scarce public finance for when it’s needed most. This is especially true in the delivery of infrastructure.
“What can we do today to prepare students for the labor force in 20 years?” the director general of Israel’s Ministry of Finance, Shai Babad, asked. At an Annual Meetings event last Friday, Babad was asked for his thoughts about successful government policies to enable start-up ecosystems. However, he answered the question with one of the many questions that policymakers continue to wrestle with in the new digital economy.
In recent years, many of the World Bank Group’s country partners have posed similar questions. As Trade & Competitiveness Director Klaus Tilmes commented, “Many clients are now less interested in our money, and more in our knowledge around best practices and effective incubator models. They’re asking ‘How can we create our own start-up ecosystems?’ So we are trying to become more systematic and leverage tools to expand our programs and build them into our lending projects.”
No state is more renowned for its success in building such ecosystems than Israel. The small country contains the highest number of start-ups outside of Silicon Valley and receives the most VC investment per capita. With a population of only 8 million, Israel has over 6,000 start-ups, and 1,000 new start-ups are launched every year. In 2016 alone, Israeli start-ups raised over $4.8 billion.
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.