In the infrastructure domain, “price” is a prism with many façades.
An infrastructure economist sees price in graphic terms: the coordinates of a point where demand and supply curves intersect.
For governments, price relates to budget lines, as part of public spending to develop infrastructure networks.
Utility managers view price as a decision: the amount to charge for each unit of service in order to recover the costs of production and (possibly) earn a profit.
But for most people, price comes with simple question: how much is the tariff I have to pay for the service, and can I afford it?
In the infrastructure domain, “price” is a prism with many façades.
Among the 29 countries and economies of the East Asia and Pacific region, one finds some of the world’s most successful education systems. Seven out of the top 10 highest average scorers on internationally comparable tests such as PISA and TIMSS are from the region, with Japan, Republic of Korea, Singapore, and Hong Kong (China) consistently among the best.
But, more significantly, one also finds that great performance is not limited to school systems in the region’s high-income countries. School systems in middle-income Vietnam and China (specifically the provinces of Beijing, Shanghai, Jiangsu, and Guangdong) score better than the average OECD country, despite having much lower GDP per capita. What is more, scores from both China and Vietnam show that poor students are not being left behind. Students from the second-lowest income quintile score better than the average OECD student, and even the very poorest test takers outscore students from some wealthy countries. As the graph below shows, however, other countries in the region have yet to achieve similar results.
It’s amazing to see what technology can do these days! Satellites provide daily images of almost every location on earth, and computers can be trained to process massive amounts of data generated from them to produce insightful analysis/information. This is just one of the demonstrations of artificial intelligence (AI). AI can go beyond just reading images captured from space, it can help improve lives overall.
For urban governance, machine learning and AI are increasingly used to provide near real-time analysis of how cities change in practice – for example, through the conversion of green areas into built-up structures. By teaching computers what to look for in satellite images, rapidly expanding sources of satellite data (public and commercial), together with machine learning algorithms, can be leveraged to quickly reveal how actual city development aligns with planning and zoning or which communities are most prone to flooding. This provides insights beyond the basic satellite snapshots and time-lapse visualizations that can now be readily generated for any areas of interest.
But the barriers to applying these technologies can still seem daunting for many cities around the world. It’s not always clear how exactly to analyze this massive amount of satellite data, nor how to get access to it.
Photo: Carol Mitchell | Flickr Creative Commons
As the backbone of development, infrastructure provides vital support for the twin goals of poverty reduction and shared prosperity. Considering the different needs, roles, and responsibilities of men and women in infrastructure design makes the achievement of these goals more sustainable.
Women and men face constraints both as beneficiaries and producers of infrastructure services. For example, there can be inequitable access to roads, financing for electricity connections, or clean water. There are also inequities in the infrastructure business value chain: Do utilities have a balance of women and men on technical and leadership teams? Is there diversity on boards, with regulators or policy makers? Are women-owned firms in supply chains?
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.