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.
Over the past decades, education investments in the developing world have led to unprecedented enrollment rates. Yet, even with these historic investments, children sit in classrooms every day without learning. More than a schooling crisis, we face a learning crisis. Despite progress in countries as diverse as Vietnam, Colombia and Peru, millions of children leave school without knowing how to read a paragraph or solve a simple two-digit subtraction.
Nguyen’s story illustrates some of the problems global agriculture faces, and how they unfold for farmers on the ground. Rapid population growth, dietary shifts, resource constraints, and climate change are confronting farmers who need to produce more with less. Indeed, the Food and Agriculture Organization (FAO) estimates that global food production will need to rise by 70% to meet the projected demand by 2050. Efficient management and optimized use of farm inputs such as seeds and fertilizer will be essential. However, managing these inputs efficiently is difficult without consistent and precise monitoring. For smallholder farmers, who account for 4/5 of global agricultural production from developing regions, getting the right information would help increase production gains. Unfortunately, many of them still rely on guess work, rather than data, for their farming decisions.
This is where agriculture can get a little help from the Internet of Things (IoT)—or internet-enabled communications between everyday objects. Through the IoT, sensors can be deployed wherever you want–on the ground, in water, or in vehicles–to collect data on target inputs such as soil moisture and crop health. The collected data are stored on a server or cloud system wirelessly, and can be easily accessed by farmers via the Internet with tablets and mobile phones. Depending on the context, farmers can choose to manually control connected devices or fully automate processes for any required actions. For example, to water crops, a farmer can deploy soil moisture sensors to automatically kickstart irrigation when the water-stress level reaches a given threshold.
- Climate-Smart Agriculture
- agricultural risk
- climate risk
- digital innovation
- Disruptive Technologies
- digital connectivity
- digital revolution
- Internet of Things
- food security
- Food Production
- Sustainable Communities
- ICT in Agriculture
- Climate Change
- Information and Communication Technologies
- Agriculture and Rural Development
- East Asia and Pacific
Vietnam has a vision. By 2035, it aspires to become a prosperous, creative, equitable and democratic nation. Achieving this ambitious goal has set Vietnam on a path of transformation on multiple fronts – economic, social, and political.
At the core of this transformation is the re-orientation of the state’s role in economic management. This requires adapting Vietnam’s economic governance so that the state becomes a skilled facilitator of three types of relationships: among government agencies, between the state and market, and between the state and citizens.
Not too long ago, Malaysia walked in Vietnam’s shoes, implementing its own wide-ranging transformation. In 2009, Malaysia embarked on the National Transformation Program (NTP) that included focus on both government and economic transformations. Malaysia had also adopted good practices that simplified regulations, which made it easier for firms to interact with the state.
Assessments make a lot of people nervous, and I’m not just talking about the students who have to take them. As a psychometrician (assessment expert) and World Bank staffer, I’ve worked on assessment projects in more than 30 countries around the world over the past 10 years. Time and again, I’ve found great interest in student assessment as a tool for monitoring and supporting student learning coupled with great unease over how exactly to go about ‘doing’ an assessment.