Small states (SST)
Investments in the early years of children’s lives and in the first grades of their education are among the most important actions governments can take. So said the Prime Minister and Minister of Education of Tonga, the Honourable Samuela ‘Akilisi Pohiva.
Pacific countries are doing well in terms of getting their children into primary school and ensuring completion. Despite this progress over the years, however, decision-makers are concerned over learning outcomes.
- Urban Development
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October 17 is the international day to end poverty. There has been much progress toward this important milestone: the World Bank Group’s latest numbers show that since 1990 nearly 1.1 billion people have escaped extreme poverty. Between 2012 and 2013 alone, around 100 million people moved out of extreme poverty. That’s around a quarter of a million people every day. This is cause for optimism.
But extreme poverty and the wrenching circumstances that accompany it persist. Half the world's extreme poor now live in sub-Saharan Africa, and another third live in South Asia. Worldwide nearly 800 million people were still living on less than $1.90 a day in 2013, the latest year for which we have global numbers. Half of these are children. Most have nearly no education. Many of the world's poor are living in fragile and conflict afflicted countries. In a world in which so many have so much, it is unacceptable that so many have so little.
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.
In preparing the Development Response to Displacement Impacts Project (DRDIP) in the Horn of Africa, which supports Ethiopia, Uganda and Djibouti, consultations with local representatives brought out the critical need to help host communities cope and build resilience. An important challenge posed was how to develop activities that improve the productivity of both traditional and non-traditional livelihoods, including through diversification and income generation in these difficult locales.
While the team explored options for support, we were confronted with some realities. These included: (i) a high dependence on traditional and low productivity livelihoods, including agriculture, agro-pastoralism, and pastoralism; (ii) degraded natural resources base due to greater susceptibility to climate related events especially flash floods and droughts; (iii) lack of or limited access to basic social services and economic infrastructure, including rural finance and market infrastructure; (iv) inadequate presence and/or limited capacity of the public sector; and (v) near absence of and/or non-vibrant private sector.
Based on experience with supporting traditional livelihoods and livelihood diversification in a range of settings, including fragile and conflict affected contexts, the team and partners in Ethiopia, Uganda and Djibouti arrived at the following key considerations to promote livelihoods:
- Ensuring a focus on women and youth for livelihoods support given they are among the most vulnerable both among host and refugee communities.
- Putting in place an inclusive and participatory planning process for livelihoods promotion and diversification is necessary to ensure community ownership.
- Establishing and/or strengthening community institutions focused on livelihoods is critical not only for training, capacity building, and livelihoods development; but also for promoting social cohesion and peace building between host and refugee communities thus creating an enabling environment for livelihoods promotion.
- Appreciating and mobilizing individual and community talents, skills and assets could serve to be a good starting point for supporting livelihoods in target communities, although designing livelihood programs and promoting livelihoods diversification requires careful assessment.
- Understanding existing streams of livelihoods and livelihood diversification options is essential to better explore (i) existing traditional forms of livelihoods - stabilizing, expanding, and making them productive and sustainable; (ii) alternative forms of livelihoods (livelihoods diversification), including self-employment - micro-enterprise development, targeting micro-entrepreneurs; (iii) skilled wage employment - opportunities for youth and women in growing sectors of the economy; and (iv) technical, behavioral, and market-performance assessment for determining viable options.
- Access to finance should look at savings and credit groups and their saving mobilization and internal lending activities alongside the formal and non-formal financial institutions within and outside the target communities.
- Collectives of producers would need to be built on small scale livelihoods undertaken by individuals, community groups or institutions. The aggregation and/or upscaling will require access to larger markets, infrastructure for storage, transport facilities and appropriate technology for value addition and value chains; and importantly partnerships with the private sector.
- Leveraging on initiatives that are existing, innovative and working in target communities and then adding value, including scaling up is more helpful. Given the challenging circumstances, transplanting models from more stable and developed environments may have limited chances of taking root.
- Capacities and strengths of implementing agencies, local governments and communities should determine the scope and scale of livelihood activities while also paying attention to addressing the skills deficit and building sustainable capacity for planning, implementation and management of livelihood programs at all levels.
- Phasing and sequencing of livelihood interventions will help manage the trade-off of a short-term versus a long-term planning horizon innovatively. Piloting and scaling up based on experience is a useful strategy to pursue.
- Linkages and partnerships for greater impact need to be actively explored and established. Regular coordination meetings help encourage collaboration and partnerships, and provide feedback on implementation, share key learning and discuss challenges.
We are happy to share our perspectives as we work to help the people living in the Horn of Africa and look forward to hearing your views.
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.
As in much of the rest of the developing world, developing countries in East Asia and the Pacific (EAP) have made progress in closing many gender disparities, particularly in areas such as education and health outcomes. Even on the gender gaps that still remain significant, more is now known about why these have remained “sticky” despite rapid economic progress.
Ensuring that women and girls are on a level playing field with men and boys is both the right thing to do and the smart thing to do. It is right because gender equality is a core objective of development. And it is smart because gender equality can spur development. It has been estimated, for instance, that labor productivity in developing East Asia and Pacific could be 7-18% higher if women had equal access to productive resources and worked in the same sectors and types of jobs as men.
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.
There has been an increase in attention on Africa’s changing population. Academics, development organizations and the media (among others, BBC, The Guardian, Financial Times, The Economist) have highlighted Africa’s late demographic transition – the population is young and will remain so for a long time, as fertility rates are not falling there at the same rate as they have fallen in the rest of the world.