On a recent trip to the Caribbean, I was in a meeting at the Ministry of Finance of one of the region’s largest economies. The topic under discussion was all too familiar: the difficulty of attracting overseas investment into the country’s public infrastructure projects.
To enliven things, I began thinking aloud about an idea I’d been musing on for a while and was asked to outline my idea. Let me first set the context.
Togolese families often place talismans, thought to contain magical or spiritual properties, outside their homes facing the Atlantic Ocean in hopes of protecting their dwellings from encroaching tides.
Unfortunately, dozens of villages have been devoured since the mid-1990s, leaving behind shells of houses, livelihoods and memories in the wake of a coast receding as much as 5-10 meters per year. When expatriates return to Togo’s coast to visit their childhood homes, they are astonished to see that communities have literally washed out to sea.
When you think of Bhutan, you typically think of the tall mountains of the Himalayas, or you think of this nation adding the ‘Gross National Happiness’, or GNH indicator onto the global development agenda. Well, from now on, you can also think of Bhutan as the first country in the world to have one of their agencies approved to apply “alternative procurement arrangements” or APAs. This may sound trivial in comparison to 7,500 meter high peaks or collective happiness in the Dragon Kingdom. But for the way we do procurement at the World Bank, it’s a real breakthrough and an important step towards becoming a better Bank.
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.
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.
Communities hosting refugees, more often than not, inhabit marginal areas which are characterized as underdeveloped, underserved, and environmentally fragile. In these areas, basic social services and economic infrastructures are either absent altogether or poorly developed. The dependence for fuel wood, construction timber, grazing and water (for both humans and animals) on already degraded natural resources by a significant population, both hosts and refugees in protracted displacement, often contributes to rapid environmental degradation thereby worsening the situation. In addition, with many of these areas being fragile and vulnerable to the impacts of climate change, protracted displacement further exacerbates the situation.
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.
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.