Take a moment and think of the women who inspire you. Make a list. Who are the top 11 women? Would you include a construction worker from Jamaica? How about a midwife in Sudan or a jewelry maker in Costa Rica? What about a student from India or a small business owner in Egypt?
When most of us think about people who inspire us, we consider world leaders, celebrities, or those who’ve changed the course of world history. Or we might think of individuals who have had a significant influence in our lives—our role models or people we strive to emulate. The people who make it to our “inspiration list” are there because we relate to them, regardless if we’re man or woman.
As we celebrate International Women’s Day this week, we present 11 stories of women around the world who’ve made amazing strides to achieve their goals and make long-lasting impacts on the lives of their children, families and communities.
Two days before the world observes International School Meals Day, I’m here sitting in the U.K. Houses of Parliament thinking about the unexpected evolution of school meals programs in recent years.
It may seem like a silly question. And of course I’m not proposing that we stock schools with bears and lions – that would probably keep students away. Nor am I suggesting that saving lions will solve the undersupply of education in developing countries. Rather, I am making a broader point about the links between different parts of ecosystems, which often have an indirect but underappreciated bearing on human development.
Habitat conversion and fragmentation, depletion of prey, and hunting have in many parts of the world reduced the ranges of wolves, lions, bears, tigers, sea otters, and other large carnivores to less than half of their original range. When their numbers nosedive, we not only lose iconic species. Ecosystems also lose the keystone species that eat smaller carnivores and herbivores. When fewer animals down the food chain get eaten, ecosystems change – and those changes affect us humans too. A recent article in Science Magazine casts a systematic light on the issue, and its lessons are important for development.
On land, large carnivores can help ensure functioning ecosystems. Consider the case of West Africa, where lions and leopard populations have dropped precipitously. Both species hunt olive baboons, which in turn like to eat the small antelopes, livestock, and food crops that humans also consume. Fewer lions and leopards have resulted in more baboons and more competition for food with humans. In some areas, baboon raids on fields have even forced families to keep children home from school so that they can protect the family crops. Also, since carnivores often go after sick prey, they reduce the prevalence of disease in their prey population. This can limit disease spillover between wild and domesticated animals, as well as cut related pastoralism and animal husbandry costs.
In education, perhaps even more than in other social sectors, not every parent is looking for the same standardized service. All parents want their children to learn and benefit from a great education.
But for some parents, other dimensions matter as well. In many developing countries faith and values are important for families and local communities. It is therefore not surprising that the number of faith-inspired schools appears to be growing, with various types of schools within a tradition providing different services (for example, madrasas usually focus on religious education while Franco-Arab schools also teach secular topics).
Many African countries face a dilemma. After a decade of consistent economic growth, often propelled by high commodity prices, half the continent’s population still lives in poverty. Even if rising demand for raw materials from the booming cities of China and India, among others, has driven growth in Africa’s mining sector, most of the continent has not yet translated mineral wealth into industrialization and widespread economic development. Most African countries continue to export raw materials and then pay a premium to import the products made with them.
Giving Cash Unconditionally in Fragile States
There have been many recent press articles, a couple of potentially seminal journal papers, and some great blogs from leading economists at the World Bank on the topic of Unconditional Cash Transfers (UCTs). It remains a widely debated subject, and one with perhaps a couple of myths associated with it. For example, what is cash from UCTs used for? Do the transfers lead to permanent increases in income? Does it matter how the transfers are labelled or promoted? I am particularly interested in whether UCTs could be a useful instrument in countries with low institutional capacity, such as fragile and conflict-affected states (FCS).
Why UCTs in FCS? UCTs present a new approach to reducing poverty, stimulating growth and improving social welfare, that may be the most efficient and feasible mechanism in FCS. A recent evaluation of the World Bank’s work on FCS recognized, “where government responsiveness to citizens has been relatively weak, finding the right modality for reaching people with services is vital to avoiding further fragility and conflict”. Plus there is always the risk of desperately needed finances being “spirited away” when channeled through central governments. UCTs may present a mechanism for stimulating the provision of quality services, which are often lacking, while directly reducing poverty at the same time. As Shanta Devarajan’s blog puts it, “But when they (the poor) are given cash with which to “buy” these services, poor people can demand quality—and the provider must meet it or he won’t get paid.” We should explore more about this approach to tackling poverty: where and when it has worked, what made it work, and whether we can predict whether it will work in different contexts.
- unconditional cash transfers
- Cast Transfers
- Fragile and Conflict Afflicted States
- Social Development
- Public Sector and Governance
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- Syrian Arab Republic
Photo courtesty Creative Commons
For those of us who have been impacted by the death of loved ones due to the negative health consequences of smoking, the recent announcement by Larry Merlo, the CEO of the U.S. pharmacy chain CVS, to stop selling tobacco products in the chain’s 7,600 stores, was a ray of hope and a step toward a future when public health concerns trump short-term profit motives.
Percentage of youth who said they want their government to be more open. Source: Global Opening Government Survey
I often find that a sure way to generate rather heated discussions in many quarters is to bring up the topic of teacher salaries. They're too low! or: They're too high! They should be linked to [insert some sort of 'performance indicator']! or: Attempts to link them to [insert name of a performance indicator] are misguided (and perhaps even dangerous)!
I'll leave it to others more informed and expert than I am to weigh in on such (often quite contentious) debates. However one might approach such discussions, and whatever conclusions one might draw from them, there isn't a lot of debate about one issue related to teacher salaries that has been well documented, and widely (and rightly) deplored.
Many teachers around the world suffer as a result of poorly-functioning systems to pay the salaries [pdf] they are due [ppt]. This is especially problematic, and notable, given that teacher salaries have for many decades constituted huge percentages of the overall education budgets in many countries. As a World Bank publication from a few years ago (Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda) laments, "Teachers in remote schools are [compared with their colleagues in more urban areas] more likely to be the direct victims of administrative failures, which undermine teacher morale and damage the system. One frequently mentioned administrative failure is the delay in paying teachers’ salaries and allowances." An 'administrative failure' of this sort can have many causes. Even where sufficient budget exists to pay teachers, flawed teacher salary systems, poor internal controls, logistical challenges related to transport, and corruption can conspire to ensure that in many places, especially in rural areas in poor countries, teacher salaries are sometimes paid only infrequently, often with great delay. The results of this can be devastating for education systems -- to say nothing of the impact on individual teachers, schools, students and local communities.
Back when I worked with the World Bank's infoDev program, one of my responsibilities was to serve as a point person on 'mobile money' issues, briefing groups on emerging lessons and experiences from nascent activities to use mobile phones to transfer money from one person to another. I left infoDev in 2008, just as activities in this regard were really starting to heat up (Kenya's M-Pesa program, the best known 'mobile money success story', launched in 2007), but continued to meet semi-regularly with folks -- colleagues from the World Bank and other international donor agencies, government officials, NGOs and foundations, businesspeople, researchers -- who were interesting in exploring how new mobile payment options might be used in inventive ways to help address some longstanding developmental challenges. (Those totally new to the topic may benefit from watching this short video from CGAP, which demonstrates how mobile money activities look in practice.) Most of these conversations, as it happens, included considerations of how money transfers via mobile phones might be used to ensure that teachers got paid, in full and on time. As I prepare for a trip next week to the Mobile World Congress in Barcelona, I realize haven't fielded one substantive information request related to this topic in the past three years.
Up until about 2010, I met quite often with groups who were looking for creative ways to help address the 'paying salaries to teachers in rural areas challenge' and who had seized on the idea of taking advantage of the increasing ubiquity of mobile phones in such areas to help fashion some sort of 'solution'. In the last three years, however, the volume around these sorts of discussions in many quarters has almost died out. Part of this might be explained by the fact that there are now many 'experts' on mobile money issues, people much more expert and well informed than I am about related issues, and so I simply might be 'out of the loop'. (Back in the 'early days' of work on this topic, I could never shake the nagging feeling that the reason that I was approached by so many groups for related information and advice was at least partially a result of the 'in the valley of the blind, the one-eyed man is king' phenomenon.) That said, given that a regular part of my daily work at the World Bank is to field questions related to the use of new technologies in education in all sorts of ways around the world, and that a lot of my job isn't so much about in providing answers, but about helping people formulate better questions, the fact that this question seems no longer to be a topic of much discussion makes me wonder:
Whatever happened to the idea of paying teacher salaries with mobile phones?