Sri Lanka conjures up different images in the minds of different people: lush green tropical canopies, steaming cups of aromatic tea, and hardworking fishermen in their dinghy boats.
For me, the country also packs enormous promise for growth and development. There is not the slightest doubt that Sri Lanka will have to come clean and deal with the aftermath of its prolonged civil war. However, at a fundamental level, there is a sense of hunger in its people to rebuild their lives and their country. The new-found peace that engulfs the population is cherished by most, and is part of dinner conversations especially with foreigners like me.
Sri Lanka already holds a strong position in certain agricultural and industrial exports, like tea or uncut diamonds. Combine this with its strategic location – situated at the crossroads of major shipping routes connecting South Asia, East Asia and the Middle East – and you have a potent combination, a promise waiting to be fulfilled.
I recently spoke at an event organized by the country’s top business newspaper, the Daily Financial Times, in partnership with the well-regarded Colombo University MBA Alumni Association. The focus of the forum was the country’s emerging six-hub strategy – Maritime, Commercial, Knowledge, Aviation, Energy and Tourism: the cornerstone of its further economic development.
The euphoria leading up to the event was palpable. The ceremonial drums and lighting of the auspicious lamp to evoke good omen created the perfect ambience. I was nervous, not because of stage fright, but because I was about to present a contrarian viewpoint to private-sector and public-sector experts, while sharing the stage with the Minister of Economic Development and the Governor of the Sri Lanka’s Central Bank. Even though my arguments were well-thought-through and fact-based, it was going to be a delicate dance, as I was about to communicate some tough arguments against the implementation of the full-blown six-hub strategy.
East Asia and Pacific
Could the source of the wealth of nations be learning to learn? A recent paper by Luke Jordan, who until late 2013 was a Private Sector Development Specialist for the World Bank, along with Sébastien Turban of Caltech and Laurence Wilse-Samon of Columbia University, contends that the answer is yes.
Was the aircraft victim of an accident or was its disappearance a result of terrorism? Was it shot down, hijacked by intruders or the crew, did it ditch and sink rapidly as a consequence, or did it land successfully at one of the 634 runways on its theoretical pathways suitable for a B777 to be stowed away and held for ransom? We might not know the answer to these disturbing questions for months and years to come. However, the travelling public is astonished to learn that the B777 of flight MH370 was not under active surveillance. How can it be that in times where anybody can be located homing on a cell phone a commercial airliner just gets lost?
Are we effective in presenting education data to help tackle the real issues that developing countries are facing? The education community continues to be puzzled by two realities: (1) crucial data is often not available and (2) available data is often hard to digest.
Inequality is back in the news. In his 2014 State of the Union address, U. S. President Obama lamented that, “after four years of economic growth, corporate profits and stock prices have rarely been higher, and those at the top have never done better. But average wages have barely budged. Inequality has deepened. Upward mobility has stalled.” At the global scale, Oxfam is making the same point, noting in a recent report that the richest 85 people in the world own the same amount of wealth as the 3.5 billion bottom half of the Earth's population. Perhaps more surprising, the rich and powerful CEOs jetting to Davos earlier this year seemed to finally get it: capitalism cannot survive if income and wealth become concentrated in too few hands. Fighting inequality would therefore not only be the morally correct thing to do, it would also be smart economics. And this is what a recent Staff Discussion Note from the IMF suggests: “inequality can undermine progress in health and education, cause investment-reducing political and economic instability, and undercut the social consensus required in the face of shocks, and thus tends to reduce the pace and durability of growth.”
The three points made in my previous post—that services particularly fail poor people, money is not the solution, and “the solution” is not the solution—can be explained by failures of accountability in the service delivery chain. This was the cornerstone of the 2004 World Development Report, Making Services Work for Poor People. In a private market—when I buy a sandwich, for example—there is a direct or “short route” of accountability between the client (me) and the sandwich provider. I pay him directly; I know whether I got a sandwich or not; and If I don’t like the sandwich, I can go elsewhere—and the provider knows that.
Last year I spent some time in Papua New Guinea (or PNG, as it is often called), where the World Bank is supporting a number of development projects, and has activities in both the ICT and education sectors. For reasons historical (PNG became an independent nation only in 1975, breaking off from Australia), economic (Australia's is by far PNG's largest export market) and geographical (the PNG capital, Port Moresby, lies about 500 miles from Cairns, across the Coral Sea), Australia provides a large amount of support to the education sector in Papua New Guinea, and I was particularly interested in learning lessons from the experiences of AusAid, the (now former) Australian donor agency.
For those who haven't been there: PNG is a truly fascinating place. It is technically a middle income country because of its great mineral wealth but, according to the Australian government, "Despite positive economic growth rates in recent years, PNG’s social indicators are among the worst in the Asia Pacific. Approximately 85 per cent of PNG’s mainly rural population is poor and an estimated 18 per cent of people are extremely poor. Many lack access to basic services or transport. Poverty, unemployment and poor governance contribute to serious law and order problems."
Among other things, PNG faces vexing (and in some instances, rather unique) circumstances related to remoteness (overland travel is often difficult and communities can be very isolated from each other as a result; air travel is often the only way to get form one place to another: with a landmass approximately that of California, PNG has 562 airports -- more, for example, than China, India or the Philippines!) and language (PNG is considered the most linguistically diverse country in the world, with over 800 (!) languages spoken). The PNG education system faces a wide range of challenges as a result. PNG ranks only 156th on the Human Development Index and has a literacy rate of less than 60%. As an overview from the Australian government notes,
"These include poor access to schools, low student retention rates and issues in the quality of education. It is often hard for children to go to school, particularly in the rural areas, because of distance from villages to schools, lack of transport, and cost of school fees. There are not enough schools or classrooms to take in all school-aged children, and often the standard of school buildings is very poor. For those children who do go to school, retention rates are low. Teacher quality and lack of required teaching and educational materials are ongoing issues."
[For those who are interested, here is some general background on PNG from the World Bank, and from the part of the Australian Department of Foreign Affairs and Trade that used to be known as AusAid, a short report about World Bank activities to support education in PNG from last year and an overview of the World Bank education project called READ PNG.]
If you believe that innovation often comes about in response to tackling great challenges, sometimes in response to scarcities of various sorts, Papua New Guinea is perhaps one place to put that belief to the test.
Given the many great challenges facing PNG's education sector,
its low current capacity to meet these challenges,
and the fact that 'business as usual' is not working,
while at the same time mobile phone use has been growing rapidly across society,
might ICTs, and specifically mobile phones,
offer new opportunities to help meet many long-standing, 'conventional' needs
in perhaps 'unconventional' ways?
A small research project called SMS Story has been exploring answers to this question.
On gender equality – it is no secret that the Pacific Islands is lagging.
The region is home to some of the world’s highest domestic violence rates. Economic empowerment of women in many countries, particularly in Melanesia, is desperately low. Women lack access to finance, land, jobs and income. In my country, Solomon Islands, there is only one woman in parliament, and there are none in Vanuatu and Federated States of Micronesia – a country which has never yet seen a woman elected.
Back in 2003, when we were writing the 2004 World Development Report, Making Services Work for Poor People, we had no idea that it would spawn so much research, innovation, debate and changes in the delivery of basic services. Last week, we had a fascinating conference, in collaboration with the Overseas Development Institute, to review this work, and chart the agenda for the coming decade. Being a blogger, I wanted to speak about what WDR2004 got wrong, but some of my teammates suggested I should start by describing what we got right. So here are three ways WDR2004 changed the conversation about service delivery (what we got wrong will be the next post).
Available in: Español | عربي
Noranna busy at work: A true-blooded Moro, she is among the many witnesses to the struggle around her. As a child, she saw how conflict affected the lives of the people in their community in Maguindanao – lack of social services, slow development progress and displaced families.
In Mindanao, southern Philippines, the decades-long search for long lasting peace has been hindered by many challenges and natural calamities. This has led to a situation where young professionals are learning a type of development work that deals with the effects of various conflicts.
The Bangsamoro Development Agency or BDA, provides more than work opportunities for residents of Mindanao. Bangsamoro basically means “Moro nation,” a term currently used to describe the Muslim-majority areas in Mindanao – its peoples, culture and ethnic groups.