Everyone who travels to Thailand will want to have Chiang Mai on their list. It’s an old city which reflects the lovely northern Thai culture and has a lot of significant history behind it. My wife and I spent our first anniversary there because it’s very nice and peaceful. Chiang Mai is a place where Thais often go to recharge and take advantage of the slower pace of life. I have started recently travelling to Chiang Mai more often for work, but even that is also pleasurable.
Chiang Mai has grown so much, and so fast. We see more and more cars in the city center. The traffic jams are becoming problematic and the public transportation issue remains an unsolved problem. To help, the World Bank is supporting the Chiang Mai Municipality's vision of promoting “green mobility” with help from the Global Environment Facility (GEF). It is a small pilot project that supports non-motorized transport, such as walking and bicycling, by improving city center's walk path and bicycle lanes in the city center.
Our new certification tool EDGE, which stands for Excellence in Design for Greater Efficiencies, was designed specifically for emerging markets, where housing needs are set to grow exponentially as a result of urbanization pressures. It is Internet-based and easy to use, offering developers a range of inexpensive design choices that might otherwise be overlooked in the rush to build.
Buildings certified by EDGE use 20 percent less energy than their peers, offering long-term emissions savings and lower utility bills – a major benefit in affordable housing.
Since the UN’s High Level Panel announced its vision for the post-2015 development agenda in May, much debate has centered on the absence of a goal for inequality among the panel’s list of 15 proposed goals. Indonesian President Susilo Bambang Yudhoyono, commenting on the goals in Jakarta last June, stressed that the principle of “no one left behind” was central to the panel’s vision, and that each of the U.N.’s goals focused on tackling inequality. The proposed education goals, in fact, include a commitment to ‘ensure every child, regardless of circumstance, completes primary education able to read, write and count well enough to meet minimum learning standards’.
I must admit to being notoriously bad with a mobile phone. I forget to take it with me, leave it in parks and cafés and have never migrated to a smart phone – a simple old Nokia handset is my trusty aide. And on my part this has probably contributed to some skepticism about the discussion of development and mobile phones – which can sometimes seem a little evangelical.
For the past seven years, the Korean Education & Research Information Service (KERIS) has hosted an annual global symposium on ICT use in education, bringing senior policymakers and practitioners from around the world to Seoul to share emerging lessons from attempts to introduce and utilize information and communications technologies to help meet a wide variety of goals in the education sector. Each year this event, which is one important component of a strong multi-year partnership between the World Bank education sector and the Korean Ministry of Education, focuses on one particular theme. This year's symposium examined the 'changing role of teachers' and featured presentations from, and discussions with, policymakers from 22 countries. This was also the dominant theme of the first global symposium back in 2007 -- but, oh my, how the nature and content of the discussions have changed!
At that first symposium, much of the talk from policymakers in middle and low income countries was still of promise and potential, of the need to begin preparing for what was inevitably going to come. Where there were specific lessons and models and research to share, these were largely those from places like the United States, the UK, Australia -- and of course from Korea itself! For most of the policymakers from middle and low income countries participating in the event, helping to prepare and support teachers as they sought to use ICTs in various ways in support of their teaching, and to support student learning, was something being explored in various 'pilot' activities, and a topic perhaps given some (at least rhetorical) attention in national education policy documents. It wasn't yet a real area of large and sustained activity and expenditure -- largely because there just weren't that many computers in most schools, and what computers that were present were mostly to be found in computer labs, presided over by 'computer teachers' of various sorts. As this year's event made clear, the introduction of PCs, laptops, tablets, and interactive whiteboards is something that is now happening *right now* in very large numbers in countries of all sorts, and ministries of education are ramping up and reforming their teacher training efforts as a result.
A few quick highlights from this year's symposium:
In the aftermath of a disaster, lack of information about the affected areas can hamper relief and recovery efforts. Open-source mapping tools provide a much-needed low-cost high-tech opportunity to bridge this gap and provide localized information that can be freely used and further developed.
A week ago, devastating typhoon Haiyan hit the Philippines. As the images of the horrifying destruction emerge, there is a clear need in accessing localized high-resolution information that can guide communities’ recovery and reconstruction. Responding to this challenge, over 766 volunteers have been activated by the Humanitarian OpenStreetMap Team (HOT) to create baseline geographic data which can be freely used by the Philippine government, donors and partner organizations to support all phases of disaster recovery.
Natural disasters – such as tsunamis, earthquakes, cyclones and floods – are costly to society, in terms of both human destruction and financial losses. Governments ultimately bear the full cost of the havoc wreaked by natural disasters, which can create an enormous strain on limited government budgets, especially in developing countries. This is even before we begin to contemplate the development impact and how the poorest of the poor are disproportionately affected.
Just last week, the world saw the widespread damage that the St. Jude storm inflicted across Europe, and we witnessed its effect on hundreds of thousands of people. Most advanced economies, however, have sufficient capacity to be able to absorb the financial losses inlicted by natural disasters. Higher-income countries enjoy (relatively) efficient public revenue systems and developed domestic insurance markets.
By contrast, developing countries do not have the same degree of access to financial and insurance markets. They face limited revenue streams, limited fiscal flexibility, and limited access to quick liquidity in the wake of an event. This is particularly so for Small Island Developing States (SIDS), such as the Pacific island nations.
Can a good thing eventually become bad and is there such a point when it becomes too much? Thinking about Nepal’s development, remittances appear to be precisely such an ambiguous driver. Strikingly, despite the growing importance of remittances worldwide and its increasingly high level recognition, we are missing a consistent narrative of growth and development for highly remittance dependent countries (HRDCs – a new acronym, for once, may be needed) like Nepal.
While remittances have an unambiguous direct impact on household welfare, the evidence on how they affect macroeconomic variables is mixed. Moreover, their contribution to national well-being is often under-acknowledged in those very countries they support and mixed with a sense of collective shame and fear of dependence. Here, we deliberately leave aside the thorny issue of migrant rights, recently highlighted by a feature story in the Guardian (Qatar’s World Cup ‘Slaves’), and focus on the economic impact of remittance inflows.
Nepal is an interesting case study. It is part of a small league of countries that receive a significant proportion of their income via private transfers (equivalent to 25% of GDP) and the world leader among the ones with over 10 million people.
A few months ago, I journeyed to Lao Cai, a predominantly ethnic minority area in Vietnam’s Northern Mountains, to supervise a pilot survey. One older man I encountered—typical of many we saw—was a subsistence farmer with minimal education who spoke only his native language and had barely ventured beyond his village.
Members of ethnic minority groups make up 15 percent of the country’s population but account for 70 percent of the extreme poor (measured using a national extreme poverty line). During Vietnam’s two decades of rapid growth, members of ethnic minority groups in the country have experienced overall improvements in their standards of living, but their gains have lagged behind those of the Kinh majority.