Having looked at some of the ways in which corruption damages the social and institutional fabric of a country, we now turn to reform options open to governments to reduce corruption and mitigate its effects. Rose-Ackerman (1998) recommends a two-pronged strategy aimed at increasing the benefits of being honest and the costs of being corrupt, a sensible combination of reward and punishment as the driving force of reforms. This is a vast subject. We discuss below six complementary approaches.
East Asia and Pacific
Those unfamiliar with the fast growing emerging economies of East Asia are likely to think that governments in these countries let market forces and capitalism roam free, red in tooth and claw. That was certainly my impression before coming to work in the region, and generally that held at the outset of our work by the group of us that wrote a new World Bank report “East Asia Pacific At Work: Employment, Enterprise and Wellbeing” .
The report shows just how wrong we were. We could be forgiven this impression—many of us had come from assignments in Latin America and the Caribbean or in Europe and Central Asia, where the distortions and rigidities from labor regulation and poorly designed social protection are rife, and where policy makers cast envious looks at the stellar and sustained employment outcomes in East Asia.
Well, it turns out that although they came relatively late to labor regulation and social protection, many governments in the region have entered this arena with gusto. We were surprised to find that, going just by what is written in their labor codes, the average level of employment protection in East Asia is actually higher than the OECD average.
- Social Development
- Law and Regulation
- Labor and Social Protection
- Financial Sector
- East Asia and Pacific
- Solomon Islands
- Papua New Guinea
- Micronesia, Federated States of
- Marshall Islands
- Lao People's Democratic Republic
- Korea, Republic of
If you've ever been involved in discussions about current uses of technology in education -- and, given that you are currently reading a post on the World Bank's EduTech blog, it's probably safe to assume that you have -- you've probably noticed that, at some point in the back-and-forth, someone will inevitably be unable to resist talking about what's coming next. The history of technology use in education is, in part, a history of predictions about the use of technology in the future.
For the past few decades, many people around the world have almost instinctively looked toward Asia to get glimpses and insight into what the next wave of consumer technologies might look like and do, and how young people might use them. From the 'computer nerds' who frequented the Akihabara section of Tokyo in the 1980s to the young Filipinos whose affinity for SMS earned their country its designation as the 'texting capital of the world' around the turn of the century to today's designation of Indonesia as the 'social media capital of the world', the center of gravity for emerging uses of new technologies by young people has often been in the East. It is indeed no coincidence that the World Bank has co-sponsored an annual event bringing education policymakers to Seoul each fall to help discuss and plan for their country's potential uses of new technologies in schools in the future.
Of course, the stereotypically tech-savvy, mobile-phone wielding, hyper-connected youth in the big cities of East Asia, reviewing vocabulary on their smartphones while commuting on the subway or studying to the wee hours of the night on broadband connections at home, occupy one end of a very wide and diverse spectrum. Rural youth for whom the Internet is more aspiration than avocation and whose schools may not even have electricity, let alone a computer, or for whom 'computer time' means the two hours a month spent in a crowded school computer lab learning how to use a word processing program while waiting, waiting, waiting for their desperately slow Internet connection to bring up a single web page: Such young people and circumstances represent the reality of current technology use in education across Asia as well.
If we hypothesize that many future uses of technology in education might first appear in Asia, where might we want to look to get some first glimpses as what is likely to come to our own schools (wherever they may be)? If you want to know what a place might look like tomorrow, a good place to start might be by looking at what things look like there today. With that in mind:
How and to what extent are countries across Asia currently utilizing information and communication technologies (ICTs) in their education systems?
Two recent publications from UNESCO provide much useful data and documentation to help those trying to come up with possible answers to this question.
The New ICP Data and the Global Economic Landscape
The new report of the International Comparison Program published last week promises to invigorate debate about the global economic landscape. In some areas, the report challenges conventional wisdom. In other areas, it reinforces the narrative.
The headline change according to The Economist is the rise of China to potentially become the largest economy in the world by the end of 2014. According to Angus Maddison, the United States’ economy became the largest in the world in 1872, and has remained the largest ever since. The new estimates suggest that China’s economy was less than 14% smaller than that of the US in 2011. Given that the Chinese economy is growing more than 5 percentage points faster than the US (7 percent versus 2 percent), it should overtake the US this year. This is considerably earlier than what most analysts had forecast. It will mark the first time in history that the largest economy in the world ranks so poorly in per capita terms. (China stands at a mere 99th place on this ranking.)
“Maybe in the Middle East … but in our part of the world, there is no gender inequity.” As an Egyptian, I wasn’t surprised to hear such assertions from colleagues when I arrived in the Eastern Europe and Central Asia region to deliver a program aimed at creating opportunities for women in the private sector. With its socialist legacy, the region prided itself on gender equality. Women were historically well-represented in the state-run economic systems. I looked at legal frameworks and the Women, Business and the Law indicators and found little evidence of discrimination. Laws on the books were overwhelmingly gender-neutral. I was puzzled.
Then I studied data from the World Bank’s Enterprise Surveys: Women’s rates of participation in the private sector told a different story. Women’s status seemed to be collapsing with the state systems and falling as markets started opening. For instance, now, only 36% of firms in the region are owned by women; that is a lower percentage than in East Asia (60%) and Latin America and the Caribbean (40%). Only 19% of companies in Eastern Europe and Central Asia have female top managers, compared to 30% in East Asia and 21% in Latin America and the Caribbean.
So I faced the daunting task of delivering a gender program in a region where few believe that there are gender issues to address.
- Bosnia and Herzegovina
- Macedonia, former Yugoslav Republic of
- East Asia and Pacific
- Europe and Central Asia
- Latin America & Caribbean
- Private Sector Development
- gender eqaulity
- women business and the law
- banking on women
- Small and Medium-Sized Enterprises
Some 135 countries have constitutional provisions for free and nondiscriminatory education for all. Seventy-three countries guarantee the right to medical services. And 41 countries have either enshrined the right to water in their constitutions or have framed the right in national legislation. All of these actions are aimed at protecting the rights of poor people.
Yet, it is poor people who are losing out on access to these services. In Mali, whereas almost everyone has access to a primary school, and 67 percent from the richest quintile complete primary school, only 23 percent from the poorest quintile do. The percentage completing higher levels of education is in the single digits. In rural India, in the period since the Right to Education act was passed, student learning outcomes in public schools have been declining. Equatorial Guinea, with a per-capita income of $20,000, has a child mortality rate of 118 per 1,000 births, comparable to that of Togo with a much lower per-capita income. As a result of intermittent (or nonexistent) water supply through networks, poor people in South Asia and Africa have to buy water from vendors at 5-16 times the meter rate.
Some Myths about Informal Trade in Developing Countries
By definition, informal trade is difficult to measure because even if everyone has seen it, there is no evidence of it in official statistics. Thus, estimates are often difficult to arrive at and quite costly because they require the collection of data from several sources (customs data, data from border surveys, local economic and social statistics, interviews with actors and stakeholders in the sectors concerned).
However, such efforts appear to be bearing fruit: as information and data production improves, a number of assertions based on rumors or even beliefs are contradicted by actual figures. It is especially interesting to note that the phenomena and characteristics of informal trade are the same, whether in central Asia, Sub-Saharan Africa, or North Africa.
This is a surfer’s dream: catching a great wave, far from the shore, and riding it for long beautiful moments as it stretches further and further gathering momentum until the very end, when it breaks right at the beach. This is how my generation, born in the 1970s (when the Beach Boys released their iconic Surf’s Up album), should feel, as we are riding on a “global demographic wave” which keeps extending further and further.
Now that the dust has settled around the PISA results we have been thinking about the reasons behind Indonesia's poor showing. For those of you who haven't seen them, Indonesia ranked lower than all participating countries except Peru in mathematics and science, and was fifth from last on reading. Perhaps more worrying were the low absolute levels of learning reported for 15-year-olds. In mathematics, three-quarters of students were rated at or below the lowest benchmark – a level associated with only rudimentary levels of proficiency and a lack of higher order thinking skills.
The latest macroeconomic data released by China’s National Bureau of Statistics (NBS) on April 18 suggest that China’s economic growth has moderated in the first quarter of 2014. GDP growth has decelerated from 7.7 percent (year-over-year) in the last quarter of 2013 to 7.4 percent (year-over-year) in the first quarter of 2014.
On a sequential basis, the quarter-on-quarter seasonally adjusted growth slowed from 1.7 percent in Q4 last year to 1.4 percent in Q1 2014.
The deceleration in the first quarter of this year is in line with World Bank expectations (see our latest East Asia Economic Update) (Figure1).
Figure 1: Official growth data on the demand side reflect subdued export growth and a moderation in investment growth. Consumption led growth in the first quarter of 2014, contributing 5.7 percentage points to growth, followed by investment, contributing 3.1 percentage points. Net exports dragged down growth by 1.4 percentage points.
Many economists speculate that the weakening trend in growth may put more pressure on the government to implement more and stronger growth supportive fiscal and monetary policies, following the stimulus measures unveiled recently that include accelerated expenditures on railway construction and social housing, as well as tax breaks for small businesses.