This importance of cities for regional and national development now serves as a foundation for the dialogue between the World Bank and the European Commission, with respect to the design of the European Regional Development Fund (ERDF) for the 2014-2020 Programming Period. The ERDF is the world’s largest investment program targeting sub-national public infrastructure investments.
In this video, World Bank Senior Director Ede Ijjasz-Vasquez and Marcel Ionescu-Heroiu, Senior Urban Development Specialist from Romania Country Office team, discuss the importance of cities in regional and national growth and development, and the role the Bank is playing in the design of the world’s largest sub-national investment fund.
In June 2016, nearly 2.5 million enthusiastic spectators gathered in France to attend the Euro 2016 soccer tournament.
Those participating in matches in Lille, Bordeaux, Marseille or Nice would have noticed the brand new facilities and bold architectural design, but most probably didn’t realize these stadiums had been either constructed or modernized with financing through the relatively new “Contrat de partenariat” public-private partnership (PPP) scheme.
A few weeks ago, education policy makers and data analysts around the world were glued to their laptops when the Organization for Economic Cooperation and Development (OECD) published the results of PISA 2015. More than half a million students – from 72 countries and economies representing 28 million 15 year-olds – had taken the test. PISA, an international assessment administered every three years, measures the skills of students in applying their knowledge of science, reading, and mathematics to real life problems. PISA is one of the most influential international student assessments, which provides a rich set of information on the systems strengths and weaknesses, supports development of effective policies – and at the same time, benchmarks country's achievements vis a vis other participating countries.
According to the World Bank’s Doing Business report, Poland ranked 74th globally in the ease of doing business in 2006. It took 10 procedures to incorporate a business in Warsaw, more than 40 steps to pay taxes, close to 200 days to register property, and almost 1,000 days to enforce a contract. A decade later, Poland ranked 24th, higher than the EU average – progress unmatched by any high-income country in terms of ease of doing business.
Poland has been one of the most active and steady reformers of its business environment in the world, but firms are yet to benefit from reforming the country’s burdensome business inspections.
Across the Europe and Central Asia region today, policymakers are confronted daily with a wide range of development challenges and decisions, but the potential impacts of adverse natural events and climate change – such as earthquakes or flooding – may not always be first and foremost in their thoughts.
Admittedly, the region does not face the same daunting disaster risks as some other parts of the world – especially in South Asia, East Asia and Latin America – but nevertheless, it is far from immune to the effects of natural hazards – as the past clearly reminds us.
"Writing laws is easy, but governing is difficult," wrote Leo Tolstoy in War and Peace. We agree.
Our recently finished study highlights how differences in the enforcement of a strict labor code across Russia’s numerous administrative regions has affected hiring and firing decisions. More specifically, we examine how the varying capacity to enforce the labor code affected labor adjustment by firms in response to industry-wide surges and slumps.
The World Bank's EduTech blog seeks to "explore issues related to the use of information and communications technologies (ICTs) to benefit education in developing countries". Over the past eight years, it has highlighted an eclectic batch of related new research and explored emerging 'good practices' (and more than a few bad ones as well). Along the way, it has briefly documented and analyzed a wide variety of interesting projects and programs around the world seeking to use new technologies in the education sector. In doing so, it has perhaps posed (and re-framed) many more questions than it has it has provided hard-and-fast 'answers'.
Given the fast-changing nature of so much of our world today, and the expectation that the pace of technology-enabled change is unlikely to slow, it is an abiding conceit of this blog that our individual and collective ability to ask better questions related to the use of new technologies and technology-enabled approaches in education (not only about what we should be doing, and when, and where, but especially about the why and the how) will become an increasingly critical skill to develop and cultivate. There is no shortage of edtech-related 'solutions' marketed around the world, but are they addressing the right problems and most critical challenges? As Wadi Haddad likes to ask: If technology is the answer, what is the question?
The blog seeks, perhaps rather presumptively, to inject an evidence-based, practical tonic into various debates and deliberations about the use of new technologies in the education sector that are, in many places, often characterized by ideological extremes and a general lack of knowledge about what's actually happening 'on-the-ground', especially in many emerging economies and so-called 'developing countries' around the world. While the blog deliberately attempts to adopt a general tone and perspective of fairness and objectivity, 'balance' can admittedly be a rather elusive goal when trying to navigate between the giddy utopianism of many techno-enthusiasts (especially among many in Silicon Valley, and more than a few politicians) and the sometimes rather crotchety conservatism of the reflexively anti-technology (indeed, often anti-change) crowd. In theory, there should be a vast space between these two poles; in practice, such middle ground can often be hard to find, or negotiate, in many places in the world.
The historian Melvin Kranzberg famously opined that technology is neither positive nor negative, nor is it neutral. What is clear, however, is that there will increasingly be much more of it, all around us -- including in our schools, and embedded within teaching and learning practices in communities pretty much everywhere: rich and poor, urban and rural. Yes, technology-fueled 'revolutions' in education have been promised for almost a century now, but even if the related change (for better and/or worse) has been long in coming, there is little denying that there is much change afoot these days (again, for better and/or worse). How can we make better decisions about what's important, and what isn't, and how we can tell the difference? By highlighting some interesting things happening in parts of the world that you may not have heard (or thought much) about, the EduTech blog continues to try, in an admittedly modest and incomplete way, to help provide fodder for related discussion, discourse and disagreement in educational policymaking circles in many countries.
What follows below is a quick outline of the top EduTech blog posts from 2016. If you're new to the blog, please do feel to browse our 'back catalog' as well, as many of the 'hits' from past years continue somehow to draw in large numbers of readers, in a number of cases even more than for the new stuff. (Here, for what it's worth, are links to the top posts of 2015; 2014; 2013; 2012; 2011; 2010; and 2009.)
The blog went on a bit of a hiatus for part of 2016, so there is much in the queue that will appear in the early months of 2017. As always, the best way to be notified when new posts appear is to subscribe to us on Twitter (@WBedutech) and/or enter your email address into the 'subscribe by email' box that appears in the right column of your screen if you are reading this on a desktop (the mobile-optimized version of the blog omits this functionality, unfortunately). If you want a sneak peek at topics in the pipeline, as well as links to related news, projects and research papers, you may want to check out the Twitter account of the blog's principal author.
Thanks for taking time out of your busy schedule to visit this blog -- and good luck with whatever projects or decisions you may be considering for the New Year!
In 2015, over half a million students—representing 28 million 15-year-olds in 72 countries and economies—took the OECD’s Programme for International Student Assessment (PISA) test. The Former Yugoslav Republic (FYR) of Macedonia has participated in international large scale assessments since 1999.
Debates about the country’s performance have always focused on a comparison with other counties’ mean scores; and, after a few days, everyone - including the education authorities – have continued with business as usual. The available data was rarely used to underpin policy decisions or shape reforms.
The system has operated in the dark for decades.Addressing these challenges requires the mobilization of all available expertise in the country, regardless of political or ethnic affiliation. The time is now, tomorrow may be too late.
Over the past two decades, high-tech exports from Kazakhstan have been increasing steadily. The World Bank Group has been working since 2008 with the Kazakh Government and scientist groups to further expand the country’s high-tech exports in a number of sectors. Through the Technology Commercialization Project, 65 new startups received grant funding and business training to get their innovations out of the lab and into markets. The startups operate in a wide variety of industries including agriculture, health, medicine, gas, oil and robotics. Already 40 of these businesses have reached first sales.