So much has been written recently about the individual, economic and social benefits of investing in early childhood development (ECD), that it is becoming a challenge to summarize these studies. However, ECD is an area that I’m increasingly involved in with my work at The World Bank. Among others, Nobel Laureate Economist, James Heckman and his colleagues have provided very convincing evidence of the benefits of early childhood interventions, including preschool education, on later individual and social outcomes (my colleague and fellow blogger, Jishnu Das looked at Heckman's work in his last blog post "Are Non-Cognitive Gains in Education More Important than Test-Scores?"). These benefits are substantial and varied, ranging from improved education outcomes for the individual, access to better jobs, higher wages, and even lower risks of engaging in criminal activities – which, of course benefits society as a whole. Moreover, investing early is a better investment than waiting until the child is older, because the costs of achieving comparable benefits through interventions later in life – remedial education in basic education, programs to target at-risk youth, and the like – are so much more costly and also less likely to have an impact.
Latin America & Caribbean
The Inter-american Development Bank (IDB) recently released the first set of results from its on-going, multi-year randomized evaluation of the impact of the OLPC project in Peru.
Experimental Assessment of the Program "One Laptop Per Child" in Peru (Spanish version here) is the first rigorous attempt to examine the impact of the largest '1-to-1 computing' initiative in a developing country. This evaluation, done in concert with the Ministry of Education, looks at the ambitious program to provide computing resources to multi-grade rural elementary schools in some of the poorer communities of Peru.
Today was an exciting day in Cancun. For me, it marked a break from the rhetoric of negotiations to focus on the reality of action on the ground to combat climate change. This morning’s weather was picture perfect as the World Bank’s President, Bob Zoellick arrived at the Press Conference Centre in the Moon Palace to voice the Bank’s support for the concrete actions of the Alliance of Small Island States (AOSIS).
AOSIS consists of 43 island and low-lying countries that encircle the tropical belt around the globe. Given the very real threat posed by climate change, they have been attending international meetings on climate change for the last 20 years and are frustrated at the pace of progress and the lack of ambition. They are here in Cancun to fight for their survival and to call upon their partners and the international community to be ambitious. In the negotiating text, they want to see reference to 1.5 degrees, “loss and damage” and a legal form to the agreement. After 20 years of talks, AOSIS is going beyond negotiations and embarking upon concrete actions to lead by example: They are intent on entering an era of renewable energy and energy efficiency—hence today’s press conference.
Amidst a blaze of flashing cameras, a Memorandum of Understanding (MOU) was signed by the Prime Minister of Grenada in his capacity as chair of AOSIS, Dr. Lykke Friis, the Danish Minister of Climate, Energy and Gender Equality, Helen Clark, Administrator of UNDP and the World Bank President Robert Zoellick. Simon Billett of UNDP who had been stellar in his efforts joined me on stage as we facilitated the signing. This MOU calls for the introduction of renewables and energy efficiency into these island states with an initial injection of US$14.5 million from the Danish Government as part of their Fast Start financing pledge.
The Programme for International Student Assessment (PISA) 2009 survey results were released today by the Organisation for Economic Co-operation and Development (OECD). PISA tests 15 year olds in reading, math and science.
Pisa 2009 results focus on reading, as they did in 2000 when the tests were first applied. In reading, as the OECD reports, Korea and Finland are the highest performing OECD countries, with mean scores of 539 and 536 points. However, as noted in today's New York Times, Shanghai-China outperforms them by a significant margin, with a mean score of 556. Top-performing economies in reading include Hong Kong-China (533), Singapore (526), Canada (524), New Zealand (521), Japan (520), Australia (515) and the Netherlands (508).
At the US release of the PISA results in Washington DC, which I was fortunate to attend today, Department of Education Secretary Arne Duncan and OECD Secretary General Angel Gurría, discussed the importance of the results in terms of competitiveness and growth.
Co-authored by Jennifer Pye, Tertiary Education Team
Globally the disabled population continues to be the most disadvantaged and marginalized group within society with limited access to educational opportunities. According to UNESCO’s Global Education for All Monitoring Report 2010, “disability is one of the least visible but most potent factors in educational marginalization.”
Today, the U.N.'s International Day of Persons with Disabilities, provides us with an opportunity to share preliminary findings from our on-going work on equity of access and success in tertiary education for people with disabilities.
I have some good news to share on the energy front from the experience of two tiny communities of 1,100 people on Nicaragua’s Atlantic coast. Results of a study published November 26 in Science Magazine demonstrate that low-carbon rural energy services can be delivered at cost savings in cases where communities utilize isolated, diesel-powered, electricity grids.
The rural Nicaraguan communities of Orinoco and Marshall Point were dependent on the diesel micro-grid for their electricity. In 2009, they partnered with the national government and an NGO to implement energy efficiency measures including metering, prompting residents to reduce wasteful use of electricity. Compact fluorescent light bulbs were also introduced, as well as more efficient outdoor lighting, and replacement of part of the diesel power with biogas from dung.
After the government installed meters, energy use dropped by 28%, and people’s electric bills dropped proportionately. The NGO, blueEnergy, based in San Francisco, which offered the compact fluorescent light bulbs (CFL), was able to cut household energy use by another 17%. The net result was reduced burning of diesel, even though the community’s reduced energy needs allowed the local energy supplier to run its generators two extra hours each day, providing longer service to customers. In the month after the conservation campaign, energy costs per household had dropped by 37 %.
These conclusions emerged from calculations based on a marginal abatement cost curve, or MAC, an analytical tool developed in 2008 by McKinsey & Company. The same tool was used by a team of experts headed by the World Bank, studying Mexico’s climate challenges.
Over 100 education policymakers from 32 countries gathered last week in Seoul to share lessons, experiences and opinions in response to the following question:
How should an education system structure itself to meet new challenges and take advantage of new opportunities related to the use of information and communication technologies, and what roles and responsibilities could/should a dedicated ICT/education agency or unit play?
This was the theme of the fourth global symposium on ICT and education, an annual event that the World Bank has co-sponsored with the Korean Education & Research and Information Service (KERIS) and the Korean Ministry of Education, Science and Technology (MEST) and other partners, including UNESCO Bangkok, Intel and the IDB. (Proceedings from previous symposia are available here, here, here and here.)
A few years ago I proudly put a sticker on my bicycle that claimed one should ‘bike local’ in order to ‘think global.’ These days, it seems that the car is unavoidable in the majority of growing cities and that instead of biking local one should avoid commuting at all.
“We have a situation on our hands and the clock is ticking. We have fifty million twelve-year-old girls in poverty,” the opening video proclaimed. The solution is simple and profound, the Girl Effect, “an effect that starts with a 12-year-old girl and impacts the world.” Despite the catchy rhyme, I was skeptical. Can you blame me? It seems that we women have been getting the shaft since that damn snake in Eden.
The list of superwomen who addressed the over capacity crowd at the “Adolescent Girls Initiative (AGI): An Alliance for Economic Empowerment” event on October 6th read like the World Bank, White House, Hollywood, Philanthropy, Business and the Catwalk list of Who’s Who. The crowd craned their necks from the hallway to catch a glimpse of World Bank Managing Director Ngozi Okonjo-Iweala and World Bank Director of Gender and Development Mayra Buvinic; White House Senior Advisor, Valerie Jarrett; Actor, Anne Hathaway; President of the Nike Foundation, Maria Eitel, and Supermodel Christy Turlington.
- The World Region
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- Youth for Good Governance
- Youth Adult Participation Project
- young women
- world bank
- White House
- Valerie Jarrett
- The Girl Effect
- Ready to work
- Nike Foundation
- Ngozi Okonjo-Iweala
- New Lessons: The Power of Educating Adolescent Girls
- Millenium Development Goals
- Mayra Buvinic
- Maria Eitel
- IDA 16 special themes
- Girls Count
- Gender Gap
- Gender Equality is smart economics
- Ellen Johnson Sirleaf
- economic returns
- Dilma Rousseff
- Christy Turlington
- Anne Hathaway
- Adolescent Girls Initiative
Alternatives to the traditional public school system are actively being sought and radical approaches for expanding school accountability are being widely touted. For example, in the award-winning documentary, Waiting for Superman.
While radical approaches are needed – given the desperate state of most public education systems; just see the poor results of most middle income countries in international assessments such as PISA and TIMSS – there are more mundane approaches, already in practice, that could be made to offer so much more. Giving public schools adequate resources, the right to make appropriate decisions, and holding them accountable through the publication of school results – in short, school autonomy – has been used in countries around the world since the mid-1960s. The school autonomy approach – be it known as school-based management, whole school development, comprehensive school reform, or parental and community participation – has been tried, evaluated, and proven successful at achieving a range of education goals in many different contexts.