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Latin America & Caribbean

Announcing Funding for 12 Development Data Innovation Projects

World Bank Data Team's picture

We’re pleased to announce support for 12 projects which seek to improve the way development data are produced, managed, and used. They bring together diverse teams of collaborators from around the world, and are focused on solving challenges in low and lower middle-income countries in Sub-Saharan Africa, East Asia, Latin America, and South Asia.

Following the success of the first round of funding in 2016, in August 2017 we announced a $2.5M fund to support Collaborative Data Innovations for Sustainable Development. The World Bank’s Development Data group, together with the Global Partnership for Sustainable Development Data, called for ideas to improve the production, management, and use of data in the two thematic areas of “Leave No One Behind” and the environment. To ensure funding went to projects that solved real people’s problems, and built solutions that were context-specific and relevant to its audience, applicants were required to include the user, in most cases a government or public entity, in the project team. We were also looking for projects that have the potential to generate learning and knowledge that can be shared, adapted, and reused in other settings.

From predicting the movements of internally displaced populations in Somalia to speeding up post-disaster damage assessments in Nepal; and from detecting the armyworm invasive species in Malawi to supporting older people in Kenya and India to map and advocate for the better availability of public services; the 12 selected projects summarized below show how new partnerships, new methods, and new data sources can be integrated to really “put data to work” for development.

This initiative is supported by the World Bank’s Trust Fund for Statistical Capacity Building (TFSCB) with financing from the United Kingdom’s Department for International Development (DFID), the Government of Korea and the Department of Foreign Affairs and Trade of Ireland.

2018 Innovation Fund Recipients

Guarantees light the way for clean energy through renewable auctions

Arnaud Braud's picture


Photo: Scaling Solar project in Zambia

What is a common thread between Argentina, Maldives, and Zambia? In each of these countries, the World Bank provided guarantees to support transparent auctions for renewable energy. Through these, I have seen how the Bank’s involvement helped increase private investors’ confidence, attract world-class developers, and ultimately reduce tariffs.

Drawing on 10 years of diverse experience in the power sector in both public and private organizations, my role is to help bridge the divide between public and private parties and help each side better understand the other. The World Bank is ideally positioned for this. Both sides understand the World Bank carries out a detailed due diligence and ensures the auction meets international standards. Both sides appreciate the World Bank will be an honest broker if issues arise. Because of its long term and continuous involvement in our client countries, the World Bank can help identify and solve issues early on. As such, no World Bank project-based guarantee has ever been called.

Colombia: the roads more traveled

Philippe Neves's picture

Also available in Español​


Photo: Dominic Chavez / International Finance Corporation

In the early 1990s, Colombia’s road infrastructure was a maze of poorly maintained roads and bad highways. Difficult geography—the Pacific coast jungle and the Andes branching out into three chains—made it harder to improve road conditions and connect isolated communities. Conflict, corruption, and short-term political priorities contributed to the problems plaguing Colombia’s road system. But just as influential were the problems with the nation’s existing concession contracts that had wrong incentives, created opportunities for renegotiating signed contracts, and assigned unproportioned demand risk to the Government of Colombia.

The secret sauce for making the New Urban Agenda a success

Luis Triveno's picture

Also available in: Español | 中文

Credit: Lois Goh/ World Bank


Modernity’s most common story spanning national, cultural and religious borders is about people moving from rural areas to the cities. By 2030, 80% of the world’s population will be living in urban areas, following the dream of better jobs, education, and health care.

Too often, however, that dream risks remaining an urban daydream, due to natural disasters such as hurricanes, earthquakes, and floods, as well as climate change. Those of us working to help these families find a better future must focus more on ways to support efforts to protect their lives – and their livelihoods.
 
In the 40 years since the launch of Habitat I, governments and municipalities throughout emerging and developing countries have been proving that their cities can be not only inclusive and secure, but also resilient and sustainable. However, unless they increase their speed and scale, they are unlikely to achieve the goals of the “New Urban Agenda” and its Regional Plans, launched at Habitat III in 2016.
 
From our perspective helping governments in Latin America and the Caribbean, and ahead of the World Urban Forum taking place in Kuala Lumpur, Malaysia in February, let us share three key ingredients necessary to achieve that goal:

2017 in review: The top ten World Bank education blogs

Anne Elicaño-Shields's picture
Celebrating education. (Photo: World Bank)


As the editor of the World Bank’s education blog, I get weekly submissions from our education experts from all corners of the globe. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.

Here are 2017’s most-read blog posts:

#10 There are cost-effective ways to train teachers

Teachers are the single most important factor affecting how much students learn. However, talent and heart aren’t enough to make a good teacher- as in all professions, one must train (and continue to train!) to be truly effective. This can be a big challenge in countries with fewer resources for education. Read about how 8,000 teachers in disadvantaged districts in Ghana upgraded their skills while simultaneously teaching in schools.

What 15 seconds can tell you about a classroom

Daphna Berman's picture




The first time a World Bank education team tried classroom observations in Brazil, it nearly provoked a state-wide teachers’ strike. It was October 2009 in the northeast state of Pernambuco and two members of the team, Barbara Bruns and Madalena Dos Santos, had handed out stopwatches to school supervisors newly trained in using the Stallings “classroom snapshot” method to measure teacher activities.

Two days later, the stopwatches were on the front page of Pernambuco’s leading newspaper: the teachers’ union called for a state-wide strike to protest an evaluation tool they dubbed the “Stalin method.”

“I thought the grant money we had used to train observers was down the drain,” recalled Bruns, a World Bank retiree now a visiting Fellow at the Center for Global Development. “But the governor, Eduardo Campos, was unfazed.  He publicly declared: ‘No one is going to stop me and my secretariat from going into public schools to figure out how to make them better.’  The union backed down and the fieldwork went ahead.” 

Innovation in the air: using cable cars for urban transport

Leonardo Canon Rubiano's picture
Also available in: Español
Photo: Andy Shuai Liu/World Bank

Invented over a century ago for exploring mountainous regions, aerial cable cars have recently made an appearance in several big cities, where they are being used as an alternative to conventional urban transport modes. This technology uses electrically-propelled steel cables to move suspended cars (or cabins) between terminals at different elevation points.
 
The tipping point. The emergence of cable cars in urban transport is fairly new. Medellín, Colombia pioneered the use of cable cars for urban transport when it opened its first “Metrocable” line in 2004. Since then, urban cable cars have grown in popularity around the world, with recent projects in Latin America (Rio de Janeiro, Caracas, Guayaquil, Santo Domingo, La Paz, and Medellín), Asia (Yeosu, South Korea, Taiwan, Hong Kong), Africa (Lagos, Constantine), and Europe (London, Koblenz, Bolzano).  Cable cars can be an attractive urban transport solution to connect communities together when geographical barriers such as hills and rivers make other modes infeasible.

How a time-tested education model can prepare students for a high tech future

Harry A. Patrinos's picture
Students need to develop and practice 21st century skills, such as leadership, teamwork, and cooperative learning. (Photo: World Bank)



I believe that people who are constantly on the lookout for new models of education should also look to the past at something that was started over 40 years ago. In the 1970s, the “New School” model was born in rural Colombia.
 
New School – Escuela Nueva in Spanish – is recognized for its innovative nature and for improving the education of millions of children around the world. Originally designed to provide cost-effective schooling to small rural schools in Colombia, it focused on cooperative learning and leadership, feedback, social interaction – all now hallmarks of so-called 21st century learning.

Test for what and what to test

Rafael de Hoyos's picture

“If you cannot measure it, you cannot improve it” Lord Kelvin  

Despite the recent proliferation of standardized testing in education, there is still a significant number of countries that oppose it. I’ve heard many arguments against standardized testing from policy makers, teachers and school directors, but two of them seem persuasive at first glance. The first one is that the test’s main purpose is to hold teachers and school directors accountable, that is, to reward and punish them based on students’ performance and—per tests’ opponents—this is unfair. The second is that since standardized testing assesses few subject areas, it redistributes attention and resources to these subjects in detriment of other equally important areas of the curriculum. These are valid points, but, as I argue below, they do not justify incurring the very high cost of not testing.


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