PPPs are designed to achieve improved access to assets, infrastructure and services over a significant number of years. They should have clearly identified objectives, specified outcomes, clear programs of investment over time, and relationships and performance targets to bring to life the Social and Economic Value Equations that underpin them.
As stated in my previous blogs, the Social and Economic Value Equation is:
The World Region
We chose to highlight this book for the World Development Report (WDR) 2017 Seminar Series as its focus on institutional functions rather than forms and on adaptation resonates strongly with the upcoming WDR 2017.
The first takeaway of the book, that a poor country can harness the institutions they have and get development going is a liberating message. Nations don’t have to be stuck in the “poor economies and weak institutions” trap. This provocative message challenges our prevailing practice of assessing a country’s institutions by their distance from the global best practice and ranking them on international league tables. Yuen Yuen’s work, in contrast, highlights the possibility of using existing institutions to generate inclusive growth and further impetus for institutional evolution.
Low commodity prices and weak global trade continue to create challenging conditions for commodity-exporting, emerging markets and developing economies. According to the Global Economic Prospects, in 2016 commodity exporters in these economies grew more slowly than commodity importers did.
In today’s globalized world, a corporation might have a retail store in one country, a factory in another, and financial services provider in yet a third.
Corporate interconnectedness has brought investment and growth, to be sure, but it has also added complexity to the work of tax authorities. Increasingly, developing-economy governments come face-to-face with corporations that employ sophisticated strategies with the aim of paying fewer taxes. With our recently published handbook, "Transfer Pricing and Developing Economies: A Handbook for Policy Makers and Practitioners,” we hope to support efforts to protect countries’ corporate tax bases.
In a world riddled with complexity, the simplicity of universal basic income grants (BIGs) is alluring: just give everyone cash. Excerpts of such radical concepts have been put in practice across the globe, with the launch of a pilot in Kenya, results from India, a coalition in Namibia, an experiment in Finland, a pilot in the Unites States, a referendum in Switzerland, and the redistribution of dividends from natural resources in Alaska and elsewhere.
From addressing the forced displacement crisis to helping indigenous communities, and from implementing the “New Urban Agenda” to enhancing resilience to disasters and climate change, one thing is clear: we must step up efforts to build and grow economies and communities that are inclusive, resilient, and sustainable for all—especially for the poor and vulnerable.
In the timeline below, revisit some of the stories on sustainable development that resonated the most with you last year, and leave a comment to let us know what you wish to see more of in our “Sustainable Communities” blog series in 2017.
- Disaster Resilience
- Social Inclusion
- forced displacement
- community-driven development
- Indigenous Peoples
- waste management
- New Urban Agenda
- Habitat III
- Sustainable Development
- Sustainable Communities
- Global Economy
- Urban Development
- Social Development
- Climate Change
- The World Region
- South Asia
- Latin America & Caribbean
- East Asia and Pacific
State capacity is clearly fundamental to development, and the motivation and productivity of the personnel working in the state is clearly fundamental to state capacity.
, and 50 to 60 percent of formal sector or salaried workers in developing countries. This fact alone warrants a detailed understanding of the functioning of public sector labor markets and their influence on the broader labor market, particularly as the characteristics of public sector workers—their gender, age, and skills profiles, for instance—can be quite different from their private sector counterparts.
But more importantly, the motivation of government workers and thereby the productivity of government bureaucracies impacts almost everything else in an economy, from business regulations, to infrastructure provision, to the delivery of services.
Sir Anthony Atkinson, who was Centennial Professor at the London School of Economics and Fellow of Nuffield College at Oxford, passed away on New Year’s Day, at the age of 72. Tony was a highly distinguished economist: He was a Fellow of the British Academy and a past president of the Econometric Society, the European Economic Association, the International Economic Association and the Royal Economic Society. He was also an exceedingly decent, kind and generous man.
Although his contributions to economics are wide-ranging, his main field was Public Economics. He was an editor of the Journal of Public Economics for 25 years, and his textbook “Lectures on Public Economics”, co-authored with Joe Stiglitz in 1980, remains a key reference for graduate students to this day. Within the broad field of public economics, Tony published path-breaking work on the measurement, causes and consequences of poverty and inequality – from his early work on Lorenz dominance in 1970, all the way to his more recent joint work with Piketty, Saez and others on the study of top incomes. Over his 50-year academic career, he taught, supervised and examined a large number of PhD students, some of whom came to work at the World Bank at some point in their careers.
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!
One of my favorite songs when I was growing up was John Lennon’s “Imagine.” A few months ago, UNICEF created a project around it to highlight the plight of millions of refugee children. As 2016 drew to a close, I couldn’t help but imagine a world with high-quality, affordable, sustainable, well-maintained infrastructure services for everyone.
I’m not sure a video of infrastructure projects set to “Imagine” would fire people up as much as the UNICEF video does. But there is value in reflecting on what we have accomplished in 2016, and what we might hope for and imagine in 2017, to bring this vision closer to reality for millions of people.
- Public Private Partnerships
- Public private partnership
- Labor and Social Protection
- Agriculture and Rural Development
- Climate Change
- Financial Sector
- Global Economy
- Information and Communication Technologies
- Law and Regulation
- Private Sector Development
- Public Sector and Governance
- Urban Development
- The World Region