There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to digital resources to improve the education system (like Rio de Janeiro’s school management system). As public and private school systems continue to integrate technology into their classrooms, remember that education technology comes with risks.
We tend to think that the displaced will be able to go home soon, but in reality, they remain displaced for years. A total of 246,974 men, women and children from the Georgian regions of Abkhazia and South Ossetia are still unable to return, now living in the capital city of Tbilisi and in smaller urban and rural areas close to their regions of origin.
After more than 25 years since the first wave of displacement, Georgia’s internally displaced are a diverse group. Some live in independent private housing, are employed and have managed to provide good education to their children. Others continue to live in collective centers, are spatially and socially isolated from the rest of the population, and have been chronically poor and unemployed since they became displaced.
While meeting the immediate needs of the displaced is important at the outset, such changes over time suggest that we need to think differently about how better to support them in the long term.
One example is the monthly benefit of 45 Lari (approximately 20 USD) provided to all internally displaced citizens by the Georgian government, regardless of their levels of poverty or employment. Some of the country’s poor, who have not been displaced, have begun to question this benefit.
After all, why should someone who is not poor, receive such support?
In 2014, the Government of Georgia asked the World Bank to study this question. Should the benefit for the internally displaced be adjusted, and what are the implications, including social and poverty impacts? Here are some of the main observations from the report, Transitioning from Status to Needs Based Assistance for IDPs: A Poverty and Social Impact Analysis, which our team prepared:
- Georgia’s displaced and non-displaced are equally likely to be poor. However, the displaced tend to rely on social transfers, remittances, and informal jobs, and are more likely to be unemployed for long periods of time. Those in rural area have significantly less information, opportunities for employment, or access to good quality education and services.
- Those who still live in non-renovated, public collective centers experience inadequate living conditions. These households are often socially isolated, separated from friends and family and unable to form ties in uncertain housing conditions. Regardless of income, these households remain extremely vulnerable.
- The displacement "status," – i.e., formal recognition of having been displaced from a conflict area – has a strong symbolic and political value among the entire Georgian population. To the displaced it signifies hope of returning to their homeland. To others it signals the state’s commitment to reintegrating the two occupied territories. For many – rich or poor – holding this status is a matter of dignity.
But given fiscal constraints in Georgia, providing benefits to those that do not necessarily need them is problematic in the long term. In this regard, the report supports the eventual phasing out of the benefit, already initiated by the Georgian government, while taking steps to help those in need, with the following recommendations:
- Livelihoods support is essential especially for households at risk of falling into poverty, with activities that are tailored to the diverse needs of this population, their skills and location. Access to land for those in rural areas with agricultural skills, and access to finance and training for those who are entrepreneurial, are two activities that could work well with these groups.
- Addressing housing conditions and supporting access to private housing is important. Currently, 80 percent of government assistance for the internally displaced goes for housing. These resources could gradually be reallocated towards livelihood assistance for the poorest.
- The poorest households, eligible for social assistance, should be encouraged to apply to the Targeted Social Assistance program – the regular social assistance program for vulnerable Georgians.
It is perhaps most important to ensure that the population, both displaced and not, understands why these reforms are necessary. The time has come for an adjusted approach, so that scarce resources can be used more effectively to benefit those in need, especially the poor and vulnerable.
Photo: Inova BH
In English, “Belo Horizonte” means “beautiful horizon,” and this is an apt description of the long-term possibilities for educating the children of Belo Horizonte, the sixth largest city in Brazil and capital of the state of Minas Gerais. As a Brazilian who went through the national school curriculum, I believe that this system should be accessible to all citizens, and so I took a particular interest in the goals of this public-private partnership (PPP).
Greater access to education was a widely-shared ambition among the government team as well. The Municipality of Belo Horizonte already believed that a competitive workforce – and a functioning society – depends on good schools. That’s why it made early education a top priority and sought out advisory services from our Brazil-based team to find out if PPPs could help government make the grade. It seemed like this was a proposal the community could stand behind: Demand for better education was already strong, with over 11,000 children, many underprivileged, on a waiting list to enroll in school.
Do you know how to dance? You may be one of those that have a natural instinct for rhythm and movement, or you may be one of those that need some lessons to just learn how to do the steps.
How about exchanging dance lessons for scholarships? The Juan Pablo Gutierrez Caceres Foundation in Colombia offers scholarships for post-graduate studies to Colombian students with limited resources. This foundation capitalized on the great dance skills of the people of the Chocó region in Colombia. They offer online dance classes for a fee, and the money is used for the scholarship program of the foundation in that region.
Source of video: MullenLoweSSP3
Blog #3: Poverty down, but 1 in 2 hangs by a thread
India is home to the largest number of poor people in the world, as well as the largest number of people who have recently escaped poverty. Over the next few weeks, this blog series will highlight recent research from the World Bank and its partners on what has driven poverty reduction, what still stands in the way of progress, and the road to a more prosperous India.
We hope this will spark a conversation around #WhatWillItTake to #EndPoverty in India. Read all the blogs in this series, we look forward to your comments.
The sharp decline in poverty in India has been accompanied by a strong pattern of upward mobility, leading to an emerging middle class. Education, urban residence, and wage work have contributed to this higher-than-average upward mobility and lower downward mobility. Yet, a vast share of the population remains vulnerable to slipping back into poverty, suggesting that gains against poverty need to be deepened and made more secure. Scheduled Tribes stand out as a group that has fallen further behind, with one-third stuck in chronic poverty.
Finance ministers, auditors-general, and leaders of professional accounting organizations are meeting Tuesday in Nassau to discuss a topic that is often hidden from view, but is critical to quality of life in the Caribbean: Capacity and standards in public financial management.
How governments manage taxes, borrowing and spending is essential to economic growth, to poverty-reduction, and to ensuring that the region’s poorest can improve their lives. It is a core function of accountability in government. Improvements in this area could increase the health of small and medium-sized enterprises, create jobs, and bring in additional government revenues to spend on essential public services. Residents of Caribbean nations: this strategic dialogue will be about how the government manages your money.
Five of the eight AGI pilots were able to successfully embed a rigorous impact evaluation design. We also had a centralized research team that ensured standardization of the research objectives and methods as much as possible. You can access the papers from the individual pilots on our website, and you can download useful documents such as our evaluation concept notes, list of core indicators, and survey instrument in our Resource Guide.
Here are some key recommendations for further research:
Unbundle evaluation designs and provide cost-benefit information by project component. AGI evaluations weren’t able to compare the relative impact of technical training versus life skills training or measure the impacts of specific project strategies, such as mentoring or placement assistance. Similarly, we can say very little about disaggregated costs of these components.
Have a cash-only evaluation arm. Youth employment interventions of all kinds are under pressure to demonstrate that their impacts are larger than what could be achieved through giving cash directly. See, for example, this relevant blog post from Chris Blattman. As part of this agenda we also need to understand the differential impacts of cash provision on young men and women.
Determine the optimal composition, intensity, and delivery of different mixes of skills. This is particularly true for life skills training, which tends to be much more heterogeneous across contexts and is far less expensive to implement than technical or business skills. Related questions around the appropriate age to focus on different types of skills and whether training works better in sex-segregated classrooms will aid in designing the next generation of youth employment programs.
Test strategies for job placement. Progress has been made in improving the delivery of skills training and in helping youth start businesses, but much less is known about how to cost-effectively assist youth to find and retain wage jobs. Interventions—some implemented in AGI pilots—that deserve more testing include:
- Variations in the length and intensity of job placement support: Most AGI interventions included three to five months of placement support;
- Performance-based contracts for the training providers, as used in both the Liberia and Nepal AGI pilots, though these have not been tested rigorously;
- Wage subsidies, as tested among young female community college graduates in the Jordan AGI, which achieved significant short-term gains but no long-term impact;
- Partnerships with large firms to create custom training programs.
Untangle the relationships between young women’s labor and health outcomes. The AGIs in Liberia and Nepal, using a technical and vocational education and training (TVET) model, did not have significant impacts on sexual behaviors or health outcomes, while the Uganda girls' club-based approach dramatically lowered fertility and increased condom use. One distinguishing factor about the Uganda project was that it worked with younger girls, starting at age 14. Another important question to answer is whether there is an optimal age threshold or whether there are other conditions under which skills training projects can affect sexual behaviors.