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Photo (right): Mr. Amarin Jitnathum | Shutterstock
The Latin America and Caribbean region (LAC) has an infrastructure gap: the region needs to invest at least 5% of GDP to cover its infrastructure needs, but is currently investing only half that. To put it mildly, there is still a lot of room for improvement for both the public and private sectors, and also for multilaterals working in the region.
In a combined effort to reduce infrastructure gaps, Public-Private Partnerships (PPPs) have become, again, a popular tool since 2005. LAC was the predominant region for PPPs until the late 1990s, when investments plummeted due in part to a backlash of poorly-implemented PPPs.
Triggered by low commodity prices and rising fiscal deficits, as well as by improvements in PPP readiness, many countries established dedicated agencies and strengthened regulations leading to increases in PPP investments from $8 billion in 2005 to $39 billion in 2015. In total, LAC has seen investments of $361.3 billion in around 1,000 PPP infrastructure projects in just one decade, mostly in energy and transport.
Also available in: Español | Português
Also available in: Español | English
Foto (direita): Amarin Jitnathum | Shutterstock
A região da América Latina e Caribe (ALC) apresenta uma lacuna em termos de infraestrutura: a região precisa investir no mínimo 5% do PIB para atender suas necessidades neste setor, mas atualmente investe apenas metade desse percentual. Explicando de uma forma suave, há ainda muito espaço para melhorias por parte do setor público, do setor privado, bem como das organizações multilaterais que trabalham na região.
Em um esforço combinado de reduzir as lacunas de infraestrutura, as Parcerias Público-Privadas voltaram a ser uma ferramenta popular a partir de 2005. A ALC era a região com maior predominância de PPPs até o fim dos 1990s, quando os investimentos despencaram em parte como reação adversas provocadas por PPPs mal implementadas.
Incentivados pelos preços baixos dos produtos primários e déficits fiscais crescentes, assim como pelo aprimoramento da capacidade de preparação de PPPs, muitos países criaram agências específicas e fortaleceram regulamentações que levaram ao aumento de investimentos em PPPs de US$ 8 bilhões em 2005 para US$ 39 bilhões em 2015. No total, em apenas uma década, a ALC teve investimentos de US$ 361,3 bilhões referentes a aproximadamente 1000 PPPs de projetos de infraestrutura, principalmente nos setores de energia e transportes.
This blog post is a part of the International Open Access Week blog series.
In our continuing blog series leading up to International Open Access Week (October 23-27), Eduardo E. Quintero Orta, Research Librarian in ITS Knowledge and Information* discusses the importance and prevalence of Open Access to research in Latin America:
“Education is a powerful driver of development and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability”1
- OA repositories
- Free information access
- Ranking Web of Repositories
- The Registry of Open Access Repositories (ROAR)
- The Directory of Open Access Repositories (DOAR)
- open data
- latin america
- Open Access Resources
- Academic Libraries
- Elisa Liberatori Prati
- #Open in order to
- Open Access
Photo: Deutsche Welle | Flickr Creative Commons
As in many regions, countries in Latin America and the Caribbean are underinvesting in infrastructure—spending in the sector is only about half of the $300 billion needed annually to encourage growth and reduce poverty. Addressing this issue involves the successful interaction between public officials and leading infrastructure actors, particularly in the private sector. Stimulating such public-private dialogue is a priority for the Inter-American Development Bank (IDB) Group, a technical partner of the Global Infrastructure Facility (GIF). Along with other partners, our recently established PPP unit supports governments, international financial institutions, and the private sector to develop infrastructure projects.
It was therefore a privilege for me to moderate a panel on country infrastructure programs in Latin America at the GIF’s annual Advisory Council meeting in April 2017. We covered three countries—Colombia, Argentina and Peru—at different stages of PPP market development. The findings were encouraging and illustrate a path forward for other countries in the region:
Last Saturday, tens of thousands of people gathered on the Washington D.C. mall for the March for Science alongside hundreds of sister marches around the world to coincide with Earth Day. Climate change and environmental protection were high on the agenda as the planet continues to warm and countries confront an increasing number of extreme weather events.
Meanwhile, down the road at the Inter-American Development Bank (IDB), the 2017 Global Infrastructure Forum was in full swing, discussing how to deliver inclusive and sustainable infrastructure to ensure we achieve the objectives of the Paris Agreement and the Sustainable Development Goals (SDGs).
Globally, more and more people are embracing the sharing or platform economy. Some estimate that the sector’s revenues will increase to $335 billion globally by 2025. According to the Future Jobs Survey, conducted by the World Economic Forum, among top technological drivers of industrial change by 2020, the sharing economy, crowdsourcing takes the fifth place, with mobile internet, cloud technology taking the lead.
So what will the impact of these drivers be on the industries? Will there be new industries born as a result of these transformations? If so, will we be able and ready to respond to those changes? Will we have necessary skill sets to compete in the work force? Future holds both opportunities and challenges for industries, corporations, governments, and others concerned with the technological advancements.
What exactly is the sharing economy? Are you using some of its platforms? Do you benefit from their services?
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with an economic value of over US$3 billion per year.
A World Bank study puts , half of which occurs in developing countries. Water utilities suffer from the huge financial costs of treating and pumping water only to see it leak back into the ground, and the lost revenues from water that could have otherwise been sold. If the water losses in developing countries could be halved, the saved water would be enough to supply around 90 million people.
We refer to it as non-revenue water (NRW), or water that is pumped and then lost or unaccounted for.
The need to manage NRW better and protect precious water resources has become increasingly important. , enhance financial performance, make cities more attractive, increase climate resilience and reduce energy consumption.
“Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This is one of many important targets set by the United Nations General Assembly on September 27, 2015. How hard will it be to achieve this goal by 2030?
Last week saw a flurry of news reports in response to a single blog post about the well known One Laptop Per Child project. It's dead, proclaimed one news report as a result; it's not dead yet, countered another. Recalling Mark Twain's famous quotation, Wired chimed in to announce that Reports of One Laptop Per Child's death have been greatly exaggerated.
Whatever the status and future of the iconic initiative that has helped bring a few million green and white laptops to students in places like Uruguay, Peru and Rwanda, it is hard to argue that, ten years ago, when the idea was thrown out there, you heard a lot of people asking, ‘Why would you do such a thing?’ Ten years on, however, the idea of providing low cost computing devices like laptops and tablets to students is now (for better and/or for worse, depending on your perspective) part of the mainstream conversation in countries all around the world.
What do we know about the impact and results of initiatives
to provide computing devices to students
in middle and low income countries around the world?
According to figures from the UNESCO Institute for Statistics, "Countries will need an extra 1.6 million teachers to achieve universal primary education by 2015 and 3.3 million by 2030". The 2013/4 Global Monitoring Report provides a useful discussion of the consequences of this deficit, as well as some strategies for overcoming it. There are, unfortunately, no 'quick fix' solutions here. We didn't get ourselves into this mess overnight, and we won't get out of it overnight either. While longer term efforts tackle this challenge in multiple ways over time, recruiting new teachers and upgrading the skills of others, it is probably also useful to ask:
How do you teach children in places where there are no teachers?
Many proposed answers to this include some consideration of the use of information and communication technologies. Some groups have offered that it may be most efficacious to simply introduce technologies that help enable students to teach themselves, bypassing teachers altogether. That is certainly one approach, but one with, to date, a rather checkered history of success in many instances (although not all), and one that is consistent with a worry that teacher union officials have expressed to me many times over the years: that many of their members fear that they are being, or will be, replaced by new technologies. Rhetoric from certain politicians (I'll refrain from adding a link or three here, but a few minutes with your favorite search engine should help you locate a number of them yourself) and projections from some ministry of finance officials (informed, one suspects, in some cases by data from the marketing departments of certain technology firms) do little to alleviate such concerns. In some cases, the introduction of new technologies undeniably *does* replace certain specific functions or roles that teachers currently perform, or have performed in the past (especially related to what are essentially clerical or administrative functions -- this replacement is presumably not always such a bad thing). In my experience, introducing new technologies in schools actually makes the role and function of teachers more central and critical, but that is perhaps a topic for another blog post.
Faced with severe, in some cases quite extreme, deficits of qualified teachers, especially in remote communities and in subjects like mathematics, science and foreign languages, many countries are in engaged in long term efforts to recruit and train more teachers and upgrade the skills and content masteries of 'low-skilled' teachers already in their system. They are exploring how ICTs can be leveraged to help in these efforts. Where there are pressing needs *now* for teachers that can not be met through conventional approaches or according to the traditional timelines dictated by the capacity and effectiveness of their teacher training institutes, there are looking to see how technologies can help reach students today in schools without qualified teachers -- or in some cases, without any teachers at all.