Swimming is to cats what rational thinking is to humans- they can do it, but usually begrudgingly.
While people like to think of themselves as independent thinkers who employ rational thought to make decisions (and this can sometimes be true), many of our choices are influenced by social instincts. What goes through our minds is derived, in large part, from what goes through the minds of those around us.
According to a book, I’ll Have What She’s Having, by Alex Bently, Mark Earls, and Michael J. O’Brien, humans are fundamentally pro- social creatures that collaborate and copy the behaviors and choices of others when making decisions.
Each month, People, Spaces, Deliberation shares the blog post that garnered the most attention.
For July 2014, the featured blog post is "World Bank’s Four Year Access to Information Policy Update."
It’s been four years since the World Bank enacted its Access to Information Policy, and to mark the occasion this blog post covers the facts, figures, and developments that has made this Policy a success. Read the blog post to learn more!
Monitoring, Evaluation and Learning (MEL) used to send me into a coma, but I have to admit, I’m starting to get sucked in. After all, who doesn’t want to know more about the impact of what we do all day?
So I picked up the latest issue of Oxfam’s Gender and Development Journal (GAD), on MEL in gender rights work, with a shameful degree of interest.
Two pieces stood out. The first, a reflection on Oxfam’s attempts to measure women’s empowerment, had some headline findings that ‘women participants in the project were more likely to have the opportunity and feel able to influence affairs in their community. In contrast, none of the reviews found clear evidence of women’s increased involvement in key aspects of household decision-making.’ So changing what goes on within the household is the toughest nut to crack? Sounds about right.
But (with apologies to Oxfam colleagues), I was even more interested in an article by Jane Carter and 9 (yes, nine) co-authors, looking at 3 Swiss-funded women’s empowerment projects (Nepal, Bangladesh and Kosovo). They explored the tensions between the kinds of MEL preferred by donors (broadly, generating lots of numbers) and alternative ways to measure what has been going on.
Solutions Oriented Knowledge-Sharing
Making information and data freely available and usable enables citizens to engage with service providers to participate in development decisions. But is this enough?
Proactive disclosure of better data and information are prerequisites to enabling citizens, governments and institutions to make informed decisions. In order to help countries utilize the open initiatives and build client demand for increased openness, the World Bank organized local workshops and public forums in South Asia and East Asia since 2012, using the twinning approach of access to information and open data. This was an opportunity to connect local citizens and stakeholders to national and global data and knowledge, further providing the public with information needed to influence development at the local level. The World Bank interacted with civil society organizations, research and academic institutions, media, and government, among other stakeholders, providing a forum for discussion, debate and the exchange of information. Access to Information broadens the conversation among multiple informed stakeholders and creates opportunities to find and deliver innovative local solutions to long-standing development problems.
In the past two decades while the world has experienced global integration, technological innovation, and economic reforms, there has also been financial turbulence and continuing environmental damage. As the world changes, a host of opportunities are constantly arising, and with them, appear risks both new and familiar. These risks range from the possibility of job loss and disease, to the potential for social unrest and natural disasters. This is the topic of a new World Bank Group MOOC illustrating how risk management can be used as a tool for development by helping to minimize crises but also unlocking important opportunities.
My relationship with the Philippine Department of Education’s (DepdEd) Alternative Learning System is one of ignorance, humiliation and inspiration.
As a young economist joining DepEd back in 2002, I was full of ideas on how to improve the country’s education system. I was coming in as a junior staff for a World Bank-funded project focusing on elementary education in poor provinces.
At around the same time, I had been hearing about this ALS program, which was providing basic education to out of school youth and adults, but I really paid no mind to it. All I knew about it was that it was largely non-formal, that it was conducted periodically through modules and that it was too small to make any significant statistical impact on globally-accepted education performance indicators.
While at the Carbon Expo in Cologne at the end of May, there was a great deal of interest in the climate change learning programs that we shared with attendees. The sense I got as I spoke with participants from a range of sectors (engineering, risk management, energy consulting) is that people are realizing that knowledge needs to be converted to learning to become practice, especially on a topic as complex as climate change. This was one of the drivers behind the development of our recent Massive Open Online Course on climate change.
Over the past several decades, developing countries have made remarkable progress in achieving quantitative education targets. Since the turn of the millennium, almost 50 million children around the world have gained access to basic education – and most are reaching completion. But as recent PISA data shows, this is not typically the case for qualitative improvements in education. A persistent learning gap remains for an estimated 250 million children who are unable to read and do math, even after spending three or more years in the classroom.
This morning I had the pleasure of delivering the keynote speech at the Education World Forum in London, a large annual gathering of education decision-makers from around the world. More than 80 ministers of education are attending the forum, plus many more high-level participants from donor agencies, private business and academia. I spoke about how much the global education community has to celebrate—the developing world has tripled the average years of schooling of an adult in just two generations, and in the past 15 years the ratio of girls to boys in primary and secondary education rose from 84 to 96 percent—but also about how much there is left to do less than a year to 2015.