Despite Thailand’s success in expanding educational access, new empirical evidence suggests that much more needs to be done to maximize the potential of its students. The 2012 PISA reading assessment reveals that almost one-third of Thai 15 year-old students were “functionally illiterate,” lacking critical skills needed for employment tasks that require reading skills beyond a basic level. Furthermore, the performance gap among schools has been widening in recent years. Unsurprisingly, the disadvantaged and poorer-performing students are concentrated in small rural village schools.
A week ago we hosted an informal workshop with some academic researchers, policymakers and World Bank staff to review "The second generation of evaluations" of CCT programs. We finally have the website, where you can see all the presentations made available by the authors and video of the event. Two posts in the Development Impact blog (here and here) go into more detail on the effectiveness of conditions — their theory, evidence and the conflicting values around them. In blog posts today and tomorrow we’ll summarize discussion of the whole workshop. Today we introduce it and focus on the human capital formation side of things. Tomorrow we consider the poverty reduction objective, how CCTS are working in low income countries, and some "new frontiers" with respect to considering behavior, governance, supply, costs, and wider social protection strategies.
- 保险产品： 《哈弗商业评论》刊登的研究论文 《女性相关经济》指出，据计算，女性保险市场规模达数万亿美元。
The Malawi National Statistical Office (NSO), in collaboration with the World Bank’s Living Standards Measurement Study (LSMS), disseminated the findings from the Fourth Integrated Household Survey 2016/17 (IHS4), and the Integrated Household Panel Survey 2016 (IHPS), on November 22, 2017 in Lilongwe, Malawi. Both surveys were implemented under the World Bank Living Standards Measurement Study-Integrated Surveys on Agriculture (LSMS-ISA) initiative, with funding from the United States Agency for International Development (USAID).
The IHS4 is the fourth cross-sectional survey in the IHS series, and was fielded from April 2016 to April 2017. The IHS4 2016/17 collected information from a sample of 12,447 households, representative at the national-, urban/rural-, regional- and district-levels.
In parallel, the third (2016) round of the Integrated Household Panel Survey (IHPS) ran concurrently with the IHS4 fieldwork. The IHPS 2016 targeted a national sample of 1,989 households that were interviewed as part of the IHPS 2013, and that could be traced back to half of the 204 panel enumeration areas that were originally sampled as part of the Third Integrated Household Survey (IHS3) 2010/11.
The panel sample expanded each wave through the tracking of split-off individuals and the new households that they formed. The IHPS 2016 maintained a 4 percent household-level attrition rate (the same as 2013), while the sample expanded to 2,508 households. The low attrition rate was not a trivial accomplishment given only 54 percent of the IHPS 2016 households were within one kilometer of their 2010 location.
- Central African Republic
- Burkina Faso
- Congo, Democratic Republic of
- Congo, Republic of
- Cote d'Ivoire
- Equatorial Guinea
- Gambia, The
- Sao Tome and Principe
- Sierra Leone
- South Africa
- South Sudan
- africa growth
- East Asia
- cash transfers
Timor-Leste is making great progress in education, which is considered an important
asset as the country looks to achieve sustainable, long-term development.
Eleven years since the restoration of Independence, Timor-Leste has now emerged from the ashes of destruction that devastated the country. During the conflict, most of the country’s infrastructure was demolished with over 95 percent of schools burnt to the ground.
Lack of infrastructure was only one of the many challenges facing Timor-Leste’s education. During the period of occupation most skilled teachers were not native Timorese and at the end of the conflict many evacuated, leaving very few trained teachers. Only a small number stayed on in the hope of driving education out of the darkness.
My foray into climate change in the World Bank Group started with the drought-affected regions in Andhra Pradesh, India in 2003. The WB had just started thinking about adaptation to climate change and was trying to begin a dialogue with developing countries dealing with overwhelming challenges of poverty. With my colleagues in India, we began looking at drought-proofing in Andhra Pradesh without labeling this a `climate change’ study. In many ways, this was probably the first attempt to integrate adaptation into a Bank rural poverty reduction project. Two years later, the study was well received and became the pilot for drought-adaptation, to be linked to India’s National Rural Employment Guarantee Program.
This experience served as a laboratory for us to learn lessons that have helped mould Bank’s engagement with climate change. It went on to shape the key features of the Strategic Framework on Development and Climate Change (SFDCC) that was approved a year ago. Connecting with client countries and listening to their concerns became the cornerstone for the SFDCC. The Framework was formulated through an extensive global consultation with both World Bank Group staff and external stakeholders. It was the process itself that helped build ownership for climate change work inside the Bank Group and among client countries.
Today's post comes from guest bloggers Hanan Jacoby and Ghazala Mansuri...