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Education

New technology changes the working day, offering a strategy for more jobs in the Middle East

Kara Schoeffling's picture

  Arne Hoel

It’s no secret that the Middle East and North Africa (MENA) region has the highest youth unemployment rate in the entire world: nearly 30% according to the International Labour Organization. Over one in four young people have no viable means for economic prosperity, and sadly education is no guarantor of a job. Despite these bleak statistics, a recent survey commissioned by Qatar’s telecom giant, Orredoo, suggests that young people still have hope of a great future, fueled in large part by the innovations of the 21st century. The challenge is to innovate technology and alter our way of thinking about work to motivate MENA’s youth.
 

Mar 28, 2014: This Week in #SouthAsiaDev

Liana Pistell's picture
We've rounded up 27 tweets, posts, links, and +1's on South Asia-related development news, innovation, and social good that caught our eye this week. Countries included: Afghanistan, Bangladesh ,India, NepalPakistan, and Sri Lanka. For regular #SouthAsiaDev updates, follow us on Facebook and Twitter

One Question: What Is Your Favorite Number?

Mehreen Arshad Sheikh's picture

My Favorite Number
We know that numbers are useful. We rely on them to analyze global economic trends, but also to count calories, create passwords, manage schedules and track our spending. Numbers give order to the chaos of our lives. And that means we can use numbers to reflect, learn, and re-discover ourselves.

We’ve launched a new YouTube series called ‘My Favorite Number,’ that shows how a single digit can give us unique insight into global development and humanity. A number can have a profound effect on human lives.

To Lead Tomorrow, Future Leaders Must Learn to Read Today

Mabruk Kabir's picture


When it comes to primary education, there are many reasons to be optimistic. Enrollment has jumped across the world, and more children are in school than ever before. In the last decade, the number of out-of-school children has fallen by half, from 102 million in 2000 to 57 million in 2011.
 
But is showing up to school enough?
 
According to UNESCO’s Education for All Global Monitoring Report, almost one quarter of the youth in the developing world cannot read a sentence. In countries with large youth populations, this can leave behind a crippling ‘legacy of illiteracy’. Despite almost universal primary enrollment in India – 97 percent – half of second grade students cannot read a full sentence, and almost a quarter cannot even recognize letters.

Reading is a foundational skill. Children who do not learn to read in the primary grades are less likely to benefit from further schooling. Poor readers struggle to develop writing skills and absorb content in other areas. More worryingly, learning gaps hit disadvantaged populations the hardest, limiting their economic opportunities. In Bangladesh, only one in three of the poorest quartile is literate, compared to almost nine out of ten in the richest.

Increasing the Impact of Financial Education: Approaches to Designing Financial Education Programs

Andrej Popovic's picture

Recent evaluations of a number of worldwide financial education programs reported widely varied outcomes. While some found evidence of effectiveness, others reported mixed or no evidence. Yet an increasing number of developing countries are putting financial education strategies in place or are expanding financial education programs. The quality of design of such strategies and programs is therefore crucial.

Financial education programs can be ad hoc targeted interventions, aimed at addressing specific financial education gaps, or they can be more comprehensive approaches through financial education or literacy strategies that aim to address a number of priorities. Regardless of the approach – which depends on the local context – financial education programs have a higher likelihood of greater positive impact if they are based on reliable diagnostic tools and focused on clearly defined and sequenced priorities.
 
Over the past two years, the Financial Inclusion and Consumer Protection team at the World Bank Group has conducted substantial technical and diagnostic work in the area of responsible finance. For example, we have developed methodologies for financial capability surveys and impact evaluation, and we have conducted a series of diagnostic reviews in the area of consumer protection and financial literacy on a global scale.

Expanding the Global Youth Agenda beyond Jobs

Gloria La Cava's picture

Young man from MENA

Youth exclusion- is a challenge of staggering proportions in the post-2015 development agenda. Since 2011, disenchantment among the largest youth cohort in history has channeled itself into movements challenging the status quo in the Middle East and North Africa (MENA), Europe, and Latin America. Popular protests have been called not just for jobs but for changing the old order, but for a voice on policies that impact the future of youth, and for justice, freedom and dignity. 

Teaching 21st Century Skills to Ready Students for the World of Work

Mohammed A. Khan's picture


What are the jobs of the future? How can I steer my daughter to a career which offers the best potential for secure employment? If I am honest with her, no one really knows. A decade ago, who had heard of an App Developer or a Chief Listening Officer? These jobs, like so many others, simply didn’t exist.

Why Investing in Poor Countries Helps All of Us

Jim Yong Kim's picture

Many people have the misconception that my field -- global development -- is just about do-gooders and charities helping the poor. To be sure, many charitable groups are doing generous, laudable work. But global development extends far beyond charity and has a greater impact on the global economy than most people think.

Strong economic growth in developing countries became an engine for the global economy after the 2008-09 financial crisis, accounting for roughly 50 percent of all global growth. In addition, fully half of the United States’ exports now go to emerging markets and developing economies.

Global economic development can be good for your bottom line. Our focus is on helping more than a billion poor people lift themselves out of extreme poverty and on boosting the incomes of the poorest 40 percent in developing countries. To do that, we need to find economic growth strategies that help all segments of society in emerging markets -- reaching even fragile states striving to put years of conflict behind them and to create good jobs for their people.

The question I ask my team all the time is, what’s our plan? Increasingly scarce public funding isn’t enough to get the job done. We need to attract private sector investment that creates jobs. Ninety percent of all jobs in the developing world are created by the private sector. If we have high aspirations for the poor and vulnerable, there is no argument: We need the private sector to flourish, even in the poorest countries.

What Can a Community Do to Hold a School Accountable?

Deepa Rai's picture

The answer from a case study in western Nepal says the answer could be one of the social accountability tools - Community Score Card (CSC).

The case study, produced by the World Bank-funded Program for Accountability in Nepal (PRAN), gives an overview of how the tool was used to counter mismanagement, irregularity of staff as well as quality of 21 community schools in Nawalparasi district in Nepal.
 
Community Score Card
 
CSC is a mechanism through which citizens monitor the quality of community based public services. It provides the opportunity for citizens to analyse any particular service they have received based on their personal feelings, to express dissatisfaction or to provide encouragement for good work. It also further suggests measures to be taken if flaws still remain.
 
Ritu, who had to interrupt her post-school education because of her marriage, now hopes for a good education for her daughters. She voiced her heartfelt opinion during the scoring, commenting on the weak ability of the school administration to control and discipline the teachers. Consequently, she was elected into the School Monitoring Committee to supervise the improvements. She is confident that the community, having had a taste of the Score Card, will maintain it, especially now that it does not entail any community expense.

EdStats: Big Data, Better Policies, Learning for All

Husein Abdul-Hamid's picture

Are we effective in presenting education data to help tackle the real issues that developing countries are facing? The education community continues to be puzzled by two realities: (1) crucial data is often not available and (2) available data is often hard to digest.


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