Therefore, preventing violence requires a multi-sectoral approach. What does this concretely mean? It means that It also means to move away from a punitive perspective solely focused on the criminal justice system and acknowledge the shared responsibility for violence prevention and the need for different sectors and government agencies to contribute to solving the issue.
: climate change, natural disasters, poverty, water scarcity, food insecurity, global displacement, conflict and violence. These are not the kinds of challenges that will go away on their own—they feed off one another and flourish. The world is responding with the Sustainable Development Goals (SDG), which lay out a road map to building a more inclusive, peaceful and prosperous world—a better world.
The 2018 World Development Report (WDR), Learning to Realize Education’s Promise, launched this week. While it draws on research and collective experience—both from within and outside the World Bank—it also draws on the personal experience of the team members, including the two of us. What inspires the focus on learning for all is that we both have seen the possibilities of widely shared learning, but we’ve also seen what happens when those possibilities aren’t fulfilled.
At the heart of Kabul City in Makroyan 3, lies the all-boys ‘Abdul Hadi Dawi’ school. Despite having 3,000 students, there are no latrines, only a remote plot of land dotted with containers for the students to use. The school is also located near the Supreme Court, an area with potential security risks.The Abdul Hadi Dawi School encapsulates many of the problems with the education system in Afghanistan.
There is little evidence of high-quality instruction or learning happening in the classroom. And neither were teachers being assessed on their performance nor the quality of their teaching.
Improving learning is a priority for Afghanistan. Therefore, the government of Afghanistan sought our support to document the reality of primary education in Afghanistan and identify bottlenecks in schools that impede the delivery of high-quality education.
Thirty-two schools participated in our pilot study in Kabul city in April 2017. Our findings break new ground and are based on SABER Service Delivery methodology already tested in the Africa region through the Service Delivery Initiative.
Our survey provides indicators necessary to track progress in student learning and inform education policies to provide high-quality learning environments for both students and teachers. The indicators are standardized, allowing comparisons between and within nations over time.
There’s a crisis in learning. The quality and quantity of education vary widely within and across countries. Hundreds of millions of children around the world are growing up without even the most basic life skills.
The 2018 World Development Report draws on fields ranging from economics to neuroscience to explore this issue, and suggests improvements countries can make. You can get the full report here and to give you a flavor of what’s inside, I’ve pulled out a few of the charts and ideas that I found most striking while reading through it.
The report sets out several arguments for the value of education. The clearest one for me? It’s a powerful tool for raising incomes. Each additional year of schooling raises an individual’s earnings by 8–10 percent, especially for women. This isn’t just because more able or better-connected people receive more education: “natural experiments” from a variety of countries - such as Honduras, Indonesia, Philippines, the U.S., and the U.K. - prove that schooling really does drive the increased earnings. More education is also linked with longer, healthier lives, and it has lasting benefits for individuals and society as a whole.
Who doesn’t enjoy an afternoon at the movies? Yet sometimes a cinema screening can be more than just fun. An experiment in Uganda demonstrates how an inspiring, relatable figure in a movie can actually help students to pass their math exams.
We all benefit from role models, whether it’s in school, work, or our personal life. A role model shows us how we can be more or achieve more. In Madagascar, a role model (in this case, an “educated person with high income, who grew up in the local school district”) sharing her life story at a school significantly increased students’ test performance. (Notably, the effect only materialized when the role model had come from a poor background, not when she came from a well-off background.) In Uganda, women who work in male-dominated sectors – and subsequently make much more money – point to the importance of role models in showing them they can succeed.
Many Sri Lankans understand the potential benefits of lowering trade costs and making their country more competitive in the global economy. The majority, however, fear increased competition, the unfair advantage of the private sector from abroad and limited skills and innovation to compete.
Yet, Sri Lanka’s aspirations cannot be realized in the current status quo.
While changes in trade policies and regulations will undeniably improve the lives of most citizens, I’m mindful that some are likely to lose. However, many potential gainers of the reforms who are currently opposed to them are unaware of their benefits.
Implementing smart reforms means that government funds will be used more effectively for the people, improve access to better healthcare, education, basic infrastructure and provide Sri Lankans with opportunities to get more and better jobs. Let me focus on a few reforms that I believe are critical for the country. First, Sri Lanka needs to seek growth opportunities and foreign investment beyond its borders.
First, Sri Lanka needs to seek growth opportunities and foreign investment beyond its borders.
Experience shows that no country in the world today has been able to create opportunities for its population entirely within its own geographic boundaries. To succeed in this open environment, Sri Lanka will need to improve its skills base, better understand supply and demand chains as well as produce higher quality goods and services
Experience shows that no country in the world today has been able to create opportunities for its population entirely within its own geographic boundaries. To succeed in this open environment, Sri Lanka will need to improve its skills base, better understand supply and demand chains as well as produce higher quality goods and services.
- Urban Development
- Social Development
- Public Sector and Governance
- Private Sector Development
- Law and Regulation
- Labor and Social Protection
- Information and Communication Technologies
- Global Economy
- Financial Sector
- Agriculture and Rural Development
- South Asia
- Sri Lanka
The World Bank Group collects and analyzes feedback of its stakeholders systematically—on a three-year cycle—in all client countries. The Country Opinion Survey data helps the institution better understand local development context, enhance stakeholder engagement and partnerships, and improve its results on the ground. Tracking stakeholder opinions about effectiveness of the Bank Group’s sectoral support over time is crucial for assessing the progress on top development challenges in countries.
We continue looking at the education sector, as an example, to see how the Country Survey data can help country teams predict stakeholder perceptions and improve effectiveness of Bank’s sectoral work. Let’s look at the trending data, explore what drives the change in numbers, what can be projected for future and why, and how to work with stakeholder perceptions, using a targeted approach.
The first chart shows how the World Bank Group’s stakeholders—partners from the Government, ministries, civil society, private sector, and donor community—have changed their views on the Bank’s work in education in the Central Asian countries—Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan—during the past years.
Over the last two weeks, we’ve witnessed three hurricanes in the Caribbean and Gulf of Mexico as well as a magnitude 8.1 earthquake in Mexico, killing people and destroying homes. They serve as a reminder that natural hazards pose a greater threat to our lives and livelihoods than we may think.
Libraries Without Borders (BSF), an international organization that expands access to information, education, and cultural resources to vulnerable people around the world, knows that very well.—ones that can help vulnerable people and communities better prepare for, and recover from, disasters.
In 2010, BSF was building libraries in Haiti when the well-known earthquake struck. At the time, local partners asked BSF to help them create information and cultural access points in refugee camps. This experience led to the development of the “Ideas Box," an innovative tool that provides vulnerable communities in disaster-prone areas with access to information, education, and cultural resources.
Last week, on the International Literacy Day, I talked to BSF’s Director of Communications and Advocacy, Katherine Trujillo, about the Ideas Box, as well as how their innovative ideas and actions have helped promote literacy and build resilience in disaster-hit communities.
Researchers in development often hope that their research can ultimately influence policy. But getting from research results to policymaker persuasion is an ongoing struggle. Yesterday I heard insights on this point from Dasmine Kennedy of Jamaica’s Ministry of Education as well as Albert Motivans from Equal Measures 2030. (I also gave my two cents.)