Kuraisa lives in the Majhaulia village in Muzaffarpur district of Bihar, India. As an artisan, she and her family create traditional lac bangles – colorful bracelets made of resinous materials and usually molded in hot kilns – in their small home production unit.
In early 2016, Kuraisa joined a self-help group made up of other lac bangle producers and supported through the World Bank’s Bihar Rural Livelihoods Project (BRLP), also known locally as JEEViKA.
The self-help group taught Kuraisa new design techniques and loaned her $2,300 to start her own business. One year later , Kuraisa has added two more production units to her home, which provide full time jobs to her relatives and to as many as 6 additional workers during peak season.
Kuraisa’s annual business income has now tripled to $10,000. The self-help group has expanded and nearly 50 artisan families in the village have joined, giving rise to a village enterprise cluster with an annual revenue of $450,000.
Standing in line to sign up for the Digital Youth Summit in Peshawar this May, I struck up a conversation with a young woman from Peshawar. I was pleasantly surprised by her level of interest and eagerness in participating at the tech conference. She was keen to develop an app that would allow her to sell home-based food products at a national level. She had already gathered a group of friends who would work with her on different aspects of task planning and implementation. Her enthusiasm was palpable and infectious. Born and raised in South Asia, I understand the constraints local women face in largely male dominated societies. I was therefore heartened by the large turn-out of women queuing to enroll for the workshops.
I am still shaken and saddened by the many lives lost to the attacks in Kabul two weeks ago and since then there has been more violence. As we grieve these tragedies, now is the time to stand strong with the people of Afghanistan and renew our commitment to build a peaceful and prosperous country.
To that end, we announced this week a new financing package of more than half-a-billion dollars to help Afghanistan through its struggle to end poverty, increase opportunity to help stabilize the country, and ensure all its citizens can access basic services during a time of economic uncertainty.
Afghanistan has come a long way since 2001 and achieved much progress under extremely challenging circumstances. Life expectancy has increased from 44 to 60 years, maternal mortality has decreased by more than three quarters and the country now boasts 18 million mobile phone subscribers, up from almost none in 2001.
Yet, the development needs in Afghanistan remain massive. Nearly 40 percent of Afghans live in poverty and almost 70 percent of the population are illiterate. The country needs to create new jobs for about 400,000 people entering the labor market each year. The situation is made more challenging by the return of around 5.8 million refugees and 1.2 million internally displaced people.
Our new support is in line with our belief that Afghanistan’s economic and social progress can also help it address security challenges. Our financing package meets the pressing needs of returning refugees, expands private-sector opportunities for the poor, boosts the development of five cities, expands electrification, improves food security, and builds rural roads.
- Sustainable Communities
- fragile states
- fragile and conflict affected states
- Conflict and Fragility
- Urban Development
- Social Development
- Public Sector and Governance
- Private Sector Development
- Migration and Remittances
- Financial Sector
- South Asia
Poor math and science scores in Sub-Saharan African schools – particularly in school-leaving exams – has long plagued educationists and policy makers. As my colleague, Waly Wane, pointed out in a recent post, failures to improve learning outcomes in these subjects raise doubts as to whether African education policies can ever deliver the scientists and engineers the continent needs to do better socio-economically.
Socio-emotional skills are the new hot topic in education. Governments, ministers of education, policymakers, education experts, psychologists, economists, international organizations, and others have been captivated by these skills and their contribution to students’ academic and life outcomes. The goal seems clear, but the way to achieve results is not so obvious. Most of the literature focuses on the impact of socio-emotional skills on different outcomes, while much less illuminates the specific mechanisms through which teachers can boost students’ socio-emotional development.
The story of a country’s economic development is often told through the lens of new roads, factories, power lines, and ports. However, it can also be told through the voices of everyday heroes, individuals who have taken action to improve their lives and those around them. In this blog series, the World Bank Group, in partnership with the Ivoirien newspaper Fraternité Matin and blogger Edith Brou, tells the stories of those individuals who, with a boost from a Bank project, have set economic development in motion in their communities.
Surrounded by dozens of other children from the village of Elima, little Karidjatou Ouattara sits calmly in class, eyes riveted to the blackboard. She cannot contain her excitement: "Before, we had to go far to school; now, we have our own school!"
However, the Elima school, the first official French school, created in August 1887 and located on the eastern coast of the Aby Lagoon, opposite the town of Adiaké, has for a long time been largely symbolic in Côte d’Ivoire. Gradually falling into ruin, the school was ultimately abandoned and removed from the school map.
Good principals can make a big difference
“It is widely believed that a good principal is the key to a successful school.” So say Branch, Hanushek, and Rivkin in their study of school principals on learning productivity. But how do you measure this? Using a database from Texas in the United States, they employ a value-added approach analogous to that used to measure performance among teachers. They control for basic information on student backgrounds (gender, ethnicity, and an indicator of poverty) as well as student test scores from the previous year. Then they ask, What happens to student learning when a school changes principals? They find that increasing principal quality by one standard deviation increases student learning by 0.11 standard deviations. Even after additional adjustments, their most conservative estimates show that “a 1-standard-deviation increase in principal quality translates into roughly 0.05 standard deviations in average student achievement gains, or nearly two months of additional learning.”
Notably, while improving teacher effectiveness affects the average performance of all of the students in his class, improving principal effectiveness affects average performance of the entire school, so the potential gains are high.
An estimated 1.1 billion people worldwide cannot officially prove their identity, according to the 2017 update of the World Bank's Identification for Development (ID4D) Global Dataset.
How do we prove who we are to the people and institutions with whom we interact? Imagine trying to open your first bank account, prove your eligibility for health insurance, or apply for university without an ID; quality of life and opportunities become severely restricted. An officially-recognized form of ID is the key enabler – critical not only for exercising a wide range of rights but also for accessing healthcare, education, finance, and other essential services. According to the World Bank Group’s latest estimates, this is problematic for an estimated 1.1 billion people around the globe.
Addressing this most basic barrier was the rationale behind the international community’s decision to set target 16.9 in the UN Sustainable Development Goals: “to provide legal identity for all, including birth registration” by the year 2030. It was also the impetus for the World Bank Group’s launch of the Identification for Development (ID4D) initiative in 2014.
In order to work effectively towards this ambitious goal, governments and development partners need to understand the scale of the challenge – and every year the World Bank Group updates the ID4D Global Dataset to do just that. Using a combination of publicly available data (e.g. birth registration coverage rates from UNICEF) and self-reported data from ID agencies, we estimate the population without an officially recognized ID in 198 economies. In addition, we collate relevant qualitative information such as details on the agencies and ministries responsible, and the prevalence of systems which are digital (now introduced in 133 economies, but not necessarily with full coverage in each).
Twenty-four-year-old Narmina enrolled at the Azerbaijan University of Languages in September of 2012. In the last year of Narmina’s studies, her father, a war veteran, and mother encountered financial difficulties and were unable to pay Narmina’s tuition. Having dropped out or, more accurately, “stopped out” of her studies, Narmina applied to Azerbaijan’s newly established Maarifci Student Loan Foundation (MSLF) and was one of the first to be awarded a student loan. With the much needed financial support, Narmina has since completed her bachelor’s degree and now works at a local tourism company.
These are some of the views and reports relevant to our readers that caught our attention this week.
Want a Better, Safer World? Build a Finance Facility for Education
Stanford Social Innovation Review
The global education crisis can seem overwhelming. Today, there are 263 million children and young people throughout the world who are not in school, and 60 million of them live in dangerous emergencies. Fast forward to 2030, and our world could be one where more than half of all children—800 million out of 1.6 billion—will lack basic secondary-level skills. Almost all of them will live in low- and middle-income countries. What’s more, many of those children will never have the chance for an education at all; others who do attend school will drop out after only a few years. Their job prospects will be poor—their likelihood of becoming the entrepreneurs who will drive the next stage of global growth even more uncertain. This is a prediction of course—not a done deal by any means—and yet many low- and middle-income country leaders fear that this grim possibility will become their reality. They understand that lack of quality education will leave their countries unable to gain economic ground or improve the well-being of their citizens. And they realize that large numbers of young people—who should be a huge asset to their countries—can easily shift to the liability column and become sources of instability if they are deprived of their fundamental right to an education.
Business, Human Rights, and the Sustainable Development Goals
Business and Sustainable Development Commission.
Companies’ single greatest opportunity to contribute to human development lies in advancing respect for the human rights of workers and communities touched by their value chains, according to the new paper, Business, Human Rights, and the Sustainable Development Goals, authored by Shift and commissioned by the Business and Sustainable Development Commission. People around the world are affected by business activities every day, many very positively. Roughly 2 billion people are touched by the value chains of multinational companies. Yet these same people are exposed to the harms that can also result when their human rights are not respected by business, cutting them off from the benefits of development.