Blog reader: “Dan! The government is one big system. Why didn’t your blog on the latest research on the quality of governance take this into account?”
Dan (Rogger): “Well, typically frontier papers in the field don’t frame their work as ‘modeling the system’ [which do?] However, Martin Williams at the Blavatnik School of Government hosted a conference last week on ‘Systems of Public Service Delivery in Developing Countries’ that directly aims to discuss how research can take into account the systemic elements of governance.
“I have always enjoyed studying computer and human physiology since childhood, that’s why I jumped at the opportunity of developing a scientific application with KPITB’s support. This app has even helped my younger brother understand different body organs and their functions in a fun way. The KPITB’s ‘early age programming’ program has supported many girls from public schools, who would otherwise have never received this chance of realizing their dream of developing apps.”
Such compelling words came from Hafsa, a 13-year-old female student of Pakistan’s Khyber Pakhtunkhwa’s (KP) public school as she addressed about one thousand young men and women at this year’s Digital Youth Summit (DYS) in Peshawar.
Girls like Hafsa are becoming the face of DYS, an annual event that brings the spotlight on young talent and their digital innovations.
I heard similar passionate accounts during my two-day interaction with KP youth as they shared candidly how they had transformed challenges into opportunities through hard work and perseverance.
where 50 percent of people are age 30 or under.
Such forums also provide a space for youth to voice their aspirations and claim for greater and more meaningful socio-economic inclusion.
And while Hafsa’s impassionate story of progress resonated with everyone in the room, it stood as a stark reminder that
Fittingly, DYS discussed different gender issues and offered solutions to boost female digital entrepreneurship.
My name is Christian Niyomwungere and I will soon graduate from the University of Burundi. It was there, during my years of study, that I became aware of the issue of unemployment.
Rising at 7:00 am to take children to school may seem like a regular activity for many. But what about bringing ALL your community’s youngest children to school, on a donkey cart no less?
Every morning, children from the Sinchou Demben village in central Gambia meet Malang Demto. Stick in hand and a smile on his face, he leads them to the closest elementary school, located approximately three kilometers away. Mr. Demto is a farmer who for a little over a year has also overseen the village’s ‘school bus,’ the donkey-pulled cart he drives to Sare Babou.
The problem is partially rooted in institutions, who having imperceptibly supplanted traditional & cultural rites of passage often fail to recognize the extent of the need for robust, wholistic and sustained alternatives. Girls experiencing menarche not only require WASH infrastructure, but meaning; they not only need materials, space and privacy to change and dispose of menstrual products, but an environment free from aspersions, taboo and social restriction.
“The World Bank is one of the world’s largest producers of development data and research. But our responsibility does not stop with making these global public goods available; we need to make them understandable to a general audience.
When both the public and policy makers share an evidence-based view of the world, real advances in social and economic development, such as achieving the Sustainable Development Goals (SDGs), become possible.” - Shanta Devarajan
It’s filled with annotated data visualizations, which can be reproducibly built from source code and data. You can view the SDG Atlas online, download the PDF publication (30Mb), and access the data and source code behind the figures.
This Atlas would not be possible without the efforts of statisticians and data scientists working in national and international agencies around the world. It is produced in collaboration with the professionals across the World Bank’s data and research groups, and our sectoral global practices.
Trends and analysis for the 17 SDGs
- Urban Development
- Social Development
- Public Sector and Governance
- Private Sector Development
- Migration and Remittances
- Law and Regulation
- Labor and Social Protection
- Information and Communication Technologies
- Global Economy
- Financial Sector
- Climate Change
- Agriculture and Rural Development
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- The World Region
- Sustainable Communities
In many ways, Ethiopia’s teacher Continuous Professional Development program is an education specialist’s dream: teachers regularly collaborate with peers, they are mandated to complete 60 hours of professional learning every year, and in some regions, they receive promotions based on performance in the classroom. The structure mirrors many aspects of international best practice and yet the system falters, primarily because it is missing a key ingredient: content.
About 4 percent of the Sri Lankan population live in plantations. And . The Mount Vernon Estate, Middle Division, Hatton had an old Child Development Center (CDC) closer to the road with very limited space for the children to move around.
Until recently, the facilities were beyond repair.
That is, until the World Bank-funded Sri Lanka Early Childhood Development Project provided financial assistance to build a spacious new CDC.
The construction work was completed in October 2017 and handed over to the community.
Nearly 20 children now attend the CDC every day.
Kamala Darshani, the Child Development Officer in charge is pleased that the children now have a brand new center with new tables, chairs, and toys. She finds that the children love various colors and feels that the children could benefit from attending the center every day.
Dean Jamison is one of the world’s leading global health economists, but the way he tells it, it was something of an accident. He started as an education economist at the World Bank in 1976, and he was a pioneer in using impact evaluations to study the effectiveness of distributing textbooks in Nicaragua and the Philippines. Later on, Jamison received an invitation to join the World Bank’s first economic mission to China, where he was tasked with analyzing health issues. “I was eager to see the country and didn’t want to tell anyone how little I knew about health,” he admitted recently. “But from that point on, I was a health economist.”