I have recently been involved in discussions with three countries that are considering *huge* new investments to introduce lots of new technologies in their primary and secondary education systems. Such discussions typically focus quite a bit on what technologies will be purchased; what additional products, services and support will need to be provided if the technology is to be used effectively; and how to pay for everything. Increasingly (and encouragingly), there is also talk of how to measure the impact of these sorts of investments. To measure 'impact' (however you choose to define it), you of course need to know what has actually happened (or not happened). When you are putting computers in all schools, or rolling out lots of new digital learning content, or training lots of teachers, how do you know that these sorts of things are actually taking place?
My colleague and (I hope still) friend, Chico Ferreira recently took the trouble to write a comment on my earlier LTD post on measuring inequality of opportunity in the context of human development. Early on in his comment, Chico also paid me the compliment of a being a “clever guy”, which was nice until I read on and found that while he agreed with some of what I said there was a lot he didn’t like. Now Chico is a really clever guy, and this is an area he knows a lot about. So I realize I’m treading on thin ice when I say I’m not completely convinced about his ripostes. But let me take the risk. Chico’s not just super-clever – he’s also very nice. So if the ice cracks and I fall in, I think there’s a good chance he’ll pull me out.
Three years after the earthquake, Haiti has made gains in key development areas including education, the economic environment and managing the risk of natural hazards. In this video blog, World Bank regional Vice President Hasan Tuluy shares his top five wishes for Haiti in 2013.
This is the time of year when we make resolutions and you may be wondering what you can do better and more efficiently in 2013.A lot of books have been written on the topic but one of the best is 7 Habits of Highly Effective People by Stephen Covey who died in 2012. The 7 habits are: Be proactive; Begin with the end in mind; Put first things first; Think win-win; Seek first to understand, then to be understood; Synergize; Renew yourself.
Covey’s son – also called Stephen – wrote another remarkable book called The Speed of Trust, which includes this noteworthy statement: “You need to trust yourself before you can trust others.”
From Africa to China, from the use of mobile phones to a big evaluation report on the OLPC project -- with a short detour down Sesame Street and a bunch of stuff about digital textbooks thrown into the mix -- the World Bank EduTech blog covered a lot of ground in 2012.
I was asked recently to advise on some ongoing work on human development, equal opportunities, and universal coverage. The work was building on previous work undertaken by the World Bank in its Latin America and the Caribbean (LAC) region that had developed a new index known as the Human Opportunity Index (HOI).
The core idea underlying the HOI isn’t new. The argument is that inequalities are inequitable insofar as they’re the result of circumstances beyond the individual’s control (inequality in opportunity), but not if they reflect factors that are within the individual’s control. The object of the exercise is to separate empirically the two.
In country after country in Sub-Saharan Africa, new discoveries of oil, natural gas and mineral deposits have been making headlines every other week it seems. When Ghana’s Jubilee oil field hits peak production in 2013, it will produce 120,000 barrels a day. Uganda’s Lake Albert Rift Basin fields could potentially produce even greater quantities. Billions of dollars a year could flow into Mozambique and Tanzania thanks to natural gas findings. And in Sierra Leone, mining iron ore in Tonkolili could boost GDP by a remarkable 25 percent in 2012.
My strong hope is that all the people living in these resource-rich African countries also get to share in this new oil and mineral wealth. So far, with one of few exceptions being Botswana, natural resources haven’t always improved the lives of people and their families. From what I see on my constant travels to the continent, economic growth in most resource-rich countries is not automatically translating into better health, education, and other key services for poor people.
Many resource-rich countries tend to gravitate towards the bottom of the global Human Development Index, which is a composite measure of life expectancy, education and income.
One strikingly effective way to make sure that all people, especially the poorest, share in the new minerals prosperity is through safety nets and social protection programs. These are designed to protect vulnerable families and promote job opportunities among poor people who are able to work. This in turn makes communities stronger and more secure, while reducing painful inequalities between people.
Social protection programs are already central to poverty-fighting, higher growth national strategies across Africa, and have played a significant role reducing chronic poverty and helping families become more resilient in the face of setbacks such as unemployment, sudden illness, or natural disasters such as droughts or floods. These programs have also allowed families to invest in more livestock or grow more food, and increase their earnings.
- Labor and Social Protection
- Social Development
- Agriculture and Rural Development
- Sub-Saharan Africa
- social safety nets
- social protection
- Human Development Index
- cash transfers
Recently, I was part of the Global Economic Symposium held in Rio de Janeiro. This year’s theme was Growth through Education and Innovation; I presented as part of a panel entitled Effective Investments in Education.
My presentation focussed on the fact that a growing and compelling body of research shows that teacher effectiveness varies widely - even across classrooms in the same grade in the same school. Getting assigned to a bad teacher has not only immediate, but also long term, consequences for student learning, college completion and long-term income.
After several months of planning and consultations with our partners, which started in May 2011, the Egypt Development Marketplace (DM) was launched on November 8, 2012. As part of the outreach strategy, the Egypt DM team organized a series of information sessions in four of Upper Egypt’s major cities; Asyut, Qena, Aswan and Minya. The sessions were co-organized and co-hosted with Egypt DM partners International Labor Organization, Social Fund for Development, Sawiris Foundation, and others. The sessions were attended by approximately 400 leaders from agricultural cooperatives, NGOs and small companies. In addition to the usual warm welcome and generous hospitality, typical of Egyptians, here are some reflections based on what we heard from the participants:
Jiwo Damar Anarkie from Indonesia is a young co-founder of the Future Leaders for Anti-Corruption (FLAC) a local NGO, and he uses storytelling and hand puppets to teach integrity to elementary school students.
"They're very young, at the stage where character building is still possible. Storytelling is one of the most effective ways to do so," said Anarkie.
The organization did an initial road show in four schools in Jakarta, and later built partnerships with Komisi Pemberantasan Korupsi (KPK, Corruption Eradication Commission), allowing the team to reach more schools in more cities as well as to train more storytellers and purchase more hand puppets.
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A visit to Asia is always bittersweet. I am amazed and seduced by Asia’s enormous success. And to be honest, it also makes me a bit envious.
I am especially impressed by their focus on the quality of education.
From the World Development Report 2012.
For poor women and for women in very poor places, sizable gender gaps remain. In education, where gaps have narrowed in most countries, girls’ enrollment in primary and secondary school has improved little in many Sub-Saharan countries and some parts of South Asia. School enrollments for girls in Mali are comparable to those in the United States in 1810, and the situation in Ethiopia and Pakistan is not much better.
What falls outside the standard assumptions and models of economics? How does that matter for development? Last week, the Africa Chief Economist’s Office and the Development Economics Research Group of the World Bank sponsored a star-studded course exploring exactly this issue.
Nobel Prize winner George Akerlof highlighted how, because of all the advantages of markets, we ignore the traps that come along with them. Sellers can deceive buyers and prey on their unconscious biases, lack of self-control, and naiveté.
Using his famous “lemons” market example, Akerlof showed that, instead of there being no equilibrium, naïve buyers will in equilibrium buy poor-quality used cars. He calls this phenomenon “Phishing for Phools”.
Let's think together: Every week the World Bank team in Tanzania wants to stimulate your thinking by sharing data from recent official surveys in Tanzania and ask you a couple of questions. This post is also published in theTanzanian Newspaper The Citizen every Sunday.
Education is key. As foundations go, there is none more important than this one – in achieving progress as well as in sustaining it.
Since the introduction of free primary education in 2001, Tanzania has achieved significant progress in improving access to basic education. Primary school attendance of children aged 7 to 13 years increased from 54 percent in 1999 to almost 80 percent in 2010. Yet Tanzania also still has one of the lowest primary-to-secondary transition rates in sub-Saharan Africa (at just 41 percent in 2009), with girls being particularly disadvantaged. In addition, standardized assessments have revealed that the quality of education is insufficient to provide students with the most basic numeracy and literacy skills. In 2011, Tanzania scored much lower than Kenya or Uganda in these assessments.
Not only does Tanzania still lag in terms of educational outcomes compared to neighboring countries but also the quality of education varies tremendously depending on where you live in the country:
- United States
- United Kingdom
- South Africa
- The World Region
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- Communities and Human Settlements