I recently read in a newspaper about a video of an obese 12-year-old who collapsed at school in Mexico and later died from a heart attack. Although the newspaper could not certify the veracity of the video, it is an awful reminder of the large burden of overweight and obesity, suffered not only by adults but children in Mexico and other developing countries.
At a time when students, parents and governments are looking with concern at ever increasing levels of student loan debt, the returns to schooling seem to be declining, on average, at least slightly.
The value one gets from an education, in terms of future earnings, has been decreasing over time. The returns to another year of schooling tend to decline as the level of schooling rises in an economy.
Engaging individuals to share their knowledge and learning on development challenges and solutions with the wider community is a core value of the WBG’s Open Learning Campus. In this context the story is often a powerful learning tool. This idea is not a new one; in fact, stories have been a universal form of knowledge transfer for over 100,000 years as a way of connecting people and creating a common perspective on social, economic, political and cultural issues that they care about.
However, the above statements apply only to effective storytelling, which requires sustained engagement with the community, and adequate influence over the learning and knowledge accretion process of the community. Research has shown that information alone—even critically valuable information—without the context, relevance, and engagement provided by effective story structure—is markedly ineffective in changing core attitudes, beliefs, and behaviors (in influencing).
- Urban Development
- Social Development
- Private Sector Development
- Labor and Social Protection
- Information and Communication Technologies
- Global Economy
- Climate Change
- Agriculture and Rural Development
- The World Region
- South Asia
- Sri Lanka
Today, I had the pleasure of participating in a keynote discussion at the Education World Forum in London--a large annual gathering of education decisionmakers from around the world. We focused this morning on how to use and translate data generated by education systems into better policies and effective results.
My fellow panelists which included Baroness Lindsay Northover, Parliamentary Undersecretary of State at the UK’s Department for International Development, and Professor Eric Hanushek from Stanford University, made excellent points about the link between education outcomes and economic growth. They also spoke about the ways to reach the 58 million children from marginalized communities who remain out of school.
I chose to focus on investments in the youngest children, from birth to age 5, before they even enter primary school.
Imagine a situation where: there are low graduation rates; violence spills into the schools; where most students are poorly educated; where there is growing inequality; students are passed from grade to grade even if they don’t learn; and there are unemployed graduates – yet skilled jobs go unfilled. Imagine a school system ruled by a government-run monopoly dominated by vested and political interests. There is no accountability – nobody is held responsible for results. There is little information or data available with which to manage the system.
Does this sound like a developing country you know? But no, this isn’t a description of fragile state, or a low-income country. It’s not a caricature of a developing country run by a corrupt leader, on the brink of social and economic decline.
It’s New York City in the early 2000s.
After the New Year arrives, most of us have the habit of making New Year resolutions. Whether it is a higher salary, a promotion, world travel or even weight loss, some wishes are similar among us and our friends. This year, after meeting the students attending the 11th South Asia Economic Students Summit (SAESM), I realized how New Year wishes can be vastly different from one corner of the world to another.
Here’s a sample of New Year “wish lists” of the South Asian students who attended the 11th SAESM in Thimphu, Bhutan held between Dec. 23-28, 2014.
“I hope South Asia can have a similar program to ERASMUS in Europe, where students are allowed to spend one year or a semester working or interning in a different South Asian country."
- Phalguni, Kirorimal College, India
Guest post by Abhijeet Singh
Last week on this blog, David wondered whether we should give up on using SDs for comparing effect sizes across impact evaluations. I wish that question was asked more often in the field of impact evaluations in education, where such comparisons are most rife. In this post, I explore some of the reasons why such comparisons might be flawed and what we might do to move towards less fragile metrics.