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Youth

Latin America: Is better technical and technological higher education the answer?

Diego Angel-Urdinola's picture
 
A new World Bank study finds that some Chilean technicians with a two-year degree have education returns that are only slightly lower than those of professionals. (Photo: Dominic Chavez/World Bank)



Two years ago, 23-year-old Pedro Flores became a technician specializing in renewable energy—all thanks to a degree from a technical institute in Maule, located in one of Chile’s poorest regions. After completing his degree in just two years, Flores became the only person in his family to obtain an advanced degree. Today, he lives in Santiago and works for a private solar energy multinational corporation, where he earns a competitive salary that is only slightly below the average for entry-level professionals in his field, most of whom spent over five years in university.

Transport is not gender-neutral

Karla Gonzalez Carvajal's picture

Transport is not gender-neutral. This was the key message that came out of a high-level gender discussion co-hosted by the World Bank and the World Resources Institute during the recent Transforming Transportation 2018 conference, which was held in Washington DC between January 11-12, 2018. This was the first time in the 15-year history of this annual event that a plenary session looked specifically at the gender dimensions of transport.
 
Women represent the largest share of public transport users around the world, yet they face many barriers that limit their mobility. The numbers speak for themselves. Some 80% of women are afraid of being harassed while using public transport. In developing countries, safety concerns and limited access to transport reducing the probability of women participating in the labor market by 16.5%, with serious consequences on the economy: the global GDP could grow by an additional $5.8 trillion if the gender gap in male and female labor force participation is decreased by 25% by 2025 (International Labour Organization). Women and men have different mobility needs and patterns, yet transport policies for most countries remain unrelentingly gender-blind.
 
Female participation in the transport sector—as operators, drivers, engineers, and leaders—remains low. According to Harvard Business Review, “women make up 20% of engineering graduates, but nearly 40% of them either quit or never enter the profession.” As a result, the transport industry remains heavily male-dominated, which only makes it harder for women service users to make themselves heard, and limits incentives for the sector to become more inclusive.
 
The gender plenary at Transforming Transportation brought together five women and two men on the panel to discuss these issues and highlight practical solutions used in their work to ensure inclusive transport.

Using technology to promote youth employment: How to develop digital solutions

Gabriela Aguerrevere's picture
Partners have developed a human-centered approach in developing digital platforms for youth. Photo: Sarah Farhat/ World Bank

How and when can we use technology to design and implement youth employment programs? We should ask ourselves whether investing in digital solutions is worth the time and money before deciding to include a digital component in our projects, because as much as technology can be transformative and help provide solutions, it is both expensive and time-consuming. Furthermore, we need to make sure we fully understand the problem that we are trying to solve.

A Smarter Way to Keep Teachers in Malawi’s Remote Schools

Salman Asim's picture
 
Alberto Gwande, the Headteacher at the Khuzi school near Nathenje, Lilongwe Rural East District, Malawi.
Photo: Ravinder Casley Gera


Alberto Gwande and his students at Khuzi school in Malawi need more teachers. The school is severely understaffed, with only six teachers for nearly 800 students. “I was supposed to receive new teachers last year, but they never came,” recalls Alberto, the headteacher.

Khuzi is 20 kilometres away from Nathenje, the nearest large village with a trading center, and its Pupil-Teacher Ratio (PTR) is 131 pupils per teacher. In contrast, Chibubu school, located four kilometers from Nathenje, has a PTR of 65, while Mwatibu school, located inside the village, has a PTR of just 49. And yet, despite the shortage at Khuzi, it was Chibubu which received four new teachers last year.

Joining efforts to tackle a global jobs crisis

Esteve Sala's picture
Jobs at the center of development

How is the World Bank helping countries create more and better jobs? Do we need new  strategies in the new world of work reshaped by new technologies and other global challenges? In this video interview with David Robalino, manager of the Jobs Group at the World Bank, we introduce two new partnerships for tackling the multi-pronged challenges of job creation in a comprehensive approach.

To transform agricultural extension, give youth a voice

Hope Mpata's picture
​© Neil Palmer/CIAT  ​
© Neil Palmer/CIAT


At the recent Africa Agriculture Extension week in Durban, there was a common refrain: "Demand for food in Africa is growing and expected to double by 2050." This is why we see continued growth and employment opportunities in the agricultural value chain and why agriculture extension—or training-- is more important than ever.

So what exactly is agriculture extension? Agricultural extension focuses on delivering advisory services for technologies that help crop, livestock, and fishery farmers, among others. Extension workers are trainers, advisors, project managers, community developers and policy advocators. They also conduct administrative support for local governments and help farmers make decisions and share knowledge. Agriculture extension, which services smallholder farmers throughout the value chain, is crucial in achieving food, nutrition and income security.

How a time-tested education model can prepare students for a high tech future

Harry A. Patrinos's picture
Students need to develop and practice 21st century skills, such as leadership, teamwork, and cooperative learning. (Photo: World Bank)



I believe that people who are constantly on the lookout for new models of education should also look to the past at something that was started over 40 years ago. In the 1970s, the “New School” model was born in rural Colombia.
 
New School – Escuela Nueva in Spanish – is recognized for its innovative nature and for improving the education of millions of children around the world. Originally designed to provide cost-effective schooling to small rural schools in Colombia, it focused on cooperative learning and leadership, feedback, social interaction – all now hallmarks of so-called 21st century learning.

More qualified procurement personnel will strengthen Afghanistan’s reform efforts

Anand Kumar Srivastava's picture
With support from the Afghanistan Reconstruction Trust Fund, the Afghan government is taking steps to professionalize procurement and improve capability in ministries and other government institutions.
With support from the Afghanistan Reconstruction Trust Fund (ARTF), the Afghan government is taking steps to professionalize procurement to improve the capability of ministries and other government institutions. Photo Credit: NPA/World Bank

Recruiting the right people for the right jobs is the drive behind the first mass recruitment carried out by the Government of Afghanistan to improve public services. The process is currently underway as part of the government’s civil service and procurement reforms to improve capacity in ministries. Almost 700 highly qualified women and men are expected to be recruited by the end of 2017.

The ongoing recruitment, led by the Independent Administrative Reform and Civil Service Commission (IARCSC), is in tune with the government’s efforts to professionalize procurement and improve capability in ministries and other government institutions.
 
Candidates are undergoing a rigorous selection process, including a mass examination, which saw about 7,800 people take the exam. IARCSC is working closely on this initiative with the National Procurement Authority (NPA), which is providing technical support, and the Ministry of Higher Education, which is facilitating the examination process.

Can tackling childcare fix STEM’s gender diversity problem?

Rudaba Z. Nasir's picture
Girls attend school. Pakistan. © Caroline Suzman/World Bank
Girls attend school. Pakistan. © Caroline Suzman/World Bank


Growing up in Pakistan, I often wondered why boys were expected to become doctors or engineers while girls, including me, were encouraged to pursue teaching or home economics. So, when my cousin Sana became the first woman in my family to start a career in engineering, she also became my idol. But a few months later, my excitement soured when Sana quit her job halfway through her first pregnancy. Sana’s story, however, is not unique. Women make up less than 18 percent of Pakistan’s science, technology, engineering, and mathematics (STEM) professionals. Traditional gender roles and lack of access to formal childcare often play a critical role in many women’s decisions to forgo STEM careers.


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