“If you cannot measure it, you cannot improve it” Lord Kelvin
Despite the recent proliferation of standardized testing in education, there is still a significant number of countries that oppose it. I’ve heard many arguments against standardized testing from policy makers, teachers and school directors, but two of them seem persuasive at first glance. The first one is that the test’s main purpose is to hold teachers and school directors accountable, that is, to reward and punish them based on students’ performance and—per tests’ opponents—this is unfair. The second is that since standardized testing assesses few subject areas, it redistributes attention and resources to these subjects in detriment of other equally important areas of the curriculum. These are valid points, but, as I argue below, they do not justify incurring the very high cost of not testing.
With more jobs and competitiveness in mind, many economies worldwide have simplified their business start-up rules and regulations over recent years. Since the first Doing Business report was launched 15 years ago in 2003, a total of 626 national reforms that reduced the time and the costs of starting a business were recorded globally.
The debate on whether the state should play an active role in broadening access to finance or not is one that has lingered for decades. A recent book (de la Torre, Gozzi, and Schmukler, 2017) argues that a new a view has gained traction and is worth considering.
In a recent exhibition at the American Museum of Natural History in New York City, “Dinosaurs Among Us,” paleontologists use prehistoric fossil records of bones, feathers, and nests to show that some dinosaurs did not go extinct but, rather, evolved into the creatures we see today. The links they trace show how avian dinosaurs (ones that fly) evolved into modern-day birds. Paleontologists argue that avian-dinosaurs’ swift aerial mobility played a key role in determining their survival while their land-based relatives failed to thrive. Flight enabled them to relocate and adapt to drastically changing environments—a skill that their land-based relatives lacked.
Figure 1. Paleontologists argue that avian-dinosaurs (left) adapted to the changing environment quickly and evolved into birds (right).
Global economic growth is accelerating. After registering the slowest pace since the 2007-2009 financial crisis in 2016, global growth is expected to rise to a 2.7 percent pace this year and 2.9 percent over 2018-19.
While much has been said about better economic news from the major advanced economies, the seven largest emerging market economies—call them the Emerging Market Seven, or EM7 – have been the main drivers of this anticipated pickup.
The contribution of the seven largest emerging market economies to global output has climbed substantially over the last quarter century.
The EM7 -- Brazil, China, India, Indonesia, Mexico, Russia and Turkey – accounted for 24 percent of global economic output over 2010-2016, up from 14 percent in 1990s. Although this is a smaller share than the Group of Seven major industrialized economies, the G7’s portion of global economic output has narrowed to 48 percent from 60 percent over the same time frame.
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.
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Land and property lie at the center of many of today’s pressing development challenges. Consider that at most 10% of land in rural Africa is reliably registered. At this week‘s annual Land and Poverty Conference here at the World Bank, we will hear how this vast gap in documentation of land gap blunts access to opportunities and key services for millions of the world’s poorest people, contributes to gender inequality, and undermines environmental sustainability.
- I can always manage to solve difficult problems if I try hard enough.
- I am confident that I can deal efficiently with unexpected events.
- I can solve most problems if I invest the necessary effort.
- I can usually handle whatever comes my way.
If, after reading the statements above, you were a little confused and found your eyes going back and forth between them, trying to figure out how they are different, you are not alone. When we tested these and similar survey questions on women in rural Guatemala, we found that they not only confused our respondents but also perhaps deflated them.
Imagine having to skip work every month to travel to the city center just to pay your electricity bill or your child’s school fee? Would you not worry if your income relied on remittances and you were unable to pay rent because they were tied up in a network of agents? And wouldn't it frustrate you if you didn’t have a say in how your salary was spent or invested?
Having a bank account could help in all of these situations. Most of us probably have auto-pay set up so we don't need to worry about our monthly bill payments or money transfers. But the conveniences we take for granted are out of reach for the world's 1.1 billion women who lack an account. According to World Bank’s Global Findex database, men in developing countries are 9 percentage points more likely than women to own an account. The gap is largest in South Asia, where only 37 percent of women have an account compared with 55 percent of men.