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OpenStreetMap volunteers map Typhoon Haiyan-affected areas to support Philippines relief and recovery efforts

Zuzana Stanton-Geddes's picture


Mapping impact on houses in Tacloban

In the aftermath of a disaster, lack of information about the affected areas can hamper relief and recovery efforts. Open-source mapping tools provide a much-needed low-cost high-tech opportunity to bridge this gap and provide localized information that can be freely used and further developed.

A week ago, devastating typhoon Haiyan hit the Philippines. As the images of the horrifying destruction emerge, there is a clear need in accessing localized high-resolution information that can guide communities’ recovery and reconstruction. Responding to this challenge, over 766 volunteers have been activated by the Humanitarian OpenStreetMap Team (HOT) to create baseline geographic data which can be freely used by the Philippine government, donors and partner organizations to support all phases of disaster recovery.

Why is ethnic minority poverty persistent in Vietnam?

Gabriel Demombynes's picture
Also available in: Tiếng Việt
What will it take to end poverty in Vietnam?



A few months ago, I journeyed to Lao Cai, a predominantly ethnic minority area in Vietnam’s Northern Mountains, to supervise a pilot survey. One older man I encountered—typical of many we saw—was a subsistence farmer with minimal education who spoke only his native language and had barely ventured beyond his village.

Members of ethnic minority groups make up 15 percent of the country’s population but account for 70 percent of the extreme poor (measured using a national extreme poverty line). During Vietnam’s two decades of rapid growth, members of ethnic minority groups in the country have experienced overall improvements in their standards of living, but their gains have lagged behind those of the Kinh majority.

Why is ethnic minority poverty persistent? This has been the subject of numerous studies, including a 2009 study on ethnicity and development in Vietnam as well as a chapter in our more recent Vietnam Poverty Assessment. This is also one piece of the research my team is currently pursuing.

Tại sao nhóm dân tộc thiểu số ở Việt Nam nghèo dai dẳng?

Gabriel Demombynes's picture
Also available in: English
Làm gì để xóa nghèo ở Việt Nam?



Vài tháng trước, tôi có chuyến đi Lào Cai - một khu vực có nhiều dân tộc thiểu số sinh sống ở miền núi phía Bắc Việt Nam- để giám sát một cuộc khảo sát thí điểm. Tôi đã tình cờ gặp một người đàn ông lớn tuổi - một người điển hình trong số rất nhiều người mà chúng tôi đã gặp – đó là một người nông dân chỉ vừa đủ sống, có trình độ học vấn tối thiểu chỉ biết nói tiếng dân tộc và hiếm khi ra khỏi bản làng.

Người dân tộc thiểu số chiếm 15% dân số của Việt Nam nhưng chiếm tới 70% nhóm đối tượng cực nghèo (được đo lường theo chuẩn cực nghèo quốc gia). Trong suốt hai thập kỷ tăng trưởng nhanh của Việt Nam, người dân tộc thiểu số ở quốc gia này đã có mức sống được cải thiện lên một cách toàn diện, song thành quả được hưởng của nhóm đối tượng này còn kém xa so với dân tộc chiếm đa số là người Kinh.

Membangkitkan Generasi Emas Indonesia: Memperluas Wajib Belajar dari 9 Menjadi 12 Tahun

Samer Al-Samarrai's picture

Available in English | Cette page en Français



Belum lama ini, Menteri Pendidikan dan Kebudayaan mengumumkan perpanjangan program wajib belajar dari 9 ke 12 tahun. Dibalik pengumuman ini tersirat keinginan untuk meraup keuntungan dari bonus demografi ini secara maksimal.
 
Beda dengan negara-negara sekawasannya, Indonesia adalah bangsa yang relatif muda; sepertiga dari populasinya dibawah usia 14 tahun. Jika program perpanjangan wajib belajar ini diterapkan dengan sukses, maka penduduk muda tersebut akan mendapat manfaat dari peningkatan akses pendidikan. Anak-anak ini membawa  peluang yang sangat besar. Ketika mereka bergerak menuju pasar tenaga kerja, mereka memiliki potensi untuk meningkatkan pendapatan per-kapita nasional sebelum usia penduduk mengalami penuaan  dan tingkat ketergantungan meningkat. Untuk meraih keuntungan dari bonus demografi ini, generasi yang disebut-sebut “generasi emas” oleh Mendikbud ini harus diberi pendidikan yang lebih baik, dan kesempatan belajar hingga sekolah menengah.

 

Myanmar: Thoughts Aboard the Yangon Circular Railway Train

Kanthan Shankar's picture

The Yangon Circular Railway is the local commuter rail network in Yangon, Myanmar. In this recording, World Bank Country Manager Kanthan Shankar boards the train on a three-hour ride around the city. "You see a panorama of life unfolding before you and you feel a part of the picture," he says, reflecting on the daily lives of the people in Yangon, "There's a huge opportunity for commerce and private sector growth. Yangon and Myanmar is lucky that it has basic infrastructure in place. It's a matter of rehabilitating these and aiming for a smoother ride to pave the way for commerce,"

 
Watch Kanthan's video blog:

The Pacific Islands Forum Responds to Climate Change

Axel van Trotsenburg's picture


I am here this week in Majuro in the Marshall Islands – where leaders from the Pacific Island Forum have gathered to discuss the impacts of climate change and to push for global action to mitigate the effects.

Here in the Marshall Islands, the highest point above sea level is only 3 meters.

In May this year, an unprecedented drought in the northern atolls of the Marshall Islands left many without enough food and water.

โครงการแล็ปท็อป และแท็บเล็ตเพื่อการศึกษาขนาดใหญ่ -- บทเรียนจาก 10 ประเทศ

Michael Trucano's picture

Also available in English

Photo by eFF-BKK
ภาพถ่าย slate กระดานฉนวน โดย Napat Chaichanasiri ผ่านการใช้ลิขสิทธิ์จากครีเอทีฟคอมมอนส์

ช่วงเวลาที่ผ่านมา มีข่าวน่าสนใจจากบทความที่มาจากหลากหลายแหล่ง ตั้งแต่ จากเคนยา เรื่อง “โรงเรียนประถม 6,000 แห่งได้รับเลือกร่วมโครงการแล็ปท็อปฟรี” หรือ จากแคลิฟอร์เนียเรื่อง “ลอสแอนเจลิสเตรียมแจกไอแพดฟรี 640,000เครื่องให้นักเรียน” นี่เป็นแค่สองเรื่องจากที่มีอยู่มากมาย ที่ชี้ให้เห็นถึง การนำคอมพิวเตอร์พกพา (แล็ปท็อป และแท็บเล็ต) มาใช้ในโรงเรียนทั่วโลกอย่างรวดเร็วขึ้นและเป็นจำนวนมากขึ้น ถ้ามองจากค่าใช้จ่ายเพียงด้านเดียว ซึ่งอาจจะมีมูลค่ามหาศาลได้แล้ว ข่าวเหล่านี้บ่งชี้ว่า การนำเทคโนโลยีมาใช้ในโรงเรียน เริ่มที่จะเข้ามาเป็นศูนย์กลางของนโยบายและกระบวนการวางแผนด้านการศึกษา ในหลายประเทศทั่วทุกทวีป ไม่ว่าจะร่ำรวยหรือยากจน

โครงการแบบนี้เป็นความคิดที่ดีหรือไม่? นั่นก็ขึ้นอยู่กับปัจจัยหลายๆ อย่าง ผมพบว่า โดยส่วนมากข้อเสียของโครงการลักษณะนี้จะซ่อนอยู่ในรายละเอียด (และการวิเคราะห์ความคุ้มทุน) อย่างไรก็ตาม ไม่ว่าจะเป็นเรื่องดีหรือไม่ดี ก็ปฏิเสธไม่ได้ว่า โครงการเหล่านี้กำลังเกิดขึ้น บ้างให้ผลดี บ้างก็มากับผลเสีย ทั้งยังเกิดถี่ขึ้น และจำนวนมากขึ้น เห็นได้จากคำถามต่อไปนี้

The Philippine Jobs Challenge: How to create more and better jobs?

Karl Kendrick Chua's picture
The Philippine Jobs Challenge
By 2016, around 12.4 million Filipinos would be unemployed, underemployed, or would have to work or create work for themselves in the low pay informal sector by selling goods like many seen here in Quiapo, Manila.

The Philippines faces an enormous jobs challenge. Good jobs—meaning jobs that raise real wages or bring people out of poverty—needed to be provided to 3 million unemployed and 7 million underemployed Filipinos—that is those who do not get enough pay and are looking for more work—as of 2012.

In addition, good jobs need to be provided to around 1.15 million Filipinos who will enter the labor force every year from 2013 to 2016. That is a total of 14.6 million jobs that need to be created through 2016.

Did you know that every year in the last decade, only 1 out of every 4 new jobseeker gets a good job? Of the 500,000 college graduates every year, roughly half or only 240,000 are absorbed in the formal sector such as business process outsourcing (BPO) industry (52,000), manufacturing (20,000), and other industries such as finance and real estate.

Vietnam: Who are the corruption game changers?

Huong Thi Lan Tran's picture
Also available in: Tiếng Việt
Two members of the Black and White club join an arm-wrestling competition with the slogan 'Arm-wrestling to blow away corruption' at a youth event in Hanoi in November 2012 to promote fair education environment.

I often hear that corruption is everywhere and nothing can be done about it. I used to believe it. I still hear people saying the work on anticorruption is a waste of time. I disregard these cynical statements now.  Who made me change my attitude? The youth.

I started being inspired several years ago when a group of young women from the Vietnamese NGO Live and Learn (L&L) developed the idea of ‘a sustainable and transparent society in the hands of youth’. As clear as the idea tells, these young women wanted to engage more with youth, educate them about sustainable and transparent development and how young people can become catalysts for change and for a less corruption-prone country. The idea was among winning initiatives of the Vietnam Innovation Day (VID) 2009 More Transparency and Accountability, Less Corruption, which was co-organized by the World Bank and the Government Inspectorate.[1]

As part of the project idea, L&L would help connect and create a network of student and youth groups (Green Generation network, volunteer clubs, youth organizations, Be Change Agents, etc.) in Hanoi. These groups would be more informed of development issues such as sustainable development, corruption, and their responsibilities, and eventually would act together to build a corruption-free society. The journey was not without difficulties. During the first six months of the project, L&L was not able to get into many universities to talk with students about transparency nor integrity, let alone corruption. Even if universities were open to the idea, not many students showed interest. Some events attracted only 8 young people.

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