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What can Laos teach us about organizational learning?

Naazneen Barma's picture
A collection of photos in the Champassak provincial office of Électricité du Laos shows the blue-shirted employees in action. Photo: Naazneen Barma/The World Bank
The hallways of the Électricité du Laos (EDL) provincial offices in Champassak Province are filled with posters bearing bar charts and diagrams illustrating the public utility’s remarkable success in delivering electricity to the country’s still heavily rural population.

It is easy to see that data is crucial to the agency’s operations. Sitting down with EDL’s employees and managers—all wearing the agency’s signature blue-shirt uniform with pride—it also becomes apparent that the science of numbers and the art of managing people have gone hand in hand at this agency. This combination has enabled EDL to make organizational learning a central pillar of the agency’s success.

Institutions Taking Root, a recent report of which I’m a co-author,  looked at nine successful institutions in fragile and conflict-affected states that share a core set of internal operational strategies. 

Philippines: Education that Knows No Boundaries

Nicholas Tenazas's picture
Filipino pride and boxing champion Manny Pacquiao completed highschool
under the Alternative Learning System, after taking the required exam in 2007
Photo by the DepEd

My relationship with the Philippine Department of Education’s (DepdEd) Alternative Learning System is one of ignorance, humiliation and inspiration.

As a young economist joining DepEd back in 2002, I was full of ideas on how to improve the country’s education system. I was coming in as a junior staff for a World Bank-funded project focusing on elementary education in poor provinces.

At around the same time, I had been hearing about this ALS program, which was providing basic education to out of school youth and adults, but I really paid no mind to it. All I knew about it was that it was largely non-formal, that it was conducted periodically through modules and that it was too small to make any significant statistical impact on globally-accepted education performance indicators.

I want my children to go to this kind of school

Nugroho Nurdikiawan Sunjoyo's picture
Parents and community members are more willing to support a school from having full knowledge about the school's resources.

Available in Bahasa

Years and years ago, when I was still in school, the interaction my parents had with the school was only during report card day, and perhaps the odd times I got into trouble. That was it. Although my son is only a year and a half old, I’ve been on the lookout for a school and I would rather not have him study at the type of school I went to.

Lessons from China for Africa - my take

David Dollar's picture

Thirty African officials visited China for 12 days in May on a pilot South-South knowledge exchange organized by the Chinese government with assistance from the World Bank.  My colleague, Phil Karp, has written about the program, including the study tour around China that he accompanied.  I met the officials in Beiji

China-Africa learning on development -- lessons for and from all involved

Philip E. Karp's picture

I recently had the pleasure of accompanying a group of 15 senior officials from East and Southern Africa on a field visit to Guangxi Autonomous Region and Guangdong Province.  Prior to the field visit, the officials had spent three days in Beijing at a workshop on China’s development experience.