“How you can live and adapt to climate change… How you can together tackle the issue of carbon intensity of Vietnam?” – World Bank Group President Jim Yong Kim challenged 22 young Vietnamese environmentalists, including myself, at a roundtable discussion on the impacts of climate change to Vietnam during his visit to the country. Around that time, Vietnam and some neighboring countries were hit by typhoon Rammasun. It could have been a coincidence, but it gave us a sense of urgency and how serious the issue of climate change is.
In my 10 years of working in the World Bank, I have seen remarkable changes around me. In 2004, Emerald Avenue in Ortigas Center, where the old World Bank office was located, started to wind down after 9 PM. Finding a place to buy a midnight snack whenever I did overtime was hard. It was also hard to find a taxi after work.
Today, even at 3 AM, the street is bustling with 24-hour restaurants, coffee shops, and convenience stores, hundreds of BPO (Business Process Outsourcing) employees taking their break, and a line of taxis waiting to bring these new middle class earners home. Living in Ortigas Center today means that I also benefit from these changes.
Pada tahun 2005, saya merasa beruntung berada di Indonesia saat upaya reformasi guru dimulai. Parlemen Indonesia menetapkan sebuah undang-undang komprehensif mengenai guru disertai agenda yang besar. Program utamanya adalah sertifikasi yang bertujuan meningkatkan kesejahteraan sekaligus kualitas guru secara signifikan. Guru yang telah menerima sertifikasi akan menerima gaji dua kali lipat. Syarat sertifikasi adalah memiliki gelar S1 serta kompetensi untuk memberikan pendidikan yang berkualitas.
Semua bahan untuk melakukan perubahan besar sepertinya tersedia. Regulasi yang bagus, dan upaya yang dipimpin seseorang yang mengepalai sebuah direktorat baru di Kementerian Pendidikan dengan mandat khusus untuk meningkatkan kualitas guru dan staf pendidik.
In 2005, I had the great fortune of being in Indonesia just as its major teacher reform effort was beginning to take off. Indonesia’s parliament had passed a comprehensive law on teachers, along with its ambitious agenda. Its signature program of certification intended to dramatically improve both teacher welfare and quality. Certified teachers would receive a doubling of salary, and certification was to require that teachers hold a four-year degree and demonstrate possession of competencies necessary to provide good quality education.
The key ingredients for major change seemed in place. Good legislation, and an effort led by a dynamic champion who headed a newly established directorate in the Education Ministry, with the specific mandate of improving the quality of teachers and of educational staff.
Our response to climate change at the global level clearly needs improving. While some governments are managing to set and enforce limits on the emission of greenhouse gases, an international agreement that is both enforceable and meaningful remains elusive. Measures undertaken by private individuals and organizations, though plentiful, largely fail to connect to the political process and continue to fall short in aggregate. Is there a way to combine these public and private efforts? We think there is, as we’ve explored in a recent NZZ article and ETH blog post: a new type of liability insurance.
Looking to the insurance industry for addressing climate change is not new (see, for example, Nobel Laureate Robert Shiller’s column; the Geneva Association’s statement; and the climate change and insurance links discussed at the World Bank’s recent Understanding Risk conference). What has been lacking, however, are ideas for employing insurance instruments at scale, across national boundaries, and in a way that maximizes existing capacities and market mechanisms.
Back in March 2014, I had the opportunity to be part of a World Bank team supporting the Tongan government to develop a reconstruction policy after Tropical Cyclone Ian hit earlier this year. To implement the policy, the Ministry of Infrastructure led a series of surveys to inform housing reconstruction. This post, which does not intend to be scientific or exhaustive, is to share some of the key lessons I learned from this experience.
Damage assessments are routine in the aftermath of disasters, but they differ depending on their objectives (Hallegatte, 2012 - pdf). A rapid survey in the wake of a disaster event could help to estimate grossly the direct human and economic losses and damages. This type of survey is best to capture the amplitude and the severity of the disaster. However, such survey could present some flaws, often because the survey will be conducted in a very short time frame with minimal design. On the other hand, a survey conducted a few months after the event is best to understand better the context of the disaster. It also allows a better design and better preparation. But, equally, such survey could include biases. For instance, the time lag between the event and the survey itself could create some level of challenges. Most likely, people would have started to fix their houses or have moved away from the affected area, and that will add a layer of complexity to the survey.
In the morning of January 11, 2014, after an early warning from the Department of Meteorology and the National Disaster Management Office on the upcoming category 5 tropical cyclone Ian, power and radio transmission went off on the Island of Ha’apai, one of the most populated among the 150 islands of the Tongan archipelago in the South Pacific.
The Pacific Islands are inherently prone to hazards due to their geographic location and small size. Each year Pacific Island countries experience damage and loss caused by natural disasters estimated at an average $284 million, or 1.7% of regional GDP (World Bank 2013). In the coming decades, climate change is expected to make things worse through sea level rise and more intense cyclones.
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.