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تجلیل از پانزدهمین سالگرد اغاز مجدد همکاری های بانک جهانی درافغانستان

Raouf Zia's picture
Also available in: English | پښتو




بانک جهانی فعالتیهای خویش را در افغانستان در سال ۱۹۷۹ میلادی پس از تهاجم شوروی سابق به تعلیق در اورد. فعالیتهای این اداره در ماه می سال ۲۰۰۲ میلادی بمنظور حمایت از نیازمندی های ضروری افغانها و کمک به دولت این کشور در راستای ایجاد نهاد های قوی و پاسخگو غرض فراهم اوری خدمات به شهرواندان این کشور مجددا اغاز گردید.

ماه می مصادف به بزرگداشت از پانزدهمین سالگرد از سرگیری فعالیت های دفتربانک جهانی در کابل در سال ۲۰۰۲ میباشد. با ۱۵ دست آورد و فعالیت کلیدی بانک جهانی در ۱۵ سال گذشته آشنا شوید.

Celebrating 15 Years of reengagement in Afghanistan

Raouf Zia's picture
Also available in: دری | پښتو




Shortly after the Soviet invasion in 1979, the World Bank suspended its operations in Afghanistan. Work resumed in May 2002 to help meet the immediate needs of the poorest people and assist the government in building strong and accountable institutions to deliver services to its citizens.

As we mark the reopening of the World Bank office in Kabul 15 years ago, here are 15 highlights of our engagement in the country:

Breaking ground in gender parity in Bangladesh’s primary schools

Shilpa Banerji's picture
Girls attending school in Bangladesh
With nearly 6.4 million girls in secondary school in 2015, Bangladesh is among the few countries to achieve gender parity in school enrollment, and have more girls than boys in the secondary schools. Photo Credit: Shilpa Banerji/World Bank

Going through the narrow streets of Savar, you are surrounded by homes and shops on both sides - doors opening for business, the smell of heated oil in the pan, and the wait for the morning rush hour to begin. Then you spot the uniformed children: in pairs, in threes or walking solo to school. Among them you see many self-assured young girls, equal in numbers, with their heavy bags and tight braids. Some are being escorted by their mothers and siblings, and some are being dropped off by a mode of transport. But everyone is excited to come to school.
 
As part of the government led Third Primary Education Development Program (PEDP3), the Dhorendra Government Primary School in Savar – about 2 hours from the nation’s capital – is an example of how Bangladesh has made remarkable gains in ensuring access to education in the past two decades. The program, initiated in 2011, covers Grades I through V and one year of pre-primary education. It aims to enhance the quality of education in Bangladesh, and reduce disparities in access and learning.
 
More than 70% of donor partner financing is linked to results achieved on the ground and disbursed after meeting program targets associated with a set of key indicators. These indicators represent critical reforms, and cover a subset of the government’s program for primary education. The program is a good example where the government and donor resources are well harmonized, according to co-Task Team Leader Saurav Dev Bhatta.
 
As a result, the country’s net enrollment rate at the primary school level has increased from 80 percent in 2000 to above 90 percent in 2015. Furthermore, the percentage of children completing primary school is close to 80 percent. With nearly 6.4 million girls in secondary school in 2015, Bangladesh is among the few countries to achieve gender parity in school enrollment, and have more girls than boys in the secondary schools.

Pakistan youth can be the future they want to see

Alexander Ferguson's picture



The first day of the Digital Youth Summit in Peshawar saw corridors and rooms crowded with entrepreneurs and digital gurus from across the world looking to map out Pakistan’s digital future.

These young and enthusiastic innovators are helping to redefine the province of Khyber Pakhtunkhwa (KP) as an emerging technology hub, and providing substantive skills and resources for Pakistan’s youth to take advantage of digital opportunities. At the summit – sponsored by the World Bank with the Khyber Pakhtunkhwa IT Board and many other partners -- these students, entrepreneurs, enthusiastic young women and men are accessing trainings, announcements, and various forms of support to unlock new possibilities to realizing their potential.

The market for digital entrepreneurship is a multi-billion-dollar industry, growing at a rapid rate and is thirsty for young talent. These opportunities represent a shift in how we think of development—bringing the creativity and passion of tech-savvy young innovators to the forefront of social and economic change. The youth of Pakistani are well placed to be in the driver’s seat of this vibrant future.

Charting an Inclusive Approach to Rural Transformation in Jharkhand, India

Priti Kumar's picture

madhubani painting

“We want teachers to come to school and educate our children.”

“When the Anganwadi worker doesn’t turn up for work, we don’t pay her salary.”

I have set up a grievance redressal mechanism to make public services accountable to villagers.”


These were some of the statements made to us by Anita, a once-diffident village woman in rural Jharkhand. What struck us most was the confidence and deep sense of empowerment with which Anita spoke to us. She had started out as a member of a village SHG and now headed the Masaniya village Gram Panchayat (local government) where she worked with other women members to protect the interests of her community.

We - a World Bank team led by Junaid Ahmad the India country director - were visiting rural Jharkhand, one of the poorest parts of the country, to see the work done under the Bank-supported National Rural Livelihood Project (NRLP). As we listened with rapt attention, the women poured out their stories, telling us how their lives had changed thanks to the resolve and positivity that the project had instilled within them. Time and again we heard how it was now possible for them to think of escaping the clutches of poverty and chart out a new future for themselves and their families.

Why am I excited for the next digital youth summit?

Anna O'Donnell's picture
dys17
Visit website to sign up: http://digitalyouthsummit.pk/

This year, perhaps even more than in previous years, I am very excited to come to DYS for two main reasons.

First, since its inception in 2014, the Digital Youth Summit has become one of the premier technology conferences in Pakistan. Back in 2014, we got some skeptical responses to the idea of holding a tech conference in Peshawar. National speakers were hesitant to make the trip to Peshawar. Security restriction on international travel were in place for KP up to a week before the event. Several international speakers dropped out because of difficulties getting visas.

But in 2014, the first Digital Youth Summit came on the tech scene, redefining Khyber Pakhtunkhwa as an emerging digital economy. The event brought together local and international participants (some attending their sessions by videoconference) to deliberate on supporting the growth of nascent ecosystems. Local youth showed up, curious about how the internet is shaping jobs of the future. I met one young woman who had traveled on an overnight bus with her child and sister just to learn more about what it means to work online. She told me excitedly that she could not wait to begin her new internet based career. And for the international speakers who made it, the hospitality and warmth of Khyber Pakhtunkhwa reshaped their views of Pakistan.

Fast forward three years to DYS 2017. DYS has become an established event in Pakistan’s tech community. It has provided an international platform to showcase the vibrancy and enthusiasm of Khyber Pakhtunkhwa as it embraces the digital economy. And while it continues to identify with its core objective—to raise awareness among youth—it has also become a platform for Pakistan’s tech community to deliberate the growth of tech entrepreneurship, the future of digital payments, and how to promote Pakistan’s digital transformation. The commitment and presence of the Government, as well as participation of a wide range of international experts, complements each panel discussion. But it is the enthusiasm and excitement of the youth that gives the event its signature energy and vibrancy.

څوک ښوونځي ته ځي؟ ولايتي لنډيزونه موږ ته د لومړني ښوونځيو د حاضرۍ کچه په ډاګه کوي

Christina Wieser's picture
Also available in: English
Student in a classroom in Afghanistan.
Students in a classroom in Bamyan Province. Photo Credit: Taimani Films/ World Bank

افغانستان له یو لړ ننګونو لکه بېوزلۍ، نه پرمختګ او نا امنۍ سره لاس او ګرېوان دی. دا د حیرانتیا خبره نه ده، چې تاوتریخوالي او جګړې د هېواد پر اقتصاد او د خلکو پر سوکالۍ ژوره اغېزه کړې ده خو افغانستان د پرمختيا هيله لري لکه تر ۲۰۳۰ پورې په لومړنيو ښوونځيو کې د جنسیت برابري.

د دې لپاره چې ډاډه شو افغانستان خپلو موخو ته رسېږي، مهمه دا ده د هېواد پر ټولنيز او اقتصادي پرمختګ پوه شو.

د افغانستان د اسلامي جمهوریت د اقتصاد وزارت په همکارۍ او د مرکزي احصايې ادارې د اطلاعاتو پر اساس، نړیوال بانک په دې وروستيو کې د ولايتي لنډیزونو درېیمه ګڼه په پښتو او دري دواړو ژبو خپره کړې، چې په ټولنیزو او اقتصادي شاخصونو کې هر اړخیز پرمختګ (د زده کړو په ګډون هم په ملي او هم د ولايتونو په کچه) څرګندوي.

دا څه په ډاګه کوي؟ موږ وینو چې افغانستان د بشري انکشاف په برخه کې په زړه پورې پایلې لري؛ لکه ښوونه او روزنه، روغتيا، او اساسي خدمتونو ته لاسرسی، خو افغانان په ټولیزه توګه دغو پرمختګونو ته، چې په بېلابېلو ولايتونو کې ژوند کوي، مساوي لاسرسی نه لري. په حقیقت کې ټولنيزې او اقتصادي پایلې د افغاني کورنیو پر ژوند ژور اغېز لري.

لنډیزونه ښيي چې نجونې په ځانګړې توګه په لومړني ښوونځي کې د شاملېدو په وخت له ننګونو سره مخ کېږي خو په هغو ځایونو کې، چې هغوی ښوونځي ته ځي، زده کوونکي خوښ وي چې خپلو اهدافو ته رسېږي. د دریچه نور ښوونځي زده کوونکې مسعودې نبي وویل: ((د نجونو او هلکانو تر منځ توپير باید نه وي، زه نه ډارېږم، زه خوشحاله یم، چې ښوونځي ته راغلې يم، زه غواړم، چې یوه انجینره شم.))

له بده مرغه ټولې نجونې د مسعودې په شان ښوونځي ته د تګ فرصت نه لري، موږ په ښوونځي کې د هلکانو او نجونو تر منځ په حاضرۍ کې د لوی توپیر شاهد یو. په افغانستان کې د نجونو او هلکانو د حاضرۍ کچه، د لومړني ښوونځي د ۲۰۰۷ او ۲۰۰۸ په پرتله په ۲۰۱۱ او ۲۰۱۲ کې لوړه شوه خو د ۲۰۱۱ او ۲۰۱۲ په پرتله په ۲۰۱۳ او ۲۰۱۴ کې ټیټه شوه. په منځني ډول په ۲۰۱۳ او ۲۰۱۴ کې د هرو درېیو هلکانو په مقابل کې یوازې دوه افغان نجونې لومړني ښوونځي کې شاملې شوې. لا تر اوسه په لومړنيو ښوونځيو د جندر برابري نه ده رامنځته شوې، په داسې حال کې، چې ډېری نجونې له زده کړو بې برخې دي.

نو پوښتنه دا ده، چې موږ باید د نجونو د زده کړو په برخه کې په کومو ځایونو کې پانګونه وکړو، تر څو د جندر برابرۍ ته ورسېږو؟ د دې ځواب به يوازې په ملي کچه د اطلاعاتو په ورکولو سره کافي نه وي، موږ باید د افغانستان له ولايتونو څخه اطلاعات ولرو، څو وشو کولی په دې برخه کې پرمختګ اندازه کړو.

لنډیز، له ۲۰۰۷ کال راهیسې په هر ولايت کې پرمختګ ښيي، موږ ته اجازه راکوي، چې په لومړني ښوونځي کې د حاضرۍ توپیر له احتماله ارزونه وکړو.

په ډېری ولایتونو کې (۱۸ د ۳۴ څخه) کوم پرمختګ چې موږ له ۲۰۰۷ - ۲۰۰۸ څخه تر ۲۰۱۳ - ۲۰۱۴ کلونو پورې وليد، بسنه نه کوي، څو تر ۲۰۳۰ پورې په لومړنيو ښوونځيو د جنسیت توپیر له منځه یوسو.

که څه هم ځيني ولايتونو شته، چې موږ ته هيله راکوي؛ په دایکنډي او هرات ولایتونو کې د هلکانو په پرتله ډېرې نجونې په ۲۰۱۳- ۲۰۱۴ کلونو کې لومړني ښوونځيو کې شاملې شوې. سربېره پر دې  اووه ولايتونه به په راتلونکو پنځو کلونو کې د هغو د پرمختګ په اوسنۍ کچه به په لومړنیو ښوونځیو کې د جندر برابري ترلاسه کړي.

سرپل کې د ۲۰۰۷- ۲۰۰۸ په پرتله په ۲۰۱۳- ۲۰۱۴ کلونو کې په لومړني ښوونځيو کې د هلکانو د حاضرۍ په نسبت د نجونو په حاضرۍ کې فوق العاده پرمختګ راغی. سرپل کې به په دې کچه پرمختګ وکولی شي د یو کال په موده کې په لومړنیو ښوونځيو کې د جنسیت توپیر له منځه يوسي.

Who goes to school? Here’s what Afghanistan’s Provincial Briefs tell us about primary school attendance

Christina Wieser's picture
Also available in: پښتو
Student in a classroom in Afghanistan.
Students in a classroom in Bamyan Province. Photo Credit: Taimani Films/ World Bank


Afghanistan grapples with a range of challenges from growing insecurity to stagnating growth and rising levels of poverty. It is no surprise that the impact of the violent conflict on the country’s economic prospects and the welfare of its people is profound. Yet, Afghanistan carries ambitious development goals including achieving gender parity in primary schooling by 2030 among others. To ensure Afghanistan meets its goals, it is important to know how the country has progressed on socio-economic outcomes.  

In collaboration with the Ministry of Economy of the Islamic Republic of Afghanistan and based on data provided by the Central Statistics Organization, the World Bank recently published the third edition of the Provincial Briefs (also available in Dari and Pashto), which provides a comprehensive profile of the most recent progress on a set of socio-economic indicators including education both at the national and at the provincial levels[1].

What do they reveal? We can see Afghanistan has achieved impressive improvements in human development outcomes—in areas such as education, health, and access to basic services. But this overall progress has not benefitted everyone equally and gaps in access between Afghans living in different provinces persist. In fact, where Afghan families live matters greatly for their socio-economic outcomes. And when it comes to schooling, this is no different. Location determines whether children will go to school or not.

The Hills are Alive: Credit, Livelihood and Micro-enterprises Empower Women’s Groups in North-East India

Mohini Datt's picture
India’s North-East Region (NER) – comprising ‘the seven sister’ states plus the small state of Sikkim - is a uniquely rich and complex tapestry of social, cultural, natural resource and biological diversity. This remote region, of poor connectivity but with an eager and literate workforce[1], is increasingly being transformed into a key frontier under India’s ‘Act East’ policy and its NER Vision 2020 . The World Bank supported North-East Rural Livelihoods Project (NERLP) is working with nearly 23,000 women’s Self-Help Groups (SHGs) in Sikkim, Nagaland, Mizoram and Tripura. It is steadily adding value to the region’s labor pool – scoping out economic opportunities for the poorest of the poor, training the young workforce in the skills they are hungry for, seeding SHGs, providing them credit, and enabling them to set up new enterprises and improve their socioeconomic status.   

An Eggless Bakery in Sikkim

Tucked away behind the monastery at the popular Buddha Park, on one of South Sikkim’s many serene hilltops, stands the eggless Tatagatha Bakery. The bakery is run by a Self-Help Group of local village women with funding through a microcredit program supported by the NERLP. A bakery is an unusual, innovative idea for microcredit, but the Buddha Park attracts many pilgrims, and the bakery is always in demand.  Going eggless and dairy free has meant it can better cater to its core clientele of monks, pilgrims and visitors; it has also reduced the need to transport perishable supplies up the steep hilltop.

The project team mobilized a veteran baker from the rail head town of Siliguri to train the local women initially.  The project ran into teething problems early on: a single SHG was rallied, but not all members were equally committed, which saw high dropouts after training. The team changed tack, and elicited individual interest regardless of membership.  Twenty women have now been trained. Uptake by SHGs has undoubtedly been gradual, but it is early days yet – the bakery only opened in May 2016.  These women see the bakery’s potential and are willing to bet on its success, accepting lower wages for now.  
Tatagatha bakery was recognized by the South District Zilla Panchayat as an excellent sustainable but profitable venture, run with good business acumen.

What does it take for a woman in rural Bangladesh to break out of poverty?

Naila Kabeer's picture
Hafiza Begum
Women in rural Bangladesh have made great strides in breaking through employment barriers in areas such as agriculture and garment manufacturing. However, their contributions are not always recorded and there remain spaces such as rural markets that are male-dominated. How can these challenges be addressed? Photo Credit: Lupita Huq 

How does a poor woman in rural Bangladesh make use of her business acumen if she lacks education, lacks opportunities to learn new skills, no assets of her own, a husband who earns just enough for the family to survive from day to day, children to look after and a society that had traditionally disapproved of women working outside the home? 
 
The story of Hafiza Begum offers one answer. We interviewed her as part of our on-going research in Bangladesh, which sets out to understand its female labor force participation rates. This phenomenon of lower than expected female labor force participation appears to characterize the wider South Asia and MENA regions, despite their positive growth rates. What are some of the reasons? 
 
Hafiza was born into a family too poor to educate her and she was married off at an early age. Her husband worked for daily wages wherever he could find it. Their two young daughters went to school in the local madrassa because it was free. She emerged from our interview as a woman who was determined, within the social norms of her society, to combine caring for her family with finding the resources she needed to build up her own business.
 
She told her husband early in their marriage how she planned to do this. “Suppose you buy me a kilogram of onions to cook our meals with. If I use 2 onions in a meal, you won’t be able to tell. Even if I use half an onion for a meal, you still won’t be any the wiser. Yet if I use just half an onion every time I cook, our supply of onions will last longer and we will save money.”
 
This thrifty attitude had been the hallmark of her housekeeping throughout her marriage. She boasted to us that when her husband recently went away to work in a brickfield, she managed to save Rs.400 out of the Rs.500 he gave her to run the house. How did she do it? She went to the marshes near their house to catch fish, keeping some to eat and selling the rest to her neighbors. She supplemented the vegetables she planted on their homestead plot with edible greens that grew wild near their house. She spent money only on what she could not produce herself. 

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