I had heard (and read) about the community schools in Nepal for several years. Last February, I finally had a chance to visit them. Community-run schools are often seen as a potentially powerful way of improving accountability for results. While there are many variations across the world, the basic idea is actually quite simple: give parents and community members the authority to make key decisions (such as hiring teachers) and managing resources.
Much can be learned from Ghana in the area of Governance and Anti-Corruption. It is a society proud of its history and culture, wary of foreign advice, and conservative at heart, yet one able to renew itself regularly thanks to a culture of debate and questioning.
With remarkable rapidity, a commitment to ‘better understand and address the governance and corruption (GAC) impediments to development effectiveness’ as a basis for policy advising is taking hold among development practitioners. The implications for development work of bringing GAC to center stage are profound and unsettling – and only beginning to come into view. The momentum for GAC mainstreaming has two main drivers. The first comprises a recognition that the credibility of the aid endeavor depends on taking GAC seriously – as evidenced by the 2007 strategy paper, Strengthening World Bank Group Engagement on Governance and Anticorruption, and similar initiatives by other donors.