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Malawi’s Fourth Integrated Household Survey 2016-2017 & Integrated Household Panel Survey 2016: Data and documentation now available

Heather Moylan's picture
Malawi IHS4 Enumerator administering household questionnaire
using World Bank Survey Solutions
Photo credit: Heather Moylan, World Bank

The Malawi National Statistical Office (NSO), in collaboration with the World Bank’s Living Standards Measurement Study (LSMS), disseminated the findings from the Fourth Integrated Household Survey 2016/17 (IHS4), and the Integrated Household Panel Survey 2016 (IHPS), on November 22, 2017 in Lilongwe, Malawi. Both surveys were implemented under the World Bank Living Standards Measurement Study-Integrated Surveys on Agriculture (LSMS-ISA) initiative, with funding from the United States Agency for International Development (USAID).

The IHS4 is the fourth cross-sectional survey in the IHS series, and was fielded from April 2016 to April 2017. The IHS4 2016/17 collected information from a sample of 12,447 households, representative at the national-, urban/rural-, regional- and district-levels.

In parallel, the third (2016) round of the Integrated Household Panel Survey (IHPS) ran concurrently with the IHS4 fieldwork. The IHPS 2016 targeted a national sample of 1,989 households that were interviewed as part of the IHPS 2013, and that could be traced back to half of the 204 panel enumeration areas that were originally sampled as part of the Third Integrated Household Survey (IHS3) 2010/11.

The panel sample expanded each wave through the tracking of split-off individuals and the new households that they formed. The IHPS 2016 maintained a 4 percent household-level attrition rate (the same as 2013), while the sample expanded to 2,508 households. The low attrition rate was not a trivial accomplishment given only 54 percent of the IHPS 2016 households were within one kilometer of their 2010 location.

A crisis in learning: 9 charts from the 2018 World Development Report

Tariq Khokhar's picture
Also available in: Español | العربية | Français | 中文

There’s a crisis in learning. The quality and quantity of education vary widely within and across countries. Hundreds of millions of children around the world are growing up without even the most basic life skills.

The 2018 World Development Report draws on fields ranging from economics to neuroscience to explore this issue, and suggests improvements countries can make. You can get the full report here and to give you a flavor of what’s inside, I’ve pulled out a few of the charts and ideas that I found most striking while reading through it.

Each additional year of schooling raises earnings by 8-10 percent


The report sets out several arguments for the value of education. The clearest one for me? It’s a powerful tool for raising incomes. Each additional year of schooling raises an individual’s earnings by 8–10 percent, especially for women. This isn’t just because more able or better-connected people receive more education: “natural experiments” from a variety of countries - such as Honduras, Indonesia, Philippines, the U.S., and the U.K. - prove that schooling really does drive the increased earnings. More education is also linked with longer, healthier lives, and it has lasting benefits for individuals and society as a whole.

Predicting perceptions of WBG Sectoral Support: Can Country Opinion Survey data help?

Svetlana Markova's picture
Also available in: Русский

The World Bank Group collects and analyzes feedback of its stakeholders systematically—on a three-year cycle—in all client countries. The Country Opinion Survey data helps the institution better understand local development context, enhance stakeholder engagement and partnerships, and improve its results on the ground. Tracking stakeholder opinions about effectiveness of the Bank Group’s sectoral support over time is crucial for assessing the progress on top development challenges in countries.

We continue looking at the education sector, as an example, to see how the Country Survey data can help country teams predict stakeholder perceptions and improve effectiveness of Bank’s sectoral work. Let’s look at the trending data, explore what drives the change in numbers, what can be projected for future and why, and how to work with stakeholder perceptions, using a targeted approach.

The first chart shows how the World Bank Group’s stakeholders—partners from the Government, ministries, civil society, private sector, and donor community—have changed their views on the Bank’s work in education in the Central Asian countries—Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan—during the past years.[1]


#LACfeaturegraph blog contest winner: In Latin America, education is not closing the income gap

Joaquín Muñoz's picture
Also available in: Español | Portuguese

Editor’s Note: In May, the LAC Team for Statistical Development launched the #LACfeaturegraph blog contest, where participants were asked to use poverty, inequality or other welfare data from the LAC Equity Lab to come up with an original analysis and integrate it with a data visualization. We received numerous blog submissions and after carefully reading each blog, we have picked the winner. Here is the winning entry from Joaquín Muñoz from Chile.

Education has long been considered fundamental in paving a country’s road to development. It is an International Human Right, one of the eight Millennium Development Goals and seventeen Sustainable Development Goals, and a critical player in reducing poverty. Thus, government officials and development partners have renewed efforts to ensure access to primary and secondary education worldwide.

In Latin America and the Caribbean, a region that faces stark levels of inequality, educational programs have been designed and funded with the aim of guaranteeing equal opportunities to school access. For instance, while in 1990 primary school enrollment in the region was about 89.9 percent, by 2010 it had increased to 94.2 percent. In the same period, literacy rates progressed as well, increasing from 87.5 percent to 92.6 percent (The World Bank, 2017). Even though the difficulty of achieving universal access to education is daunting, the numbers show that the region is on the right track.

However, the figure below shows that even though there has been a significant increase in the total years of education between 2004 and 2014 among the region’s population, the top 60 percent and the bottom 40 percent have experienced unequal income gains. While both groups experienced an increase in years spent in school, the data suggest that the top 60 percent, which was already wealthier and longer-schooled, saw a greater increase in their median daily per capita income than the bottom 40 percent. This finding is consistent with other evidence that suggests that income returns to schooling differ across the wage distribution (Harmon, Oosterbeek and Walker, 2000).

Source: Author's graph using LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).

If you know what stakeholders really think, can you engage more effectively?

Svetlana Markova's picture

The World Bank Group surveys its stakeholders from country governments, development organizations, civil society, private sector, academia, and media in all client countries across the globe. Building a dialogue with national governments and non-state partners based of the data received directly from them is an effective way to engage stakeholders in discussions in any development area at any possible level.

Let's take the education sector as an example to see how Country Survey data might influence the engagement that the Bank Group has on this highly prioritized area of work.

When Country Surveys ask what respondents identify as the greatest development priority in their country, overall, education is perceived as a top priority (31%, N=263) in India.1 However, in a large country, stakeholder opinions across geographic locations may differ, and the Country Survey data can be 'sliced and diced' to provide insight into stakeholders' opinions based on their geography, gender, level of collaboration with the Bank Group, etc. In India the data analyzed at the state level shows significant differences in stakeholder perceptions of the importance of education. The survey results can be used as a basis for further in-depth analyses of client's needs in education in different states and, therefore, lead to more targeted engagement on the ground. In the case of the India Country Survey, the Ns at the geographical level may be too small to reach specific conclusions, but this example illustrates the possibility for targeted analysis.

Between 2 Geeks: Episode 3 – Getting an education on education

Raka Banerjee's picture

Education is one of the strongest tools that we have to reduce poverty, improve health outcomes, increase gender equality, and promote peace and stability. For every year that people are educated, their earnings increase by 10%. However, there are still 121 million children who are not attending primary and secondary school around the world, and approximately 250 million children can’t read or write.

What can countries do to change this situation, and what can successful countries teach others about how to get things right in the classroom?

The 2017 Atlas of Sustainable Development Goals: a new visual guide to data and development

World Bank Data Team's picture
Also available in: 中文 | العربية | Español | Français

The World Bank is pleased to release the 2017 Atlas of Sustainable Development Goals. With over 150 maps and data visualizations, the new publication charts the progress societies are making towards the 17 SDGs.

The Atlas is part of the World Development Indicators (WDI) family of products that offer high-quality, cross-country comparable statistics about development and people’s lives around the globe. You can:

The 17 Sustainable Development Goals and their associated 169 targets are ambitious. They will be challenging to implement, and challenging to measure. The Atlas offers the perspective of experts in the World Bank on each of the SDGs.

Trends, comparisons + country-level analysis for 17 SDGs

For example, the interactive treemap below illustrates how the number and distribution of people living in extreme poverty has changed between 1990 and 2013. The reduction in the number of poor in East Asia and Pacific is dramatic, and despite the decline in the Sub-Saharan Africa’s extreme poverty rate to 41 percent in 2013, the region’s population growth means that 389 million people lived on less than $1.90/day in 2013 - 113 million more than in 1990

Note: the light shaded areas in the treemap above represent the largest number of people living in extreme poverty in that country, in a single year, over the period 1990-2013.

Newly published data, methods and approaches for measuring development

Ethiopia Socioeconomic Survey 2015-2016: Data and documentation now available

Vini Vaid's picture
© Alemayehu A. Ambel / World Bank

The Central Statistical Agency (CSA) in collaboration with the World Bank’s Living Standards Measurement Study (LSMS) team launched the third wave (2015–16) of the Ethiopia Socioeconomic Survey (ESS) panel data, on February 22, 2017.  
The ESS is a nationally representative survey administered every 2 years that covers a range of topics including demography, education, health, savings, labor, welfare, and agriculture, food security and shocks. The data is collected in two visits: post-planting and post-harvest seasons. The survey follows the same households over time and collects a rich set of information, to allow for comprehensive panel data analyses that can help shape policies for a wide array of development sectors.
Here are some interesting findings from the ESS 2015–16 survey:      

Meet four women leading the drive for open data in Africa

David Mariano's picture

Editor’s note: This is a guest blog from Jeni Tennison, CEO at the Open Data Institute. This article was first published by This is Africa on 17th January 2017​.

Nkechi Okwuone

Across Africa, innovators are using open data to gain greater insight into local issues, and create new public services. From government open data platforms to startup accelerator programmes, open data is increasingly recognised as a tool for tackling challenges across a range of sectors including health, education and agriculture.

This autumn, in six cities across South Africa the Responsive Cities Challenge encouraged designers and entrepreneurs to use open data to develop solutions that will improve local government services. Meanwhile, in Burkina Faso, the CartEau project is using open data to map safe drinking water points and latrines across the country for the first time. These examples show how open data is a powerful vehicle for addressing complex problems.

Increasing digital connectivity is important for economic growth, education and democratic participation but the equalising force of the Web is only meaningful when everyone is included in the digital sphere. According to the Web Foundation, women face disproportionate barriers to access, with poor women in urban areas in 10 developing countries they looked at 50% less likely to be connected to the Internet than men in the same age group.

Open data – data anyone can access, use or share – is transformative infrastructure for a digital economy that is consistently innovating and bringing the benefits of the Web to society. Open data often goes hand in hand with open working cultures and open business practices. While this culture lends itself to diversity, it is important that those who are involved in open data make sure it addresses everyone's needs. It is therefore encouraging to see that open data initiatives in African countries are being led by women.

Education as a development priority at the global, regional, and country levels

Svetlana Markova's picture
“Education” is at the top of the world’s development agenda, the UN Sustainable Development Goals, and the focus of the upcoming 2018 World Development Report of the World Bank.  The World Bank monitors views of development experts around the globe and finds consistently that “education” is perceived as key to development at different levels.
In the past five years, the World Bank’s Country Opinion Survey Program surveyed more than 25 thousand opinion leaders in the field of development in nearly all client countries across the globe. In some countries the surveys were conducted two or even three times during 2012-2016.
"What is the most important development priority for your country?"[1] was one of the questions to representatives of national and local governments, multilateral/bilateral agencies, media, academia, the private sector, and civil society in developing countries.
At the global level, -- where 57 million children in the world still remain out of school[2], -- “education” has emerged amongst survey respondents as one of the top two development priorities across the regions.

Percentage and number of opinion leaders seeing “education” as a top development priority by region (123 developing countries, 2012-2016).​