Quantity inequalities may be dwarfed by quality inequalities
In my last post on UC I argued that UC is best thought of as a means to achieving lower inequalities and improved financial protection in the health sector, but that in practice UC is unlikely to be sufficient – and may not even be necessary – for us to achieve these goals.
In this post, I argue that our focus on narrowing inequalities in the quantity of care is leading us to ignore another and potentially more important type of inequality in the health sector: inequality in the quality of care.
Market volatility, fears of a double-dip, lack of investor confidence and social demonstrations from Wall Street to Main Streets around the world are just some of the headlines we face today.
News that another $72 million has been committed for a second stage of the Millennium Villages Project (MVP) has led to another round of critical discussion as to what can be learning from this entire endeavor.
Concepts derived from structural-change theory are being revived and debated in exciting new ways, as evidenced in a recent conference at the World Bank earlier this month on ‘Structural Transformation and Economic Growth.’ Top researchers presented new papers and new ongoing work that covered globalization and structural transformation, sectoral diversification and human capital, industrial policy, and country case studies.
Leadership can be exercised in many ways and a lot has been written about leadership and empowerment, and about the need to strengthen both in Africa. Very recently, I came across a true female leader, a simple woman with a strong personality, excellent communication and problem-solving skills, and great determination. In sum, all the things we consider to be the basis for good leadership.
She is not a politician or the head of a big company. She is a school teacher in a poor area in the southern province of Namibe, Angola. Her school is part of a group called ZIP (zone of pedagogical influence), and although her school is the poorest among the three in the group, she was chosen as the group’s leader.
In Angola and many places in Africa, parents must purchase report cards which teachers then fill in to send home. In the following account Maria Ines, Head teacher of Tchinducuto, and Director of ZIP 6, describes how her school revamped the purchasing process and found a way to earn money for the students.
I’ve always been passionate about the need to focus on education in order to achieve lasting development and this is especially true in Timor-Leste, a country with one of the youngest and fastest growing populations in the world. I visited a number of schools around the country to see the benefits of two of the World Bank’s projects in the education sector: the Fast Track Initiative Bridging Project 2009 and the Education Sector Support Project, co-funded by AusAID.
As CommGAP draws to a close, I've been reflecting a bit on what I've learned from the program over the last five years and the many interesting research, practice and policy questions still left to be explored.
In a world where many wealthier countries still don’t make government data easily accessible and usable by the public, Kenya and Moldova are on the cutting edge.
In the last six months, the two countries have bucked a history or perception of obfuscation to launch open data websites – where budget and census information, for example, is easily visualized and downloaded.