Having an identity is part of living in a modern society, and the key to accessing public services, bank accounts, and jobs. But how should developing countries with tight budgets go about building a national system that records births and deaths and establishes identities?
A panel including representatives from Ghana, Moldova, and Canada explored that question and related issues Friday at Making Everyone Count: Identification for Development, during the World Bank-IMF Annual Meetings. The event was live-streamed in Arabic, English, French, and Spanish and moderated by Kathy Calvin, president and CEO of the United Nations Foundation.
Hardly a week goes by without my hearing the statement, “It’s not the What; it’s the How.” On the reform of energy subsidies in the Middle East and North Africa, for instance, the discussion is focused not on whether subsidies should be reformed (everyone agrees they should be), but on how the reform should be carried out. Similar points are made about business regulations,education, agriculture, or health. I confess to having written similar things myself. And there is no shortage of such proposals on this blog.
Reforms are needed because there is a policy or institutional arrangement in place that has become counterproductive. But before suggesting how to reform it, we should ask why that policy exists at all, why it has persisted for so long, and why it hasn’t been reformed until now. For these policies didn’t come about by accident. Nor have they remained because somebody forgot to change them. And they are unlikely to be reformed just because a policymaker happens to read a book, article or blog post entitled “How to reform…”
In September 2000, world leaders committed to the Millennium Development Goals.
Until then, few dared to imagine goals such as eradicating extreme poverty and hunger, universalizing access to education or reducing maternal mortality would be possible. Now, with 500 days left before the end of 2015, the MDGs are less a leap of imagination and more of a challenge that many leaders feel is within reach.
Even though I didn’t grow up watching football, admittedly I’ve developed an interest in the sport during this month-long emotional World Cup soap opera. And like me, millions of people will be glued to their television sets for this Sunday’s finals match between Argentina and Germany.
Above and beyond the superstars, the fans and controversies, I learned more about how this beautiful game is used to build communities, overcome social and cultural divides and advance peace. It seems sports have a way of changing the lives of people around the world - but what does this exactly look like?
The Lebanese are generous people – that was clear to me when I visited an elementary school in Beirut attended by many Syrian children who fled their war-torn nation with their parents. The children greeted me warmly and told me that Lebanon was very similar to Syria, but that they really missed their homes. It’s inspiring to see how the Lebanese have opened up their doors, their schools, their health clinics, and their communities for more than 1 million Syrian refugees.
When I turned 22, I was struggling a bit. I was just two months into my first year at Harvard Medical School, and I had gone from an undergraduate environment at Brown University where I was an activist with a diverse group of peers to a situation where I was memorizing anatomy out of a textbook each and every night. It seemed a real letdown.
Over the next months and years, I met fellow activists including Paul Farmer, with whom I co-founded Partners In Health, and that opened up new possibilities. A few years later, I entered a PhD program in anthropology. Both connected the lessons from medical school to real passions of mine.
When I was 22, one thing naturally led to another. Even so, I wish I knew then what I understand better now about preparing myself for the future. I have three suggestions that I wish someone had told me when I was younger.
It seems that everyone is talking about inequality these days, and I, for one, am happy to see this issue at the forefront in the development discussion.
We can look at inequality in a number of ways, which are not unrelated. One of the most visible types of inequality on the radar is inequality of outcomes — things like differences in academic achievements, career progression, earnings, etc. — which, in and of themselves, are not necessarily bad. Rewarding an individual’s effort, innate talents and superior life choices can provide incentives for innovation and entrepreneurship, and can help drive growth.
However, not all inequalities are “good.” When inequality perpetuates itself because those born poor consistently do not have access to the same opportunities as those born rich, what emerges is a deep structural inequality that is bad for poverty reduction, bad for economic growth, and bad for social cohesion. How pervasive are these deep inequalities? Much more than we would like. Indeed, when we examine what is happening in many countries around the world today, we find large and persistent, even growing, gaps in earnings between rich and poor. And we find that those who start out in poverty or are part of a disadvantaged group tend to remain there, with little opportunity to work their way out.
How do we explain this, and what can we do to tackle it? We need to take a step back and look at where this inequality originates, and that is where the concept of equality of opportunity comes in to play. This concept broadly refers to access to a basic set of services that are necessary, at the minimum, for a child to attain his or her human potential, regardless of the circumstances — such as gender, geographic region, ethnicity, and family background — into which he or she is born. Too often, access to such basic services like electricity, clean water, sanitation, health care and education is much lower among children born into circumstances that place them at a disadvantage. Children from disadvantaged groups thus set off on an unequal path from day one, which curbs their opportunities and potential into adulthood.
The world needs to step up efforts to educate large numbers of young people to meet the challenges of the 21st century. That was a key message at the Learning for All Symposium, Investing in a Brighter Future, at the IMF-World Bank Spring Meetings.
The event, moderated by PBS News Anchor Judy Woodruff and webcast in three languages, linked what several participants described as an ongoing “learning crisis” with high unemployment among young people worldwide.
While a lot of progress has been made getting children into school, 57 million are still out of school. Studies have found that education gaps are impeding skills development, economic growth, and competitiveness around the world. In 2011 it was estimated that 73 million young people were unemployed globally. Youth employment rates are two to four times as high as those of adults in most countries.
Remember when you were a kid and everyone asked: “What do you want to become when you grow up?” What did you answer? Have you fulfilled your dreams?
Most of us aspire to live our lives to the fullest; to develop our talents; to make a difference in the world. Sometimes we may feel lost in the great scheme of things. But as the World Bank Group’s Jim Yong Kim points out: The most successful movements to change the world started with a small group of like-minded people. Think of the movements to find a treatment for AIDS, to promote human rights or to ensure gender equality.