Yet, 121 million children today remain out of school. These young people are the hardest to reach—due to poverty, gender barriers, remoteness, and disability. We must make a new concerted push to bring all children into the classroom.
In addition to this challenge of improving attendance and access, we face an even tougher problem ahead: ensuring that children are learning while they’re in school. The sad truth is that most education systems are not serving the poorest children well. This is a tragic failure of our educational aspirations for the world’s youth.
The socialization of boys shapes their expectations of the appropriate roles and behavior of girls, in contrast to their own, and validates the superiority of men over women. These norms are often strengthened and reconstructed by the families, communities and social institutions that they belong to.
When we analyzed the data for our recent report, “The Skills Road: Skills for Employability in Uzbekistan” what we found was eye-opening.
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.