Paul Bermingham, Director of the Bank department that is developing Program-for-Results, talks about the World Bank’s proposal to introduce a new financing instrument for its client countries—its first in 30 years.
When you are overtaken by yet-another reckless Matatu driver you may have sympathy for Lee Kuan Yew, Singapore’s long-time autocrat, who is credited with Singapore’s transformation from third world to first world. He once famously claimed: “Developing countries need discipline more than democracy.”
African Head of States and Governments will convene in Addis Ababa, Ethiopia later this month to launch a continent-wide free trade agreement (CFTA). The summit will focus on solutions to the numerous impediments that hinder intra-African trade: inefficient transit regimes and border crossings procedures for goods, services and people; poor implementation of regional integration commitments.
Under the Kyoto Protocol’s Clean Development Mechanism, certain cities in developing countries have begun adopting an integrated systems approach to emissions reduction and resource conservation. Lauding their efforts, Maggie Comstock, Policy Associate, US Green Building Council asks when developed countries like the US will follow suit.
This blog originally appeared in the Official Blog of the US Green Building Council
As the dust settles after the COP17 Climate Talks in Durban, a sigh of relief is released. The mechanisms under the Kyoto Protocol have survived to see a second commitment period.
The mechanisms under the Kyoto Protocol—the Clean Development Mechanism (CDM), Joint Implementation (JI) and emissions trading—provide flexibility as participating countries attempt to comply with their emission reduction targets. Each of these mechanisms allows developed countries to fund emissions reduction projects outside of their borders in order to meet their domestic targets. The CDM has been universally embraced by the first and third world as a way to encourage sustainable development and green economic growth in developing countries.
Development economists are spending hundreds of thousands of dollars and many hours of their time designing, implementing, and analyzing the impact of various interventions. If all goes well, in many cases this leads to one really nice paper. But should it just be “one experiment one paper” as I have heard that one journal editor argues?
"How was school today and please don’t forget to bring milk on your way back home". This simple conversation between Halima, a 36–year-old woman from Dodoma and her young daughter on their mobile phones was almost impossible 15 years ago: only 2 percent of Tanzanians had a phone and only one of two children attended a primary school (Figures). Today those figures reach 50 and almost 100 percent respectively. Daily life has evolved in Tanzania with technology and education as the main drivers.
We have just completed three years of publishing the World Bank's EduTech blog. As we did at the end of 2010 and 2009, we have put together a consolidated list of 'top posts' from the last year. The EduTech blog is meant to provide an informal way to share information about some of the things (projects, challenges, technologies, approaches) that we think might be of interest to a wider audience, especially in so-called "developing countries", hopefully serving in some modest way to promote greater transparency related to some of the sorts of information, conversations and discussions that previously were accessible only to limited groups of stakeholders and partners with whom the World Bank is in regular dialogue.
There is no shortage of blogs that focus on educational technology issues. The vast majority of the ones available in English are written by and for people working in schools and education systems in the United States, Canada, the UK and other places in Europe, Australia, etc. While we are certainly happy when *anyone* reads our short weekly posts, this is decidedly *not* our target audience. (People interested in that sort of thing are directed to the lists of excellent educational technology blogs available here.) On the EduTech blog, our goal each week is to "explore issues related to the use of information and communication technologies to benefit education in developing countries", and it is through this prism that we always try to view things. Most posts are actually extensions of, or complements to, on-going conversations that we are having with various groups about particular projects and, truth be told, we often write a post with an explicit target audience of just a handful of people in mind. That said, we are quite happy that we seem to have found a pretty wide and dedicated weekly readership.
International development institutions are often seen as notoriously traditional and hidebound institutions, especially in their embrace of new technologies, and by publishing (nearly) every week, we hope to demonstrate to various partners within the UN and international development community, as well as our partners in government around the world, that it is possible to share information quickly and cheaply with interested groups in ways that are a bit more idiosyncratic, and possibly more interesting, than via a press release touting the achievement of some milestone or a dense paper that goes through a lengthy review process before finding a wider audience. Both of those mechanisms obviously have their place. That said, based on personal experience with this blog, I find that the immediacy and wide readership of some blog posts prove useful to advance dialogue on some topics in ways that other 'traditional' publishing mechanisms is less suited to do. (Yes, this may be old news to many readers -- this paragraph isn't directed at you.) Whereas press releases and more formal academic papers often signal the end of a process of some sort, this blog is often used to spark conversation about starting something new, in places where some of the topics or ideas or approaches are not widely known.
So: That's enough preface. Below is a collection of top posts from 2010. There were fewer posts to pick from this year, given that we suspended publication for three months due to other commitments (and from sheer exhaustion -- maintaining the blog remains a largely 'extracurricular' activity), but we hope that you found something of interest and relevance to your work.
Twelve months ago, Milome Brilliere Elementary in Port-au-Prince was still operating out of a temporary structure made of canvas and old wood. When we visited a few weeks ago -as part of a mission to record the progress of reconstruction in Haiti- new concrete walls had been constructed and a permanent roof was finally in place.
Clémont Renold, an unemployed father of three, stood out front. "It's a great relief," he said of the new school and the international efforts to boost Haiti's education system.