Leveraging Technology and Partnerships to Promote Equity in South Asia
Wednesday, April 18 at 9:00AM
The Next South Asia Regional Flagship on equity and development (March 2013) will feature an eBook which will combine interactive multimedia as a part of the World Bank Open Data and Open Knowledge initiatives. This signals a new era in development analysis is produced and shared.
Please RSVP to Alison at firstname.lastname@example.org by Tuesday, April 17th to attend.
Twitter hashtag: #wbequity
Breaking Down Barriers: A New Dawn on Trade and Regional Cooperation in South Asia
Thursday, April 19 at 3:00PM
Working in transport for development, our focus is often on the physical infrastructure that is needed to improve mobility and provide access to services and markets. Road safety is an issue that obliges us to focus on our clients: the young and vulnerable users of road networks around the world.
A few weeks ago, I was wrestling with how to frame the narrative on the open development agenda—open data, open knowledge, open solutions – at the Bank. The work in this area has multiplied across the Bank and for many it was a bit bewildering – lots of new initiatives, interesting ideas, experimental projects – and so it was important to explain in a simple and compelling way how all of these pieces fit together.
I drew in a number of colleagues working on open data and open knowledge to discuss and think about ways to do this. We agreed that Open Development properly executed should allow us to ask and answer 3 basic questions:
A few weeks ago, John O’Brien, the chief strategist for Ireland’s Industrial Development Agency, was at The World Bank, Washington DC to address an event on the role of cultural heritage and historic cities in Local Economic Development. The theme of the event was creating jobs by supporting historic cities and cultural heritage. Urban Sector Manager Abha Joshi-Ghani began the day’s session by underlining the significance of cultural heritage in city development: “We have started to look at cities as drivers of entrepreneurship and innovation. It is important to understand how cities attract skilled people and industries to create jobs and what role they play in economic growth. Therefore it is very helpful to find linkages between cultural heritage assets and job creation.”
Imagine you are a poor child from Kibera, Kenya’s largest slum, and have a dream to become a soccer star. Some young players come close to this dream when the International School (ISK) in Nairobi hosts its annual “Nairobi Mini World Cup”.
The Mini World Cup started after ISK’s Principal of the Elementary School, Patricia Salleh Matta, introduced a Saturday sports program three years ago and opened the school not just to its own students but to many communities around the school.
My 11-year-old son Marco and I have a passion for soccer (we call it football). In order to advance the game at ISK, where he goes, I got involved in coaching and eventually became the school’s “Soccer Commissioner.” As such, my main task is to organize soccer tournaments. The highlight of our year is the annual "Nairobi Mini World Cup," which has become a fixture for many schools and soccer clubs in the city.
As candidates for the presidency of the World Bank have been the focus of attention in recent weeks, divergent views have been exchanged regarding what ‘development’ actually is, how it should be conducted, and how efforts to bring it about should be assessed. Beyond the geo-strategic issues, how these questions are answered inexorably shapes what kind of leader one thinks should head up the world’s largest multilateral development agency, what kind of agenda that agency should pursue, and what kind of skills its staff should have.
At an event last year in Uruguay for policymakers from around the world, a few experts who have worked in the field of technology use in education for a long time commented that there was, in their opinion and in contrast to their experiences even a few years ago, a surprising amount of consensus among the people gathered together on what was really important, what wasn't, and on ways to proceed (and not to proceed). Over the past two years, I have increasingly made the same comment to myself when involved in similar discussions in other parts of the world. At one level, this has been a welcome development. People who work with the use of ICTs in education tend to be a highly connected bunch, and the diffusion of better (cheaper, faster) connectivity has helped to ensure that 'good practices and ideas' are shared with greater velocity than perhaps ever before. Even some groups and people associated with the 'give kids computers, expect magic to happen' philosophy appear to have had some of their more extreme views tempered in recent years by the reality of actually trying to put this philosophy into practice.
That said, the fact that "everyone agrees about most everything" isn't always such a good thing. Divergent opinions and voices are important, if only to help us reconsider why we believe what we believe. (They are also important because they might actually be right, of course, and all of the rest of us wrong, but that's another matter!) Even where there is an emerging consensus among leading thinkers and practitioners about what is critically important, this doesn't mean that what is actually being done reflects this consensus -- or indeed, that this consensus 'expert' opinion is relevant in all contexts.
Lots of links this week:
· David Roodman summarizes the new microfinance impact evaluation research at the CGAP blog.
The twists and turns of the global economy have been the focus of conversations in board rooms, backyards and everything in between since 2008. social safety nets, job growth, access to finance and gender equality.– including how to protect the very poorest, create economic opportunity and ensure equality. Amid this, the upcoming Spring Meetings will convene a conversation on several of these themes, including