We all know the dreadful toll that Ebola has taken in Guinea, Sierra Leone and Liberia. It is not over. A conference today in Brussels is trying to maintain international support for the job of reaching zero cases and helping these countries to recover. Save the Children has seen this first hand, helping to fight Ebola in all three countries. As these efforts continue, we must also learn some lessons which apply to all countries. The reasons for Ebola spreading are complex but a new report we launch today – A Wake-Up Call - focuses on the way that the inadequate health services in the countries ensured that Ebola could not be quickly contained, reversed or mitigated. Their dangerously under-funded, under-staffed, poorly-equipped and fragmented health services were quickly overwhelmed and needed massive international help to start to fight back. Donors have had to play a vital role, especially the UK in Sierra Leone, the USA in Liberia and France in Guinea.
My childhood forests are tall, old growth trees clinging to mountainous slopes.
My sister and I would spend the first two weeks of our summer break at camps in the mountains of Albania. Getting a spot at a camp was a coveted ‘luxury’ but my sister and I were lucky -our mother was an official chaperone. She would wake us at 5 am to walk in the forest before everyone else was up. I have to say that as a five year old I didn’t appreciate the scenery. It was too early in the morning and anyway who cared about birds and foxes? (One time though we did see a red squirrel jumping from tree branches and even I had to admit that was awesome.)
Many of these participants represent institutions key to the implementation of educational technology efforts in their countries; many others are government officials responsible for developing the policy environments within which these institutions operate.
A new World Bank publication, Building and Sustaining National Educational Technology Agencies: Lessons, Models and Case Studies from Around the World, documents and analyzes a diverse set of implementation models and experiences from around the world related to national initiatives supporting the use of technology in schools of relevance to many of the participants at this year's symposium.
Drawing on interviews and discussions with government policymakers in scores of countries around the world during the course of writing this book, my collaborator Gavin Dykes and I developed a set of ten short, thematic questions to help catalyze discussions during the initial stages of planning for the development of national educational technology ('ICT/education') agencies. These questions are meant to highlight potential areas of critical importance (and confusion), based on the experiences of more than two dozen national ICT/education agencies over time in a diverse set of places. It is hoped that these questions, and the conversations that they provoke, can serve as entry points into deeper, more fundamental discussions, providing a bridge of sorts between the recognition of specific educational needs and priorities in one country with practical experiences in others.
No matter how brilliant or 'visionary' a country's educational technology policies and plans might be on paper, or when expressed as a set of bullet points in a PowerPoint presentation, transforming such policies and plans into practical actions 'on the ground' is what is important. It doesn't really matter what you want to do if you don't have the institutional capacity to do it. In the hope that presenting them here might be useful to countries considering, and re-considering, various models to help develop and sustain this capacity, here are:
a national educational technology agency
China remains the world’s largest apparel exporter, but apparel as a share of its total exports has been falling. The "Stitches to Riches" report finds that countries in South Asia have an opportunity to grow their apparel exports, creating much-needed jobs, especially for women.
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China's Loess Plateau, before and after restoration through a landscape approach.
Photos: Till Niermann, Wikimedia Commons (CC), Erick Fernandes/World Bank.
Yesterday, I joked that I didn't want to come to another Agriculture and Rural Development Day. I wasn’t trying to be flip, and I was only half-joking, but not for the reasons you might think.
I said that we need to be coming to “Landscape Days” – where we have the foresters in the room with the farmer and with the fishers and with the producers and with everybody in the research community.
The bottom line is that we can't achieve food security, or nutrition security, without preserving the ecosystem services that forests provide. We can't sustain forests without thinking of how we will feed a growing population. And we can't grow food without water.
Photo: Carol Mitchell | Flickr Creative Commons
As the backbone of development, infrastructure provides vital support for the twin goals of poverty reduction and shared prosperity. Considering the different needs, roles, and responsibilities of men and women in infrastructure design makes the achievement of these goals more sustainable.
Women and men face constraints both as beneficiaries and producers of infrastructure services. For example, there can be inequitable access to roads, financing for electricity connections, or clean water. There are also inequities in the infrastructure business value chain: Do utilities have a balance of women and men on technical and leadership teams? Is there diversity on boards, with regulators or policy makers? Are women-owned firms in supply chains?