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Colombia

Flattening innovation

Michael Oluwagbemi's picture

The subject of innovation is slowly but surely on the rise; as nations realizing the steady shift from resource to the inevitable knowledge based global economy demand high speed innovation to stay ahead of the competition. From Japan to Colombia, Washington DC to Bulawayo - politicians are emphasizing retooling education for innovation.

How the Private Sector Can Help Achieve Learning for All

Svava Bjarnason's picture

The World Bank Group’s new Education Strategy 2020 champions learning for all and recognizes that global progress towards this goal will require the commitment of all actors – including governments, communities and private entities. The strategy acknowledges the vital role the private sector can play in helping expand and improve educational opportunity. Private sector participation in education is a growing part of education systems and has helped make significant educational advancements possible in many countries.

How can we leverage the valuable contributions of the private sector to help realize the goal of Learning for All?

What Learning for All Means for East Asia and the Pacific

Eduardo Velez Bustillo's picture

In the East Asia and Pacific (EAP) region, the World Bank’s newly-launched Education Strategy 2020 is consistent with our own strategic direction in recent years and presents us with the chance to expand and build upon vital work.

Across the region we have been responding to the needs of a growing cohort of middle-income countries looking to maximize the productivity of their people, the lifeblood for national prosperity and well-being. At the same time, we have seen important progress in first generation reforms in low-income countries, fragile contexts and small states — where we are helping build the capacity of education systems to get all children in school. Across a spectrum of EAP countries we are supporting life-long learning, including early childhood development, basic and secondary education, second-chance education, skills development and vocational training, and science, technology and innovation.

A port of call for climate change

Vladimir Stenek's picture

The subject of the usefulness of harbors is one which I must not omit, but must explain by what means ships are sheltered in them from storms.…But if by reason of currents or the assaults of the open sea the props cannot hold the cofferdam together, then, let a platform of the greatest possible strength be constructed...” (Vitruvius. 1st century B.C.E. De architectura)

“(Ports’) main purpose is to provide a secure location where ships can berth.” (Stopford, M. 2009. Maritime Economics. Routledge. UK)

More than two millennia passed between the two writings. Yet, some of the basic requirements for ports haven’t changed much. The assessment of their adequacy in the light of current and future climate change impacts requires new approaches. Rising sea levels, shortening return periods of storm surges and floods, increased intensity in storms – to name a few –  can have detrimental impacts on port facilities and equipment. Using only historic climatic records to plan for the future is likely to be inadequate, especially for assets that have long lifetimes.

However, port facilities are only a part of a bigger picture. Even if a port is planned and operated with considerations of climate change impacts, the inland infrastructure and supply chain that serves a port –roads, rail or inland water transport - that is not designed to withstand projected climate impacts may pose the weak link and interrupt a port’s operations. Finally, the supply cargo transported through a port can be affected by extreme events (as in recent interruption of mining operations in Australia due to heavy floods, or the ongoing impacts of heavy rains and flood on the roads of Colombia) or the gradual change in climatic conditions (for example, agricultural products).

More than 80% of globally traded goods are transported by the sea and through the ports, and climate risks analyses and subsequent climate proofing need to be incorporated to key elements. However, a recent survey of several hundred ports found that although almost all respondents forecasted expanding new infrastructure in the next few years, most were not planning for climate change. A possible reason identified in the study is lack of information that is specific to climate risks to the ports: although the vast majority of respondents felt that ports should consider adaptation, only one third felt sufficiently informed.

You are in school. Or, so you say…

Berk Ozler's picture

Regardless of whether we do empirical or theoretical work, we all have to utilize information given to us by others. In the field of development economics, we rely heavily on surveys of individuals, households, facilities, or firms to find out about all sorts of things. However, this reliance has been diminishing over time: we now also collect biological data, try to incorporate more direct observation of human behavior, or conduct audits of firms.

Colombian Indigenous groups in Putumayo, taking action on Climate Adaptation Challenges

Karen Vega's picture

Image credit: Proyecto Madre Tierra

The Zonal Indigenous Organization of Putumayo (OZIP), was one of the 26 the winning institutions that were part of the 2009 Development Marketplace Competition on Climate Adaptation.

They have recently developed their blog to keep us posted! We encourage you to seek more information by visiting their blog in Spanish. You can also see the initial interview to the leaders when in the Development Marketplace Competition held in November 2009 in Washington DC.

Good News: We have bad news!

Ariel Fiszbein's picture

We all love good news.  This simple fact of life explains a well known syndrome known as publication bias:  studies with positive results are more likely to be published than those with negative results.  But the syndrome goes beyond academic publications. 

In education as well as in other areas of public policy, the pressure to show results (and to justify budgets) creates strong incentives to report on positive stories over and above those showing a lack of results.  It is, indeed, easier and more pleasant to write about what works than about what doesn’t work.

A few months ago we launched a new note series, "Evidence to Policy," (or E2P for short) to present in non-technical language results from impact evaluation studies the World Bank has conducted of human development programs.  From the start, I wanted to ensure that E2P remains a vehicle for evidence-based development policy and not a vehicle for intellectual bragging and biased reporting. 

Quality Education is Unfinished Homework for Latin America, says World Bank's VP for the Region

Christine Horansky's picture

In conjunction with the Ibero-American Summit this month, Pamela Cox, Vice President for Latin American and Caribbean, emphasizes the urgent need to focus on education quality in a recent op-ed that appeared in major news outlets across the region:

If education were simply a matter of attending classes, Latin America and the Caribbean would have already done its homework. Most regional countries have made enormous progress towards achieving universal access to basic education. There is also clear progress at the secondary and tertiary levels.

But more than access, the key goal of education is learning. Making sure that children and youngsters perform according to the requirements of the day is a necessary condition for the advancement of society. In that respect, the region still has some unfinished business. 

 

Do poverty and climate change affect you?

Saadia Iqbal's picture

Maybe the summers where you live are hotter than ever. Maybe there’s a kid who works in your neighborhood restaurant when he should be at school instead. Have you ever stopped to think about the repercussions of climate change or poverty in your life? It can be so subtle that quite often we don’t even notice.


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