Concerns about the so-called “middle-income trap” have recently emerged among many middle-income countries, particularly after the term was coined in 2007 by two World Bank economists. Worried that they may become “trapped” at the middle-income level, these countries are seeking a set of policies that can help them achieve strong and sustained growth and eventually help them join the league of high-income countries.
In our recent paper, we try to shed some light on both issues. First, we do not find that countries are trapped at middle income. “Escapees” – countries that escaped the middle-income trap and obtained a per capita income higher than 50% of the U.S. level – tend to grow fast and consistently to high income, and do not stagnate at any point as a middle-income trap theory would suggest. In contrast, “non-escapees” tend to have low growth at all levels of income. In other words, while the existence of a middle income trap implies that growth rates systematically slow down as countries reach middle-income status, no such systematic slowdown is apparent in the data. Second, we provide some descriptive and econometric evidence for a different set of “fundamentals” that enable middle-income countries to grow faster than their peers. We find that faster transformation to industry, low inflation, stronger exports, and reduced inequality are associated with stronger growth.
International trade has a critical role to play in environmental protection and the effort to mitigate climate change. While it certainly isn’t always framed this way, it is important to realize that increased trade and economic growth are not necessarily incompatible with a cleaner environment and a healthier climate.
If we are going to move away from dirty fossil fuels and inefficient energy processes at a rate necessary to limit the likely devastating results of a warmer planet, then we need enabling policies in place—especially when it comes to trade policy.
That’s why, this week, a group of 14 World Trade Organization (WTO) Members are meeting to begin the second round of negotiations on the Environmental Goods Agreement (EGA)—an effort aimed at liberalizing trade in products that help make our world cleaner and greener.
MOOCs -- massively open online courses of the sort that can simultaneously enroll thousands, even tens of thousands, of learners simultaneously -- have been a hot topic of discussion for a few years now in both the worlds of education and 'international development' (and, for what it's worth, the subject of numerous related posts here on the World Bank's EduTech blog). Recent news that edX, one of the prominent MOOC platforms, is to start offering courses aimed at high school students suggests that the potential usefulness and impact of things like MOOCs may soon extend beyond the realm of higher education, out of which MOOCs originally emerged and where most related activity has occurred to date.
There is much (potentially) to be excited about here. Few would argue against having greater access to more learning opportunities, especially when those opportunities are offered for 'free', where there is latent unmet demand, and where the opportunities themselves are well constructed and offer real value for learners. As with MOOCs at the level of higher education, however, we perhaps shouldn't be too surprised if these new opportunities at the high school level are first seized upon *not* by some of the groups with the greatest learning needs -- for example, students in overcrowded, poorly resourced secondary schools in developing countries, or even students who would like a secondary education, but for a variety of reasons aren't able to receive one -- but rather by those best placed to take advantage of them. This has been largely been the case for initial adopters of MOOCs. (One of the first studies of this aspect of the 'MOOC Phenomenon', which looked at MOOCs from the University of Pennsylvania, found that students tended to be "young, well educated, and employed, with a majority from developed countries.")
As a practical matter, some of the first types of beneficiaries may, for example (and I am just speculating here), be homeschooling families in North America (while not necessarily comparatively 'rich' by local standards, such families need to be affluent enough to be able to afford to have one parent stay at home with the kids, and generally have pretty good Internet connectivity); international schools around the world (which can offer a broader range of courses to students interested in an 'American' education); and the families of 'foreign' students looking to apply to college in the United States (the edX course “COL101x: The Road to Selective College Admissions” looks, at least to my eyes, tailor made for certain segments of the population of learners in places like China, Korea, Hong Kong, etc.). In other words, at least in the near term, a Matthew Effect in Educational Technology may be apparent, where those who are best placed to benefit from the introduction of a new technology tool or innovation are the ones who indeed benefit from it the most.
Longer term, though, it is possible to view this news about movement of a major MOOC platform into the area of secondary education as one further indication that we are getting further along from the 'front end of the e-learning wave' (of which MOOCs are but one part) to something that will eventually have a greater mass impact beyond what is happening now in the 'rich' countries of North America and the OECD.
Learning with new technologies has of course been around for many decades but, broadly speaking, has not (yet) had the 'transformational' impact that has long been promised. "Gradually, then suddenly" is how one of Ernest Hemingway's characters famously describes how he went bankrupt. Might this be how the large scale adoption of educational technologies will eventually happen as well in much of the world?
f so, one credible potential tipping point may be a 'black swan' event that could push all of this stuff into the mainstream, especially in places where it to date has been largely peripheral: some sort of major health-related scare. (For those unfamiliar with the term, which was popularized by Nicholas Taleb, a 'black swan' is a rare event that people don't anticipate but which has profound consequences). One of the first ever posts on the EduTech blog, Education & Technology in an Age of Pandemics, looked at some of what had been learned about how teachers and learners use new technologies to adapt when schools were closed in response to outbreaks involving the H1N1 influenza virus: the 'swine flu' that afflicted many in Mexico about six years ago; and an earlier outbreak of 'bird flu' in China. I have recently been fielding many calls as a result of the current outbreak of the Ebola virus in West Africa asking essentially, 'Can we do anything with technology to help our students while our schools are closed?', and so I thought it might be useful to revisit, and update, that earlier post, in case doing so might be a useful contribution to a number of related discussions are occurring.
A recent trip to Addis Ababa really brought the imperatives of transit-oriented development as a complement to mass transit investments home to us. As a strategic response to rapid urbanization and growing motorization rates, Addis is one of several African cities currently developing public mass transit systems such as light rail and bus-rapid transit. Similar initiatives are budding in Dar es Salaam, Nairobi, and other cities in South Africa.
It is well known that transit-oriented development, or ToD, is a high-value complement to mass transit development. Compact, mixed-use, high density development around key mass transit stations can have the dual benefits of creating a ridership base that enhances the economic and financial viability of the mass transit investment and compounding the accessibility benefits a mass transit system can bring to a city’s residents. This is not to mention the intrinsic value in creating vibrant social gathering places for communities at strategic locations.