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Why Saving Energy is So Hard

Jas Singh's picture

When most people think about energy, they see big power plants and smokestacks. What people generally do not consider is that it is much cheaper and more environmentally friendly to cut energy use than it is to build new power plants.  

The problem is that saving energy is not simple. It requires changing deep-rooted behavior.

The Western Balkans – How Not to Waste a Good Crisis

Željko Bogetic's picture

With a double dip recession––after just two years of sluggish recovery––now taking hold across the Western Balkans it is time for policy makers to begin looking at ways the ongoing financial crisis can be leveraged to bring about lasting fiscal reform in these countries. After just two years of sluggish recovery, these countries as a group––Albania, Bosnia and Herzegovina, Kosovo, FYR Macedonia, Montenegro, and Serbia––are experiencing a drop in real GDP by 0.6 percent and it is now clear that the road to recovery in 2013 will be arduous.

Exporting is Easy; the Challenge is Making it Sustainable

Catalyst factory in Macedonia. Source: Johnson Matthey Inc.In 2009, an EU-based chemical manufacturer opened a plant inside one of FYR Macedonia’s recently-established special economic zones. The plant began production of catalysts, a type of emissions-control component used in automobiles. Two years later, this investment drove chemical products to the third-highest spot on Macedonia’s export list, lessening the country’s reliance on metals and textiles.

In Nicaragua, low labor costs and high security compared to its neighbors have led zonas francas to expand dramatically, attracting producers of electronic wires and medical devices and expanding the country’s exports beyond an already-strong apparel sector. Between 2006 and 2008, for example, ignition wiring sets for vehicles were the country’s fourth biggest export.

Assessing education with computers in Georgia

Michael Trucano's picture

the buki generationOne of the fascinating benefits of working at a place like the World Bank is the exposure it offers to interesting people doing interesting things in interesting places that many other folks know little about.  Small countries like Uruguay and Portugal, for example, are beginning to attract the attention of educational reform communities from around the world due to their ambitious plans for the use of educational technologies.  Much is happening in other parts of the world as well, of course, especially in many countries of Eastern Europe and Central Asia.  The largest stand-alone World Bank education project to date that focused on educational technologies, for example, was the Russia E-Learning Support Project.  Macedonia gained renown in many corners as the first 'wireless country', with all of that Balkan country's primary and secondary schools online since the middle of the last decade -- although other countries, like Estonia and the tiny Pacific island nation of Niue, also lay claim to versions of this title. (If you are looking for more information on the Macedonian experience, you can find it here and here [pdf]). Much less well known, however, is the related experience of the small country of Georgia, located at the crossroads of Eastern Europe and Western Asia, where small laptops are being distributed to primary school students and where school leaving exams are now conducted via online computer-adaptive testing.

When students are in charge of maintaining the computers in schools

Michael Trucano's picture

how may I be of service?How do you keep computers in schools in working order? Basic technical maintenance is a perennial challenge for many schools in developing countries.  The phenomenon of unused -- and unusable! -- computers in schools is all too well known to anyone who works in the field.  While it is a bit of an exaggeration to label this a 'tragedy', few could argue that this isn't a very unfortunate situation -- especially given the high costs associated with acquiring and installing such equipment, to say nothing of the learning opportunities lost when students and teachers are unable to use expensive equipment that is already paid for.

What to do about this? I regularly encounter a number of common answers to this question.

ICT & Education: Eleven Countries to Watch -- and Learn From

Michael Trucano's picture

KERIS looms increasingly large on the international ICT/education scene | image attribution at bottomAs part of engagements with ministries of education around the world, I am often asked to provide lists of countries considered to be 'best practice examples of ICT use in education'. I am asked this so often that I thought I'd provide a representative list here to help point people in some useful directions, in case doing so might be of any interest.

But before I get to the list ...

First, I'd like to say that I prefer the term 'good practice' to 'best practice'.  This may seem to be unnecessary semantic nitpicking, but in many if not most cases and places, learning from and adapting 'good' practices is often much more practical -- and more likely to lead to success. 

And: Given that many initiatives seem immune to learning from either 'best' or even 'good' practice in other places, I am coming to the conclusion that it may be most practical to recommend countries that have had 'lots of practice' (of any kind).  Is this ideal?  Obviously no -- but it tends to yield better results. For whatever reason, there appears to be a natural learning curve that accompanies large scale adoption of ICTs in the education sector in many countries, and that there is an important element of 'learning by doing' that appears to be important, even if this means 'repeating the mistakes' of others. (This is a process often known in international development circles as 'capacity building'.)


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