As a resident of Quezon City in Metro Manila, I grew up with typhoons and floods during the monsoon season that normally lasts from June to September. People in cities have learned to live with floods, and perhaps, not learned from the experience enough to change mindsets, lifestyles. Our drains continue to be clogged, motorists get stranded on the road, families still live in danger zones so much so that entire communities get evacuated, lives and livelihoods are lost, year in, year out.
Climate change is definitely upon us. You don’t need to have a scientific mind to realize this, as recent natural calamities have shown in the Philippines, which also swept through some parts of Southeast Asia causing hundreds of casualties and losses to the economy: Typhoons Ondoy (International name: Ketsana) and Pepeng (Parma) in 2009 that flooded Metro Manila; Sendong (Washi) in 2011 which was recognized as the world’s deadliest storm in 2011; and Pablo (Bopha) in 2012. Certainly, this is a little discomforting and makes us a little bit apprehensive about our future. To lessen our anxiety about this phenomenon, it helps to ask questions and get answers. It’s also good to know if something is being done to address the problem – and know that it is being done right.
The Aquino government has been very aggressive in its approach to address the problem of climate change. It staffed the Climate Change Commission (CCC) and made it functional. The CCC coordinates and provides oversight and policy advice on programs and projects on climate change. It is also tasked to craft the National Strategic Framework on Climate Change and the National Climate Change Action Plan (NCCAP). The latter serves as the country’s roadmap to effectively deal with the problem. The CCC also takes a strong stand in international negotiations to reduce greenhouse gas emissions.
Participants at the first Community Practitioners Academy meeting, which was held ahead of the Fourth Global Platform for Disaster Reduction in Generva. - Photos: Margaret Arnold/World Bank
Communities are organized and want to be recognized as partners with expertise and experience in building resilience rather than as clients and beneficiaries of projects. This was the common theme that emerged from the key messages delivered by grassroots leaders at the Fourth Global Platform for Disaster Reduction taking place in Geneva this week, organized by the UN International Strategy for Disaster Reduction (UNISDR). The Global Platform is a biennial forum for information exchange and partnership building across sectors to reduce disaster risk.
Ahead of the Global Platform, 45 community practitioners from 17 countries - Bangladesh, Chile, Ethiopia, Guatemala, Haiti, Honduras, India, Indonesia, Japan, Kenya, Nicaragua, Peru, Philippines, Samoa, Uganda, Venezuela, and the United States - met for a day and a half to share their practices and experiences in responding to disasters and building long-term resilience to climate change, and to strategize their engagement in around the Global Platform. I had the privilege to participate in this first Community Practitioners Academy, which was convened by GROOTS International, Huairou Commission, UNISDR, the World Bank, Global Facility for Disaster Risk and Reduction (GFDRR), Act Alliance, Action Aid, Japan NGO Center for International Cooperation (JANIC), Cordaid, and Oxfam, and was planned in partnership with the community practitioners from their respective networks.
- Community Driven Development
- Disaster Risk Reduction
- climate resilience
- Climate Change
- Climate Change
- South Asia
- Latin America & Caribbean
- East Asia and Pacific
- Venezuela, Republica Bolivariana de
- United States
Last month, during a visit to the Philippines I had the opportunity to meet some of the 28,000 families* whose lives have been changed by the Manila Water Supply Pilot Project.
We visited Southville in Barangay San Isidro in the Rodriguez Municipality. This neighborhood was built from a government-financed housing project that resettled about 10,000 poor households. They used to be informal settlers, some living along the Manggahan floodway or Pasig River that were affected by the flood caused by typhoon Ondoy (International name: Ketsana).
With an estimated 1.2 billion young people between the ages of 15 and 24, the vast majority of them living in developing countries, youth are both a policy and political priority for many countries around the world.
An increasing number of governments are turning to youth financial services. Access to financial services—savings, payments, credit and insurance—can help young people to build assets, protect themselves against risk, and it can unlock economic potential. Yet, the World Bank’s Global Financial Inclusion Database (Findex shows that youth are 33 percent less likely to own a bank account than an adult.
Last week we asked you for questions to put to policy makers gathered at a CGAP event in Paris to discuss what can be done to improve opportunities for youth through financial services. This video shows policy makers’ responding to the question: “Why youth financial services?”
|Bananas for export go through rigorous quality inspection. The plantation employs some 2,000 workers in Maguindanao, Mindanao.|
“It was a war zone, one of the most dangerous places on earth.”
That’s how Mr. Resty Kamag, human resource manager of La Frutera plantation based in Datu Paglas (Population: 20,290) in Maguindanao (the Philippines) described the national road traversing the town from the adjacent province.
Residents and travelers, he said, wouldn’t dare pass through the highway after three in the afternoon for fear of getting robbed, ambushed or caught in the crossfire between rebels and government soldiers.
“That was before the company started operations here in 1997,” said Mr. Kamag. La Frutera operates a 1,200-hectare plantation for export bananas in Datu Paglas and neighboring towns, providing jobs to more than 2,000 people.
In 2011, the Philippines launched the Specialista Technopreneurship Program to stimulate economic growth and help provide employment to graduates of Technical Vocational Education and Training (TVET), especially in the rural areas. We learned more about the program works from Maria Susan Dela Rama, Executive Director for Planning of the Technical Education and Skills Development Authority (TESDA)—the government agency that regulates TVET.
In preparation for the February 28 ICT Solutions Day, the World Bank ICT team is piloting a crowdsourcing initiative to develop innovative ICT-enabled solutions for client countries.
For the past five years, the participants to the Annual Meetings of the World Economic Forum (WEF) have gathered in Davos to discuss urgent global crises the world was facing: subprime lending, the credit crunch, banking, Greece, the euro zone’s woes, and so on. Soul-searching about the political and economic status quo ensued. This year, with leadership transitions in the two largest economies completed, the euro zone no longer facing imminent break-up, and China growing at 7.8%, Davos resumed some normalcy. Some even claimed optimism.
Some of the optimism is based on the growth prospects in Asia and China. For the past five years, while Europe has not grown at all, Chinese GDP has grown 60%. In this year’s Davos, there were no fewer than five public sessions on China, with topics ranging from its rapid growth, transformation of its growth model, and emergence of its soft power. Interests in Asia are high.
I have recently been involved in discussions with three countries that are considering *huge* new investments to introduce lots of new technologies in their primary and secondary education systems. Such discussions typically focus quite a bit on what technologies will be purchased; what additional products, services and support will need to be provided if the technology is to be used effectively; and how to pay for everything. Increasingly (and encouragingly), there is also talk of how to measure the impact of these sorts of investments. To measure 'impact' (however you choose to define it), you of course need to know what has actually happened (or not happened). When you are putting computers in all schools, or rolling out lots of new digital learning content, or training lots of teachers, how do you know that these sorts of things are actually taking place?