President Bill Clinton
President Bill Clinton
"The Canadian side is better, more developed. They have better hotels."
"Sorry, but we need a visa to enter Canada."
"I forgot. The kids are okay, they are Americans. You and I need visas"
Imagine there is a hurricane sweeping through a region. Imagine that the weather forecasts say that it will be a sizable storm affecting a large part of the country, and that there will be considerable risk to life and property of citizens. Reasonably, the media, especially local television, plan to report on nothing else for a few days in advance and at least a week to come. What should the media do if the hurricane is weaker than expected? In particular, what should the local media do, whose job it is to keep their audience informed of locally relevant developments?
The following piece appeared as a guest blog in the UK's Guardian this past week.
A good public education system means public spending – but not necessarily public provision.
In OECD countries, more than 20% of public education expenditure goes to private institutions – communities, non-governmental organisations (NGOs), faith-based organisations, trade unions, private companies, small informal providers and individual practitioners – and about 12% is spent on privately-managed institutions.
But does private participation mean higher quality education? Does it bring better exam results? Can it encourage greater equality?
Given the massive debate in the U.S. about government health insurance, the just released results of a new experiment are justly making headlines. In 2004, the state of Oregon, due to budgetary shortfalls, closed its public health insurance program for low-income people. In early 2008, the state decided it had enough budget to fund 10,000 new spots. Given that it expected demand for these new slots to far exceed supply, the state Government opened up a sign-up window, getting 90,000 people to sign-up for a waitlist, and then used random lottery draws to select people from the waitlist.
I wonder how many of us, living or working in Washington DC, know about 311. No, I’m not talking about the Three-Eleven rock band, but rather the phone-based 311 system that many cities in US, including DC, have opened up for citizens to submit inquiries or log complaints related to public services. There is also an “evolved” version of 311, called Open311, which allows the public to submit and track the progress of their reports through use of modern technologies like mobile-phones or computers. In return, the government is able to capture accurate details of the inquirer’s input, act on those details and then notify the public on the actions taken. Marc Angelo Irlandez, who heads Open311, relates the system with Customer Relations Management (CRM) information database that sales businesses use to store information on their regular and potential customers to tailor products and services accordingly.
CommGAP is delighted to announce the publication of its third edited volume, "Accountability Through Public Opinion: From Inertia to Public Action." The book is edited by CommGAP's Program Head Sina Odugbemi and Taeku Lee, Professor of Political Science and Law at the University of California, Berkeley. Authors from development practice and academia discuss in 28 chapters how citizens can hold their governments accountable, and how genuine demand for accountability can be created.
The idea for the book was born at a CommGAP workshop in 2007 in Paris on "Generating Genuine Demand with Social Accountability Mechanisms." A few years later, we proudly present a compilation of essays that are relevant for current events in the Middle East and in North Africa as much as for any efforts to strengthen citizen's agency vis a vis their governments.
In this period of fiscal crisis and tightening of public expenditure budgets, it is especially interesting to look at the extent to which public expenditures are wasted.
When my wife and I were looking for where to live in Washington DC, an important part of the decision was the quality of the local public school that our children would (eventually) attend. But how to judge quality? Talking to lots of people was the first step. Taking schools tours was another. But researching test scores was a key factor. We wanted a school with a good learning environment, a sense that parents had a positive feeling about the place—but also wanted to know that the school had a track record of good learning outcomes. Thankfully, the performance of public schools in Washington DC is accessible online and can be compared across schools. This information was an important input into our decision. And it remains an important way in which we monitor school performance. We pay close attention to our own children’s academic development, talk to their teachers regularly, and try to be attentive to the many subtle indicators of the quality of education that they are receiving. But the annually released test scores provide an externally validated stock-taking of one aspect of that quality.