Photo: Dominic Chavez / International Finance Corporation
In the early 1990s, Colombia’s road infrastructure was a maze of poorly maintained roads and bad highways. Difficult geography—the Pacific coast jungle and the Andes branching out into three chains—made it harder to improve road conditions and connect isolated communities. Conflict, corruption, and short-term political priorities contributed to the problems plaguing Colombia’s road system. But just as influential were the problems with the nation’s existing concession contracts that had wrong incentives, created opportunities for renegotiating signed contracts, and assigned unproportioned demand risk to the Government of Colombia.
Latin America & Caribbean
By 2030, 80% of the world’s population will be living in urban areas, following the dream of better jobs, education, and health care.
Too often, however, that dream risks remaining an urban daydream, due to natural disasters such as hurricanes, earthquakes, and floods, as well as climate change. Those of us working to help these families find a better future must focus more on ways to support efforts to protect their lives – and their livelihoods.
In the 40 years since the launch of Habitat I, governments and municipalities throughout emerging and developing countries have been proving that their cities can be not only inclusive and secure, but also resilient and sustainable. However, unless they increase their speed and scale, they are unlikely to achieve the goals of the “New Urban Agenda” and its Regional Plans, launched at Habitat III in 2016.
From our perspective helping governments in Latin America and the Caribbean, and ahead of the World Urban Forum taking place in Kuala Lumpur, Malaysia in February, let us share three key ingredients necessary to achieve that goal:
- UN Habitat
- City Resilience Program
- Global Goals
- natural disasters
- disaster risk management
- World Urban Forum
- New Urban Agenda
- Habitat III
- Sustainable Communities
- Social Development
- Urban Development
- Climate Change
- Latin America & Caribbean
- East Asia and Pacific
As the editor of the World Bank’s education blog, I get weekly submissions from our education experts from all corners of the globe. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.
Here are 2017’s most-read blog posts:
#10 There are cost-effective ways to train teachers
Teachers are the single most important factor affecting how much students learn. However, talent and heart aren’t enough to make a good teacher- as in all professions, one must train (and continue to train!) to be truly effective. This can be a big challenge in countries with fewer resources for education. Read about how 8,000 teachers in disadvantaged districts in Ghana upgraded their skills while simultaneously teaching in schools.
The first time a World Bank education team tried classroom observations in Brazil, it nearly provoked a state-wide teachers’ strike. It was October 2009 in the northeast state of Pernambuco and two members of the team, Barbara Bruns and Madalena Dos Santos, had handed out stopwatches to school supervisors newly trained in using the Stallings “classroom snapshot” method to measure teacher activities.
Two days later, the stopwatches were on the front page of Pernambuco’s leading newspaper: the teachers’ union called for a state-wide strike to protest an evaluation tool they dubbed the “Stalin method.”
“I thought the grant money we had used to train observers was down the drain,” recalled Bruns, a World Bank retiree now a visiting Fellow at the Center for Global Development. “But the governor, Eduardo Campos, was unfazed. He publicly declared: ‘No one is going to stop me and my secretariat from going into public schools to figure out how to make them better.’ The union backed down and the fieldwork went ahead.”
Invented over a century ago for exploring mountainous regions, aerial cable cars have recently made an appearance in several big cities, where they are being used as an alternative to conventional urban transport modes. This technology uses electrically-propelled steel cables to move suspended cars (or cabins) between terminals at different elevation points.
The tipping point. The emergence of cable cars in urban transport is fairly new. Medellín, Colombia pioneered the use of cable cars for urban transport when it opened its first “Metrocable” line in 2004. Since then, urban cable cars have grown in popularity around the world, with recent projects in Latin America (Rio de Janeiro, Caracas, Guayaquil, Santo Domingo, La Paz, and Medellín), Asia (Yeosu, South Korea, Taiwan, Hong Kong), Africa (Lagos, Constantine), and Europe (London, Koblenz, Bolzano). Cable cars can be an attractive urban transport solution to connect communities together when geographical barriers such as hills and rivers make other modes infeasible.
- sustainable cities
- urban transport
- urban mobility
- sustainable mobility
- Sustainable Communities
- Urban Development
- Latin America & Caribbean
- United Kingdom
- Taiwan, China
- Korea, Republic of
- Hong Kong SAR, China
- Dominican Republic
- Venezuela, Republica Bolivariana de
I believe that people who are constantly on the lookout for new models of education should also look to the past at something that was started over 40 years ago. In the 1970s, the “New School” model was born in rural Colombia.
New School – Escuela Nueva in Spanish – is recognized for its innovative nature and for improving the education of millions of children around the world. Originally designed to provide cost-effective schooling to small rural schools in Colombia, it focused on cooperative learning and leadership, feedback, social interaction – all now hallmarks of so-called 21st century learning.
“If you cannot measure it, you cannot improve it” Lord Kelvin
Despite the recent proliferation of standardized testing in education, there is still a significant number of countries that oppose it. I’ve heard many arguments against standardized testing from policy makers, teachers and school directors, but two of them seem persuasive at first glance. The first one is that the test’s main purpose is to hold teachers and school directors accountable, that is, to reward and punish them based on students’ performance and—per tests’ opponents—this is unfair. The second is that since standardized testing assesses few subject areas, it redistributes attention and resources to these subjects in detriment of other equally important areas of the curriculum. These are valid points, but, as I argue below, they do not justify incurring the very high cost of not testing.
We also want to thank you for reading, contributing and engaging on what it will take to help governments build capable, efficient, open, inclusive and accountable institutions.
Argentina set ambitious targets of providing universal access to water and 75 percent access to sewerage services for its citizens. How can the country move toward this goal?
That was the theme of the discussion on “Argentina Day” at the recent International Water Association (IWA) Water and Development Congress and Exhibition held in Buenos Aires, where water professionals from around the world and Argentinian officials met to exchange knowledge, experiences, and strategies.