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cash on delivery

Weekly wire: The global forum

Roxanne Bauer's picture
World of NewsThese are some of the views and reports relevant to our readers that caught our attention this week.

It’s not what you spend
The Economist
FOR decades rich countries have sought to foster global development with aid. But all too often there is little to show for their spending, now over $135 billion a year and rising. Success depends on political will in recipient countries, says Erik Solheim of the Development Assistance Committee of the OECD, a club of mostly rich countries that includes the biggest donors. And that may well be lacking. What donors will pay for may not be what recipients deem a priority. So poor countries’ governments say what they must to get cash, and often fail to keep their side of the deal. Aid to build schools may be used to give fat contracts to allies, and the schools left empty. Ambulances bought by donors may rust on the kerb, waiting for spare parts. Now donors are trying a new approach: handing over aid only if outcomes improve. “Cash on delivery” sees donors and recipients set targets, for example to cut child mortality rates or increase the number of girls who finish school, and agree on how much will be paid if they are met.

Forget The Fitbit: Can Wearables Be Designed For The Developing World?
Fast Co.Exist
When we think of wearable technology today, we think of the Fitbits or the Apple Watch. But to many people, tracking our steps or sleep in unprecedented detail or getting a notification slightly faster is interesting but ultimately not quite useful enough. The quantified self, in the context of people who have access to any technology they want, can be inherently self-absorbed. Imagine a different use case: An impoverished woman in rural Africa, pregnant with her first child and many miles away from medical care. Here, a wearable that helps her track her pregnancy and let her know if she needs to get to a doctor could mean life or death for her unborn child.

How do School Vouchers Help Improve Education Systems?

Harry A. Patrinos's picture

This is an excerpt from "School Vouchers Can Help Improve Education Systems" published on the Opinions section of the World Innovation Summit for Education (WISE) website.

As the demand for education increases, resources remain scarce. In most countries, the government is both the major financier as well as the provider of education. However, schooling still does not reach all members of society equally.

One way of financing education is to provide families with the funding – via cash transfers to schools based on enrollments or by providing cash to families to purchase schooling – in other words- through vouchers. The objective of a voucher program is to extend the financial support from the government to these other education providers and thus give all parents, regardless of income, the opportunity to choose the school that best suits their preferences.

Paying Teachers to Perform: The Impact of Bonus Pay in Pernambuco, Brazil

Harry A. Patrinos's picture

I recently spoke with Barbara Bruns, lead education economist to the LAC region, about an impact evaluation she is managing on teacher performance pay in Pernambuco, Brazil.

Across the world, teacher’s salaries are almost universally determined by educational background, training, or years of experience, rather than performance. Yet a growing body of research shows that these measures are poor proxies for a teacher’s actual effectiveness in the classroom. They show surprisingly little correlation with teachers’ ability to raise their students’ learning.

Weekly Wire: the Global Forum

Kalliope Kokolis's picture

These are some of the views and reports relevant to our readers that caught our attention this week.

The Guardian
How citizens can make development happen

"The future of development lies in the hands of millions of citizens. It's a bold statement by Rakesh Rajani, founder of Twaweza, who was in London for the debate on the future of aid organised by the Overseas Development Institute. Only two years old, Twaweza, which means "we can make it happen" in Swahili, is attempting to do just that across three east African countries, Tanzania, Kenya and Uganda.

Rajani's strategy is to spread information, believing that crucial to the process of development is access to ideas. Twaweza focuses on what it believes are the five main routes for people to hear new ideas in the region: religion; mobile phones; mass media, in particular radio; fast-moving consumer goods; and teachers. Twaweza builds partnerships in all these areas to spread ideas, draw in new voices and open up conversations. It works rather like a venture fund, initiating ideas and getting new organisations off the ground. Rajani cites Amartya Sen's comment that poverty is not about a lack of money, but about a lack of options. His aim is to find new ways to intervene in people's lives to widen their options." 

Cash on Delivery: Exploring a Results-Based Approach to Education Aid

Christine Horansky's picture

Around the world, aid from international donors buys textbooks, hires teachers, and opens schools - all worthy and necessary contributions in the fight to educate every child. But largely, the development equation remains fundamentally the same.

A new book presented at the World Bank recently by the Center for Global Development flips that equation on its head with proposed progress-based aid for education. In essence, the idea entails paying a country not for inputs such as pencils or classrooms - but once each child educated passes certain bars such as completion of his or her grade level.