Can Ethiopia and Mozambique learn a lesson from Brazil on harnessing forests sustainably for economic growth?
Thanks to a recent knowledge exchange program, yes!
As we can all imagine, Africa’s lush greenery and planted forests offer huge potential but the sector’s expansion faces major barriers like access to land, lack of access to affordable long-term finance and weak prioritization of the sector.
Take Ethiopia, for example. About 66.5 million cubic meters of the country (46% of total wood-fuel demand) is subject to non-sustainable extraction from natural forest, wood- and scrublands, resulting in deforestation and land degradation. In Mozambique, charcoal is still produced from native forests, leading to immense pressure on natural resources, and way beyond its regeneration capacity. Both countries want to know how the forest sector can contribute to their national development plans and help grow their economies and reduce rural poverty, while being environmentally sustainable.
This topic is of even more importance as we celebrate the International Day of Forests on March 21, and helps us raise awareness on the need to preserve forests and use this natural wealth in a responsible and sustainable manner.
Daniel Shemie is the Director of Water Funds for The Nature Conservancy. Robert McDonald is the Senior Scientist of Urban Sustainability for The Nature Conservancy.
Each year, cities around the world spend $90 billion to build infrastructure that’s used to deliver and treat water. To meet the needs of growing urban populations, some cities transport clean water thousands of kilometers to their residents, while other cities invest in more complex technology to treat local water resources. But nature has an important role to play in water delivery and treatment, one that has gone largely untapped.
The Nature Conservancy, in partnership with C40 Cities Climate Leadership Group and the International Water Association, has released a new report, Urban Water Blueprint: Mapping Conservation Solutions to the Global Water Challenge, which analyzes the state of water among more than 2,000 water sources and 530 cities worldwide. The report offers science-based recommendations for natural solutions that can be integrated alongside traditional infrastructure to improve water quality.
On my first project visit since joining the World Bank, I had a chance to accompany the Productive Social Safety Nets project team across the country to the Fouta Djallon region, in the northern part of Guinea, for the launch of their Labor Intensive Public Works (THIMO) activities. This trip allowed me to see firsthand what extreme poverty is. You hear and read about it, but I had the opportunity to meet people who experience it every day. I say opportunity, because going through this further humbled me, gave me more determination, and added purpose to the need to tell their stories—stories of their struggles and their achievements.
Poverty affected about 55% of Guinea’s population in 2012, but this percentage is likely to have increased as a result of the Ebola crisis and economic stagnation in 2014 and 2015. Poverty in Guinea is highly concentrated in the rural areas, where the poverty headcount rate remains far higher (65% in 2012) than in urban centers (35%). The lack of infrastructure, and limited economic opportunities and access to education all create a major development issue for these areas.
One of the early, decidedly modest goals for this event was simply to bring together key decisionmakers from across Asia (and a few other parts of the world -- it would become more global with each passing year) in an attempt to help figure out what was actually going on with technology use in education in a cross-section of middle and low income countries, and to help policymakers make personal, working level connections with leading practitioners -- and with each other. Many countries were announcing ambitious new technology-related education initiatives, but it was often difficult to separate hope from hype, as well as to figure out how lofty policy pronouncements might actually translate to things happening at the level of teachers and learners 'on-the-ground'.
As the first country to move from being a recipient of World Bank donor assistance to become a full-fledged donor itself, Korea presented in many ways an ideal host for the event. (Still is!) The Korean story of economic development over the past half century has been the envy of policymakers in many other places, who see in that country's recent past many similarities to their own current situations. Known for its technological prowess (home to Samsung and many other high tech companies) and famous in education circles for the performance of its students on international assessments like PISA, educational technology issues could be found at the intersection of two important components in a Venn diagram of 'Brand Korea'.
Since that first global symposium, over 1400 policymakers from (at least by my quick count) 65 countries have visited Korea annually as part of the global symposium to see and learn first hand from Korean experiences with the use of information and communication technologies (ICTs) in education, to be exposed to some of the latest related research around the world, to share information with each other about what was working -- and what wasn't -- and what might be worth trying in the future (and what to avoid). Along the way, Korea has come to be seen as a global hub for related information and knowledge, and KERIS itself increasingly is regarded by many countries as a useful organizational model to help guide their own efforts to help implement large scale educational technology initiatives.
While international events bringing together policymakers to discuss policy issues related to the use of new technologies in education are increasingly common these days, across Asia and around the world, back in 2007 the Global Symposium on ICT Use in Education represented the first regularly scheduled annual event of its type (at least to my knowledge; there were many one-off regional events, of course, many of the good ones organized by UNESCO) bringing together policymakers from highly developed, middle and low income countries.
Participating in the event for each of the past ten years has offered me a front row seat to observe how comparative policy discussions have evolved over the past decade in a way that is, I think, somewhat unique. What follows is a quick attempt to descibe some of what has changed over the years. (The indefatigable Jongwon Seo at KERIS is, I think, the only other person to have participated in all ten global symposia. As such, he is a sort of spiritual co-author of these reflections -- or at least the ones which may offer any useful insights. I'm solely responsible for any of the banal, boring or inaccurate comments that follow.)