It requires people to be active participants in development, demanding services and products that add value to their lives and engaging in behaviors that are conducive to increasing their own welfare. Health prevention is a case in point.
At our HIV Impact Evaluation Workshop in Cape Town, South Africa in 2009, I listened to Nancy Padian, a medical researcher at the Women’s Global Health Imperative, presenting a systematic review of random control trials testing the effectiveness of HIV prevention campaigns.
The study she presented explained how three dozen HIV prevention campaigns had failed to change sexual behavior and reduce HIV incidence.
The presentation gave us pause. The review dismissed the communication campaigns as an ineffective means to change behavior and slow down the HIV epidemic.
A closer look revealed that the campaigns lacked inspiring narratives, and were communicated through outdated and uninteresting outlets such as billboards and leaflets.
The question we asked ourselves was: Can we do this differently?
Even before the protractive conflict, implementing development projects in some of the most remote and disadvantaged districts in a number of Yemeni governorates faced significant challenges. To address these challenges, and overcome some of the problems related to access to these remote areas, Yemen’s Social Fund for Development (SFD) devised a program in 2004 to attract youth interested in volunteering to promote development. In its first phase, this program — known as “Rural Advocates Working for Development (RAWFD)” — targeted a number of male and female students from these remote areas and provided them with a development-related program while they are attending universities in major cities. After graduation, these young graduates made a big difference in facilitating SFD operations and activities of other national and international organizations in their home areas.
Today, for the International Day of Women and Girls in Science, we celebrate the progress made towards reducing the gender gap in computer science, and we urge schools worldwide to help balance the scales in this critical 21st century subject.
In May 2017, the World Bank celebrated its 15 years of reengagement in Afghanistan.
However, . As it happens, that information is important to design projects and inform policies.
Case in point: while we may have data on vaccines given or babies born, we don’t know much about the roads that lead to the clinic. Similarly, we may get data on school attendance and passing rates of students, but we don’t know how long it takes for students to reach their schools.
These examples highlight how . After all, each mapped kilometer of a road can help us understand how long Afghan children must walk to get to school or how long it takes sick Afghans to reach a hospital.
Without question, there is a clear need for better foundation data to inform decision making at all levels.
As we mark the International Day of Zero Tolerance for Female Genital Mutilation, on Feb. 6, we are supporting #EndFGM, a survivor-led movement gaining momentum and power around the world.
; girls who experience it are more likely to be forced into child marriage, more likely to be poor and stay poor, and less likely to be educated. Beyond the data and the statistics, researchers have shown that FGM deprives women of sexual health and psychophysical well-being.
Two years ago, 23-year-old Pedro Flores became a technician specializing in renewable energy—all thanks to a degree from a technical institute in Maule, located in one of Chile’s poorest regions. After completing his degree in just two years, Flores became the only person in his family to obtain an advanced degree. Today, he lives in Santiago and works for a private solar energy multinational corporation, where he earns a competitive salary that is only slightly below the average for entry-level professionals in his field, most of whom spent over five years in university.
What is education good for?
- Education saves lives, but only some of them! “Education is strongly associated with better health and longer lives.” But is that mere correlation, or is a causal link? It depends! This review finds no impact on obesity, inconsistent impact on smoking, and “an effect of education on mortality exists in some contexts but not in others, and seems to depend on (i) gender; (ii) the labor market returns to education; (iii) the quality of education; and (iv) whether education affects the quality of individuals’ peers” (Galama, Lleras-Muney, and van Kippersluis).
. As we said in this month’s Global Economic Prospects report, for the first time since the financial crisis, the World Bank is forecasting that the global economy will be operating at or near full capacity. We anticipate growth in advanced economies to moderate slightly, but growth in emerging markets and developing countries should strengthen to 4.5% this year.
Photo: Ravinder Casley Gera
Alberto Gwande and his students at Khuzi school in Malawi need more teachers. The school is severely understaffed, with only six teachers for nearly 800 students. “I was supposed to receive new teachers last year, but they never came,” recalls Alberto, the headteacher.
Khuzi is 20 kilometres away from Nathenje, the nearest large village with a trading center, and its Pupil-Teacher Ratio (PTR) is 131 pupils per teacher. In contrast, Chibubu school, located four kilometers from Nathenje, has a PTR of 65, while Mwatibu school, located inside the village, has a PTR of just 49. And yet, despite the shortage at Khuzi, it was Chibubu which received four new teachers last year.