For too long women have suffered from this type of violence that has negative consequences on their voice and agency as well as their capacity to fully participate in the economy and society. But sexual harassment also has negative effects on women’s economic opportunities. For example, if no recourse is available to protect them, instead of reporting the problem, women facing sexual harassment in the workplace often say that they have no other choice but to quit. This may mean starting over, missing out on pay raises, career growth opportunities, and earning potential.
You may start with a few questions, such as:
Are schools wheelchair accessible? Do disabled children have a chance to receive high-quality education despite being “different”? How well trained are teachers to be inclusive of children with disabilities?
Over a billion people, about 15% of the world’s population, experience some form of disability. Most of them live in developing countries. Every day, they tend to face different forms of discrimination and social exclusion.
Despite these challenges, persons with disabilities can flourish in society, as proved by the studies of Professor Tom Shakespeare from the UK’s University of East Anglia.
While some studies predict automation to eliminate jobs at a dizzying rate, disruptive technologies can also create new lines of work. Our working draft of the forthcoming 2019 World Development Report, The Changing Nature of Work, notes that in the past century robots have created more jobs than they have displaced. The capacity of technology to exponentially change how we live, work, and organize leaves us at the World Bank Group constantly asking: How can we adapt the skills and knowledge of today to match the jobs of tomorrow?
One answer is to harness the data revolution to support new pathways to development. Some 2.5 quintillion bytes of data are generated every day from cell phones, sensors, online platforms, and other sources. When data is used to help individuals adapt to the technology-led economy, it can make a huge contribution toward ending extreme poverty and inequality. Technology companies, however well intended, cannot do this alone.
Pakistan’s Khyber Pakhtunkhwa province, or KP, has not always been recognized as a digital economy. Sharing a border with Afghanistan, the province experienced a period of instability and militancy over several decades that saw outmigration and the decline of private industries. Since then, the province has shown rapid economic growth, advancements in security, improvements in basic health and education, and a renewed sense of optimism.
Today, around half of the province’s population of 30.5 million is under the age of 30, necessitating rapid growth and job creation. In 2014, the Government of Khyber Pakhtunkhwa partnered with the World Bank to develop a strategy for job creation centered on leveraging the digital economy to address youth unemployment.
Addressing youth employment through the digital economy has three key building blocks:
Our team at the MENA Youth Platform recently had a conversation about women-and youth-led entrepreneurship in the MENA region, and for which emerging trends to look for. One thing is very clear: the next revolution could look very different.
In a sector where a proliferation of research seemingly has contributed at least as much to confusion as to progress, the 2018 World Development Report (WDR), Learning to Realize Education’s Promise sheds new light, and points towards fresh, hopeful pathways forward. It is a landmark contribution.
“Education for all” was the seductive promise of the millennium. Yet all too many children are attending school without acquiring even basic literacy or numeracy. Why?
We have a strict ‘no jerks’ policy at the company where I work. It means we just don’t have room for people who bully or mock their co-workers. Our employees don’t invade each other’s personal space or make uninvited personal contact.
Unfortunately, my company’s policy is an exception rather than the rule. Recently, I had a chance to meet Sri Lankan women engineers and hear their experiences. One told me about how challenging going to the field was because her male subordinates refused to respect her or follow her directions. Other women have been denied promotions, paid less than their male peers and sexually harassed at work.
Sometimes it’s more subtle than that. In every company I have ever worked for, women are in the minority. They may not have the same interests as their male colleagues or be able to socialize. Not everyone is comfortable conversing in the male lingo, just to fit in. When work is discussed in such social settings, women can very easily miss out. Each time something like this happens, it’s a loss for the company and for the country.
In chapter 1 of book 1 of Adam Smith’s foundational economics book, The Wealth of Nations, he explains the concept of the division of labor. He uses the example of a pin factory.
To take an example, therefore, from a very trifling manufacture, but one in which the division of labour has been very often taken notice of, the trade of a pin-maker: a workman not educated to this business (which the division of labour has rendered a distinct trade, nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty.
Among the 29 countries and economies of the East Asia and Pacific region, one finds some of the world’s most successful education systems. Seven out of the top 10 highest average scorers on internationally comparable tests such as PISA and TIMSS are from the region, with Japan, Republic of Korea, Singapore, and Hong Kong (China) consistently among the best.
But, more significantly, one also finds that great performance is not limited to school systems in the region’s high-income countries. School systems in middle-income Vietnam and China (specifically the provinces of Beijing, Shanghai, Jiangsu, and Guangdong) score better than the average OECD country, despite having much lower GDP per capita. What is more, scores from both China and Vietnam show that poor students are not being left behind. Students from the second-lowest income quintile score better than the average OECD student, and even the very poorest test takers outscore students from some wealthy countries. As the graph below shows, however, other countries in the region have yet to achieve similar results.
“Indonesia’s future is at stake”, states Camilla Holmemo in her opening address at the Early Childhood Development Policy Conference, held in July 2017 in Jakarta. The program leader for human development, poverty and social development of the World Bank in Indonesia rallies the audience by highlighting the lack of access to early childhood education and development (ECED) services and the high incidence of child stunting in Indonesia.
Despite the country’s middle-income status, one in three children under five are stunted, the fifth highest rate in the world. For these children, the likelihood of becoming productive citizens is significantly hampered – unless we do something about it now.