A 90 day reflection of the new Country Director of the World Bank
I take this opportunity to thank all the Sri Lankans that opened their minds and hearts to help me understand the country context and constraints. During my first 90 days in Sri Lanka my colleagues and our clients gave me a warm welcome. I first met our core counterparts in the Government of Sri Lanka when I visited in July 2016. I have since travelled outside of Colombo several times, and I have met with many of our clients, development partners and stakeholders. I have also had the privilege to meet with our friends from the media, civil society groups, academia and private sector to better understand the current operating environment and discuss solutions to issues of common interest.
Cricket in Sri Lanka is followed with so much passion and enthusiasm. This thrilled me as it is the same in my home country, Zimbabwe. Many things about Sri Lanka and its people and culture bring back fond memories from home. Sri Lanka to me now is a second home so I am often torn with who to support when Sri Lanka plays Zimbabwe. It’s even harder to know how to react when Sri Lanka beat Zimbabwe recently.
I recently read an article by Kumar Sangakkara on the Spirit of Cricket. What an apt article. It just demonstrated so much what one can do when they find a common thread that they are all passionate about. Sri Lanka has many lessons to teach and to learn from the game of cricket.
I join my view into that of the article, that all Sri Lankans will need to work together regardless of location, gender, ethnicity, religion, political affiliation and social status. The focus should be on Sri Lanka’s priorities for development and how the Sri Lankan people can work together to win the match of ending poverty and sharing prosperity.
A 90 day reflection of the new Country Director of the World Bank
Nick Carraway, the narrator in F. Scott Fitzgerald’s The Great Gatsby, remembers his father saying, “Whenever you feel like criticizing anyone … just remember that all the people in this world haven't had the advantages that you've had.”
What advantages? For starters, wealth, power, and in today’s developed world - college.
In the U.S., the college wage premium has risen rapidly since 1980 – causing a widening earnings gap between the college and non-college educated. Those with a bachelor’s degree earn over $800,000 more in lifetime income, on average, than those with high school diplomas. In the OECD, the college wage premium averages at 28 percent for male, full-time working employees - ranging from 18 per cent in Sweden to 50 per cent in the Slovak Republic.
As higher education expanded, college wage premiums were expected to decline. So why are they high and, often, increasing?
The consensus seems to point to increased computerization and automation in labor markets. Technology is expanding the demand for the college educated, at the expense of the non-college educated. This ‘job polarization’ in the labor market, manifests as the growth of high-education/high-wage jobs at the expense of middle-education/middle-wage jobs. This is increasingly visible not just in advanced economies, but also in the developing world. According to the Word Development Report 2016 on Digital Dividends, the share of middle-skilled employment is down in most developing countries for which detailed data are available.
Dubbed the ‘fourth industrial revolution’, technology disruption could be a key growth driver for economies over the coming years. But for women, advances in technology also pose a threat, as many of their jobs could be displaced. A perfect storm of technological trends, from mobile internet and cloud technology to ‘big data’ and the ‘internet of things’, means that, as new work trends evolve, existing gender inequalities could worsen further.
Teachers’ attendance can be improved if they are monitored by head-teachers using mobile technology, but only if the associated reports trigger bonus payments.
Can high-stakes decentralized monitoring improve civil servant performance, or will it lead to collusion between the monitor and civil servant? And what happens to the quality of information when we raise the stakes of reports?
In less than a generation the Latin America and the Caribbean (LAC) region has made great progress in expanding the basic public services that are necessary for children to succeed later in life. The skills, knowledge and health accumulated by individuals by the time they reach adulthood are essential to get jobs, accelerate economic mobility, and reduce inequality in the long-run. The. But progress has also been uneven, both across countries and for different types of basic services.
, where we have seen gaps in coverage narrow the most. Figure 1 below shows how the typical performance in the region (the median) compares with the country in the region with the highest level of coverage (labeled “best in class”) in three basic services for children. The focus on children makes it possible to determine that any difference in access would be mostly due to circumstances out of their control. In the case of access to electricity the regional median has not only converged towards the best performing country but it has now reached a coverage of 99 percent.
Yet when she got home, the elation dissipated with the dust. Her father had his own news to deliver. She would not be going to secondary school, as she had worked for, as she had wanted. Instead, she would be getting married, an economic necessity for Rubi’s family as well as a common practice in Bangladesh. Early marriage is on the decline in Bangladesh, but high rates continue to prevail; 59 percent of all girls are married by age 18 and 16 percent by age 15.
The Advocates: When little, Rubi had been denied access to primary school because her parents hadn’t registered her at birth. Rubi’s mother got her daughter a birth certificate, and with that, she was admitted to school, a place where she thrived.
At 15, smart, ambitious Rubi did not want to get married. So she found advocates in her teachers and Plan International, a child rights organization. With their support, Rubi went to the Union Council Office where the chairman informed her parents about the legal ramifications of child marriage. She was not old enough and her birth certificate proved it. She was underage. So Rubi went back to school and on to graduate at 18.
Child Marriage: Rubi’s story highlights the global problem of . Child marriage remains pervasive: every year, 15 million girls are married before 18.
- #16Days of Activism Against Gender-Based Violence
- Child Marriage
- identification for development
- Social Development
- Law and Regulation
- Information and Communication Technologies
- South Asia
- Syrian Arab Republic
- Sustainable Communities
Natalie Roschnik was a newly minted graduate student when she accepted her first job with Save the Children in Mali. Nearly 20 years later, Roschnik knows Mali well: it’s one of the countries she travels to often as a Senior Research and Impact Advisor for Save the Children.
The International Association for the Evaluation of Educational Achievement (IEA) released the results of its latest Trends in International Mathematics and Science Study (TIMSS) yesterday, November 29. TIMSS 2015 assessed more than 600,000 students in grades four, eight, and the final year of secondary school across 60 education systems.
In Sub-Saharan Africa and South Asia, there are more than twice as many students per teacher than in Europe and North America. The pupil-teacher ratio is different but related to class size, and is often used to compare the quality of schooling across countries.
Ed’s note: This guest blog is by Ben Durbin, Head of International Education for the National Foundation for Educational Research (NFER).
In September this year, the International Initiative for Impact Evaluation (3ie) published an impressive new review of education programmes in low and middle-income countries. It is a rich resource, which stands out in its sheer scope, covering studies investigating a diverse set of interventions and educational outcomes.