World Bank Sri Lanka launched an online campaign titled #StoriesfromLKA during the month of June celebrating World Environment day “Connecting People to Nature”. The campaign included online interactions to learn about World Bank operations related to the environment and a photo competition to appreciate the natural beauty of Sri Lanka that needs to be preserved while Sri Lanka pursues a development drive.
This competition began on the 21st of June and aimed at showcasing the many talented photographers from Sri Lanka as well as celebrating the rich flora and fauna of the country. After the contest ended on June 30th, 167 entries were shortlisted. We asked you which photos were your favorites and you voted on your selections through social media. Your votes helped us narrow down the top three winners, here they are:
When it comes to education and human development, the Palestinian territories have traditionally outperformed countries with similar GNI per capita as well as its neighbors in the Middle East and North Africa region (figures 1 and 2). Despite facing one of the highest unemployment rates in the world and a severe lack of employment opportunities in the private sector, until 2010, Palestinian youth continued to invest in education.
Equipped with more education than any previous generation, young Palestinians are now moving into adulthood with uncertainty about what their futures might hold amidst a protracted risk of conflict and an economy with steadily rising unemployment.
The Kingdom of Bhutan is a landlocked country located high in the eastern Himalayan mountain range with its population 760,000. Up until about 20 years ago, the country was isolated from the world; Bhutan’s first ever television broadcast occurred in 1999. Since then, information communications technology (ICT) has made rapid advancement. Mobile subscriptions increased from 0.4 per 100 people in 2003 to 87 in 2015. The proportion of people using the internet have increased from 0.1% in 1999 to 40% in 2015. Today, all 20 districts and 201 (out of 205) sub-districts are connected through fiber optic cables.
The World Bank’s 2016 World Development Report on “Digital Dividends” argues that digital technologies have boosted growth, expanded opportunities, and improved service delivery. Use of ICT for development is especially applicable to small states with populations of less than 1.5 million. Another report, “World Bank Group Engagement with Small States” finds that ICT investments can help reduce economic isolation, lessen barriers to trade, promote tourism, and improve mobility. These messages are highly relevant to Bhutan today.
The Government has enthusiastically adopted the use ICT to improve its services to its citizens as described in Bhutan ICT Roadmap and Bhutan E-Government Masterplan. The Government to Citizen (G2C) program, launched in 2005, provides a one-stop-shop for more than 100 services such as procuring a passport. The national ePayment Gateway Infrastructure, established by the Royal Monetary Authority (RMA), the central bank, has enabled citizens to pay for some public services online. Recently, the National Land Commission (NLC) launched eCitizen Portal - an online one-stop shop for transferring property titles online. This has reduced the number of days to transfer ownership of a property from 90 days to 62 days in the capital, Thimphu. More importantly, the NLC is reaching out to the private sector to seek feedback on how to improve its usability by piloting a feedback survey using an Interactive Voice Response (IVR) tool for the first time in Bhutan. The government has also introduced an electronic government procurement system (e-GP) to make optimal use of resources. Given the size of the budget (exceeding 30 percent of GDP), the adoption of e-GP will contribute to effective use of public resources. The World Bank Group has been supporting these efforts through various instruments such as the second Development Policy Credit: Fiscal Sustainability and Investment Climate, which helped get the eCitizen Portal off the ground.
Last fall, while supporting the preparation of a World Bank-financed education project in Guyana, and exploring entry points for gender and disability inclusion (with Braille business cards in hand), I met Mr. Leroy Phillips at the Guyana Society for the Blind (GSB). Leroy introduced himself after stepping into my meeting room to collect his cane.
I learned that Mr. Phillips was a youth leader, disability rights advocate, student of communications and freelance radio broadcaster from Georgetown with a weekly disability-themed program Reach out and Touch. Leroy has also been invited to speak internationally, earning accolades for his work for children with disabilities, including the inaugural Queens’ Young Leaders Award 2015.
It’s not every day that one is welcomed to a school sporting event by a large, horned mammal dressed in a soccer jersey, but on a warm, sunny day in Mozambique’s southern city of Xai-Xai, I met a rhino called Xibedjana. From the spectators’ stand at the XIII National Festival of School Sports Games, opened by Mozambique’s president, Filipe Nyusi, I noticed the rhino dancing through a parade of students.
Leadership is a critical aspect of all social endeavors. In schools, talented leadership is essential to student achievement. School leadership impacts all facets of education: teacher motivation, shaping the conditions and the environment in which teaching and learning occurs, and interaction with the broader community. A large scale six-year study reported by Louis et al (2010) covering 180 schools in 43 school districts in the US found that there is no single case of a school improving its student achievement record in the absence of skilled school leadership.
In many school systems, effective school leadership is far from the norm. It is often simply assumed that school leaders, irrespective of capacity, will discharge responsibilities and initiatives assigned to them. Moreover, programs to prepare and or support school leaders are either lacking or ineffective.
Countries around the world have experimented with “school report cards”: providing parents with information about the quality of their school so that they can demand higher quality service for their children. The results have been mixed. Andrabi, Das, and Khwaja bring a significant contribution to that literature in last month’s American Economic Review with their article using data from Pakistan, “Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets.”
Un bon proviseur, ça change tout.
« L’on pense communément qu’un bon proviseur est la clef d’une école à succès. » C’est aussi ce que pensent Branch, Hanushek, et Rivkin dans leur étude sur les effets du rôle des proviseurs dans l’apprentissage des élèves. Mais comment peut-on mesurer la qualité d’un proviseur ? En utilisant une base de données provenant du Texas, aux États-Unis, ils ont employé la méthode de la valeur ajoutée, employée d’habitude pour mesurer la performance des enseignants. Ils ont contrôlé les informations générales sur les élèves (telles que le genre, l’origine ethnique, et un indicateur de pauvreté) ainsi que les résultats d’examens scolaires de l’année précédente. Ils se sont ensuite demandés comment l’apprentissage de ces élèves évoluait lorsque l’école changeait de proviseur ? Ils ont trouvé que lorsque la qualité d’un proviseur augmente d’un écart type de 1, l’apprentissage des élèves augmentait d’un écart type de 0,11. Même après quelques ajustements statistiques additionnels, leurs estimations les plus rigoureuses montrent « qu’une augmentation d’un écart type de 1 dans la qualité du proviseur, se traduit pour un écart type de plus ou moins 0,05 en bénéfice d’apprentissage moyen pour l’élève, soit, l’équivalent de deux mois additionnels d’apprentissage. »
Indonesia continues to make strides in expanding access to early childhood education (ECE) across its vast archipelago, now reaching some 70.1% of 3-6 year olds. Yet despite this increased availability, quality of services continue to be poor, especially in rural and low-income areas. In particular, there continues to be reliance on under-qualified teachers, with many having received inadequate formal training, or none at all.