This inequality is exacerbated by the persistent poor quality of public services, such as education, in rural and remote areas. While various government initiatives have improved access to education, quality and equity remain major challenges for those in rural and remote areas.
To address these issues, the World Bank has partnered with the government of Indonesia to launch a pilot project called “KIAT Guru,” which aims to improve teacher presence, teacher service quality, and student learning outcomes, while enhancing community engagement and participation in remote areas.
“We [have] two different mechanisms. One of them is community empowerment… The community develops a service agreement with schools so they can agree upon the five to seven indicators that they think are a priority,” says Dewi Susanti, Senior Social Development Specialist, who leads the project.
In this video, Dewi Susanti and World Bank Senior Director Ede Ijjasz-Vasquez (@Ede_WBG) discuss the KIAT Guru project and the lessons learned from its early stages.
Fatima brimmed with optimism. The 19-year-old recently established a poultry enterprise with the support of a micro-grant, and was thrilled at the prospect of financial independence.
“After my family moved from Pakistan, I had few options for work,” she said from her home in the Paghman district in the outskirts of Kabul. “The grant not only allowed me to start my own poultry business, but let me work from my own home.”
With over half the population under the age of 15, Afghanistan stands on the cusp of a demographic dividend. To reach their full potential, Afghanistan’s youth need to be engaged in meaningful work – enabling young people to support themselves, but also contribute to the prosperity of their families and communities.
Here is a curated round-up of recent research on education in low- and middle-income countries, with a few findings from high-income countries that I found relevant. All are from the last few months, since my last round-up.
If I’m missing recent articles that you’ve found useful, please add them in the comments!
It’s 3/14, also known as Pi Day – a mathematics holiday to celebrate the irrational, transcendental number we learned in school, for the most part, to calculate the circumference or area of circles. While there are a number of fulfilling Pi(e) related activities you can indulge in, from feasting on scrumptious pies to chasing down the value of Pi (good luck!), it is also an apt moment to turn attention to where children across the world stand in mathematics achievement and other learning outcomes.
Last week, I took a journey on Mumbai’s suburban train system, which carries a staggering 8 million women and men, equivalent to the entire population of Switzerland, every day to where they live, work, and spend time with family and friends. Although stretched, the system has reduced mobility constraints and increased independence for millions of women who rely on safe transport to access education and job opportunities; contributing to the city’s dynamism and growth. There are similarly inspiring examples from all countries in South Asia.
As we mark International Women’s Day, we celebrate the progress made in improving women’s inclusion and empowerment, while seeking to better address continuing challenges, which are estimated to cost South Asian economies $888 billion, through devising and implementing solutions that will bridge remaining gaps.
Much to be proud of—a lot more remains to be done
South Asian countries have seen encouraging increases in greater access and gender parity in education. At the same time, the region has achieved substantial decreases in maternal and child mortality. Countries have made great strides in healthcare access through training more female healthcare workers while providing affordable care for mothers and children. The region also boasts many inspiring female leaders and role models, as well as the countless individuals positively contributing to their communities and societies against difficult odds.
However, much more needs to be done in order to nurture all women and men to realize their potential. As South Asian countries become more prosperous, their growth trajectory will be less assured if hundreds of millions of women remain excluded from education and employment opportunities. South Asian countries will need to substantially expand their workforce in order to meet their economic growth goals and, at the same time, adequately support their increasingly large populations. Studies show that only around 1 out of 4 women in South Asia participate in the labor force, about half of what is typical in middle-income countries in other regions. Too many women face restrictions in decision-making, mobility, public safety; and far too many experience gender-based violence—the most egregious cases making headlines around the world. What can help bridge these gaps?
Today marks International Women’s Day throughout the world. Here in Nepal, it is a joyful tribute to the fact that the country boasts three women holding key leadership positions in the country – Bidhya Devi Bhandari as President, Sushila Karki as Chief Justice of the Supreme Court, and Onsari Gharti Magar as Speaker of the Parliament.
All three are the first women to hold their respective posts, and the Chief Justice, especially, has been lauded as a bold and independent decision-maker.
The Constitution of Nepal 2015 has been a huge improvement from the days of yore: Article 43 deals with the rights of women that include rights to lineage, right to safe maternity and reproduction, right against all forms of exploitation, and equal rights in family matters and property.
The Government of Nepal is also working to incorporate gender equality in all development policies and programs, including developing a gender responsive budget system.
We also have excellent examples of women making great leaps in almost all fields – science, economics, banking and finance, media, environment, education, public health, social service and development.
And in a heartening move, Chhaupadi, an inhuman practice that imposes upon women to stay outside their homes in unhygienic cow sheds during menstruation and childbirth, is set to be criminalized in the new legal code.
However, progress made in specific fields has not yet contributed to the overall improvement in girls’ and women’s lives across the country. Similarly, plans and policies do not always spur positive changes in reality.
Parents love their children.
Farming is hard work.
The child is reading a book.
Children work hard at school.
These are the sentences that women ages 25-34— who reported their highest level of education as being primary school or less — were asked to read as part of the Demographic and Health Surveys (DHS) Woman’s Questionnaire.
Women and men agree on Afghanistan’s development priorities according to the findings of the country’s most recent Living Conditions Survey of 2013/14 where more than 20,000 Afghan women and men were separately asked what they thought their government’s main development priority should be.
Both women and men picked service delivery, infrastructure development and increased security as top development priorities. Three-quarters of men and women said that the main priorities were improved access to drinking water, construction and rehabilitation of roads, and improved health facilities. About 15 to 18 percent of the respondents picked more jobs, access to agriculture and veterinary services, and improved local education facilities. Not surprisingly, in districts rated as insecure, priorities for both women and men shifted toward increased security. This emphasis on security meant that men and women in these districts gave a relatively lower priority for infrastructure services especially for road construction and electricity provision.
"If you want one year of prosperity, grow grain. If you want a decade of prosperity, plant trees. If you want 100 years of prosperity, invest in people."
Every person needs and deserves quality education. But what does quality education mean? Even for countries which have affirmed their status as “quality education service providers,” there are arguments supporting or refuting education service quality. For developing countries, the challenge is even greater ¾ limited resources, major needs, and lack of experience are common problems faced by decision-makers in education. Various methods are used globally to compare the quality of education system—one of which is the OECD’s Programme for International Student Assessment (PISA).