With the creation of the World Bank’s Human Capital project and launch of the Human Capital Index in October 2018 it is fitting for social accountability practitioners to ask how countries would be able to close the ‘human capital gap’ and to be accountable for their efforts?
When was the last time you participated in a community and worked together to reach a common goal? Communities across Sierra Leone are doing just that.
Blog reader: “Dan! The government is one big system. Why didn’t your blog on the latest research on the quality of governance take this into account?”
Dan (Rogger): “Well, typically frontier papers in the field don’t frame their work as ‘modeling the system’ [which do?] However, Martin Williams at the Blavatnik School of Government hosted a conference last week on ‘Systems of Public Service Delivery in Developing Countries’ that directly aims to discuss how research can take into account the systemic elements of governance.
The Fragility Forum was held in Washington D.C. from March 5 to 7. More than 1,000 people from over 90 different countries attended. At one of the events, ‘Real Governance in FCV settings: Engaging State and Non-State Actors in Development’ practitioners and policy-makers discussed which actors to work with in complex FCV situations, and what the choice of actors would mean from a human rights and social accountability perspective.
In Fragile, Conflict-affected and Violent States (FCVs), the formal state typically has a low capacity to deliver basic services, to respond to demands and to impose security. It often does not have full or exclusive authority over its territory and is competing with other groups for legitimacy to exercise state powers.
- Faith-based Groups
- civil society
- non-state actors
- Conflict and Fragility; fragile and conflict affected states; fragile states; fragility; FCV
- 2018 Fragility Forum
- Urban Development
- Public Sector and Governance
- Law and Regulation
- Social Development
- The World Region
- Sustainable Communities
Also available in: Español
Public schools in the Province of Buenos Aires generally provide school books and other learning materials to students free of charge. This is important, as the poorest 40 percent of Argentina’s population relies disproportionately upon public services such as education. But, what happens when schools cannot purchase books for students?
Fixed expenditures, including personnel costs, generally leave limited space for other quality-enhancing education expenditures, such as school books and training materials. Faced with an unexpected pressure on such fixed expenditures in 2013, some schools were suddenly forced to cut down significantly on teacher training materials and other educational resources generally provided free of charge. As a result, a number of parents were suddenly forced to decide between purchasing learning materials for their children’s education, or paying bills.
World Bank President Jim Kim recently said “we will not reach our twin goals […] unless we address all forms of discrimination, including bias based on sexual orientation and gender identity.”
Sexual and gender minorities are particularly important for the Bank because they are (likely) overrepresented in the bottom 40% -- the target of the Bank’s goal to promote shared prosperity.
Why only “likely”? Because robust data on LGBTI development outcomes is rare, even in high income countries. With support from the World Bank’s Nordic Trust Fund, we are seeking to fill some of these data gaps, starting with research in the Western Balkans.
What we do know is that, across the board, barriers to education and employment contribute to greater chances of being poor – and this may be worse for LGBTI individuals.
Available data on Lesbian, gay, bisexual, transgender and intersex (LGBTI) people shows that youth are more likely to face barriers in getting a good education. It’s also harder to find – and keep – a job, pushing LGBTI people further into poverty.
. And that’s just a start.
The use of data and technology in procurement make it possible for governments to make informed decisions to maximize development impact. At the World Bank, the Public Integrity and Openness Practice is developing a set of Transformational Engagements, one of which focuses on Data Analytics, to catalyze better outcomes from procurement processes.
The engagement will use data analytics to solve pressing developmental problems. The plan is to combine work on addressing common data problems (how to digitize paper records, how to link different data records, how to present data findings in ways that are accessible and influential) with efforts at the country level. Powered by advanced data analysis, countries can undertake empirical-based examinations of when best value is achieved via procurement, or in which cases and sectors government contracting is promoting the development of competitive and dynamic private sectors.
Work undertaken within the Bank will be informed by the concurrent efforts of others who are exploring different approaches and different techniques to using data and data analytics to drive improved performance. The World Bank seeks to play a constructive role within a community of initiatives to harness the power of information to change how governments function, the relationship between government and non-governmental actors, and the lives of people. Committed to an inclusive process of learning-by-doing, the World Bank is dedicated to building partnerships with researchers, government officials, the private sector, and civil society.
- The World Region
- Public Sector and Governance
- Private Sector Development
- Information and Communication Technologies
- Open Governance; Open Data; Public Finance Management; Public Procurement; Information and Communication Technology; Public Integrity and Openness Practice; Transformational Engagements; Data Analytics; Private Sector Development; Citizen Participation
Bill Lyons / World Bank
A new World Bank report addressing the widespread dissatisfaction of citizens with the delivery of essential public services and calling for accountability in public service delivery in the Middle East and North Africa (MENA) region was released a few weeks ago.
The statistics in Trust, Voice, and Incentives: Learning from Local Success Stories in Service Delivery in the Middle East and North Africa are grim, as nearly three quarters of MENA students are scoring “low” or “below low” in international student performance tests and one third of the public health clinics in MENA countries lack essential medicines and staff.
The good news, however, is that the report also sheds light on local success stories in health and education where, to citizens. The examples from Jordan, Morocco, and the Palestinian Territories highlight the power of collaboration and mutual trust between citizens and public servants to produce better results.
In late 2011, as part of our Institutions Taking Root (ITR) series, my colleagues and I visited some of the most remote villages in Timor-Leste to seek feedback from citizens on the performance of the Ministry of Health (MoH) and the Ministry of Social Solidarity (MSS).
The responses of citizens we met on the trip – many of whom were living on less than $1.25 per day and scarcely had any interaction with government – were intriguing.
“This dengue has become a calamity,” Saad Azeem said in September 2011. He wasn’t exaggerating. Azeem, a 45 year-old police officer, was “at home suffering from the fever and mourning the death of his elderly father.”
Sadly this wasn’t the case just for Azeem. Everyone was affected in Lahore, the capital of Punjab, the most populous province of Pakistan. The fever didn’t discriminate. Dengue mosquitoes were affecting the poor and the rich, the old, and the young. Out of more than 12,000 people who were infected in Pakistan, at least 10,000 resided in Lahore.
It was a disaster.