South Asia’s urban population grew by 130 million – more than the population of Japan – between 2001 and 2011, and is expected to rise by almost 250 million people by 2030. If recent history is any guide, this trend could propel the region toward greater growth and prosperity.
A key characteristic of urbanization is that the coming together of people and enterprises in towns and cities -- a process known as agglomeration – improves productivity and spurs job creation. That’s particularly the case in manufacturing and services. Over the long term, successful urbanization is accompanied by a convergence of living standards between urban and rural areas as economic and social benefits spill beyond urban boundaries.
So how is South Asia doing in realizing the potential of its cities for prosperity and livability? What are the challenges facing the region’s countries as their urban populations grow? Are they meeting those challenges or are policy reforms needed? And, if so, what type of reforms?
On September 24, the World Bank will release a new report titled, “Leveraging Urbanization in South Asia: Managing Spatial Transformation for Prosperity and Livability.”
I began my career exploring the uses of information and communication technologies (ICTs) in education in Ghana, Uganda and a number of other places in Africa in the late 1990s, and have continued to stay engaged with lots of passionate and innovative groups and people working with ICTs in various ways to help meet a variety of challenges related to education across the continent. Because of this history, and continued connections to lots of folks doing related cool stuff, I am from time to time asked:
"So, what's happening with technology use in education in Africa these days?"
That said, while the impulse from some corners to refer to 'Africa' may be both unfortunate but nevertheless predictable, being asked this sort of question at least provides an opportunity to unpack this question in ways that are (hopefully) useful and interesting. The EduTech blog was conceived in part, and in a decidedly modest way, to help direct the gaze of some folks to some of the interesting questions and challenges being addressed in different ways in different communities in Africa related to ICT use in education by groups who are, along the way, coming up with some interesting answers and solutions.
The UNESCO Institute for Statistics (UIS), the arm of the United Nations charged with collecting global data related to education (and some other sectors as well), recently came out with a report that provides some useful data that collectively can help outline the general shape of some of what is happening across the African continent when it comes to the availability and use of educational technologies. Information and Communication Technology (ICT) in Education in Sub-Saharan Africa: A Comparative Analysis of Basic e-Readiness in Schools is certainly not the first such report that has taken a continent-wide perspective, but it is notable in a number of regards -- not only because it is the most recent such effort, but also because it is intended as a precursor to more regular data, systematic data collection efforts going forward.
Written by Peter Wallet (with the assistance of Beatriz Valdes Melgar), the report presents data and related analysis from a survey co-sponsored by UIS, the Korea Education and Research Information Service (KERIS) and the Brazilian Regional Center for Studies on the Development of the Information Society (CETIC.br -- the group responsible for the annual Survey of ICT and Education in Brazil). The report notes that, unfortunately, "data on ICT in education in the region are sparse. Collecting more and better quality statistics will be a priority in the post-2015 development agenda given the growing role of ICT in education. In response, the UIS is working with countries to establish appropriate mechanisms to process and report data, and to better measure the impact of technology on the quality of education." With that caveat and announcement out of the way, the report then utilizes the UIS Guide to Measuring Information and Communication Technologies (ICT) in Education as a framework with which to examine what could be discovered about the existence of related national policies, data about learner-computer ratios, school electrification and connectivity, and ICT-related instruction and curricula in ways consistent with other regional reports that the UIS has published on Asia, Latin America and a number of Arab countries. (Here's a list of international surveys of this sort from UIS and others for anyone who might be interested, as well as some general information about efforts of this sort.)
Optimism seems to be steadily increasing as diplomats continue to negotiate a global climate-change deal. The hope is for an ambitious agreement at the so-called COP 21 conference – the 21st gathering of the Conference of Parties in the climate-change negotiations. The question, however, is how ambitious that pact will be.
As Rachel Kyte – the World Bank Group Vice President and Special Envoy on Climate Change – pointed out in a start-of-September forum at the World Bank: “I think that everything is in place for a deal to be struck in Paris, a deal that is universal, that brings everybody in to the table. . . . So a universal deal, a universal framework . . . is possible. The question, I think, is how strong a deal it's going to be.”
Rachel Kyte on Climate Action
As the clock ticks down to the deadline for a deal in Paris, Kyte (in conversation with Kalee Kreider of the United Nations Foundation) offered a detailed analysis of the intricacies surrounding the final stages of the negotiations: “The question, really, now is the level of ambition, the strength of that deal. And that's politics, not science. That's politics, not economics.”
How governments can ensure that low-income farmers are financially protected against natural disasters, such as droughts, was at the heart of a panel discussion at the “Global Index Insurance Conference,” which concluded earlier this week in Paris.
With the start of the new school year, my children are eager to get back into their classrooms, like all students after a long summer vacation. Perhaps, they feel as they grow and advance to the next level that their dreams are getting closer.
I am the World Bank’s Director for the Western Balkans, and I live in Vienna, Austria, where thousands of refugees, mostly fleeing from conflict in Syria and Afghanistan, are now straggling across the border from Hungary after harrowing trips on crowded boats, uncomfortable stays in makeshift camps, cramped bus rides and long journeys on foot when all else fails.
My father’s parents were refugees to America. They were Jewish peasants from Russia who fled the pogroms of the early twentieth century. My mother’s great-grandparents were economic migrants, educated German Jews who went to Chicago in the mid-nineteenth century to seek their fortune in grain futures and real estate. When my parents married in the early 1950s, theirs was considered a “mixed marriage”: Russian and German; peasant stock and educated elite; refugees and economic migrants. I know the difference between the latter two: refugees are pushed out of their home countries by war, persecution and a fear of death; economic migrants are pulled out of their home countries by the promise of a more prosperous life for themselves and their children.
To gain a better understanding of how innovation in public-private partnerships (PPPs) builds on genuine learning, we reached out to PPP infrastructure experts around the world, posing the same question to each. Their honest answers redefine what works — and provide new insights into the PPP process. This is the question we posed: How can mistakes be absorbed into the learning process, and when can failure function as a step toward a PPP’s long-term success?
For countries new to PPPs, there is no doubt a steep learning curve. Fortunately, there is also a growing body of experience that such countries can learn from — the key is to understand the essence of the lessons and then incorporate these changes into the design of government support for PPPs.
Ultimately there is, of course, no substitute for good project preparation, local capacity and the development of solid legal frameworks and local capital markets — we all know these are the building blocks for the long-term success of any country’s PPP program.
Focusing on lessons learned from EBRD’s region, two current examples from Kazakhstan and Turkey come to mind.