The answer is yes, but not as fast. In the U.S. for example, we know that new businesses start small, and if they survive, grow fast as they age. An average 40 year old US plant employs over seven times as many workers as the typical plant five years or younger. In a new paper, my co-authors Meghana Ayyagari, Vojislav Maksimovic and I focus on developing countries and look at what happens to firms in the formal sector as they age. We focus on formal firms because informal firms look very different from formal firms in terms of size, productivity and education level of managers and there is little evidence that growth occurs by informal firms eventually becoming large formal establishments. We see that there the average 40 year old plant employs almost five times as many workers as the average plant that is five years or younger.
In the last decade and a half, the share of women in the National Assembly has been declining. Only one out of nine chairs of National Assembly Committees is female. Women’s representation remains low in key bodies of the Communist Party: the Politburo (two out of 16), the Central Committee and the Secretariat. In Government, the civil service has a large percentage of women but their representation in leadership is small and tends to be at lower levels: 11 percent at the division level, 5 percent at director level and only 3 percent at ministerial level (UNDP, 2012).
But should we be concerned about getting higher levels of women in leadership? Is this just about “political correctness” or can having more women in leadership in business, government and politics benefit Vietnam’s development?
Improving coffee production and quality can help the country's economy, as well as around 2.5 million people who depend on this crop for their livelihood. See photo slideshow
The Productive Partnerships in Agriculture Project (known as PPAP), an ambitious program which is supporting coffee and cocoa farmers in six provinces in Papua New Guinea, just got a new financing boost. After just one year, the project is already reaching 4 percent of the country’s coffee and cocoa growers –18,000 small farmers who are dependent on these two cash crops for their livelihoods. Many more partnerships are in the pipeline.
Through the initiative, several NGOs, co-ops and businesses in coffee and cocoa are all helping deliver vital services to thousands of small farmers – such as training, planting materials, access to demonstration sites and certification schemes, as well as social services like gender, HIV/ AIDS awareness.
The idea is that such support will allow growers to produce more and better quality produce and see higher incomes, with benefits passing to families and communities, while also providing a significant and much-needed boost to the coffee and cocoa industries.
It may seem like a silly question. And of course I’m not proposing that we stock schools with bears and lions – that would probably keep students away. Nor am I suggesting that saving lions will solve the undersupply of education in developing countries. Rather, I am making a broader point about the links between different parts of ecosystems, which often have an indirect but underappreciated bearing on human development.
Habitat conversion and fragmentation, depletion of prey, and hunting have in many parts of the world reduced the ranges of wolves, lions, bears, tigers, sea otters, and other large carnivores to less than half of their original range. When their numbers nosedive, we not only lose iconic species. Ecosystems also lose the keystone species that eat smaller carnivores and herbivores. When fewer animals down the food chain get eaten, ecosystems change – and those changes affect us humans too. A recent article in Science Magazine casts a systematic light on the issue, and its lessons are important for development.
On land, large carnivores can help ensure functioning ecosystems. Consider the case of West Africa, where lions and leopard populations have dropped precipitously. Both species hunt olive baboons, which in turn like to eat the small antelopes, livestock, and food crops that humans also consume. Fewer lions and leopards have resulted in more baboons and more competition for food with humans. In some areas, baboon raids on fields have even forced families to keep children home from school so that they can protect the family crops. Also, since carnivores often go after sick prey, they reduce the prevalence of disease in their prey population. This can limit disease spillover between wild and domesticated animals, as well as cut related pastoralism and animal husbandry costs.
'Mobile devices' are increasingly to be found in schools, and utilized for learning purposes, around the world. In most cases, related discussions taking place in ministries of education focus on the use of portable tablets and small laptops as complements to, and extenders of, existing approaches to the use of technology to help meet a whole host of education and learning objectives. At the same time, mobile devices of many other sorts -- most notably the mobile phone -- are proliferating at a much greater rate in larger society. Linkages between the devices being used outside of schools, and the technology to be found within schools, are often quite tenuous, where they exist at all.
Policies and plans related to the use of our current generation of electronic mobile devices are sometimes considered in ways distant or divorced from the way that the previous generation of 'mobile devices' used in education: books, notebooks, pencils. At other times, they are considered in exactly the same way, as if the new opportunities and affordances appearing as a result of technological advances are best considered as mere adjuncts to, or continuations of, some of the approaches and practices which have marked and defined what has happened in schools over the past one hundred years or so.
Is there really anything different (potentially) going on now,
and if so, what might this be,
and why (and how) might we care about this difference)?
I just returned from the Mobile World Congress in Barcelona, the world's largest exhibition and conference for the mobile industry, in which over 75,000 people representing mobile phone network operators, device manufacturers, technology providers, vendors and content owners from across the world gather to do business, announce new products and services, and discuss What's Next. In addition to walking through the acres of exhibition space, attending briefing sessions and meetings on activities and developments all over the world, and listening to lots of well-rehearsed marketing messages, the specific reason for my attendance at this year's event was to make a speech at the MWC's official ministerial programme, an event for senior government officials featuring debates and knowledge sharing sessions on a variety of topics of related interest. In case it might be of any interest to a wider audience (the ministerial programme itself was a closed event, not open to the public), I present below my speech below. One of the animating impulses behind the EduTech blog is to try, in a decidedly small and modest way, to promote greater transparency and openness by sharing some of the conversations and themes and perspectives that are being discussed 'behind closed doors' in various places in a more public forum. With that in mind ...
It was only three years ago that a magnitude 9.0 earthquake hit Japan. I still remember vividly the horror of watching in disbelief as live television footage captured the tsunami rapidly moving inland. I was living abroad at the time, and tried frantically to get through to my family in Tokyo, not knowing the extent of the damage there.
In a new IMF paper, Jonathan D. Ostry, Andrew Berg, and Charalambos G. Tsangarides look into historical data to explore the relationship between inequality, redistribution, and growth and find little evidence of a “big tradeoff” between redistribution and growth.
Robert Chambers of IDS comments on the forthcoming World Development Report (WDR) 2015: Mind and Culture. He raises some important points on participatory thinking.
Trouble ensues when UCLA psychologist Joe Henrich steps into economics territory. Article by Ethan Watter for the Pacific Standard.
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‘Over-generous tax exemptions awarded to multinational enterprises often deprive fragile states of potential revenues that could be used to fund their most pressing needs.’ Another broadside from rent-a-mob? Nope, it’s the ultra respectable OECD in its Fragile States 2014 report.
After years of growth, aid to fragile states started to fall in 2011, so the report centres around an urgent call for OECD member states to help their more fragile cousins find a post-aid arrangement that funds essential state functions and builds the ‘social contract’ with citizens.
The key is a shift from aid dependence to ‘domestic resource mobilization’ (taxes and natural resource royalties), currently averaging a feeble 14% of GDP across fragile states and far too dependent on royalties from oil, gas and mineral extraction. Foreign direct investment (factories, farms etc) is generally low in volume and volatile.
In education, perhaps even more than in other social sectors, not every parent is looking for the same standardized service. All parents want their children to learn and benefit from a great education.
But for some parents, other dimensions matter as well. In many developing countries faith and values are important for families and local communities. It is therefore not surprising that the number of faith-inspired schools appears to be growing, with various types of schools within a tradition providing different services (for example, madrasas usually focus on religious education while Franco-Arab schools also teach secular topics).