This week in Mogadishu, the World Bank launched the second in our Somalia Economic Update series, “Mobilizing Domestic Revenue to Rebuild Somalia.” The series aims to support policymakers and other stakeholders with analysis of trends in the Somali economy. What is starting to emerge is a picture of a country undergoing three parallel (and linked) transitions: political, security, and economic.
What can labor ministers in the developing world learn from the heated debate on minimum wages that Seattle’s dramatic reforms reignited? The answer may be confusion. After more than 6,000 scientific articles, the discussion on the costs and benefits of raising minimum wages is still one of those unresolved million-dollar questions: Many economists claim that it is a very effective way to guarantee decent jobs for workers and to reduce inequality, but other economists and policymakers seem convinced that it would do just the opposite. The recent experiment in Seattle, unfortunately, adds little clarity.
Without further ado, let's see what he has...
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. »
"We have electricity for two hours every 24 hours," says a high-ranking energy official in Gaza.
Up to just 10 years ago, Gaza enjoyed full, round-the-clock electricity supply 24 hours a day. But by 2016, this was reduced to 12 hours per day due to severe power shortages — and the situation has declined rapidly since.
Productivity is the outcome of the functioning of an economy – both at the micro and macro levels. Therefore, we need to focus on the drivers of productivity if we want to shrink the efficiency gap.
“Proceeding from the Islamic Development Bank’s interest, as well as my personal concerns about what benefits the Member Countries, where the subject of partnerships between the public and private sectors (PPPs) has become a major hub in fostering development in several sectors in many countries, I have initiated a forum to address the most significant issues and topics related to the importance of partnerships between the public and private sectors, in addition to the optimal means to activate them and benefit from their acclaimed development role."
– Dr. Bandar Mohammed Al-Hajjar, President, Islamic Development Bank
The first Islamic Development Bank (IsDB) Public-Private Partnership (PPP) Forum took place in Riyadh, Saudi Arabia in March 2017, which I attended as a guest moderator and panelist. The IsDB organized the Forum to support its communication with its member countries by initiating a debate that would introduce forum participants to opportunities and challenges that PPPs present in various countries and various sectors.
I’m pleased to announce that applications are now open for the second round of a new data innovation fund which was announced last month at the UN’s High Level Political Forum.
The fund will invest up to $2.5 million in Collaborative Data Innovations for Sustainable Development - ideas to improve the production, management and use of data in poor countries. This year the fund’s thematic areas are “Leave No One Behind” and the environment.
Details on eligibility, criteria and how to apply are here: bit.ly/wb-gpsdd-innovationfund-2017
The initiative is supported by the World Bank’s Trust Fund for Statistical Capacity Building (TFSCB) with financing from the United Kingdom’s Department for International Development (DFID), the Government of Korea and the Department of Foreign Affairs and Trade of Ireland. DFID is the largest contributor to the TFSCB.
Supporting statistics for development
Here in the World Bank’s Development Data group, we’re looking forward to working with the Global Partnership for Sustainable Development Data (GPSDD) again following a successful pilot round of innovation funding last year. But you might be asking - why is the World Bank’s Data team helping to run a data innovation fund?
Let’s look at the case of India where 500,000 km of rural roads have so far been built by the country’s flagship rural roads program (PMGSY). These roads, connecting some 120,000 settlements, have already started transforming the rural areas of the country.
These roads form part of a core network of 1.1 million that India is seeking to build through its ongoing $35 billion PMGSY program to provide about 179,000 rural settlements with road access. The project has been designed to deliver high-quality, sustainable roads in a timely and cost-effective manner. PMGSY’s main source of funding is a special tax on diesel. Since the PMGSY began, the World Bank has been working closely with the Indian government through a series of projects and knowledge initiatives, with funding of about US$1.8 billion.
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.