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Navigating education's complexity: A review of the 2018 WDR

Brian Levy's picture

In a sector where a proliferation of research seemingly has contributed at least as much to confusion as to progress, the 2018 World Development Report (WDR), Learning to Realize Education’s Promise  sheds new light, and points towards fresh, hopeful pathways forward. It is a landmark contribution.
“Education for all” was the seductive promise of the millennium. Yet all too many children are attending school without acquiring even basic literacy or numeracy.  Why?


Do Sri Lankan women need to take the backseat?

Seshika Fernando's picture
Women in Sri Lanka routinely experience sexual harassment in the workplace. Some have been denied promotions, been paid less than their male peers, and sexually harassed at work
Women in Sri Lanka routinely experience sexual harassment in the workplace. Some have been denied promotions, been paid less than their male peers, and sexually harassed at work

We have a strict ‘no jerks’ policy at the company where I work. It means we just don’t have room for people who bully or mock their co-workers. Our employees don’t invade each other’s personal space or make uninvited personal contact. Women in Sri Lanka routinely experience sexual harassment in the workplace, but policies like this don’t favor just one gender. Men enjoy the benefits as well.
Unfortunately, my company’s policy is an exception rather than the rule. Recently, I had a chance to meet Sri Lankan women engineers and hear their experiences. One told me about how challenging going to the field was because her male subordinates refused to respect her or follow her directions. Other women have been denied promotions, paid less than their male peers and sexually harassed at work.

Sheshika Fernando addressing the gathering at an international conference
Seshika Fernando represents her company at a lot of international technology conferences. Almost always the audience is filled with men. But when she's delivering her talk, it’s a woman taking center stage.

Sometimes it’s more subtle than that. In every company I have ever worked for, women are in the minority. They may not have the same interests as their male colleagues or be able to socialize. Not everyone is comfortable conversing in the male lingo, just to fit in. When work is discussed in such social settings, women can very easily miss out. Each time something like this happens, it’s a loss for the company and for the country.

A school is not a factory: Why teacher specialization in early grades may not work

David Evans's picture

In chapter 1 of book 1 of Adam Smith’s foundational economics book, The Wealth of Nations, he explains the concept of the division of labor. He uses the example of a pin factory.
    To take an example, therefore, from a very trifling manufacture, but one in which the division of labour has been very often taken notice of, the trade of a pin-maker: a workman not educated to this business (which the division of labour has rendered a distinct trade, nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty.

To unlock student potential in East Asia Pacific, be demanding and supportive of teachers

Michael Crawford's picture

Among the 29 countries and economies of the East Asia and Pacific region, one finds some of the world’s most successful education systems. Seven out of the top 10 highest average scorers on internationally comparable tests such as PISA and TIMSS are from the region, with Japan, Republic of Korea, Singapore, and Hong Kong (China) consistently among the best. 

But, more significantly, one also finds that great performance is not limited to school systems in the region’s high-income countries. School systems in middle-income Vietnam and China (specifically the provinces of Beijing, Shanghai, Jiangsu, and Guangdong) score better than the average OECD country, despite having much lower GDP per capita. What is more, scores from both China and Vietnam show that poor students are not being left behind. Students from the second-lowest income quintile score better than the average OECD student, and even the very poorest test takers outscore students from some wealthy countries. As the graph below shows, however, other countries in the region have yet to achieve similar results.

It takes a village to tackle Indonesia’s early childhood development challenges

Thomas Brown's picture

“Indonesia’s future is at stake”, states Camilla Holmemo in her opening address at the Early Childhood Development Policy Conference, held in July 2017 in Jakarta. The program leader for human development, poverty and social development of the World Bank in Indonesia rallies the audience by highlighting the lack of access to early childhood education and development (ECED) services and the high incidence of child stunting in Indonesia.
Despite the country’s middle-income status, one in three children under five are stunted, the fifth highest rate in the world. For these children, the likelihood of becoming productive citizens is significantly hampered  – unless we do something about it now. 

Voices of Youth: A Hope for One South Asia from Young Economists at Students' Meet

Nikita Singla's picture
Young economists from South Asia at South Asia Economics Students’ Meet (SAESM) 2018, Chittagong, Bangladesh
Young economists from South Asia at South Asia Economics Students’ Meet (SAESM) 2018, Chittagong, Bangladesh
Photo Credits: Nikita Singla/World Bank

At the 14th South Asia Economic Students’ Meet (SAESM), more than 100 top economics undergraduates and faculties from seven countries in South Asia convened in Chittagong, Bangladesh to discuss how greater regional integration in South Asia can help countries achieve the Sustainable Development Goals (SDGs). As these young economists engaged in vigorous academic competitions and research presentations on South Asia’s development opportunities, they also created fond memories and built lifelong friendships. Was SAESM 2018 a new hope for #onesouthasia? Let’s hear it from the students themselves.

“With the momentum built up, the stage set, with a banner that in all its glory was decorated with the flags of the seven South Asian states, we sat in our respective country groups to embark on a three-day long journey that was to change my perception of South Asia forever. The dis-embarkment on this passage saw us divided by geographical boundaries, as India and Pakistan made sure to sit the farthest away from each other. The end to this voyage, however, painted a story not many foresaw – twenty Indians and Pakistanis crammed together in a single bus, discussing our common history with a fondness anew to most, accompanied by bursts of people from either side breaking into rounds of Antakshari. At that point, we were one!" – Alizeh Arif, Lahore School of Economics

Moving towards gender equality in Bhutan

Tenzin Lhaden's picture
Accompanying rapid economic development, Bhutan has greatly reduced gaps in gender equality.
Photo Caption: Sonam 'Sherlock' Phuntsho/World Bank

“…never did I imagine that I would live to see this day, when a woman would be serving at this level,” said my 86-year-old grandmother with her eyes beaming while watching the inauguration ceremony of the first female Minister of Bhutan.

Bhutan is a small country nestled in the eastern Himalayas between China and India, has managed to maintain its rich and unique cultural heritage in this modern-day age, partly due to its relative isolation during much of the last century. Bhutan is one of the smallest but fastest-growing economies in the world and a success story in poverty reduction.

Accompanying rapid economic development, Bhutan has greatly reduced gaps in gender equality. The net primary enrolment rate, that is the percentage of children attending school in 2016 was 98.8% for girls compared to 97% for boys. There has also been an increasing representation of girls at the higher secondary level although the lag continues at the university level.

Gender gaps in labor markets and job quality was identified as one of the main areas of gender gaps in the 2013 World Bank Gender Note Policy. Although tremendous progress has been made, - 58% of Bhutanese women working for pay or looking for jobs - the female labor force participation saw a slight decline compared to men in 2016. It remains one of the highest in the region[1].

To build a brighter future, invest in women and girls

Jim Yong Kim's picture

Arne Hoel

As we mark International Women’s Day 2018, there has never been a more critical time to invest in people, especially in women and girls. 

Skills, knowledge, and know-how – collectively called human capital – have become an enormous share of global wealth, bigger than produced capital such as factories or industry, or natural resources.

But human capital wealth is not evenly distributed around the world, and it’s a larger slice of wealth as countries develop. How, then, can developing countries build their human capital and prepare for a more technologically demanding future?

The answer is they must invest much more in the building blocks of human capital – in nutrition, health, education, social protection, and jobs. And the biggest returns will come from educating and nurturing girls, empowering women, and ensuring that social safety nets increase their resilience.

According to UNESCO estimates, 130 million girls between the age of 6 and 17 are out of school, and 15 million girls of primary-school age – half of them in sub-Saharan Africa – will never enter a classroom. Women’s participation in the global labor market is nearly 27 percentage points lower than for men, and women’s labor force participation fell from 52 percent in 1990 to 49 percent in 2016.

What if we could fix this? Fostering women’s labor force participation, business ownership, and improvements in productivity could add billions to the global economy.

Redefining women's empowerment in Bangladesh

Sabah Moyeen's picture

What does empowerment really mean? The Northern Area Reduction Initiative (NARI) project has forced me to ask this question several times. And the answers are apparently not as neat and foldable into the pre-set indicators as one would think.
Bangladesh’s garment industry has been at the heart of the country’s export boom ever since the first factory opened in 1976. Today, the industry accounts for 80% of Bangladesh’s total exports. 85% of the workers in the garments sector are women. The NARI program aims to facilitate the entry of skilled women into this sector. However, this program is not just about technical skills aimed at churning out yet another RMG worker. The girls learn how to adjust to life outside their homes and villages, open and manage bank accounts, and learn about their rights and responsibilities as workers. They also negotiate contracts and rent, understand what sexual harassment is, and learn how and where to report it. They build networks, allow ideas to form on the basis of newly discovered confidence and self-esteem. Some graduate and join the earmarked jobs, often in positions several steps ahead of what they would have been offered without the training.

South Asia’s prosperity will require more women to work for pay

Annette Dixon's picture

Women in the Work Force

South Asia has enjoyed a growth rate of 6 percent a year over the past 20 years. This has translated into declining poverty and improvements in health and education. While worthy of celebration as we mark International Women's Day, the success could have been more dramatic if more women worked for pay. Only 28 percent of women in South Asia have a job or are looking for one, compared to 79 percent of men. This is the second lowest in the world, after the Middle East and North Africa region at 21 percent.

With the largest working-age population and growing middle class, South Asia’s development potential is vast. But the lack of women in employment and economic participation reflects lost potential. In India and Sri Lanka, tens of millions of women have dropped out of the work force over the last twenty years.

Many factors are holding them back. Almost half of South Asia’s adult women are illiterate and its girls suffer from the highest malnutrition rates in the world. Rates of violence against women and maternal mortality remain among the highest in the world. All these factors translate into a labor market characterized by low participation, high unemployment and persistent wage gaps for women.

What can be done to better prepare and encourage women to participate in the work force? It starts with valuing our daughters as much as our sons – providing them with the same access to nutritious foods and investing in their education for them to reach their potential. Let’s spark the interest of young girls in subjects like science and mathematics, and convince them that they are just as capable as boys –that they too can build careers in engineering, scientific research, IT, and other fields that are in demand by employers. We must also raise our sons to respect girls and women, and make it clear that there is zero-tolerance for gender-based violence.