The elusive quest to scale
Some 15 years ago, I was in a small town in Hoshangabad district (India) attending a workshop with government schoolteachers, where we were examining student test scores. Instructors from Eklavya, a non-profit supporting the government, were skillfully leading teachers through an intensely engaging session on why a child might have written a particular answer, what was right and what was wrong with the answer, how to grade it, and how a teacher could help the child improve. Everyone was sharing lessons and learning.
The elusive quest to scale
That is the verdict of the Global Mobility Report (GMR)—the first ever assessment of the global transport sector and the progress made toward achieving sustainable mobility.
This is the first major output of the Sustainable Mobility for All initiative (SuM4All), a global, multi-stakeholder partnership proposed last year at the United Nations (UN) Climate Action Summit with the purpose of realizing a future where mobility is sustainable. The release of this study puts a sector often overlooked by the international community squarely on the map as essential to address inclusion, health, climate change and global integration.
The report defines sustainable mobility in terms of four goals: universal access, efficiency, safety, and green mobility. If sustainable mobility is to be achieved, these four goals need to be pursued simultaneously.
- Agriculture and Rural Development
- Climate Change
- Global Economy
- Social Development
- Urban Development
- sustainable mobility
- sustainable transport
- Sustainable Development
- sustainable development goals
- road safety
- climate change mitigation
- transport accessibility
- access to transport
- rural transport
“At 14:28:04 on May 12, 2008, an 8.0 earthquake struck suddenly, shaking the earth, with mountains and rivers shifted, devastated, and parted forever….” This was how China’s official report read, when describing the catastrophic consequences of the Sichuan earthquake, which left 5,335 students dead or missing.
Just two years ago, in Nepal, on April 25, 2015, due to a Mw 7.8 earthquake, 6,700 school buildings collapsed or were affected beyond repair. Fortunately, it occurred on Saturday—a holiday in Nepal—otherwise the human toll could have been as high as that of the Sichuan disaster, or even worse. Similarly, in other parts of the world—Pakistan, Bangladesh, Philippines, Haiti, Ecuador, and most recently Mexico—schools suffered from the impact of natural hazards.
Why have schools collapsed?
I Will Always Write Back is the true story of Martin Ganda and Caitlin Alifirenka, who became pen pals -- between Zimbabwe and the USA -- in middle (or lower secondary) school. Over time, they learn from each other, and ultimately Caitlin's family realizes the depth of need of Martin and his family -- living in a slum on the outskirts of the city Matate -- and provides support beyond the letters, all to an inspiring end (which I won't spoil).
This book is on many middle school reading lists, with good reason. My thirteen-year-old son just read and enjoyed it. It provides an introduction to life in Zimbabwe and a range of challenges that might never occur to a child (or adult, for that matter) in a high-income country. I've never worked in Zimbabwe, but I have studied education in many countries, including several countries around Sub-Saharan Africa, and the characterizations of life broadly rang true.
October 17, 2017 – Today marks the 25th anniversary of the United National declaration of the International Day to End Extreme Poverty. Compared to many other countries in the world, Sri Lanka has done well in ending extreme poverty. Between 2002 and 2012, extreme poverty in Sri Lanka decreased from 8.3% to 1.9% while the national poverty level fell from 22% to 6.7% during the same period. Read the latest poverty brief and the two-part series on understanding poverty in Sri Lanka to learn more.
The big picture of poverty in Sri Lanka may be different when we zoom in on individuals and communities. In order to understand individual perspectives and opinions, this year we have opened up an opportunity for Sri Lankans to share their views on Sri Lanka’s Vision to End Poverty. We welcome your views in the form of a short blog post on why you believe #itspossible to end poverty in Sri Lanka. Below are some questions to get you thinking. You need not capture all of them, or be restricted to answering just these questions, but we are interested in hearing from you on these themes.
- Do you feel that you have more opportunities than your parents did at your age? Why or why not?
- How could more openings be created for you and your peers?
- Do you believe that the future will provide more prospects than the present?
- What are you most excited about and most discouraged by in terms of available opportunities in Sri Lanka?
- Do you think it is possible to end poverty in Sri Lanka? As individuals, can we contribute to making this goal a reality?
- How do you think the reforms listed in Vision 2025 can contribute to ending poverty in Sri Lanka?
- All participants must be registered with us through the online form available here. Follow the submission instructions detailed there.
- You will be requested to provide a short biography and profile picture which will become your profile, and accessible from the article(s) you write if selected by the panel of editors.
Fears abound that automation and other advanced technologies will lead to job losses for lower-skilled workers in emerging economies and exacerbate inequality. Each new wave of technological progress is met with dire predictions. The most critic argue that the unprecedented pace of technological change today will have more dramatic effects on the future of work as new technologies (including robots and artificial intelligence) are increasingly replacing more educated workers and more cognitive and analytical work. At the same time, many economists argue that technology adoption will significantly increase firm productivity and result in job expansion, at least in the medium run under certain policy conditions. The impacts of technology adoption on overall employment and on the skills composition of occupations are ultimately an empirical question.
Fueled by unprecedented levels of aid, literacy, school enrollment, and access to basic services, Afghanistan made tremendous progress between 2007–08 and 2011–12. However, declining aid and increasing conflict during the period between 2011–12 and 2013–14 slowed progress, especially on education and maternal health outcomes, as documented by our recent World Bank report, the “Afghanistan Poverty Status Update: Progress at Risk.”
In this blog, we look at how Afghanistan has performed across several important development indicators in the last few years.
The Lycée Eucalyptus, a high school in Nice, France, sits close to the airport, surrounded to the west and north by a resolutely working-class neighborhood and by a more middle-class area to the east. The school has a heterogeneous group of students who stay for the most part to themselves. So, for a working relationship to form between Marwan, 12, a Syrian refugee, who has only been in France a few months and speaks little French, and Charlotte, 17, the captain of the girls’ tennis team, is quite remarkable.
In a recent exhibition at the American Museum of Natural History in New York City, “Dinosaurs Among Us,” paleontologists use prehistoric fossil records of bones, feathers, and nests to show that some dinosaurs did not go extinct but, rather, evolved into the creatures we see today. The links they trace show how avian dinosaurs (ones that fly) evolved into modern-day birds. Paleontologists argue that avian-dinosaurs’ swift aerial mobility played a key role in determining their survival while their land-based relatives failed to thrive. Flight enabled them to relocate and adapt to drastically changing environments—a skill that their land-based relatives lacked.
Figure 1. Paleontologists argue that avian-dinosaurs (left) adapted to the changing environment quickly and evolved into birds (right).
This is the second part of our interview with with Safaa El Tayeb El-Kogali, World Bank Practice Manager in the Education Global Practice, on the challenges faced by the region’s education systems and the efforts to address them.