Photo Credit: DEMOSH via Flickr Creative Commons
It turns out that airplane pilots and PPP practitioners now share a common training practice to sharpen their skills: simulation exercises.
Kenya is in the process of launching a number of PPPs, and conducting capacity building in the Ministry of Finance PPP unit and within the various implementing agencies is key to preparing professionals and designing and implementing successful PPP projects.
In September 2016, the Public-Private Infrastructure Advisory Facility (PPIAF) conducted two innovative events in Kenya to build the capacity of PPP players at the national and sector levels. The first was the PPP simulation game funded through the PPIAF knowledge proposals in partnership with the Dutch Government. This was the second in a series of the PPIAF-funded activities, following a similar simulation training carried out in Astana, Kazakhstan. The training focused on post-contract monitoring and was offered to the Kenyan PPP unit as well as implementing agencies that are close to launching their PPP projects.
Teachers’ attendance can be improved if they are monitored by head-teachers using mobile technology, but only if the associated reports trigger bonus payments.
Can high-stakes decentralized monitoring improve civil servant performance, or will it lead to collusion between the monitor and civil servant? And what happens to the quality of information when we raise the stakes of reports?
Slideshow: Reimagining a park, a river, and other public spaces in Seoul (Photos by Judy Zheng Jia / World Bank)
, Executive Director of the UN-HABITAT at the Habitat III Conference last month. But more than being "ugly," the lack of good public urban spaces, such as open spaces, parks, and public buildings, often contribute to low livability in many of the world's congested and polluted cities. In fact, the importance of the issue received recognition in SDG 11, Target 7, which calls for the provision of “universal access to safe, inclusive and accessible, green, and public spaces, in particular for women and children, older persons, and persons with disabilities,” by 2030.
Global experience shows that disconnected, social mixing, civic participation, recreation, safety, and a sense of belonging, ultimately contributing to urban prosperity. Well-designed and well-managed public spaces also offer benefits to environmental sustainability, transport efficiency, and public health improvements, and can equally serve women, the disabled, and people of all ages.
The importance of good urban spaces was the topic of an international workshop—“Vitalizing Cities with Public Space”—held in Seoul on November 14-17, 2016 and co-hosted by the Korea Research Institute of Human Settlements and the World Bank’s Urbanscapes Group. Eight cities from around the world—Seoul, Singapore, Buenos Aires, Chongqing, Kakamega, Zanzibar, Astana, and Tashkent—participated to discuss challenges and opportunities for better urban planning and design.
- New Urban Agenda
- Habitat III
- buenos aires
- Social Inclusion
- Sustainable Development
- Sustainable Communities
- Urban Development
- Social Development
- Information and Communication Technologies
- East Asia and Pacific
- Korea, Democratic People's Republic of
Mental health has a crucial role in the prevention of sexual and gender-based violence. However, to date most research and practice has focused on the role of mental health post-violence, and intimate partner violence (IPV) prevention is relying on public health models that do not explicitly include mental health. Yet, key concepts, processes, and competencies in the mental health field appear essential to successful IPV primary prevention.
A good number of African governments have shown how technologically-forward thinking they are by announcing one-tablet-per-child initiatives in their countries. President John recently announced that tablets for Ghana’s schoolchildren were at the center of his campaign to improve academic standards. Last year, President Kenyatta of Kenya abandoned a laptop project for tablets.
The challenges faced by small farmers are similar across the developing world – pests, diseases and climate change. Yet in Africa the challenges are even greater. If farmers are to survive at current rates (let alone grow), they need to have access to high-yielding seeds, effective fertilizers and irrigation technologies. These issues threaten the region’s ability to feed itself and make business-growth and export markets especially difficult to reach. Other factors include the rise in global food prices and export subsidies for exporters in the developed economies, which leave African farmers struggling to price competitively.
Earlier this week we released the 14th edition of the Kenya Economic Update, our bi-annually published report which assesses the state of Kenya’s economy. Kenya remains one of the bright spots in the region. With economic growth rates sustained at above 5%, Kenya has outperformed the Sub-Sahara Africa regional average for eight consecutive years. Our macroeconomic team projects that gross domestic product (GDP) growth in Kenya will increase to 5.9% in 2016 and could accelerate to 6.1% by 2018. Both Kenya’s current performance and the positive medium-term outlook are in sharp contrast to the regional growth deceleration—average per capita incomes in the Sub-Saharan Africa will decline —and the global economic slowdown.
See if you can spot the pattern:
- “Although the quantity of schooling has expanded rapidly, quality is often abysmal.” (Kremer et al.)
- “Between 1999 and 2009, an extra 52 million children enrolled in primary school…Yet the quality of education in many schools is unacceptably poor.” (Krishnaratne et al.)
- “Progress over the last decade in regards to school access and enrollment has been promising.” But “current learning levels for primary as well as secondary school students are extremely low in much of Sub-Saharan Africa” (Conn)
- “The most consistent focus of investment has been on increasing primary and secondary school enrollment rates… More recently, however, attention has begun to swing toward the quality of schools and the achievement of students—and here the evidence on outcomes is decidedly more mixed.” (Glewwe et al.)
- “Over the past decade, low- and middle-income countries have made considerable progress in increasing the number of children and youth who enroll in school and stay long enough to learn basic skills… Learning in many low- and middle-income countries remains appallingly low.” (Murnane & Ganimian)
Again and again, we hear the refrain: access is improving, but learning lags. Thankfully, an increasing number of studies reveal interventions that work – and those that don’t – to improve learning around the world.
A technology bootcamp in Medellín, Colombia. © Corporación Ruta N Medellín/World Bank
The fourth industrial revolution is disrupting business models and transforming employment. It is estimated that 65 percent of children entering primary school today will, in the future, be working in new job types that do not exist today. These changes have been more noticeable in developed countries, with the 2008 financial crisis accelerating this transformation process. However, they are also affecting emerging economies that have traditionally relied on routine blue-collar jobs (e.g., textiles, manufacturing or business process outsourcing) for broad employment and economic development.
Start-ups are at the core of these disruptions in business models. In recent years, we have witnessed how completely new market categories have been created out of the blue, transforming entire sectors of the economy, including transportation, logistics, hospitality, and manufacturing. When start-ups disrupt a market, a new business category is created and new sources of growth and employment are generated.
When we think about start-ups and employment, the first thing that come to mind is the start-up founders, typically highly educated and motivated individuals. However, evidence from New York startup ecosystem, a testing ground of new jobs generated through technology after the financial crisis, suggests otherwise.
First, most of the jobs generated by the tech start-up ecosystem are not in start-ups but in the traditional industries that either are influenced or disrupted by start-up technologies (with over three times more employment generated in the non-tech traditional industry).
Second, more than 40 percent of these new jobs did not require bachelor’s degree skills or above. These are jobs like building a website, a basic database, a web or mobile app.
What are the skills needed to fill these categories — which we can call tech blue-collar skill jobs — and how people are being trained for them?