Latin America & Caribbean
On November 1-3, India’s Ministry of Environment, Forest and Climate Change (MoEFCC) and the World Bank organized a workshop in Delhi to discuss forest fire prevention and management. The workshop brought together fire experts and practitioners from eight countries along with Indian government officials from the ministry and the state forest departments, as well as representatives from academia and civil society. One of the participating countries, Mexico, has recently transformed its national policy on forest fires. Alfredo Nolasco Morales, Wildland Fire Protection Manager at Mexico’s National Forestry Commission (CONAFOR) shared his insights on what this transformation has meant for Mexico, how it was achieved, and how it may serve as an inspiration for India as the Indian government prepares a new national action plan for forest fires.
Mexico’s forest fire program has operated for more than 70 years. On average, 7,500 fires occur each year, affecting 300,000 hectares of pasture, scrubland, forest, and regrowth. Recently, however, the country has experienced some especially bad years, including in 2017, when fires burned 715,714 hectares and killed 12 people. Extreme climatic conditions and the accumulation of fuels such as dry leaves, twigs, grasses, dead trees, and fallen timber have contributed to especially severe fire seasons.
Until 2012, Mexico’s national forest fire program focused on the complete suppression of fires by contracting helicopters to douse the flames. State forest fire programs were weak and there was little institutional coordination.
Start-ups in emerging markets are disadvantaged when it comes to accessing mentors and mentorship programs. The infoDev Climate Technology Program has been working to fix this challenge and recently launched two mentorship pilots in partnership with Climate Innovation Centers in Ghana and the Caribbean.
Successful entrepreneurs from developed technology hubs often engage mentors so that they can learn from experienced industry veterans, solve unfamiliar problems, and navigate blind spots. In emerging economies, great mentors are harder to come by, founders are less familiar with what to expect from a mentor, and support programs and networks are less established.
Community leaders discuss systems of violence prevention in the community of San Juan de Floresta in Loreto, Peru. Photo credit: G Shannon, DB Peru
In the Peruvian Amazon, the Lower Napo River communities that we are working with for the upcoming GBV in the Amazon of Peru (GAP) Project are negotiating a transition to modernity, where increasing access to transport, telecommunication and media has meant that communal life is changing. This has coincided with increasing concerns about gender violence: recent figures from Mazan, a remote township on the Lower Napo River, show that 79% of women between the ages of 18 and 29 report experiencing sexual violence at some point in their life.
With the right kind of reforms, public employment services can do a better job of matching job seekers from poor households. In low and middle-income countries, individuals from poor households find jobs through informal contacts; for example asking friends and family and other members of their limited network. But this type of informal job search tends to channel high concentrations of the poor individuals into informal, low-paid work.
Job seekers especially from poor households need bigger, more formal networks to go beyond the limited opportunities offered by the informal sector in their local communities. This is where public employment services can help, but in developing countries many of these services just simply do not work well: they suffer from limited financing and poor connections to employers, and governments are looking for ways to reform and modernize them to today’s job challenges.
There are lots of cases where developing countries have improved their public employment services and these can serve as models. The lessons from these successful reforms can be distilled and replicated. Based on our recent publication, here are three case-tested strategies that improved the performance, relevance and image of public employment services.
All schools are different. I’m not referring to the building, the number of students or teaching practices. I’m talking about the school’s spirit. When you walk into a good school, the building is often well-organized and clean. The students look busy and happy. You don’t see strict discipline; ideally, you see organized chaos.
When you see a well-functioning school, most likely, there is a good principal behind it. A leader who sets a vision for the school and sets clear objectives. Someone who creates the space that fosters teachers’ professional and personal development, and encourages students’ personal growth, creativity, and their own journey of discovery.
Running a school efficiently is a very difficult challenge. A principal must be a pedagogical leader to dozens of teachers: observing them in the classroom, evaluating institutional performance, and helping them get the professional development opportunities they need. Principals have to deal with hundreds of students and their personal and academic challenges. They need to respond to parents, each with their own expectations for the school. And principals also need to contend with the administrative and financial burdens imposed by the bureaucracy.
Photo: Diana Susselman | Flickr Creative Commons
I worked with the International Finance Corporation (IFC) for exactly 20 years, all of which was in advisory work. I spent five years in Barbados, five in Washington, five in Zimbabwe and five in South Africa: perfect symmetry. On my 20th anniversary, I took a package and returned home, to the beautiful Caribbean. IFC was a great place to work, where we were challenged every day to come up with innovative solutions to seemingly intractable problems. Some of our deals were truly groundbreaking and lived up to IFC’s motto to improve people’s lives. That’s the kind of job satisfaction that money can’t buy.
After 76 countries, millions of air miles, and some pretty forgettable airport hotels, sometimes I look back and think: what was it all about?
Celina Maria migrated from Bahia to Rio de Janeiro when she was just 17 and pregnant with twins, without completing her education and therefore have had difficulties finding good formal jobs. Over her life, she faced many challenges from being homeless to unemployed, while living in food insecurity with her children. Like Celina Maria, millions of people around the globe face multiple constraints – low earnings, limited assets, low human capital, idiosyncratic shocks and exposition to natural shocks, violence, and more – yearning to live with dignity and a decent and economically independent life.
To address the diverse needs of the poor, many countries offer a myriad of social benefits and services. Despite good intentions, this can lead to fragmentation in the absence of a clear strategy and coordinated processes and systems.
All photos by Gregoire Gauthier and Satoshi Ogita
Marcos Ribeiro almost has tears in his eyes, as he explains the huge opportunities he sees for modern, ecologically mindful agriculture to us, a visiting World Bank team. The young tropical fruit producer is standing in front of his small farm, some 15 km outside of Palmas, the capital of Tocantins, Brazil’s youngest state.
“Test and punish”?
There’s a debate raging in American schools today: how (and how much) should children be tested?
The No Child Left Behind (NCLB) Act created a system where all children in all schools from grades 3 to 8 must be tested each year. Critics refer to this accountability architecture as “test and punish,” with stakes such as school funding (or closings!), bonuses for teachers, or grade promotion for students all riding on performance. There is evidence that NCLB improved learning outcomes, but improvements came at a high cost: In addition to teaching to the test, this approach can lead to a number of perverse incentives, like keeping weaker students at home on test day, narrowing the curriculum, or downright cheating. Worse, some have said they can serve to mask and contribute to the structural race and class inequalities in the United States.