Silvi is eight months old. She lives in a remote village in one of the poorest regions of Bangladesh.
Her mother Maya often reflects on her pregnancy and worries about her daughter’s wellbeing as she recalls her morning sickness, the uncertain and painful birth, and the long nights at Silvi’s side as the baby lay wide awake wailing, fighting one illness after the other.
She remembers, too, the thrills of hearing Silvi giggle at the sound of her rattle, and when she began to crawl.
Despite the little joys that her baby brings to Maya, Silvi’s early childhood was marked with apprehension: Shouldn’t she be a little heavier? When will she learn to walk? Will she be healthy and intelligent enough to earn a decent living when she grows up? Or would she be handed down her parents’ poverty and get married like Maya had to, at only sixteen?
But with the right kind of support, Silvi can have a chance at a better life and bring her family out of poverty.
Growing evidence has shown that .
Thus, —or too short for their age--, low birth weight is prevalent, and maternal nutrition remains poor.
Sadly, poor families like Maya’s are not utilizing services available to them.
In Bangladesh, chronic and acute malnutrition are higher than the World Health Organization’s (WHO) thresholds for public health emergencies—it is one of 14 countries where eighty percent of the world’s stunted children live.
Food insecurity remains a critical concern, especially in the Chittagong Hill Tracts (CHT).
Located in the southeastern part of Bangladesh, CHT is home to 1.7 million people, of whom, about a third are indigenous communities living in the hills. The economy is heavily dependent on agriculture, but farming is difficult because of the steep and rugged terrain.
With support from the South Asia Food and Nutrition Security Initiative (SAFANSI), the Manusher Jonno Foundation (MJF) conducted a food and nutrition analysis which finds that more than 60% of the population in CHT migrates during April – July when food becomes harder to procure.
Based on these findings, MJF helped raise awareness through nutrition educational materials and training. The foundation staff also formed courtyard theatres with local youth to deliver nutrition messages, expanded food banks with nutritious and dry food items, and popularized the concept of a “one dish nutritious meal” through focal persons or “nutrition agents” among these communities.
Yet, these deficiencies -- often referred to as ‘hidden hunger’ -- go largely unnoticed and affect large populations.
Night blindness, a condition afflicting millions of pregnant women and children, stems from low intake of foods rich in essential nutrients like Vitamin A.
Budget constraints limit access to nutrient-rich foods for many families, who are unaware or unable to afford a nutritious diet.
National programs help supplement diets with Iron and Vitamin, but their scope is too narrow to adequately address these deficiencies.
Fortified Milk Helps Increase Vitamins Intake
When fortified with vitamin A and D, milk, which remains a staple for many Indians, can help alleviate dietary deficiencies when supplementation is not available.
Food fortification is a relatively simple, powerful and cost-effective approach to curb micronutrient deficiencies. It is in general socially accepted and requires minimal change in existing food habits.
The process is inexpensive and costs about 2 paisa per liter or about one-tenth of a cent. And because it only adds a fraction of daily recommended nutrients, the process is considered safe.
For these reasons, food fortification has been successfully scaled up in some emerging economies.
However, except for salt fortification with iodine, India has not yet achieved large-scale food fortification.
With India’s rapidly growing dairy industry, large-scale milk fortification of Vitamins A and D is a robust vehicle for increasing micronutrients intake across the population.
In the Kyrgyz Republic, where 96% of all cargo travels by road, any disaster-related disruptions to the road network would have severe repercussions on the economy. The Minister of Transport and Roads, Mr. Zhamshitbek Kalilov, is charged with protecting these systems from all kinds of natural hazards, from avalanches to floods.
Working to support country officials, like Mr. Kalilov, is why the World Bank Resilient Transport Community of Practice (CoP) and the Disaster Risk Management Hub of the Global Facility for Disaster Reduction and Recovery (GFDRR) organized the Technical Knowledge Exchange on Resilient Transport on May 8-12.
Held in Tokyo, the week-long exchange brought together World Bank clients and teams from 16 countries across all regions to share concepts and practices on resilient transport, including systems planning, engineering and design, asset management, and contingency programming. The exchange drew upon the experience of several countries and international experts who showcased innovative approaches and practical advice on how to address risk at every phase of the infrastructure life-cycle.
Maternal and child nutrition is a key driver for sustainable development, yet about 155 million children worldwide are still stunted (children below average height for their age). According to the 2008 Lancet Maternal and Child Undernutrition Series “more than a third of child deaths and 11% of the total diseases burden worldwide are due to maternal and child undernutrition.”
More recent estimates released in May 2017 by UNICEF, WHO, and World Bank suggest that number of children under 5 stunted has decreased from 254.2 million in 1990 to 154.8 million in 2016. While this a great progress in the last 26 years, 154.8 million stunted children is still a staggering number.
Source: WHO, UNICEF, World Bank
Back in 1997, World Links for Development began as a pilot program of the World Bank Institute exploring ways that information and communications technologies (ICTs) could be effectively used to help "prepare youth in developing countries to enter an information age". Most of the country programs (there were eventually 26 of them), especially those in Africa, represented the first organized attempt to provide schools with Internet connectivity and a suite of related teacher training and professional development support activities.
The national programs typically started quite small, with initial cohorts of 10-20 pilot schools, growing to a few hundred schools in some cases. A number of the programs were later absorbed into larger national educational technology efforts, and the global program itself gradually evaporated, its purpose to help kick start organized efforts to utilize educational technologies within participating countries no longer needed.
Over a decade later, many of the initial pilot schools remain leading examples in their countries of how schools, teachers and students are utilizing new technologies in various ways to help support teaching and learning. While many of the challenges related to the successful and effective introduction of technologies in schools remain (the exploration of these challenges is of course a common topic explored on the World Bank's EduTech blog), a number of things have changed quite a bit.
The once strong links between such schools (and between the teachers and students in them), and the sense that they were essentially working laboratories where new innovations could be introduced and tested before later being considered as components of larger rollouts of large scale educational technology projects, have for the most part disappeared in many places, as the use of ICTs in education has become more mainstream across an education system and the uniqueness of the individual schools -- at least related to the fact they had computers and were connected to the Internet -- has gradually eroded.
In other words, what were essentially national leagues of schools doing innovative things with new technologies, with school leaders, teachers and students networked together to share experiences and support collaborative teaching and learning activities, ceased to exist in many countries in dedicated, structured, organized ways.
What models exist today to help in establishing and maintaining
a national league of innovative schools?
Where such leagues exist, what value might there be
in them connecting them with each other across borders
so that students, teachers and school leaders can share experiences
and pursue collaborative learning activities and research?
Happy New Year to all our Sri Lankan friends and colleagues celebrating the Sinhala and Tamil New Year this month; and Happy Easter to those celebrating it.
This is my first opportunity to celebrate these various holidays in my adopted country. I love the energy, the buzz of excitement everywhere and the decorations coming up in many of the commercial districts. I have been asking so many questions about the importance of the New Year holiday; and at the same time enjoying the preparations for the festivities, the anticipation of the big day as well as the serious messages.
I have learnt that the Sinhala and Tamil New Year, also known as 'Aluth Avurudda' (in Sinhala) and 'Puthandu' (in Tamil) is very important to all Sri Lankans and it celebrates the traditional Lunar New Year. It is celebrated by most Sri Lankans – a point of Unity and a Joyful occasion.
Even more importantly the holiday coincides with the New Year celebrations of many traditional calendars of South and South East Asia – a regional point of unity! Above all, this is also known as the month of prosperity.
So what does the holiday mean to you as a Sri Lankan, or maybe you are someone like me who may not be Sri Lankan but loves the country and its people?
At the World Bank Group, promoting shared prosperity and increasing the incomes of the poorest 40 percent of people in every country we work in is part of our mission. The first goal is to end extreme poverty or reduce the share of the global population that lives in extreme poverty to 3 percent by 2030.