Этой зимой я побывала в Центре занятости в г. Караганда, Казахстан, где встретилась с людьми заинтересованными в открытии собственного бизнеса. Я до сих пор помню волнение в их голосах когда они говорили о своих идеях.
Была пара, которая с помощью микрокредитов от правительства начала придорожное обслуживание на станции по техническому осблуживанию (СТО), надеявшаяся воспользоваться ростом автотрафика между Астаной и Алматы. Они сказали, что хотели бы понять рынок лучше, чтобы более эффективно вести свой бизнес. Уязвимые к внезапным изменениям на рынке или появлению новых технологий, как частные предприниматели они хотят знать как улучшить производительность и развить свое дело.
(Photo by Chico Ferreira, available under a Creative Commons license - CC-BY-2.0)
Welcome to the “10 Candid Career Questions” series, introducing you to the PPP professionals who do the deals, analyze the data, and strategize on the next big thing. Each of them followed a different path into PPP practice, and this series offers an inside look at their backgrounds, motivations, and choices. Each blogger receives the same 15 questions and answers 10 or more that tell their PPP career story candidly and without jargon. We believe you’ll be as surprised and inspired as we were.
I recently had the chance to get to know dozens of forward-thinking, dynamic individuals from the public and private sectors. Despite their varied backgrounds, resumes, and perspectives, they shared one thing in common: they have all been influential in shaping the Asia Pacific PPP landscape. Our gathering was part of the IFC PPP Transaction Advisory Services Unit’s four-day Senior Training Program on PPPs and Project Finance, in collaboration with the Harvard Kennedy School in Singapore.
All of the participants – government representatives, donors, private sector clients, World Bank and MIGA staff, as well as senior IFC staff -- offered a different view on how best to combat today’s global PPP challenges. We captured a few key insights from the training program to share with others:
Beatrice Montesi, GAIN
Martin P. Gambrill, The World Bank
Rebecca Jean Gilsdorf, The World Bank
Crowded slums, poor sanitation and unhealthy diets. It’s a potent cocktail and for too many families across the world, a daily reality. Right now, an estimated one billion people live in slums and that number is expected to double by 2030. Slums are where the many deprivations facing the urban poor collide, including lack of access to clean drinking water, sanitation, safe and nutritious foods, sufficient living space, durable housing and secure tenure (UN Habitat). They’re where human waste is routinely emptied into streets, canals, and garbage dumps. And where overcrowding and low rates of immunization and breastfeeding combine to exacerbate the already perilous problems children face.
Children growing up in these surroundings are at a higher risk of death and disease and are more likely to be chronically malnourished (Ezeh et al. 2017). For example, forthcoming World Bank research from Bangladesh shows that children living in slums are 50 percent more likely to be stunted than children living in other urban areas. This doesn’t just have implications for today - , and face a higher risk of chronic disease as they grow older. Tragically, these effects are often passed on to offspring, trapping families in poverty and malnutrition for generations, as per findings in a forthcoming World Bank report called Uncharted Waters.
Testing: For better and/or for worse, many education systems are built around it (although some perhaps not as much as others). In numerous countries, a long-standing joke asks whether 'MOE' stands for 'Ministry of Education', or 'Ministry of Examination'? (This joke is not meant to be funny, of course.)
'Testing' is a source of and trigger for controversies of all different sorts, in different places around the world. The word 'standardized' is considered negative by many people when it is used to modify 'testing', but it is perhaps worth noting that a lack of 'standardized' tests can have important implications for equity. Within the U.S., the Obama administration recently declared that students should spend no more than 2% of classroom instruction time taking tests. However one feels about the wisdom of setting such hard targets (one could argue, for instance, that it's not 'testing' per se that's the problem, to the extent that it is indeed a problem, but rather 'bad testing') and the various types of time accounting shenanigans that might predictably emerge so that the letter but not the spirit of such declarations are met (a school could be creative about what it feels constitutes a 'test' or 'instruction time', for example), there is no denying the centrality of testing to approaches to education in schools around the world.
'Testing' means different things to different people. There are important distinctions between assessments that are formative (i.e. low stakes means to provide feedback to teachers and students on how much students are learning, as a way to identify strengths and weaknesses and act accordingly) and those that are summative (e.g. high stakes final exams).
It's also potentially worth noting that tests can be utilized not only as means of assessment, but explicitly as tools to help learning we well (an approach sometimes called 'studying by testing'; here's an interesting related paper: When Does Testing Enhance Retention? A Distribution-Based Interpretation of Retrieval as a Memory Modifier [pdf]).
The point here is not to get into a debate about testing, as illuminating and energetic (or frustrating and political) as such a debate might be. Rather, it is to shine a light on some related things happening at the frontier of activities and experiences in this area that are comparatively little known in most of the world but which may be increasingly relevant to many education systems in the coming years.
The nature of tests and testing is changing, enabled in large part by new technologies. (Side note: One way to predict where there are going to be large upcoming public sector procurement activities to provide computing equipment and connectivity to schools is to identify places where big reforms around standardized testing are underway.) While there continues to be growing interest (and hype, and discussion, and confusion) surrounding the potential for technology to enable more 'personalized learning', less remarked on in many quarters is the potential rise in more personalized testing.
The science fiction author William Gibson has famously observed that, The future is already here, it's just not evenly distributed. When it comes to educational technology use around the world, there are lots of interesting 'innovations at the edges' that are happening far away from the spots where one might reflexively look (like Seoul, Silicon Valley or Shanghai, to cite just a few examples that begin with the letter 'S') to learn practical lessons about what might be coming next, and how this may come to pass.
When it comes to testing, one such place is ... Georgia. This is not the Georgia in the southern United States (capital = Atlanta, where people play football while wearing helmets), but rather the small, mountainous country that borders the Black Sea which emerged as a result of the breakup of the Soviet Union (capital = Tbilisi, where people play football with their feet).
Georgia is the first country in the world to utilize computer adaptive testing for all of its school leaving examinations.
What does this mean,
what does it look like in practice,
what is there to learn from this experience,
and why should we care?
History repeats, history rhymes and sometimes history regresses. Wandering through cities and fields in the Middle East and North Africa a thousand years ago, you would have been struck by the security of water supplies, the irrigation enabling highly productive farms and governance structure in place to allocate and value water in a sustainable way, supporting a flourishing civilization.
« Dites-moi où vous vivez, et je vous dirai quelles sont vos chances de succès dans la vie. »
Le niveau de bien-être varie-t-il fortement d’une région à l’autre ?
Je ne suis pas devin, mais je sais que le lieu de résidence est le meilleur indicateur pour mesurer le bien-être futur d’un individu. Un enfant qui voit le jour au Togo aujourd’hui vivra probablement 20 ans de moins qu’un enfant né aux États-Unis. En outre, le Togolais gagnera nettement moins d’argent que l’Américain, le premier touchant moins de 3 % du revenu du second.
From addressing the forced displacement crisis to helping indigenous communities, and from implementing the “New Urban Agenda” to enhancing resilience to disasters and climate change, one thing is clear: we must step up efforts to build and grow economies and communities that are inclusive, resilient, and sustainable for all—especially for the poor and vulnerable.
In the timeline below, revisit some of the stories on sustainable development that resonated the most with you last year, and leave a comment to let us know what you wish to see more of in our “Sustainable Communities” blog series in 2017.
The media, with few exceptions, have moved on to other topics and a sense of calm pervades.
We are in the eye of the storm -- that misleading lull before mother nature unleashes her fury once again.
In Sri Lanka alone, costs from natural disasters, losses from damage to housing, infrastructure, agriculture, and from relief are estimated at LKR 50 billion (approx. USD 327 million). The highest annual expected losses are from floods (LKR 32 billion), cyclones or high winds (LKR 11 billion), droughts (LKR 5.2 billion) and landslides (LKR 1.8 billion). This is equivalent to 0.4 percent of GDP or 2.1 percent of government expenditure. (#SLDU2017). Floods and landslides in May 2016 caused damages amounting to US$572 million.
These numbers do not paint the full picture of impact for those most affected, who lost loved ones, irreplaceable belongings, or livestock and more so for those who are back to square one on the socio-economic ladder.
Even more alarming, these numbers are likely to rise as droughts and floods triggered by climate change will become more frequent and severe. And the brief respite in between will only get shorter, leaving less time to prepare for the hard days to come.
Therefore, better planning is even more necessary. Sri Lanka, like many other countries has started to invest in data that highlights areas at risk, and early warning systems to ensure that people move to safer locations with speed and effect.
Experience demonstrates that the eye of the storm is the time to look to the future, ready up citizens and institutions in case of extreme weather.
Now is the time to double down on preparing national plans to respond to disasters and build resilience.
It’s the time to test our systems and get all citizens familiar with emergency drills. But, more importantly, we need to build back better and stronger. In drought-affected areas, we can’t wait for the rains and revert to the same old farming practices. It’s time to innovate and stock up on critical supplies and be prepared when a disaster hits.
It’s the time to plan for better shelters that are safe and where people can store their hard-earned possessions.
Mobilizing and empowering communities is essential. But to do this, we must know who is vulnerable – and whether they should stay or move. Saving lives is first priority, no doubt. Second, we should also have the necessary systems and equipment to respond with speed and effect in times of disasters. Third, a plan must be in place to help affected families without much delay.
Fortunately, many ongoing initiatives aim to do just that.