Esta es la segunda de una serie de publicaciones sobre los datos relacionados con los objetivos de desarrollo del milenio (ODM), basados en la edición 2015 de los Indicadores del desarrollo mundial.
El objetivo del desarrollo del milenio número 2 es “Lograr la enseñanza primaria universal”, y se mide en comparación con la meta de “asegurar que, en 2015, los niños y niñas de todo el mundo puedan terminar un ciclo completo de enseñanza primaria”.
Después de un modesto avance hacia el logro de la enseñanza primaria universal en los países más pobres durante la década de los noventa, el progreso se ha acelerado considerablemente desde el año 2000. Solo hace unos pocos años, la consecución de la meta del ODM 2 pareció al alcance, pero la tasa de finalización de la educación primaria se ha estancado en 91 % en los países en desarrollo desde 2009.
Solo dos regiones —Asia oriental y el Pacífico, y Europa y Asia central— han alcanzado o están cerca de alcanzar la enseñanza primaria universal. Oriente Medio y Norte de África ha mejorado de manera constante, hasta llegar al 95 % en 2012, la misma tasa que América Latina y el Caribe. Asia meridional alcanzó el 91 % en 2009, pero el avance desde ese momento ha sido lento. El desafío verdadero sigue existiendo en África al sur del Sahara, que está rezagada con una tasa de finalización de la enseñanza primaria del 70 % al año 2012.
Millennium Development Goal 3 is to "Promote gender equality and empower women" and is measured against a target to "Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015" and also includes indicators to measure the proportion of seats held by women in national parliament and the share of women in wage employment in the non-agricultural sector.
Since 1990, the number of women in parliament has quadrupled in the Middle East and North Africa
More women are participating in public life and decision making at the highest levels than in 1990, based on the proportion of parliamentary seats held by women. Latin America and the Caribbean leads developing country regions in 2014, at 29 percent, followed closely by Sub-Saharan Africa at 22 percent. The biggest change has occurred in the Middle East and North Africa, where the proportion of seats held by women more than quadrupled between 1990 and 2014 . At the country level Rwanda leads the way with 64 percent in 2014, higher than the percentage for high- income countries, at 26 percent.
Photo: People Image Studio | Shutterstock
This World Water Day, the Private Infrastructure Development Group (PIDG) is celebrating the success of the Kigali Bulk Water Project in Rwanda’s capital.
The large-scale water treatment plant, due for completion in 2020, will produce 40 megaliters of clean water per day, equivalent to one-third of Kigali's total supply. Water will be drawn from the Nyabarongo River to be treated before distributing a clean supply to up to 500,000 domestic, commercial, and industrial customers. Kigali Water is one of the first water projects to be developed using a public-private partnership (PPP) model in sub-Saharan Africa.
Many of today’s increasingly complex development challenges, from rapid urban expansion to climate change, disaster resilience, and social inclusion, are intimately tied to land and the way it is used. Addressing these challenges while also ensuring individuals and communities are able to make full use of their land depends on consistent, reliable, and accessible identification of land rights.
In Gaile Parkin's novel Baking Cakes in Kigali, two women living in Kigali, Rwanda – Angel and Sophie – argue over the salary paid to a development worker: "Perhaps these big organisations needed to pay big salaries if they wanted to attract the right kind of people; but Sophie had said that they were the wrong kind of people if they would not do the work for less. Ultimately they had concluded that the desire to make the world a better place was not something that belonged in a person's pocket. No, it belonged in a person's heart."
It's not a leap to believe – like Angel and Sophie – that teachers should want to help students learn, health workers who want help people heal, and other workers in service delivery should want to deliver that service. But how do you attract and motivate those passionate public servants? Here is some recent research that sheds light on the topic.
Photo Credit: Axel Drainville via Flickr Creative Commons
Our research at the Stanford Global Projects Center aims to improve the way institutional capital is invested in critical public infrastructure. On one side, we research how institutional investor capital that has a commercial objective can be pooled most efficiently for infrastructure. On the other side we research government policies and practices to procure infrastructure assets through Public-Private Partnerships (PPPs) and other methods most effectively. In this blog we highlight a few specific initiatives that have been set up to achieve these two objectives holistically, a few of which we touched upon in our first blog.
Innovations in youth employment programs are critical to addressing this enormous development challenge effectively. Rapid progress in digital technology, behavioral economics, evaluation methods, and the connectivity of youth in the developing world generates a stream of real-time insights and opportunities in project design and implementation. Part of the challenge is the sheer number of projects (just in Egypt, there are over 180 youth employment programs). And even without being aware, projects often innovate out of necessity in response to situations they face on the ground. But innovations need to be tested in different country contexts to be able to make an impact at scale.
Through the new Solutions for Youth Employment (S4YE) report, our team ventured to curate a few such ongoing innovations as they were being implemented through S4YE’s Impact Portfolio — a group of 19 youth employment projects from different regions being implemented by different partners across the globe. This network of youth employment practitioners serves as a dynamic learning community and laboratory for improving the jobs outcomes of youth globally.
The relationship between poverty and disability goes both ways:
Yet, little attention has been given to the employment readiness of persons with disabilities. This is of concern given that the employment rates of persons with disabilities are a third to half of the rates for persons without disabilities, with unemployment rates as high as 80%-90% in some countries.
[Learn more: Disability Inclusion]
Disability is a complex, evolving, and multidimensional concept. Currently, it is estimated that 15% of the world population experiences some form of disability, with prevalence rates higher in developing countries. As opportunities for sustainable income generation are directly tied to a person’s access to finance, markets, and networks, persons with disabilities usually face significant challenges in accessing these, due to:
- non-inclusive regulations and policy,
- lack of resource allocation,
- stigma and societal prejudice,
- low educational participation, and
- inability to access their own communities and city spaces.
We need to do much more to ensure that women with disabilities are mainstreamed into projects that seek to empower women as entrepreneurs and change agents.
Expanding equitable opportunities for persons with disabilities is at the core of the World Bank’s work to build sustainable and inclusive communities. So, addressing work for persons with disabilities? Here’s what we’re doing at the World Bank:
- Harkin Summit
- Social Inclusion
- Sustainable Communities
- Global Goals
- Urban Development
- Social Development
- Labor and Social Protection
- Information and Communication Technologies
- Latin America & Caribbean
- South Asia