It’s not always easy to convince the private sector to participate in public infrastructure projects—especially in developing countries and emerging economies. Why is this a problem? Because there simply is not enough public money to meet the growing demand for infrastructure, which is a key element of development and poverty alleviation. The need is great, numbering in the trillions of dollars.
But there is good news—the market has both the trillions and the expertise to use it, if the conditions are right. And the World Bank Group has a number of instruments that can help create an environment that meets the needs of the private sector in financially, environmentally, and socially sustainable ways. Guarantees are one of those instruments, a tool that is highly effective in leveraging limited resources for mobilizing commercial financing for critical infrastructure projects.
Six years after independence, South Sudan remains one of the world’s most fragile states, unable to emerge from cycles of violence. About half the population—that is, about 6 million of 12 million people—are food insecure. A famine was declared in February 2017. And though the famine was contained (thanks to massive humanitarian support), food insecurity remains at extremely high levels.
About 2 million South Sudanese have fled the country and another 1.9 million are internally displaced. The economy is estimated to have contracted by 11 percent in the past fiscal year, due to conflict, low oil production, and disruptions to agriculture. The fiscal deficit, inflation, and parallel market premium have all soared.
This macroeconomic collapse has crushed the livelihoods of many South Sudanese.
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.
A new Country Economic Memorandum gives us a chance to step back and look at the deep drivers of growth since Malawi’s independence in 1964. What stands out, though, is just how far Malawi has fallen behind its peers. It’s easy to look at the seemingly insurmountable challenges the country faces—from droughts and floods to the country’s landlocked status—yet other countries in the region have experienced just as many climate-related disasters, and overcome them better. And throughout the 50 plus years of its independence, Malawi has been fortunate to be at peace and mostly politically stable.
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?
When painting creates hope
"The project is good, it allows me to be an independent woman," says Edwige Domi, who recently completed training in building painting. A resident of the Koumassi commune in Abidjan, Côte d'Ivoire, she is carefully applying paint to a private building located at cité 80 logements in the commune. Beside her is Jean-Claude N'dri, who states that "it's a trade that opens many doors."
A growing number of students in South Asia and Sub-Saharan Africa are enrolled in private primary or secondary schools. The World Development Report 2018 (on which I was a co-author) highlighted an array of potential benefits and risks associated with broad provision of basic education by the private sector. “The key challenge for policy makers is to develop a policy and regulatory framework that ensures access for all children, protects families from exploitation, and establishes an environment that encourages education innovation. Managing a regulatory framework to achieve this is difficult: the same technical and political barriers that education systems face more generally come into play.”
But, what happens when the palm tree is cut or when the street vendor changes the location?
The absence of street names poses not only challenges for orientation, but also for property tax collection, postal services, emergency services, and the private sector. Especially, new economy companies, such as Amazon or Uber, depend on street addressing systems and are eager to cater to market demands of a growing middle class.
To address these challenges, the Accra Metropolitan Assembly (AMA), financed by the World Bank’s second Land Administration Project , is implementing a street addressing and property numbering system in Accra. Other Metropolitan areas received funding from other World Bank-funded projects for similar purposes.
Photo: Gustave Deghilage | Flickr Creative Commons
Does experience in implementing Public-Private Partnerships (PPPs) reduce a country's chances of contract failure?
In a recent study entitled Do Countries Learn from Experience in Infrastructure PPPs, we set out to empirically test whether general PPP experience impacts the success of projects—in this case, captured by a project's ability to forego the most extreme forms of failure that lead to cancellation.