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.
Latin America & Caribbean
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.
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.
Transport in its many forms – from tuk-tuks in Thailand to futuristic self-driving electric cars – is ubiquitous in the lives of everyone on the planet. For that reason, it is often taken for granted – unless we are caught in congestion, or more dramatically, if the water truck fails to arrive at a drought-stricken community in Africa.
It is easy to forget that transport is a crucial part of the global economy. Overall, countries invest between $1.4 to $2.1 trillion per year in transport infrastructure to meet the world’s demand for mobility and connectivity. Efficient transport systems move goods and services, connect people to economic opportunities, and enable access to essential services like healthcare and education. Transport is a fundamental enabler to achieving almost all the Sustainable Development Goals (SDGs), and is crucial to meet the objectives under the Paris agreement of limiting global warming to less than 2°C by 2100, and make best efforts to limit warming to 1.5°C.
But all of this depends on well-functioning transport systems. With the effects of climate change, in many countries this assumption is becoming less of a given. The impact of extreme natural events on transport—itself a major contributor to greenhouse gas emissions—often serve as an abrupt reminder of how central it is, both for urgent response needs such as evacuating people and getting emergency services where they are needed, but also for longer term economic recovery, often impaired by destroyed infrastructure and lost livelihoods. A country that loses its transport infrastructure cannot respond effectively to climate change impacts.
- disaster prevention
- disaster preparedness
- disaster recovery
- disaster response
- disaster risk management
- Small Island Developing States
- climate-smart transport
- climate resilience
- climate action
- climate change adaptation
- sustainable mobility
- sustainable transport
- Resilient Transport
- Sustainable Communities
- Climate Change
- Latin America & Caribbean
- East Asia and Pacific
- Bahamas, The
- St. Lucia
- Wallis and Futuna Islands
- Virgin Islands, US
- Virgin Islands, British
- Cook Islands
- Marshall Islands
- Solomon Islands
- Micronesia, Federated States of
- St. Kitts and Nevis
Children are often told that home is where to run inside when thunders hit or when the rain comes, and that home is a safe place. However, for billions of people in the world, it is not.
By 2030, it is estimated that 3 billion people will be at risk of losing a loved one or their homes—usually their most important assets—to natural disasters. In fact, the population living on flood plains or cyclone-prone coastlines is growing twice as faster as the population in safe homes in safer areas.
The 10 natural disasters causing the most property damages and losses in history have occurred since 2005. The damages and losses were highly concentrated in the housing sector. While the poor experience 11% of total of asset losses, they suffer 47% of all the well-being losses. Worse, natural disasters can lead to unnecessary losses of life, with earthquakes alone causing 44,585 deaths on average per year. This is an issue that policymakers and mayors need to address if they don’t want their achievements in poverty reduction to be erased by the next hurricane or earthquake.