Making sustainable transport a reality requires a coordinated strategy that reflects the contributions and various interests of stakeholders around the world.
The Sustainable Mobility for All partnership has a critical part to play in kickstarting this process. The initiative is working to raise the profile of sustainable mobility in the global development agenda and unite the international community around a vision of transport that is equitable, efficient, safe, and green.
The issue of mobility and sustainability resonates well with countries’ concerns. The recent UN Resolution focusing on the role of transport and transit corridors in sustainable development demonstrates the continuing importance attached to the issue of transport and mobility by national governments around the world.
Around the world, roads remain the dominant mode of transport and are among the most heavily-used types of infrastructure, accounting for about 80% of the distance travelled for individuals and 50% for goods.
Despite this intensive use, the funding available for road maintenance has been inadequate, leaving roads in many countries unsafe and unfit for purpose.
To make matters worse, roads are also very vulnerable to climate and disaster risk: when El Niño hit Peru in 2017, the related flooding damaged about 18% of the Peruvian road network in just one month.
It is no surprise then that roads are the sector that will require the most financing. In fact, the G20 estimates that roads account for more than half of the $15 trillion investment gap in infrastructure through 2040.
The process for the India Development Marketplace 2011has been designed to be highly interactive and provide several opportunities for direct engagement between your organization and the India DM team. This process was designed with a particular focus on ensuring that we can facilitate organizations to complete the application forms – as well as seek first hand insights on what would be relevant elements of the support and technical assistance needed to grow and scale sustainable social impact models over a 2 year period.
With that in mind, the Teams from Innovation Alchemyare traveling across the 3 States of Rajasthan, Bihar and Orissa (Odisha) to meet and interact with a diverse set of social enterprises who are potentially applying for the India DM 2011 grant.
In the Andean mountain range in the province of Arequipa, women can be found working on rural road maintenance projects.
Meanwhile, back in the capital, members of Peru’s local and national government, as well as representatives from the World Bank and the Inter-American Development Bank, gathered in Lima at the “Experiences of Women in Rural Roads” conference to discuss the role of women in the transport sector.
The event highlighted women’s participation in rural road construction and maintenance as a significant step toward gender equality: it gave participants a chance to discuss the impact of these projects, share lessons learned, and inform a Gender Action Plan for the ongoing Support to the Subnational Transport Program. Indigenous women from rural communities in in Arequipa, Junín, Huánuco, and the Amazon attended the event and emphasized the importance of these projects in the development of their communities and the role of these employment opportunities in their own lives, their self-esteem, and their aspirations for a better future.
Since 2001, the World Bank Group (WBG) and the Peruvian government have worked together to promote women’s participation in rural transport projects, expanding employment opportunities for women in rural areas. The Peru Decentralized Rural Transport Project has seen the female participation in rural road maintenance microenterprises reach almost 30%.
At that time, we thought that the crisis would usher an era of durably low interest rates, pushing more pension and insurance investors to pursue a “quest for yields,” increasing mechanically their allocation to non-traditional asset classes such as:
After spending several years in front of a computer every day, I began to feel removed from those people who were the real reason for my work, which aims to build a safer, healthier and more prosperous environment. But when people I knew were directly affected by the issues I was working on, my work took on more meaning and urgency.
For some time now, public procurement has accounted for a good 20%–25% of Zimbabwe’s annual budget, which currently stands at about US$4 billion. Guided by a law crafted in 1999, the country’s procurement system is centralized, causing bottlenecks and delays.
The scene is as familiar as it is tragic: A devastating hurricane or earthquake strikes a populated area in a poor country, inflicting a high number of casualties, overwhelming the resources and capacity of rescue teams and hospital emergency rooms. First responders must resort to “triage” – the medical strategy of maximizing the efficient use of existing resources to save lives, while minimizing the number of deaths.
For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've been an advisor to, evaluator of, and/or working-level participant in, educational technology ('edtech') initiatives in over 50 such countries. When it comes to ICT use in education, the promised revolution always seems to be just around the corner. Indeed: I am regularly pitched ideas by people who note that, while many past promises about the potential of the use of new technologies in education have failed to pan out, they are confident that "this time, it's different".
At the same time, I am quite often asked to help other folks identify intriguing initiatives that might, individually and/or collectively, illuminate emerging trends and approaches in this sector:
"I'm interested in examples of innovative educational technology projects from around the world, especially those primarily focused on helping teachers and learners in developing countries. In other words: Not the usual suspects. Can you suggest a few projects and companies that I might not know about -- but should?"
I receive a version of this request most every week (sometimes even multiple times in a single day). Given the frequency of such inquiries, I thought I'd quickly highlight 20 such efforts from around the world, in the hope that people might find this useful. The hope is to point readers in the direction of some interesting projects that they might not know much about, but from which there is much we can learn.
While I am not sure if, indeed, things will turn out to be 'different this time around', the overall volume of such projects, and the sophistication of many of them, are quite notable. There is more happening, in more places, than ever before. A number of efforts have been informed (in good ways) by past failures. That said, others will no doubt attempt to 'reinvent the flat tire' and display a characteristic common to Einstein's definition of insanity: "doing the same thing over and over again and expecting different results". Hopefully none of the groups profiled below will fall into that trap, but I suspect that a few of them might.
The list here, a mix of for-profit and non-profit initiatives, is deliberately idiosyncratic and non-representative (see the many caveats and explanations that follow below the list). Some of these projects are no doubt doomed to 'fail'; others will most likely be restructured more than once as they try, to borrow the words of Deng Xiaopeng, to "cross the river by feeling the stones". And maybe, just maybe, a few of them might actually turn out to be as 'transformative' as they hope to be.
With that said, and in alphabetical order, here are:
20 innovative edtech projects from around the world