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Papua New Guinea

One small step for me, one giant leap for girls in Papua New Guinea

Ruth Moiam's picture



In most rural communities in Papua New Guinea (PNG), a daily routine for women and girls involves collecting clean drinking water for their families. Whether it means a strenuous walk down a steep hill in the highlands or walking for hours during the dry season to the nearest water source, this daily task is familiar to a lot of us.

A few months ago, I travelled to Bialla, a small district town in West New Britain Province, in the north-eastern end of PNG after the launch of the new Water & Sanitation Development Project.

Driving into the township, it’s obvious why access to clean tapped water is so important: the main road was filled with women, and children of school age, carrying huge water containers heading to the nearest river.
I met 13-year-old Rendela, who told me about Tiraua river that it was about an hour out of town. Like most young girls in Bialla, Rendela is responsible for collecting water for her family.

To unlock student potential in East Asia Pacific, be demanding and supportive of teachers

Michael Crawford's picture

Among the 29 countries and economies of the East Asia and Pacific region, one finds some of the world’s most successful education systems. Seven out of the top 10 highest average scorers on internationally comparable tests such as PISA and TIMSS are from the region, with Japan, Republic of Korea, Singapore, and Hong Kong (China) consistently among the best. 

But, more significantly, one also finds that great performance is not limited to school systems in the region’s high-income countries. School systems in middle-income Vietnam and China (specifically the provinces of Beijing, Shanghai, Jiangsu, and Guangdong) score better than the average OECD country, despite having much lower GDP per capita. What is more, scores from both China and Vietnam show that poor students are not being left behind. Students from the second-lowest income quintile score better than the average OECD student, and even the very poorest test takers outscore students from some wealthy countries. As the graph below shows, however, other countries in the region have yet to achieve similar results.

ASEAN meeting explores ways of professionalizing public procurement to meet development challenges

Adu-Gyamfi Abunyewa's picture
Construction of a sky train in Bangkok, Thailand. Photo: Seksan Pipattanatikanunt/World Bank
In the past, procurement (purchasing) was not considered to be a specialist function but one of the numerous duties that administrators performed in their respective government departments. However, today it is acknowledged that procurement has become an extremely complex and crucial undertaking coupled with the need to ensure value for money in the use of public resources to enhance the living conditions of its citizens.

The responsibilities have radically changed from that of an administrative service function to a proactive and strategic one. Unfortunately, in most jurisdictions the procurement function is still not considered a specific profession and consequently, building procurement professional expertise to meet development challenges remains an unfinished agenda.

Seven tips for conducting field research in education

Kabira Namit's picture
An elementary student with an enumerator in Wewak, Papua New Guinea. (Photo: Kabira Namit / World Bank)


So, you are about to start field research in education. Whether you are planning a randomized control trial or a quasi-experiment, hopefully these tips may help!
 
Devote time and energy towards recruiting and training enumerators (your survey personnel). Someone once said that training enumerators is 95% of the battle in conducting good field research. I would argue that that would be dramatically underestimating its importance. The enthusiasm and perseverance of the enumerators makes or breaks all the hard work that has gone into designing the experiment. And so, in general, devoting at least a week to training them and letting them pilot the tool is essential. I find that reminding enumerators of the higher purpose behind the study really helps as well – in a small way, our shared work is helping improve literacy and numeracy outcomes for children across the world and that’s something that they should rightfully take pride in.

Learning to realize education’s promise

Deon Filmer's picture

The 2018 World Development Report (WDR), Learning to Realize Education’s Promise, launched this week.  While it draws on research and collective experience—both from within and outside the World Bank—it also draws on the personal experience of the team members, including the two of us.  What inspires the focus on learning for all is that we both have seen the possibilities of widely shared learning, but we’ve also seen what happens when those possibilities aren’t fulfilled.
 

Why we should invest in getting more kids to read — and how to do it

Harry A. Patrinos's picture
Data shows that huge swaths of populations in developing countries are not learning to read. Scaling up early reading interventions will be a first step toward addressing these high illiteracy rates.
Data shows that huge swaths of populations in developing countries are not learning to read. Scaling up early reading interventions will be a first step toward addressing these high illiteracy rates. (Photo: Liang Qiang / World Bank)


It is estimated that more than 250 million school children throughout the world cannot read. This is unfortunate because literacy has enormous benefits – both for the individual and society. Higher literacy rates are associated with healthier populations, less crime, greater economic growth, and higher employment rates. For a person, literacy is a foundational skill required to acquire advanced skills. These, in turn, confer higher wages and more employment across labor markets .

Three lessons to boost job creation through productive alliances in the food system

Ethel Sennhauser's picture
 
The job creation challenge is intensifying. And the next generation of productive alliances must tap its potential more proactively. What are the best ways to optimize this approach towards boosting employment?
The job creation challenge is intensifying. And the next generation of productive alliances must tap its potential more proactively. What are the best ways to optimize this approach towards boosting employment? (Photo: Chhor Sokunthea / World Bank)


The food system currently employs the majority of people in developing countries, both in self and wage employment. And, according to our recent paper on jobs, all signs indicate that this system — which includes agriculture, as well as beyond-farm jobs in food processing, transportation, restaurants and others — will continue to be a major engine for job creation in the foreseeable future. As economies all over the world are confronted with the challenge of creating around 1.6 billion jobs over the next 15 years, it is important to harness the potential for job generation through productive alliances.

How do we achieve sustained growth? Through human capital, and East Asia and the Pacific proves it

Michael Crawford's picture
Students at Beijing Bayi High School in China. Photo: World Bank


In 1950, the average working-age person in the world had  almost three years of education, but in East Asia and Pacific (EAP), the  average person had less than half that amount. Around this time, countries in  the EAP  region put themselves on a path that focused on growth  driven by human capital. They made significant and steady investments in  schooling to close the educational attainment gap with the rest of the world. While  improving their school systems, they also put their human capital to work in  labor markets. As a result, economic growth has been stellar: for four decades  EAP has grown at roughly twice the pace of the global average. What is more, no  slowdown is in sight for rising prosperity.

High economic growth and strong human capital accumulation  are deeply intertwined. In a recent paper, Daron Acemoglu and David Autor explore  the way skills and labor markets interact: Human capital is the central  determinant of economic growth and is the main—and very likely the only—means  to achieve shared growth when technology is changing quickly and raising the  demand for skills. Skills promote productivity and growth, but if there are not  enough skilled workers, growth soon chokes off. If, by contrast, skills are abundant and  average skill-levels keep rising, technological change can drive productivity  and growth without stoking inequality.

Education and economic development: Five reforms that have worked

Harry A. Patrinos's picture
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Education systems are simply not performing as needed; not as economies demand, and not as parents desire. Yet it’s important to celebrate and recognize the success of countries that have made significant advances. (Photo: Sofie Tesson / Taimani Films / World Bank)

Every sector is reforming to meet the changing demands of the global economy. Except one. Education remains a predominantly public service.  This is fine except that it means that this is also mainly publicly-provided, publicly-financed, and regulated. No public service agency is expected to do as much as we expect of education. How are education systems around the world faring?

Cheers, NZ: How New Zealand and the World Bank are changing lives in the Pacific

Kara Mouyis's picture




New Zealand has a long history of supporting its close neighbors in the Pacific, both in times of disaster and emergencies, and to help improve the lives of many thousands across the region.

On Waitangi Day, the national day of New Zealand, we take a look at three key World Bank projects in the Pacific, and how New Zealand’s support has been integral to making them happen.


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