The first time a World Bank education team tried classroom observations in Brazil, it nearly provoked a state-wide teachers’ strike. It was October 2009 in the northeast state of Pernambuco and two members of the team, Barbara Bruns and Madalena Dos Santos, had handed out stopwatches to school supervisors newly trained in using the Stallings “classroom snapshot” method to measure teacher activities.
Two days later, the stopwatches were on the front page of Pernambuco’s leading newspaper: the teachers’ union called for a state-wide strike to protest an evaluation tool they dubbed the “Stalin method.”
“I thought the grant money we had used to train observers was down the drain,” recalled Bruns, a World Bank retiree now a visiting Fellow at the Center for Global Development. “But the governor, Eduardo Campos, was unfazed. He publicly declared: ‘No one is going to stop me and my secretariat from going into public schools to figure out how to make them better.’ The union backed down and the fieldwork went ahead.”
Community leaders discuss systems of violence prevention in the community of San Juan de Floresta in Loreto, Peru. Photo credit: G Shannon, DB Peru
In the Peruvian Amazon, the Lower Napo River communities that we are working with for the upcoming GBV in the Amazon of Peru (GAP) Project are negotiating a transition to modernity, where increasing access to transport, telecommunication and media has meant that communal life is changing. This has coincided with increasing concerns about gender violence: recent figures from Mazan, a remote township on the Lower Napo River, show that 79% of women between the ages of 18 and 29 report experiencing sexual violence at some point in their life.
Of course, these risks are not exclusive to Latin America. Considered one of the most earthquake-prone countries in the world, Japan has developed unparalleled experience in seismic resilience. The transport sector has been an integral part of the way the country manages earthquake risk— which makes perfect sense when you consider the potential consequences of a seismic event on transport infrastructure, operations, and passenger safety.
- Knowledge Exchange
- Sustainable Communities
- sustainable cities
- public transport
- mass transit
- urban mobility
- urban transport
- disaster recovery
- disaster risk management
- Disaster Resilience
- Resilient Transport
- Law and Regulation
- Urban Development
- East Asia and Pacific
- Latin America & Caribbean
When you think of Peru, the first city that usually comes to mind is Lima. Why? Well, because Lima is the largest city in the country, with close to 50% of the nation’s urban population living in the metropolitan area; the city also produces 45% of Peru’s GDP. While this level of concentration of population and economic activity may not be a good or bad thing, it points to some imbalances in the urban system in Peru.
“At 14:28:04 on May 12, 2008, an 8.0 earthquake struck suddenly, shaking the earth, with mountains and rivers shifted, devastated, and parted forever….” This was how China’s official report read, when describing the catastrophic consequences of the Sichuan earthquake, which left 5,335 students dead or missing.
Just two years ago, in Nepal, on April 25, 2015, due to a Mw 7.8 earthquake, 6,700 school buildings collapsed or were affected beyond repair. Fortunately, it occurred on Saturday—a holiday in Nepal—otherwise the human toll could have been as high as that of the Sichuan disaster, or even worse. Similarly, in other parts of the world—Pakistan, Bangladesh, Philippines, Haiti, Ecuador, and most recently Mexico—schools suffered from the impact of natural hazards.
Why have schools collapsed?
The Latin America and the Caribbean region is moving quickly to introduce market incentives as a component of their climate change mitigation policy, for example, 24 countries have identified fiscal measures as a tool to implement their Nationally Determined Contributions (NDCs). However, without a doubt, the Pacific Alliance countries are leading the region.
Last Wednesday, the World Development Report 2018, Learning to Realize Education’s Promise (WDR) was released. It argues that there is a learning crisis: in many developing countries, children learn very little, educational opportunities are unequal, and educational progress is still very slow. What do we need to change this? We need prepared learners, who receive adequate nutrition and stimulation in their early years. We need well managed schools that create an environment conducive to learning. We need adequate inputs so that schools can operate effectively. But above all, we need motivated and well-prepared teachers. In classrooms around the world, white boards and screens have replaced black boards and notebooks are increasingly commonplace. But in this 21st century, with increased use of technology, there is one constant that determines, more than anything else, whether children learn at school: teachers. Indeed, teachers remain central to the classroom experience. And yet in many countries, the teaching profession needs attention and reform.
Many countries are experiencing urbanization within the context of increased decentralization and fiscal adjustment. This puts sub-national entities (local governments, utilities and state-owned enterprises) in the position of being increasingly responsible for developing and financing infrastructure and providing services to meet the needs of growing populations.
However, decentralization in many situations is still a work in progress. And often there is a mismatch between the ability of sub-nationals to provide services, and the autonomy or authority necessary to make decisions and access financing—often leaving them dependent on national governments. Additionally, they may also contend with inadequate regulatory and policy frameworks and weak domestic financial and capital markets.
- sustainable cities
- municipal governance
- infrastructure financing
- Public private partnership
- Public Private Partnerships
- Urban Development
- Public Sector and Governance
- Private Sector Development
- Europe and Central Asia
- Latin America & Caribbean
Photo: Deutsche Welle | Flickr Creative Commons
As in many regions, countries in Latin America and the Caribbean are underinvesting in infrastructure—spending in the sector is only about half of the $300 billion needed annually to encourage growth and reduce poverty. Addressing this issue involves the successful interaction between public officials and leading infrastructure actors, particularly in the private sector. Stimulating such public-private dialogue is a priority for the Inter-American Development Bank (IDB) Group, a technical partner of the Global Infrastructure Facility (GIF). Along with other partners, our recently established PPP unit supports governments, international financial institutions, and the private sector to develop infrastructure projects.
It was therefore a privilege for me to moderate a panel on country infrastructure programs in Latin America at the GIF’s annual Advisory Council meeting in April 2017. We covered three countries—Colombia, Argentina and Peru—at different stages of PPP market development. The findings were encouraging and illustrate a path forward for other countries in the region: