Europe and Central Asia Knowledge Brief

67 items available

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This is a regular series of notes highlighting recent analyses, good practices, and lessons learned from the development work program of the World Bank’s Europe and Central Asia Region.

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Now showing 1 - 4 of 4
  • Publication
    A New Model for Job Creation in Armenia: Promoting More Effective Accumulation, Competition, and Connectivity
    (World Bank, Washington, DC, 2013-11) Bartsch, Ulrich
    In Armenia, more effective accumulation, together with greater competition and better connectivity with the rest of the world, will increase pressures on firms to compete and innovate and will thus reinvigorate job creation. In order to more effectively channel savings into investment in those industrial sectors with the best potential for growth and employment creation, a more sophisticated financial system is required. A recently released World Bank report1 finds that Armenias State Commission for the Protection of Competition (SCPEC) needs to be given better tools to carry out its work, and it also needs to shift its focus from price levels to more vigorously pursuing anticompetitive conduct. A liberalization of aviation would boost growth and job creation by better connecting people, ideas, and markets.
  • Publication
    Gender and Land Administration : Issues and Responses
    (World Bank, Washington, DC, 2012-06) Stanley, Victoria; Lamb, Tony; De Martino, Samantha
    Land rights for women are important to women's overall role in the household economy. In most Europe and Central Asia (ECA) countries, women have equal rights to land by law, but practice varies widely across the region. Improving gender outcomes in land administration is therefore related more to education and the need to change norms and habits than it is to a specific legislative problem. Access to gender-disaggregated data and the inclusion of gender-specific messages in public awareness campaigns, training, and education can have a significant impact. Simple steps to protect and promote women's property rights are easily integrated into project activities, often at low cost. Finally, more research is needed on the gender impacts of access to credit and ways to improve women's access to credit.
  • Publication
    Securing Property Rights and Increasing Real Estate Productivity in FYR Macedonia
    (World Bank, Washington, DC, 2011-03) Stanley, Victoria; Boskovski, Denis; De Martino, Samantha
    Before 2005, FYR Macedonia did not have a well-functioning property registration system and citizens did not have secure property rights. Since the start of the World Bank-funded Real Estate Cadastre and Registration Project (RECRP) in Macedonia in 2005, registered property transactions in the country have increased by 121 percent; there were 93,240 registered transactions in 2009 compared with 42,116 in 2005. Annual mortgages registered in the land administration system doubled from 3,000 in 2005 to more than 6,000 in 2009, demonstrating a substantial increase in the use of ownership rights as collateral. Over 30,000 mortgages have been registered since the commencement of the RECRP in FYR Macedonia. In 90 percent of registration offices in the country, the project helped reduce the time to register a sale transaction to five days or less, down from 60 days in 2004. At the end of 2009, there were 248 accredited private surveyors and 100 registered surveying companies providing services directly to citizens in FYR Macedonia, up from 14 private surveyors and no registered surveying companies at project commencement.
  • Publication
    Supervision of Primary and Secondary Education : A Five-Country Comparison
    (World Bank, Washington, DC, 2010-11) Mahfooz, Sara Bin; Hovde, Kate
    At the request of the Government of Poland which is reforming its educational system, the World Bank conducted a review of how five high performing countries in the education sector provide supervision and support to their schools. England, Finland, New Zealand, the Netherlands, and the Republic of Korea approach supervision and support to schools and teachers in a variety of ways; there is no single right way and their decisions take into account the overall organization of their education systems. A common theme to school supervision in all five countries is that schools are required to perform self assessments. The criteria for supervision extend beyond issues of regulatory compliance into questions about the quality of school processes, context and outcomes for students. All systems include elements of both accountability and support.