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Panama Systematic Country Diagnostic
(Washington, DC: World Bank, 2024-10-22) World Bank
This Systematic Country Diagnostic (SCD) Update assesses the evolution of Panama’s development challenges and policy priorities since the publication of the SCD in 2015. During the last eight years, Panama has experienced three major changes in its economic and social landscape: (i) economic growth, though still high, has structurally slowed down, affecting job creation and employment quality; (ii) human capital formation has not improved substantially, and the country is struggling to address the significant deterioration in education and health indicators that occurred due to the COVID-19 pandemic; and (iii) the government has demonstrated an increasingly acute awareness of the country’s vulnerability to climate change. In addition, Panama’s income per capita had the highest level of convergence within the region, reflecting its strong economic performance over the last three decades. However, the country’s remarkable gains in per capita income have not been accompanied by a commensurate improvement in economic inclusion and institutional quality. In this context, the SCD Update begins by providing an overview of Panama’s recent growth dynamics and poverty trends, before analyzing the country’s development challenges and discussing key policy priorities for achieving sustainable, inclusive, and resilient growth.
Choosing Our Future: Education for Climate Action
(Washington, DC: World Bank, 2024-09-04) Sabarwal, Shwetlena; Venegas Marin, Sergio; Spivack, Marla; Ambasz, Diego
Education can propel faster and better climate action in two crucial ways. First, education can galvanize behavior change at scale - not just for tomorrow, but also for today. Second, education can unlock skills and innovation to shift economies onto greener trajectories for growth. At the same time, education needs to be protected from climate change. Extreme climate events and temperatures are already eroding hard-won progress on schooling and learning. Climate change is causing school closures, learning losses, and dropouts. These will turn into long-run inter-generational earnings losses putting into jeopardy education’s powerful potential for spurring poverty alleviation and economic growth. Governments can act now to adapt schools for climate change in cost-effective ways. This report outlines new data, evidence, and examples on how countries can harness education to propel climate action. It provides an actionable policy agenda to meet development, education, and climate goals together, recognizing that tackling climate change requires changes to individual beliefs, behaviors, and skills – changes that education is uniquely positioned to catalyze.
The Impact of Climate Change on Education and What to Do about It
(Washington, DC: World Bank, 2024-05-02) Venegas Marin, Sergio; Schwarz, Lara; Sabarwal, Shwetlena
Education can be the key to ending poverty in a livable planet, but governments must act now to protect it. Climate change is increasing the frequency and intensity of extreme weather events such as cyclones, floods, droughts, heatwaves and wildfires. These extreme weather events are in turn disrupting schooling; precipitating learning losses, dropouts, and long-term impacts. Even if the most drastic climate mitigation strategies were implemented, extreme weather events will continue to have detrimental impacts on education outcomes.
Poverty and Distributional Impact of Fiscal Policy in Dominican Republic
(Washington, DC, 2023-11-28) World Bank
This report assesses the impact of fiscal policy, both revenue and expenditure, on inequality and poverty in the Dominican Republic. On the revenue side, the analysis focuses on the personal income tax, the value added tax (tax on the transfer of industrialized goods and services, known as ITBIS in the Dominican Republic for its initials in Spanish) and excise taxes on alcoholic beverages, cigarettes, fuel products and telecommunication services. These taxes combined accounted for 7.8 percent of GDP in 2018, equivalent to 60 percent of total tax revenues. On the expenditure side, the analysis focuses on social protection benefits like direct cash and near-cash transfers (e.g., the school food-program and the school uniforms and supplies program), indirect subsidies (energy, water, and public transport), and in-kind benefits on education and health, which together account for 39.2 percent of total government expenditures and 85.9 percent of social expenditures. The remainder of this report is organized as follows: Section II describes the Dominican Republic’s tax systems and government spending in 2018 and compares them with those of selected Latin American countries. Section III includes a description of the data, methodology and assumptions made in carrying out the analysis in this report. The main results are provided in Section IV, starting with fiscal policy’s net impact on inequality, followed by its impact on poverty incidence. A comparison with other countries is then provided. Section IV also includes a detailed analysis of the distributional impact of taxes, social spending, and subsidies, to demonstrate their impact on the welfare of the poor. The report’s main conclusions are presented in Section V.
Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries
(Washington D.C., Paris, Geneva: The World Bank, UNESCO, and ILO, 2023-07-25) World Bank; UNESCO; ILO
Reform of formal technical and vocational education and training (TVET) is urgently needed in most low- and middle-income countries. Demographic trends, coupled with higher rates of students completing lower levels of education, can lead to an exponential increase in the number of secondary TVET students in the next 20 years, particularly in low-income countries (LICs). However, there are significant risks attached to expanding a system that is often considered a second-tier educational track and to which challenged learners are often directed. Because of a broken link between TVET systems and labor markets in low- and middle-income countries (LICs and MICs, together: L/MICs), TVET cannot deliver on its promise. The urgency is compounded by megatrends associated with globalization, technological progress, demographic transformation, and climate change, which affect both skills demand and the distribution of economic opportunities. This report offers guidance to policymakers designing and implementing TVET reforms, emphasizing core principles and practical considerations for L/MICs. There is much to be learned from recent L/MIC reform experiences like those in Bangladesh, El Salvador, and Mongolia, about identifying effective reform strategies and the likely impact of megatrends on future demand for TVET. The report focuses on secondary and post-secondary non-tertiary formal TVET, defined as TVET obtained within the formal education system that leads to diplomas, degrees, or other formal certifications. This overview, summarizing the main messages from the report, has three parts. The first, the TVET Promise, looks at the potential of TVET systems to deliver access to equitable, quality, and relevant training and contribute to employment and productivity. The second, the TVET Challenge, articulates the main limitations in practice for L/MIC TVET systems. The third, the Way Forward to Better TVET, proposes three interrelated transformations (three E’s) and six policy priorities to help TVET deliver on its promise in L/MICs.
Collapse and Recovery: How the COVID-19 Pandemic Eroded Human Capital and What to Do about It
(Washington, DC: World Bank, 2023) Schady, Norbert; Holla, Alaka; Sabarwal, Shwetlena; Silva, Joana; Yi Chang, Andres
Worldwide, the COVID-19 pandemic has been an enormous shock to mortality, economies, and daily life. But what has received insufficient attention is the impact of the pandemic on the accumulation of human capital—the health, education, and skills—of young people. How large was the setback, and how far are we still from a recovery? Collapse and Recovery estimates the impacts of the pandemic on the human capital of young children, school-age children, and youth and discusses the urgent actions needed to reverse the damage. It shows that there was a collapse of human capital and that, unless that collapse is remedied, it is a time bomb for countries. Specifically, the report documents alarming declines in cognitive and social-emotional development among young children, which could translate into a 25 percent reduction in their earnings as adults. It finds that 1 billion children in low- and middle-income countries missed at least one year of in-person schooling. And despite enormous efforts in remote learning, children did not learn during the unprecedentedly long school closures, which could reduce future lifetime earnings around the world by US$21 trillion. The report quantifies the dramatic drops in employment and skills among youth that resulted from the pandemic as well as the substantial increase in the number of youth neither employed nor enrolled in education or training. In all of these age groups, the impacts of the pandemic were consistently worse for children from poorer backgrounds. These losses call for immediate action. The good news is that evidence-based policies can recover these losses. Collapse and Recovery reviews governments’ responses to the pandemic, assessing why there was a collapse in human capital accumulation, what was missing in the policy architecture to protect human capital during the crisis, and how governments can better prepare to withstand future shocks. It offers concrete policy recommendations to recover losses in human capital—programs that will end up paying for themselves in the long term. To better prepare for future shocks such as climate change and wars, the report emphasizes the need for solutions that bring health, education, and social protection programs together in an integrated human development system. If countries fail to act, the losses in human capital documented in this report will become permanent and last for multiple generations. The time to act is now.
Roadmap for Safer and Resilient Schools: Guidance Note 2
(World Bank, Washington, DC, 2020-06-02) World Bank
The Roadmap for Safer and Resilient Schools (RSRS) is a step-by-step guide intended to provide support to governments of developing countries that are exposed to natural hazards. Specifically, it focuses on the design of intervention strategies and investment plans to make schools safer and resilient at scale. The guide also encompasses the recovery and reconstruction of school facilities affected by disasters. The RSRS aims to promote cooperation among stakeholders involvedin the planning, design, and implementation of risk reduction programs across large stocks of school facilities. Key stakeholders in this effort are school infrastructure managers, relevant government agencies, ministries of finance, the World Bank, and other international financinginstitutions (IFIs) and development partners. The RSRS stems from the experience of World Bank task teams working in this field.