Publication: Spain: Development, Democracy and Equity
Loading...
Files in English
517 downloads
Date
2004
ISSN
Published
2004
Author(s)
Editor(s)
Abstract
Spain stands as one of the few countries in the world which have completed a successful transition from authoritarianism and relative underdevelopment to democracy and economic abundance in the last half century. This paper explores the nature and causes of the economic underdevelopment of Spain since the 19th century and the violent collapse of its brief democratic experiment in the early 1930s. The Franco regime ? particularly its heavily regulated economy in place till the late 1950s, the decision to liberalize it in 1959, and the period of rapid growth that followed -- are discussed. A democratic transition, which occurred following the death of Franco in 1975, was possible due to the economic growth and the formation of a broad middle class in the 1960s. Also discussed is the impact of democratization on the structure of the welfare state in Spain.
Link to Data Set
Citation
“Boix, Carles. 2004. Spain: Development, Democracy and Equity. © World Bank. http://hdl.handle.net/10986/9209 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Faith, Equity, and Development(Washington, DC: World Bank, 2005)The rise of identity politics has given resurgence to a variety of religious movements in the last few decades that have seriously challenged the ideas enshrined in the Universal Declaration of Human Rights (UDHR). At least three factors appear to have influenced the extent to and manner in which, these movements have negotiated identity politics and challenged the UDHR. These are: 1) the extent of intra-religious competition in the country; 2) the effectiveness of governance in the country; and 3) whether the focus of the religious movement is on Western or traditional notions of development.Publication Growth and Equity in Finland(Washington, DC: World Bank, 2005)Finnish economic history during the "long" 20th century, with a special emphasis on policies for equity and growth, is reviewed. IT is argued that Finland developed from a poor, vulnerable and conflict-prone country to a modern economy in part through policies geared at both growth and equity, such as land reform and compulsory schooling. The state participated in economic activity both indirectly and directly in the post-war period, implementing many social policy reforms that facilitated the functioning of the labor market and led to greater equity. Centralized collective bargaining was just one of the many means through which central government intervened in the economy. Both the long-run growth record and the equality of different kinds of economic outcomes are fairly positive. This suggests that facilitating economic growth through such policies that further more equitable outcomes may at least in the case of Finland have met with some success.Publication Beyond Categories: Power, Recognition and the Conditions for Equity(World Bank, 2004)Poverty and the development of inter-group inequalities in Uganda, with particular reference to ethnic communities and women, are studied. This paper contends that assets and opportunities alone are unlikely to solve inequality. Using the Batwa people and women in Uganda as examples, it shows that equity requires deep understanding and real knowledge of the groups, subgroups and individuals that policy-makers aim to support. It is also critical to understand the institutional arrangements, policy responses and social and political alliances that support reformist collective action and political agency that hold inequality in place.Publication Symbolic Public Goods and the Coordination of Collective Action: A Comparison of Local Development in India and Indonesia(Washington, DC: World Bank, 2004)Most economists think of common property as physical - a body of water, a forest - and as bounded within geographic space. In this paper, building on work in social theory, the author argues that common property can also be social-defined within symbolic space. People can be bound by well-defined symbolic agglomerations that have characteristics similar to common property. He calls these "symbolic public goods" (SPGs) and makes the case that such constructs are central to understanding collective action. He illustrates the point by contrasting how conceptions of nationalism in Indonesia and India created SPGs that resulted in very different strategies of local development. Indonesia emphasized collective action by the poor that resulted in a form of regressive taxation, enforced by the ideology of svadaya gotong royong (community self-help) that was both internalized and coercively enforced. India emphasized democratic decentralization through the panchayat system driven by the Gandhian ideology of gram swaraj (self-reliant villages). This has resulted in an unusual equity-efficiency tradeoff. Indonesia has delivered public services much more efficiently than India did, but at the cost of democratic freedoms and voice. The author argues that the challenge for these countries is not to undermine their existing SPGs but to build on them. Indonesia should retain the spirit of svadaya gotong royong but channel it in an equitable and democratic direction, while India should build the capacity of the panchayat system by giving it fiscal teeth, while promoting underutilized institutions such as Gram Sabhas (village meetings) that encourage accountability and transparency.Publication Mineral Wealth and Equitable Development(Washington, DC: World Bank, 2004)In theory, new mineral wealth should offer governments a chance to boost economic growth and reduce inequality. In practice, it often leads to economic stagnation, civil conflict, and heightened inequality. To avoid these problems, governments must navigate a complex series of economic, social, and political challenges. One of the most difficult challenges is deciding how to deal equitably with the regional or local communities where the extraction occurs. The use of transparency, multi-stakeholder dialogues, and special attention to human rights and security can help reduce these risks.
Users also downloaded
Showing related downloaded files
Publication Europe and Central Asia Economic Update, Spring 2025: Accelerating Growth through Entrepreneurship, Technology Adoption, and Innovation(Washington, DC: World Bank, 2025-04-23)Business dynamism and economic growth in Europe and Central Asia have weakened since the late 2000s, with productivity growth driven largely by resource reallocation between firms and sectors rather than innovation. To move up the value chain, countries need to facilitate technology adoption, stronger domestic competition, and firm-level innovation to build a more dynamic private sector. Governments should move beyond broad support for small- and medium-sized enterprises and focus on enabling the most productive firms to expand and compete globally. Strengthening competition policies, reducing the presence of state-owned enterprises, and ensuring fair market access are crucial. Limited availability of long-term financing and risk capital hinders firm growth and innovation. Economic disruptions are a shock in the short term, but they provide an opportunity for implementing enterprise and structural reforms, all of which are essential for creating better-paying jobs and helping countries in the region to achieve high-income status.Publication World Development Report 2018(Washington, DC: World Bank, 2018)Every year, the World Bank's World Development Report takes on a topic of central importance to global development. The 2018 Report, Learning to Realize Education's Promise, is the first ever devoted entirely to education. Now is an excellent time for it: education has long been critical for human welfare, but is even more so in a time of rapid economic change. The Report explores four main themes. First, education's promise: Education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies - both within and outside the education system. Second, the learning crisis: Despite gains in education access, recent learning assessments show that many young people around the world, especially from poor families, are leaving school unequipped with even the most foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. Third, promising interventions to improve learning: Research from areas such as brain science, pedagogical innovations, or school management have identified interventions that promote learning by ensuring that learners are prepared, that teachers are skilled as well as motivated, and that other inputs support the teacher-learner relationship. Fourth, learning at scale: Achieving learning throughout an education system will require more than just scaling up effective interventions. Change requires overcoming technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and being adaptive when implementing programs.Publication Business Ready 2024(Washington, DC: World Bank, 2024-10-03)Business Ready (B-READY) is a new World Bank Group corporate flagship report that evaluates the business and investment climate worldwide. It replaces and improves upon the Doing Business project. B-READY provides a comprehensive data set and description of the factors that strengthen the private sector, not only by advancing the interests of individual firms but also by elevating the interests of workers, consumers, potential new enterprises, and the natural environment. This 2024 report introduces a new analytical framework that benchmarks economies based on three pillars: Regulatory Framework, Public Services, and Operational Efficiency. The analysis centers on 10 topics essential for private sector development that correspond to various stages of the life cycle of a firm. The report also offers insights into three cross-cutting themes that are relevant for modern economies: digital adoption, environmental sustainability, and gender. B-READY draws on a robust data collection process that includes specially tailored expert questionnaires and firm-level surveys. The 2024 report, which covers 50 economies, serves as the first in a series that will expand in geographical coverage and refine its methodology over time, supporting reform advocacy, policy guidance, and further analysis and research.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.