Publication:
South-South Capacity Development : The Way to Grow?

Loading...
Thumbnail Image
Files in English
English PDF (360 KB)
760 downloads
English Text (22.54 KB)
68 downloads
Published
2007-02
ISSN
Date
2012-08-13
Editor(s)
Abstract
A growing body of evidence suggests that learning and cooperation among developing nations is increasing n both frequency and complexity and expanding from just economic cooperation to include a variety of topics: health, education, communication, research, and development. Due to shared backgrounds and challenges, people in developing nations are banding together as peers to find new and innovative solutions to development issues. Reviews of technical cooperation suggest that South-South learning is often more effective in developing capacity than one-way knowledge transfers from the North. This brief identifies trends in this phenomenon for practitioners of capacity development and highlights some successful cases of South-South learning and cooperation.
Link to Data Set
Citation
Tejasvi, Ajay. 2007. South-South Capacity Development : The Way to Grow?. Capacity Development Briefs; No. 20. © World Bank. http://hdl.handle.net/10986/9581 License: CC BY 3.0 IGO.
Digital Object Identifier
Associated URLs
Associated content
Report Series
Other publications in this report series
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    Institutionalization of Rural Sanitation Capacity Building in Indonesia
    (Washington, DC, 2015-03-28) World Bank
    Indonesia has made significant increase in rural sanitation access and services from 20.64 percent in 2006 to 44.09 percent in 2013. A study conducted in 2012 estimated a capacity gap of 12,000-18,000 sanitation professionals (from engineers to community workers) to meet the 2015 millennium development goal (MDG) targets, with 30 percent of community health centers not having frontline sanitation personnel. Capacity building programs have so far been largely conducted by technical units, projects, and local government offices. Following an assessment on how and where to best address the issues, the technical assistance (TA) recommended a transformative approach, away from project-based cascading training where training is done at national level and then repeated and cascaded to provincial, district, sub-district, and village levels to an institutionalized capacity building program. The institutionalization of capacity building program targeted two primary audiences: future professionals (pre-service) addressed through integrating national strategy for community-based total sanitation (STBM) modules into health polytechnic schools curriculae and current professionals (inservice) addressed through accredited and certified training programs, with an additional e-learning scheme to reach out to a wider group of professionals and interested parties. The support to scale-up the use of the STBM human resource capacity building system can be provided via a circular letter of Ministry of Health (MoH) to local health offices and STBM partners. Continuous support through the MoH system to follow-up and evaluate outcomes of training and education will be key to sustainability and roll-out across all provinces of Indonesia.
  • Publication
    Cross-border Tertiary Education : A Way towards Capacity Development
    (Paris: OECD, 2007) OECD; World Bank
    This report emphasizes that cross-border tertiary education refers to the movement of people, programs, providers, curricula, projects, research and services in tertiary (or higher) education across national jurisdictional borders. Cross-border education is a subset of educational internationalization and can be part of development cooperation projects, academic exchange programs and commercial initiatives. The focus of this volume is on the mobility of students, programs and providers/institutions. Student mobility remains relatively small, but has grown at an unprecedented pace in the past decade. The study concludes that cross-border tertiary education can be a helpful capacity development tool that countries and donor countries and agencies should consider in their development strategies. Finally, with the growth of trade in education services and the inclusion of the sector in the General Agreement on Trade in Services (GATS), countries and their education community should develop a better technical understanding of trade agreements. These agreements can be a tool in their capacity-building strategy, but the consequences and uncertainties of making certain commitments should be well understood. Whatever development strategy they chose, countries should consider whether cross-border tertiary education should be part of it, and if yes, how.
  • Publication
    Survey of ICT and Education in Africa : Mauritius Country Report
    (World Bank, Washington, DC, 2007-04) Isaacs, Shafika
    This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Following the model of the Singaporean experience, the Mauritian government has been visionary in its promotion of its country as a 'cyber island,' a hub for the southern African region with a diversified economy. Mauritius has attempted to promote ICTs in schools since the late 1990s which is reflected in its national ICT policy, a segment of which is dedicated to education.
  • Publication
    IT Skills Assessment in Armenia
    (Washington, DC, 2014-06) World Bank
    The IT and high-technology sector is one of the fastest growing sectors in the Armenian economy. Since 2006, the sector, excluding Internet service providers, has grown with a CAGR of 22% reaching a total output of US$294 million in 2013. The number of companies operating in the sector is 380, the number of employees 8,000. About 13% of the companies operate in the high-technology domain, while the rest are IT companies. One of the driving factors of sector growth was its attractiveness for foreign companies to establish branches in Armenia. The prime competitiveness factor was the availability of relatively cheap and competitive human resources in Armenia. Currently, Armenia seems to be on the verge of losing this competitive advantage. Due to the growing number of IT companies in Armenia, demand for IT specialists will continue to increase. According to conservative estimates, if the market and productivity continue to grow with an average rate of 18% and 1% respectively, the absorption potential of additional IT specialists will grow at a rate of 17% annually and reach 15,000 by 2017. The sector is currently undergoing a major transformation: there is an increasing shift from the outsourcing model to the model of own product development and entrepreneurship in the sector. This model of growth requires a higher level of knowledge, new skills (such as sales and entrepreneurship skills), and entrepreneurial knowledge.
  • Publication
    State Systems for Skill Development in India
    (Washington, DC, 2015-12) World Bank
    At a time when the World’s leading economies are rapidly greying, India is set to have the largestand youngest workforce the world has ever seen. Indeed, by 2020, when the global shortage ofmanpower soars to 57 million, India is expected to be the world’s leading provider of human resources, with a surplus of 46 million working-age people. However, this window of opportunity will not just be rare, it will also be short-lived, since it is predicted to only last until 2040.It is in this context that Prime Minister Modi has made it a national priority to make India the skill capital of the world.The report endeavors to identify the institutional and systemic structures that will be needed to improve the effectiveness of skills training across India’s states. It also seeks to pinpoint innovative best practices and outline ways to scale them up throughout the country.The report covers skill development institutional structures at the state level (in most cases, the State Skill Development Missions), economic zones and future high-growth industries in those zones,corporate engagement in skill development, and finally, innovation in skilling models by states and the corporate sector. In addition, the report also describes some best practices observed globally, especially from Australia, Germany, Japan and South Korea. These models cover three areas of resource optimization pertaining to increasing apprenticeships and industry participation, leveraging technology, and providing training at the grassroots. The key lesson learned is that skilling is a highly localized issue, and models need to be adapted to target groups rather than be force-fitted using a one-size-fits-all kind of approach. Finally, it must be pointed out that high-level recommendations have been provided to enhance the skill development landscape, particularly at the state level, from an institutional and systemic point of view.

Users also downloaded

Showing related downloaded files

  • Publication
    Social Protection Situational Analysis : Albania
    (Washington, DC, 2022) World Bank
    The objective of this brief situational analysis is to assess the extent to which each element of the social protection system in Albania fulfills its purpose; to determine whether the system as a whole satisfies the four principles outlined in the report; and to identify knowledge gaps and areas for reform in the short, medium and long term, as well as lessons learned from the response to the Coronavirus disease 2019 (COVID-19) pandemic. The analysis finds that Albania has implemented important reforms of the social protection system in the past years to improve the effectiveness and equity in the system. While some of these reforms are beginning to bear fruit, others must be sustained and furthered to achieve the intended results. The situational analysis unfolds as follows: section I gives an introduction; section II reviews the main poverty and labor market outcomes in Albania; section III provides a brief overview of the social protection system in Albania; section IV looks at non-contributory cash transfers to support the poor, the vulnerable and persons with disabilities; section V examines social services; section VI analyzes pensions; section VII explores employment and active labor market programs; section VIII reviews the social protection response to the COVID-19 pandemic; and section XI concludes by identifying main areas for reforms and knowledge gap areas where more detailed assessments will be needed.
  • Publication
    Digital Africa
    (Washington, DC: World Bank, 2023-03-13) Begazo, Tania; Dutz, Mark Andrew; Blimpo, Moussa
    All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.
  • Publication
    Giving Sisyphus a Helping Hand
    (World Bank, Washington, DC, 2018-03) Ladegaard, Peter; Lundkvist, Petter; Kamkhaji, Jonathan
    Regulatory impact assessment is a tool used by governments to support evidence-based and coordinated policy making. This paper contributes to the debate on regulatory impact assessment in developing countries by addressing the lack of a systematic account of reforms, and the lack of a comprehensive explanatory account of reform outcomes. The study first maps developing countries' regulatory impact assessment reforms between 2001 and 2016. In total, 60 reforms are identified. Reform design is analyzed by measuring adherence to six internationally recognized "good practices." The study then assesses whether the reforms -- two years or more after they were launched -- led to functioning regulatory impact assessment systems. Of the 60 reforms, 20 led to functional systems within two years of the conclusion of the reform. Three reforms were too recent to be assessed. The study shows that adherence to good practices is a necessary but not sufficient condition for early success. Among the six good practices, two are shown to be particularly decisive for the success of regulatory impact assessment reforms, namely, formal integration of regulatory impact assessment in policy making and the presence of a regulatory oversight unit. The second part of the study analyzes regulatory impact assessment reforms that did not produce early success despite adhering to good practices. The study tests several hypothetical reasons for slow developments. It points to the importance of donor flexibility and patience and the need for building reform constituencies inside and outside government. The traditional orthodoxy of regulatory impact assessment reforms as an extension of red tape reduction is challenged. The paper finally presents several possible policy implications of the findings.
  • Publication
    Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries
    (Washington, DC, 2003) World Bank
    Consideration of lifelong learning extends the World Bank's traditional approach to education, in which subsectors are looked at in isolation. Three years ago, when he articulated the Comprehensive Development Framework, World Bank President James Wolfensohn referred explicitly to lifelong learning as a component of what education means for poverty alleviation In 1995 "Priorities and Strategies for Education" (report no. 14948) emphasized the need to look at the education system in a more holistic manner. The 1999 "Education Sector Strategy"(report no. 19631) discussed the role of new technologies. The World Bank has just completed important new policy work on higher education reforms as well as a vision paper on the role of science and technology. The current report is the Bank's first attempt to lay out an analytical framework for understanding the challenges of developing a lifelong learning system. While the World Bank's involvement in lifelong education is still at the conceptual stage, two new projects-in Romania and Chile-have already been prepared to address the need for continuing education and lifelong learning. In the years to come more analytical work on lifelong learning is expected, and the policy dialogue in education will touch more and more on lifelong learning issues. The Bank's lending program will involve operations to support countries' efforts to transform their education systems to reflect a lifelong learning approach. This report provides a departure point for these continuing discussions, providing a conceptual framework for education-related lending activities reflecting the latest knowledge and successful practices of planning and implementing education for lifelong learning. It encourages countries to look beyond traditional approaches to education and training and to engage in a policy dialogue on the pedagogical and economic consequence of lifelong learning.
  • Publication
    Good Practice Note on Dam Safety
    (World Bank, Washington, DC, 2020-10) World Bank
    The objective of this good practice note (GPN) on dam safety is to provide additional guidance to World Bank staff on the application of relevant requirements under the environmental and social framework (ESF). This GPN provides guidance on using a risk management approach to the application of the dam safety requirements. The guidance contained in this note is designed to enhance the quality of practice without creating new requirements for the application of the ESF. The GPN provides guidance on compliance requirements, a risk management approach to dam safety, risk analysis tools, quality of information and capacity, application to World Bank operations, and procedural aspects. The GPN pertains to: (a) construction of new dams or dams under construction (DUC) under investment project financing (IPF); (b) rehabilitation of existing dams under IPF; and (c) existing dams or DUC that are not financed under IPF, on which the project relies or may rely.