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Mobile Broadband Internet, Poverty and Labor Outcomes in Tanzania

Kalvin Bahia, Pau Castells, Takaaki Masaki et al.

World Bank Group (2021), 49 pp.

"What are the impacts of expanding mobile broadband coverage on poverty, household consumption and labor market outcomes in developing countries? Who benefits from improved coverage of mobile internet? To respond to these questions, this paper applies a difference-in-differences estimation using pan ... more

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Media and Messsages for Nutrition and Health: Assessing Media Appropriateness for Nutrition and Health–related Social and Behavior Change Communication in Four High Stunting–burden Provinces of Lao PDR

Nkosinathi V. N. Mbuya, Ramon V. Calleja et al.

Washington, DC: World Bank Group (2020), vi, 107 pp.

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Contagious Protests

Rabah Arezki, Simeon Djankov et al.

World Bank Group (2020), 25 pp.

"This paper explores the spillover of protests across countries using data on nonviolent and spontaneous demonstrations for 200 countries from 2000 to 2020. Using an autoregressive spatial model, the analysis finds strong evidence of “contagious protests,” with a catalyzing role of social media. ... more

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The Entertaining Way to Behavioral Change: Fighting HIV with MTV

Abhijit Banerjee, Eliana La Ferrara, Victor Orozco-Olvera

Washington, DC: World Bank Group (2019), 45 pp.

"This paper tests the effectiveness of an entertainment education television series, MTV Shuga, aimed at providing information and changing attitudes and behaviors related to HIV/AIDS. Using a simple model, the paper shows that “edutainment” can work through an individual or a social channel. Th ... more

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Textbook Provision for All: Lessons Learned from the General Education Quality Improvement Project (GEQIP)

Girma Woldetsadik, Chandrani Raysarkar

Washington, DC: World Bank Group (2017), xiv, 40 pp.

"Ethiopia printed more than 78 million textbooks for 20.1 million students under GEQIP1. When the current reliance on development partners to provide teaching/learning materials comes to an end, these impressive gains can be sustained only if the Ethiopian government allocates adequate, predictable ... yearly financing from the treasury to do so. Based on the experience of GEQIP1, the average budget to sustain the provision of textbooks and teaching guides is estimated at 6–8 percent of the yearly recurrent budget for education (8–10 percent if supplementary materials are added). A second prerequisite for sustaining these gains is to develop an effective information management system to track national demand for textbooks in relation to supply and facilitate inventory control. To handle the complexities of international competitive bidding and maintain a strict timeline for routine delivery, the MoE should plan a robust capacity-building exercise that will help Ethiopia not only to manage textbook provision for larger linguistic groups but mainstream access to textbooks for minority groups as well. Lack of expertise and limited production facilities of local publishers and printers have required the government to resort to international alternatives, sometimes to the detriment of local enterprises. Given that it would be preferable to rely on local suppliers to produce teaching/learning materials of comparable quality to those produced internationally, a systematic effort is essential to scale up local capacity and enable the local printing industry to become competitive in supplying national requirements. As in many nations, Ethiopia’s weakest link in the textbook supply chain is the distribution system. Schools in rural and remote areas suffer the most. Restructuring the delivery system would ensure more timely distribution of teaching/learning materials from districts (woredas) to schools. Finally, students must be encouraged to bring their textbooks to school rather than keep them at home for fear of damaging them and incurring fines. Teachers, who are the primary facilitators of learning, must be trained in effective handling of textbooks and to play an active role in sensitizing families to the importance of using textbooks in the classroom." (Main findings, page xiv) more

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Enabling the Digital Revolution in Sub-Saharan Africa: What Role for Policy Reforms?

Jose Lopez-Calix, Michel Rogy et al.

World Bank Group (2017), 61 pp.

"I am glad to introduce the third edition of a series of reports aimed at discussing macroeconomic developments in the Central African Republic, Chad, Guinea, Mali, and Niger. This series intends to foster public debates on key macroeconomic and fiscal policy options in support of poverty reduction. ... more

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Where Have All the Textbooks Gone? Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa
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Tony Read

Washington, DC: World Bank Group (2015), xxiii, 266 pp.

"The key role of textbooks and other teaching and learning materials (TLMs) in enhancing the quality of learning is almost universally recognized. Numerous factors are involved in provision of TLMs, including curriculum, literacy and numeracy, language of instruction policy, procurement and distribu ... more

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Selective Control: The Political Economy of Censorship

Cristina Corduneanu-Huci, Alexander Hamilton

World Bank Group (2013), 60 pp.

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Capturing Technology for Development: An Evaluation of World Bank Group Activities in Information and Communication Technologies. Volume 1: The Evaluation

Ann Elizabeth Flanagan, L. Keta Ruiz, Stephan R. Wegner

World Bank Group; Independent Evaluation Group of the World Bank (2011), 106 pp.

Where Have All the Textbooks Gone? Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa Top Insights

Where Have All the Textbooks Gone? Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa
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