Introduction to the Millennium Development Goals
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India's Imperative for Jobs, Growth, and Effective Basic Services
McKinsey Global Institute McKinsey Global Institute From poverty imperativeFrom for jobs, growth, empowerment: and to effective India’s basic services February 2014 From poverty to empowerment: India’s imperative for jobs, growth, and effective basic services The McKinsey Global Institute The McKinsey Global Institute (MGI), the business and economics research arm of McKinsey & Company, was established in 1990 to develop a deeper understanding of the evolving global economy. Our goal is to provide leaders in the commercial, public, and social sectors with the facts and insights on which to base management and policy decisions. MGI research combines the disciplines of economics and management, employing the analytical tools of economics with the insights of business leaders. Our “micro-to-macro” methodology examines microeconomic industry trends to better understand the broad macroeconomic forces affecting business strategy and public policy. MGI’s in-depth reports have covered more than 20 countries and 30 industries. Current research focuses on six themes: productivity and growth; natural resources; labor markets; the evolution of global financial markets; the economic impact of technology and innovation; and urbanization. Recent reports have assessed job creation, resource productivity, cities of the future, the economic impact of the Internet, and the future of manufacturing. MGI is led by three McKinsey & Company directors: Richard Dobbs, James Manyika, and Jonathan Woetzel. Michael Chui, Susan Lund, and Jaana Remes serve as MGI partners. Project teams are led by the MGI partners and a group of senior fellows, and include consultants from McKinsey & Company’s offices around the world. These teams draw on McKinsey & Company’s global network of partners and industry and management experts. -
Education for All (EFA)
Education for All (EFA) Country Report: South Africa (Update) 2012 Published by the Department of Basic Education 222 Struben Street Private Bag X895, Pretoria, 0001 Telephone: 012 357 3000 Fax: 012 323 0601 Website: http://www.education.gov.za ISBN: © Department of Basic Education, 2012 ii TABLE OF CONTENTS ACRONYMS .......................................................................................................................................... viii 1. BACKGROUND ........................................................................................................................... 1 1.1 Introduction ............................................................................................................................ 1 1.2 Education for All: a development imperative ......................................................................... 1 1.3 Education for All goals ............................................................................................................ 3 1.4 Measuring progress towards the Education for All goals ....................................................... 3 2. EDUCATION IN SOUTH AFRICA ................................................................................................. 4 2.1 The right to education ............................................................................................................ 4 2.2 Governance and organisation ................................................................................................. 4 2.3 The provision of education .................................................................................................... -
The 2005 World Summit and Peace Operations
Peacekeeping_1_v10.qxd 2/2/06 4:59 PM Page 6 6 • ANNUAL REVIEW OF GLOBAL PEACE OPERATIONS operations in Kosovo, Afghanistan, Burundi, the mandate was implicit.12 Today, it is stan- Côte d’Ivoire, and Darfur. And they are likely dard language in every Security Council res- to arise again as long as peace operations con- olution that authorizes an operation where tinue to be tasked with performing two func- civilian lives are likely to be in danger. tions: protecting civilians and providing public This mandate for protection of civilians is security. These mandates create conceptual and part of a normative shift reflected in general operational challenges for peacekeeping, with statements by the Security Council13 and the not only military but also political, humanitar- Secretary-General.14 The Brahimi panel argued ian, human rights, and normative implications. that “UN peacekeepers who witness violence against civilians should be presumed to be Protection of Civilians authorized to stop it, within their means, in Since late 1999, no less than ten peace oper- support of basic UN principles.”15 The norm- ations—both UN and non-UN—have been ative shift is also reflected in the report of authorized under Chapter VII “to protect International Commission on Intervention civilians under the imminent threat of physi- and State Sovereignty, which introduced cal violence,” often qualified by the words, the “responsibility to protect” principle,16 “within capabilities and areas of deployment.”11 later picked up by the High-level Panel in its This builds on practice that began in the early report,17 and by the Secretary-General in post–Cold War operations and gained mo- his.18 The reference to a “responsibility to mentum after the tragedies of Rwanda and protect” at the 2005 World Summit19 was an Srebrenica. -
The Use and Misuse of Income Data and Extreme Poverty in the United States Carla Medalia, Bruce D
WORKING PAPER · NO. 2019-83 The Use and Misuse of Income Data and Extreme Poverty in the United States Carla Medalia, Bruce D. Meyer, Victoria Mooers, and Derek Wu MAY 2019 5757 S. University Ave. Chicago, IL 60637 Main: 773.702.5599 bfi.uchicago.edu The Use and Misuse of Income Data and Extreme Poverty in the United States* Bruce D. Meyer Derek Wu University of Chicago, NBER, AEI, and University of Chicago U.S. Census Bureau Victoria Mooers Carla Medalia University of Chicago U.S. Census Bureau October 30, 2018 This Version: May 29, 2019 Abstract Recent research suggests that rates of extreme poverty, commonly defined as living on less than $2/person/day, are high and rising in the United States. We re-examine the rate of extreme poverty by linking 2011 data from the Survey of Income and Program Participation and Current Population Survey, the sources of recent extreme poverty estimates, to administrative tax and program data. Of the 3.6 million non-homeless households with survey-reported cash income below $2/person/day, we find that more than 90% are not in extreme poverty once we include in-kind transfers, replace survey reports of earnings and transfer receipt with administrative records, and account for the ownership of substantial assets. More than half of all misclassified households have incomes from the administrative data above the poverty line, and several of the largest misclassified groups appear to be at least middle class based on measures of material well-being. In contrast, the households kept from extreme poverty by in-kind transfers appear to be among the most materially deprived Americans. -
The Trust Fund for Human Security, an Advisory Board On
For the “Human-centered” 21st Century August 2009 Global Issues Cooperation Division Ministry of Foreign Affairs of Japan 1 What is Human Security? 1 New Concept for International Cooperation other chronic threats as well as protecting them from sudden Since the end of the Cold War, the international community and hurtful disruptions in daily life. In light of coming 21st has experienced rapid globalization accompanied by the century, the report emphasized the perspective of focusing on economic liberalization and a marked progress of information the life and dignity of individuals in the context of technology. At the same time, this process has significantly development. deepened interdependence among the world, which brought At the UN Millennium Summit in 2000, Secretary-General substantial benefits to many people on one hand, and Kofi Annan presented a report with two key words: “Freedom widened the gap between the rich and the poor at both from fear, freedom from want,” stressing the need to tackle national and international levels on the other. the various global threats. Then Prime Minister of Japan, Today, as many as 980 million people are forced to Yoshiro Mori, declared at the Summit that Japan would subsist on less than one dollar a day. The massive and rapid uphold human security as one pillar of Japan’ s foreign policy, movement of people, goods, money and information and called for the establishment of an international encouraged transnational problems to spread, including the commission on human security to further deepen the concept. smuggling of people, arms and drugs as well as infectious Following then Prime Minister Mori’s proposal, Mr. -
Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century
http://wje.sciedupress.com World Journal of Education Vol. 8, No. 2; 2018 Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century Idowu Biao1,* 1Department of Adult Education, University of Botswana, Botswana *Correspondence: Department of Adult Education, University of Botswana, Botswana. Tel: 267-7435-9491. E-mail: [email protected] Received: March 26, 2018 Accepted: April 9, 2018 Online Published: April 25, 2018 doi:10.5430/wje.v8n2p181 URL: https://doi.org/10.5430/wje.v8n2p181 Abstract This article posits that schooling in Sub-Saharan Africa has so far failed to yield the results expected of it on two grounds. First, the population of persons accessing both basic education and other levels of education is negligible in comparison with those who ought to access them (1 out of every 4 primary school age children; less than half of the qualified secondary school students; about 7% gross enrolment within higher education). Second, schooling has failed to deliver the kind of socio-economic development expected in the case of Sub-Saharan Africa as a high prevalence of poverty still exists and incongruity continues to exist between the education provided and the livelihoods of Sub-Saharan Africans. Using this poor educational and development performance as justification, a more utilitarian, relevant and sustainable approach to basic education and learning is recommended for Africa going forward. This recommended approach combines both the current school system with a special non-formal education system for the purpose of delivering basic education and learning in Sub-Saharan Africa in the twenty-first century. -
Education for All and Millennium Development
EDUCATION FOR ALL AND MILLENNIUM DEVELOPMENT GOALS BEYOND 2015 PRINCIPLES FOR A POST-2015 EDUCATION AND DEVELOPMENT FRAMEWORK Human rights in general and the right to education The 2015 target date for in particular should be the explicit foundation for a achieving the Millennium new development and education framework Development Goals (MDGs) Rights are not explicit in the current EFA targets and MDGs, yet and Education for All (EFA) they are enshrined in UN agreements, conventions and treaties. is fast approaching. The The state should guarantee the right and access to quality educa- tion for all. Privatization and public-private partnerships are not United Nations (UN) system, the solution to quality education for all states should take their governments, academics , and civil society are already responsibilities seriously and not rely on market forces to solve seeking to define the next problems in education. era of the post-2015 agenda. The UN Secretary General Education is a public good and a basic right; it is also a catalyst has appointed a High-lev- for the achievement of all other development goals. It should el Panel to advise on the therefore be at the centre of any new development framework. global development agenda Access to early childhood primary and secondary beyond 2015, while UNESCO , , has set up an EFA Steering education must be a fundamental goal Committee with a mandate Although progress has been made on access to primary to advise on the post -2015 education, at least 10% of primary-school-age children are still not in school _over 60 million children. -
Primary Education Finance for Equity and Quality an Analysis of Past Success and Future Options in Bangladesh
WORKING PAPER 3 | SEPTEMBER 2014 BROOKE SHEARER WORKING PAPER SERIES PRIMARY EDUCATION FINANCE FOR EQUITY AND QUALITY AN ANALYSIS OF PAST SUCCESS AND FUTURE OPTIONS IN BANGLADESH LIESBET STEER, FAZLE RABBANI AND ADAM PARKER Global Economy and Development at BROOKINGS BROOKE SHEARER WORKING PAPER SERIES This working paper series is dedicated to the memory of Brooke Shearer (1950-2009), a loyal friend of the Brookings Institution and a respected journalist, government official and non-governmental leader. This series focuses on global poverty and development issues related to Brooke Shearer’s work, including: women’s empowerment, reconstruction in Afghanistan, HIV/AIDS education and health in developing countries. Global Economy and Development at Brookings is honored to carry this working paper series in her name. Liesbet Steer is a fellow at the Center for Universal Education at the Brookings Institution. Fazle Rabbani is an education adviser at the Department for International Development in Bangladesh. Adam Parker is a research assistant at the Center for Universal Education at the Brookings Institution. Acknowledgements: We would like to thank the many people who have helped shape this paper at various stages of the research process. We are grateful to Kevin Watkins, a nonresident senior fellow at the Brookings Institution and the executive director of the Overseas Development Institute, for initiating this paper, building on his earlier research on Kenya. Both studies are part of a larger work program on equity and education financing in these and other countries at the Center for Universal Education at the Brookings Institution. Selim Raihan and his team at Dhaka University provided the updated methodology for the EDI analysis that was used in this paper. -
EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. -
Zero Poverty, Zero Emissions
Ilmi Granoff, Jason Eis, Chris Hoy, Charlene Watson, Amina Khan and Natasha Grist Ilmi Granoff, Jason Eis, Zero poverty, zero emissions Will McFarland and Chris Hoy Eradicating extreme poverty in the Charlene Watson, Gaia de Battista, Cor Marijs, climate crisis Amina Khan and Natasha Grist Summary September 2015 Key messages • Eradicating extreme poverty is achievable by 2030, in only the most quantifiable impacts on the world’s through growth and reductions in inequality. Sustained extreme and moderately poor during the period 2030- economic growth in developing countries is crucial for 2050 if current emissions trends continue, heading poverty eradication, but it is likely to be more moderate toward 3.5oC mean temperature change by the century’s and less effective in reducing extreme poverty in the end. coming decades than the prior ones. Addressing growth • Poverty eradication cannot be maintained without and inequality together is far more effective. This deep cuts from the big GHG emitters. It is policy requires building poor people’s human capital (through incoherent for big GHG emitting countries, especially nutrition, health and education) and assets, their access industrialised ones, to support poverty eradication as a to infrastructure, services, and jobs, and their political development priority, whether through domestic policy representation. or international assistance, while failing to shift their • Avoiding catastrophic climate change requires global own economy toward a zero net emissions pathway. emissions to peak by around 2030 and fall to near zero The costs of adaptation simply become implausible by 2100. Nearly all the IPCC’s mitigation scenarios beyond 2°C. indicate that the global economy must reach zero net • Low emissions development is both necessary for, and greenhouse gas emissions before the century’s end to compatible with, poverty eradication. -
Education for All: Advancing Disability Inclusion in LAC / Diana Hincapie, Suzanne Duryea and Isabel Hincapie
Education for All Education Division Advancing Disability Inclusion in Latin Social Sector America and the Caribbean Diana Hincapié Suzanne Duryea Isabel Hincapié POLICY BRIEF Nº IDB-PB-299 April, 2019 Education for All Advancing Disability Inclusion in Latin America and the Caribbean Diana Hincapié Suzanne Duryea Isabel Hincapié April, 2019 Cataloging-in-Publication data provided by the Inter-American Development Bank Felipe Herrera Library Hincapié, Diana. Education for all: advancing disability inclusion in LAC / Diana Hincapie, Suzanne Duryea and Isabel Hincapie. p. cm. — (IDB Policy Brief ; 299) Includes bibliographic references. 1. Children with disabilities-Education-Latin America. 2. Students with disabilities-Latin America. 3. Inclusive education-Latin America. 4. School attendance-Latin America. I. Duryea, Suzanne. II. Hincapié, Isabel. III. Inter-American Development Bank. Education Division. IV. Title. V. Series. IDB-PB-299 JEL codes: H41, I24, J14, O54 Keywords: Education policy, persons with disabilities, Latin America and the Caribbean http://www.iadb.org Copyright © 2019 Inter-American Development Bank. This work is licensed under a Creative Commons IGO 3.0 Attribution- NonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose. No derivative work is allowed. Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. -
Progress in Accelerating Global Actions for a World Without Poverty
Progress in accelerating global actions for a world without poverty and implementation of the System-wide Plan of Action for the Third United Nations Decade for the Eradication of Poverty (2018-2027): UNICEF, June 2019 Towards the aim of achieving the SDG Goal of eradicating extreme poverty and implementing national social protection measures for all, UNICEF supports countries to address child poverty through expanding social protection programmes and improving the equity of public expenditure, so that disadvantaged children are better covered by government investments in health, education and social protection – as outlined in the key actions steps of the UN Plan of Action for the Third United Nations Decade for the Eradication of Poverty. Action step b: Expanding social protection Key focus: In line with the Third United Nations Decade for the Eradication of Poverty Action step on Expanding social protection systems to underpin inclusive poverty reducing development, UNICEF has placed increased emphasis in 2018 and 2019 on the rapid expansion of child and family benefits for children, including the progressive realization of universal child grants as a practical means to rapidly increase coverage. In 2018, 38.4 million children benefitted from social protection interventions supported by UNICEF. In general, a positive trend of expanding cash transfers for children can be witnessed in recent years – yet in many countries, social protection programmes for children struggle with limited coverage, inadequate benefit levels, fragmentation and weak institutionalization. It also emphasizes the need to extend fiscal resources for social protection for children and that universal approaches to child and family benefits are part of a social protection system that connects to other crucial services beyond cash (for example health care, child care and education services) and addresses life-cycle risks.