In the past, manufacturing-led development typically delivered both productivity gains and job creation for unskilled labor. Looking ahead, changing technologies and shifting globalization patterns call the feasibility of manufacturing-led development strategies into question. Things, advanced robotics, and 3-D printing are shifting the criteria that make locations attractive for production and are threatening significant disruptions in employment, particularly for low-skilled labor. These trends raise fears that manufacturing will no longer offer an accessible pathway for low-income countries to develop and, even if feasible, will no longer provide the same dual benefits of productivity gains and job creation for unskilled labor. As a result, the potential risk of growing inequality across and within countries warrants closer attention to the implications of changing technology and globalization patterns. This book looks at changing technology and globalization from the perspective of low- and middle income countries (LMICs) - with an emphasis on analyzing differences across manufacturing subsectors and identifying policy priorities with an eye toward making the most of new opportunities. The book will answer the following questions: how has the global manufacturing landscape changed, and why does this matter for development opportunities?; how are emerging trends in technology and globalization likely to shape the feasibility and desirability of manufacturing-led development in the future?; and if low wages are going to be less important in determining competitiveness, how can less industrialized countries make the most of new opportunities that shifting technologies and globalization patterns may bring?

Trouble in the Making?: The Future of Manufacturing-Led Development

Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss

Measuring human capital: a systematic analysis of 195 countries and territories, 1990-2016.

This paper examines the initial effects of the introduction of Universal Primary Education (UPE) in January 1997 on school entry in Uganda. Given that advanced age at school entry has historically been associated with primary school dropout, the paper focuses on the the effects of fee elimination on the age at which a child enters school. Data from the 2000 Uganda Demographic and Health Survey and 2001 Education Data Survey are employed to examine the effects of UPE on the probability that a child begins attending school before age nine. School fee elimination under UPE is found to cause a 3% increase in this probability on average. Effects are found to be particularly pronounced for girls and children living in rural areas.

Universal Primary Education and School Entry in Uganda

The asymmetric effect eco-innovation and tourism towards carbon neutrality target in Turkey.

Korea understood that education was the best way to pull itself out of economic misery, so it focused on overhauling schools and committed itself to educating every child, and educating them well. Coupled with smart, innovative government policies and a vibrant private sector, the focus on education paid off. Today, not only has Korea achieved universal literacy, but its students also perform at the highest levels in international learning assessments. It’s a high-income country and a model of successful economic development. Korea is a particularly striking example, but we can see the salutary effects of education in many countries. Delivered well, education, and the human capital it creates, has many benefits for economies, and for societies. For individuals, education promotes employment, earnings, and health. It raises pride and opens new horizons. For societies, it drives long-term economic growth, reduces poverty, spurs innovation, strengthens institutions, and fosters social cohesion. In short, education powerfully advances the World Bank Group’s twin strategic goals: ending extreme poverty and boosting shared prosperity. Given that today’s students will be tomorrow’s citizens, leaders, workers, and parents, a good education is an investment with enduring benefits. But providing education is not enough. What is important, and what generates a real return on investment, is learning and acquiring skills. This is what truly builds human capital. As this year’s, World Development Report documents, in many countries and communities learning isn’t happening. Schooling without learning is a terrible waste of precious resources and of human potential. Worse, it is an injustice. Without learning, students will be locked into lives of poverty and exclusion, and the children whom societies fail the most are those most in need of a good education to succeed in life. Learning conditions are almost always much worse for the disadvantaged, and so are learning outcomes. Moreover, far too many children still aren’t even attending school. This is a moral and economic crisis that must be addressed immediately. This year’s Report provides a path to address this economic and moral failure. The detailed analysis in this Report shows that these problems are driven not only by service delivery failings in schools but also by deeper systemic problems. The human capital lost because of these shortcomings threatens development and jeopardizes the future of peopleand their societies. At the same time, rapid technological change raises the stakes: to compete in the economy of the future, workers need strong basic skills and foundations for adaptability, creativity, and lifelong learning.

World Development Report 2018 : Learning to Realize Education's Promise

Introducing a performance-based component into Jakarta's school grants: What do we know about its impact after three years?

This paper evaluates the early impact of introducing a performance component into Jakarta's school grant program on learning outcomes. Using administrative data, it applies difference-in-differences and regression discontinuity approaches to identify the impact of the grant by exploiting differences in program coverage over time, as well as by comparing changes in test scores between schools that received the additional performance award with schools that did not. The paper finds that the introduction of the performance component had different impacts on government primary and junior secondary schools. The program improved learning outcomes for primary schools at the bottom of the performance distribution and narrowed performance gaps across schools. However, improvements in equity were also driven by negative impacts of the program on better performing primary schools. Overall, the program reduced primary examination scores albeit by a small amount. In contrast to the results at the primary level, the performance component improved examination scores in government junior secondary schools. However, the impact seemed to be greatest among better performing schools and has therefore widened performance gaps. The findings also suggest that program impact was largely through competition between schools to receive the performance component. There is little evidence that the additional resources schools received from the award had any additional impact. The evaluation utilized preexisting administrative data and the paper offers some suggestions on how education information systems can be strengthened to create more robust feedback loops between research and policy.

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Introducing a performance-based school grant in Jakarta : what do we know about its impact after two years ?

The results in education for all children (REACH) trust fund at the World Bank funded an evaluation that assessed the early impact of a performance-based school grants program on student learning in Indonesia. This evaluation focused on two separate effects in the first two years of the new program: the effect of announcing the performance-based incentive to schools, and the effect of receiving the bonus for top performing schools. Announcing the performance incentive had different impacts on primary and junior secondary schools. Student test scores improved in all junior secondary schools, with the largest gains being made in schools that were already the highest performing. The effect of the program on learning was largely due to the change in incentives created by announcing the performance-based grants, rather than by the additional grant funding itself. Future programs can be improved by using other measures of school performance in addition to test scores, considering alternative designs of the formula to determine grant allocations, and allowing schools more flexibility in experimenting with ways to improve learning.

Unika Shrestha

Papers

World Development Report 2018 : Learning to Realize Education's Promise

Introducing a performance-based component into Jakarta's school grants: What do we know about its impact after three years?

Introducing a performance-based school grant in Jakarta : what do we know about its impact after two years ?

Indonesia - Can Performance-Based School Grants Improve Learning?