WORLD BANK INST I T U T E Promoting knowledge and learning for a better world 2001 AN NUAL REPORT THE WORLD BANK THE WORLD BANK INSTITUTE AT A GLANCE The World Bank Institute The World Bank Institute supports the World Bank's learning and knowledge agenda by pro- viding learning programs and policy advice in creates teamning opportunities the following areas: * Environment and Natural Resources for countries, Bank staff and U Economic Policy for Poverty Reduction * Governance, Regulation, and Finance clients, and people committed U Human Development * Knowledge and Outreach * Skills Development for World Bank Staff to poverty redluction and The World Bank Institute draws on and dissemi- sustainable development. notes the World Bank's global knowledge and expertise. The Institute combines face-to-face Mission Statement and distance learning using new and traditional- media, including the Internet and videoconfer- encing, to reach policymakers as well as repre- sentatives from civil society. World Bank Institute Facts _ Active in 150 countries • Delivers nearly 600 learning programs for clients annually * Reaches 48,000 participants in client programs * Delivers over 1,000 training activities for World Bank staff annually * Collaborates with more than 160 partner institutions * Country Offices: Beijing, Moscow, and Paris * Joint Japan/World Bank Graduate Scholarship Program: 130 scholarships awarded in 2001 * Robert S. McNamara Fellowships Program: 25 postgraduate fellowships awarded annually Contents > MAKING AN IMPACT foreword from the President 2 t. M\essage from the Vice President 3 R World Bank Institute Es,terna Adv sory Counci 5 E The year in retrospect 7 Leveraging Knowledge for Deve opment 8 Highlights of fisca 2001 9 Serving our cilents bettef 1 3 Broadening outreach 1 Using distance learning 1 9 Build ng networks and communities of practice 1 9 Reacning out fo key audiences 25 _ _ Approaches to capacity building 29_ Adtin learning 29 Providing policy services 322 Empovvering commLunities 34 V\/orkngc through partrers 36_ Provid ng a forum for knowedge exchcnge and consensus bu[Iding 38_ Responding to needs 41_ Looking ahead 45_ Appendixes A. Budget for Fiscal 2000 and Fiscal 2001 47 B Orqanizotion Ch-art and Key Staff 48 C. Tl-ematic a:nd Regioncil Distribution of Programs, F scal 2000 cand '(scal 200 ff 49 D. Core Courses 50 E. Scholarships and Fellowships 54 F. WBI Trammqn Partners 55 G. Publications 58 H. New Themat c Programs, Fiscc 2002 62 Boxes I Milestones in WBIls -istory 4 2 Impact on capacity build ng 9 3. Poverty documentary wins atwards I11 4. Donor partners 1 4 5. Country assistance straitegy consu tatiors in Pakistan 15 6. Courtry assistance strategy for Nigeria 1 5* .; 7. The Global Developmerit Learning Netwvork 20 . 8 Ncrrowing the digital divide 22C 9. Knovvledqe netwvorks 23 10 OTeacf-er assessment of WorLD Program impact l1i;t on student attitudes and knowledge 24 | Sf 11I.An cnNine adventure 27 E 1 2 Action lecrning: anti-corruption course in Ghana 30 l 1 3. Pension reform in Armenia 3 1 l 1 4 Helping countries prepcire for the knovvledge economy 33 l 1 5.Mak ng voices heard: Development Debates in Burkina Faso 34_ 1 6. A mature fraining partnersh p the Centra European Un versity 36 Foreword from the President *Three billion people-half the worlds population- to update our business and the way we measure and ve on less than US$2 a day; lack education, mod- value our outputs and impact, putting the transfer of ern knowledge, and modern ski Is, are often in poor knowedge for deveopment and the building of health; and cre subject to all tne insecurities of uncer- human and institutional ccpacity on a par with the tain incomes, poor infrastructure, and uncertain transfer of financial resources and the bui ding of human rights. Eighty percent of the world's people physical capacity. ive on 20 percent of the world's income. And over the next 25 years, another 2 billion people, mostly in The Word Bank Institute's (WBI's) work in facilitating poor countries, will be added to our planet. and enabling learning is at the heart of capacity building. Within the Bank, WBI pays a key role The world's knowedge and technology gaps mirror both in furthering our assistance strategies in specific the income gaps. One in three children in the devel- countries and in carrying out more broadly based oping world gets too little education to acnheve even programs that have a regional or global focus. As basic iteracy; 4 out of 10 peope in ow-income this report shows, WBI programs transfer knowledge countres stilI cannot read or wrte; all of Africa has and enhance clients' capacity in several different ony 14 million teephone ines, fewer than New York ways. They improve professional and technical skills. or Tokyo; ana only 2 percent of the world's people They ado to clients' knowledge of best practices and have access to the Internet. of relevant solutions tried in other countries. They help clients to see their own circumstances and their own For the poor, changes taking place in the andscape countries in an international perspective, and thus to of the global economy carry both a threat and a understand their national strengths and weaknesses promise. For nations, as for individuals, knowledge is fast becoming the most important factor for com- petitiveness, and thus for creating wealth and improving iving standards. Meanwhile, advances in information technology offer unprecedented opportu- nities for narrowing knowledge gaps. Over the last 25 years, for example, the cost of 1 megahertz of processing power has fa en from some US$7,500 to US$0.20, and the cost of sending 1 trillion aits of information has fa en from US$1 50,000 to US$0.10. These trends mean that the new economy wil bene- fit nations in proportion to their success in builaing human capacity. They mean that we in the develop- ment bus'ness must change the way we think about development to recognize knowledge as a central vdrer of growth, securty, and empowerment for the poor. In the World Bank we are using this viewpoint 2 World Bank Institute Message from the Vice President and to pinpoint needs for po icy interventions or This first year of the millennium has been a crucial year investment programs. And they create opportunities for the World Bank Institute. Continuing reforms have for ordinary citizens to have a voice in the deveop- made the Institute more productive, more focused, and ment process, for we can only eliminate poverty if more closely a igned with the priorities of the World poor people can influence policymakers and if public Bank. Through the new Global Deveopment Learning agencies ore accountabe to the publics they serve. Network, which has grown rapidy s nce its launch in June 2000, we are reaching much larger numbers of Much of WBI's impact on human capacity comes people. We now work directly with 48,000 course from its abil ty to work at the local evel. For this it participants a year in client programs (see box 11. depends on its partner organizations in caient coun- tries, which play key roles in matching its programs to Through the expanding use of distance learning tech- needs and in tai oring them to local cu tura and no ogies, an extensive network of nstitutional part- social condtions. In the course of these working rea- ners, and electronic networks for knowledge sharing tionships WB also builds up the capacity of partner WBI has an impact that reaches far beyond the tradi- institutes themselves. tional boundaries of classroom teaching. Key elements of our programs include the wide range of people we WBI a so has an impact at the g oba leve ts estab- work with, from finance ministers to village women, as ishment and oversight of global electronic knowledge we I as the opportunities for South-South exchanges of networks is helping to bridge the digita divide. experience. Our inks with World Bank operations Indeed, through distance earning in titives such as faci itote the capacity building e ements of country the Global Development Learning Network, WB and assistance strategies. its partner orgcnizations have been playing a ead- ing role worldwide in extending the reach of knowl- I am grateful to WBI's External Advisory Counci for its edge and earning on deve opment themes. continued advice dur ng the year. Discussions with the council have shaped our decisions on how to make Looking ahead, I have confidence in WBI's 0b lity to programs more relevant to c ient needs. They have build on ts achievements in the coming year: to focus challenged us to innovate and extend the reach of its efforts where they will make the most difference Institute programs and have given us va uable guid- and to continue to broaden its impact through nnova- ance on how to work successfu ly through partnerships. tion, so that increasing numbers of people can acquire the knowledge and skil s they need to The contributions of our partner organizations and our improve their lives and overcome their poverty. donor agencies have been indispensable to our activ- tes. We thank them all. D.Wolfensohnn President The Word Bank U 2001 Annual Report 3 Relative to the worlds enormous needs for learning and knowledge the impact of any sing e institution is sma 1. That is why partnerships and new technoogies are crucial: they can set in motion processes of knowledge sharing and capacity building that go well beyond what we ourselves have to offer. Our hope is that by fostering these processes we can greatly magnify our impact and give milions a chance to improve the quality of their ives. 195 Vi nod Thomas • Economic Development Institute IEDI), WBI's predecessor, established Vice President * Course on general development delivered Vorld Bank nstitute 1960-83 Courses on general and sectoral projects and national economic management 1983-94 Courses on policy analysis and reform, sector management, training of trainers, national economic management, and market economics 1995 * Advisory Committee established to re-launch EDI * EDI re-launched to better serve clients 5 Thematic divisions established 1996 * EDI plans expansion of core programs and launch of outreach to civil society 1997 * Strategic Compact supports expansion of learning and knowledge _ First Global Knowledge Conference held in Toronto i First Mediterranean Development Forum held in Morocco 1998 U External Advisory Council formed * First Asia Development Forum held in the Philippines * Distance learning pilot launched * Evaluation unit established * Regional coordinators appointed 1999 _ EDI and the Learning and Leadership Center merged, combining staff and client learning * EDI renamed as the World Bank Institute at World Bank Learning Forum * New emphasis on learning activities for broader audiences, policy services, and knowledge networks 2000 * WBI becomes a World Bank Vice Presidency * Global Development Learning Network launched * African Virtual University moves to WBI * World Bank knowledge-sharing function moves to WBI 2001 * WBI reaches 48,000 participants in client programs * Thematic realignment integrates country and corporate priorities 4 World Bank Institute * ; $ . :kw e . - Director, Worl~~~~~~~~~~~~~~~~Ad B c V} Ai (left to right): p t PrPfessor Ihsan Dog ramaci, - n>j Dr RAchid Benmoktor E S t - ' . ^ . twb ProfessoDr. Mamphela K ~~~~~~~~~~~Ramphele (Managing Director, Worio Bank), Dr Vinod Thomas (Vice Presioenr, Woro Baonk 54ilBn ntiueEtro Adisr Couni strtaar19Sed Council Members Mr. Judson GreenDr Adele Simmons, Mr. Masaki Shiratori, BACK ROW: Advisor,Professor Siwei Cneng, Professor Partha Dasgupta, Professor Pepi Paotron, Mr. John Gage, World Bank Institute External Advisory Council Dr. Btbar ACi Syed, Baroness He ena gBI's External Advisory Council met in March 2001. This group representing academia, the private sector, government, Kennedy, civil society organizations, and think tanks provides strategic guidance to the Institute's management (see page 46). Mr. Peter Goldmark, Jr, Dr. Jon-Olaf Wiliums, Dr. Hneba Handoussce Council Members Mr. Judson Green Dr. Adele Simmons President and Cnief Executive Vice Cair of Chicago Metropolis Dr. Babar Ali Syed Officer, Novigcton Technologes 2020 Advisoi, Packages Ltod Corporction oin Wane Wilal fe Funa Minister Tiditne Thiam Dr. Heba Handoussa Former Minister of PlannPn end Dr. Rachid Benmoktnr Benabdellah Managing Director, Fconomc Development, C5te divoire Presiden, AI-Aknhwyn University Research Forum for Arca CountrieS Partner, McKinsey & Company ran, o onel Turkey Professor Siwel Cheng Dr. Vivienne Wee Vice Chairman of t-e Peep es H. E. Ruth Jacoby Executive Director. Center for Congress, Chino Ambassador, Permanent Mission of Environment, Gender, one Sweden to the United Nations Development Professor Partha Dasgupta Chairman of tnhe Faculty Board of Baroness Helena Kennedy Dr. Jon-Olaf Willums Economics and Pal t as, Univarsity Chairperson of the Britisn Council President, Fou,ndition for Business of Camnbridge one Susta noble Development Professor Pepi Patron Professor Ihsan Dogramaci Professor of Phi lsophy President of the Board of Trustees Cothoc uan varsity Bi kent University Professor J. Robert S. Prichard Mr. John Gage Professor, Faculty of Law Chief Researcher one Director University of Toronto of the Science Office, Sin Microsystems Dr. Rafael Rangel Sostmann President, Monrterrey Tech Mr. Peter Goldmark, Jr. Jnversity System Chairman one Chef Execut ve Officer, lnrerncaiorna! Herald Tribune Mr. Masaki Shiratori Sen or Advisor, Americani Family Life Assurance Company 20D1 Annual Report 5 7 'd~~~~> s4-~ ~ ~ ~~~- ~~~~~~x~~~S re XAW~~~~~~~~~~~,~&~ 5 Y-V~eo, VAF, ~ & ^D,1'.x!1 ~401 x 1' ,Jt The World Bank Institute works to build the capac- based on its multicountry operational experience ity of its client countries for poverty reduction and and in-house expertise. sustainable development. The aim is to foster knowledge institutions in client countries that can A wide range of people take part in WBI activities build the training programs and knowledge net- worldwide. They include policymakers and devel- works that are needed for a modern econ-omy. WBI opment practitioners in government, academics, collaborates with a wide range of partners to devel- members of civil society organizations, journalists, op and deliver learning activities, provide policy and people from private industry. Through their advice, facilitate action programs, support networks work, participants affect countries' choices of eco- of professionals, and create and manage initiatives nomic and social policies, influencing economic for knowledge sharing. growth, living standards and opportunities, and the condition of the environment. In WBI programs WBI now delivers nearly 600 training activities a they learni new ideas and approaches to policy for- year in 150 countries through face-to-face and dis- mulation and problem solving and practical tech- tance learning. The operating budget for fiscal niques for implementation. both from trainers and 2001 was US$67 million, of which US$11 million from their fellow participants. came from cofinancing sources (see appendix A). The training programs center on core policy cours- WBI also provides professional development and es delivered by five functional divisions (see skills training opportunities for World Bank staff. appendix B for an organization chart). The learning Whenever possible the Institute integrates staff and programs address issues central to poverty reduc- client learning to promote the exchange of knowl- tion and sustainable development, drawing on the edge and experience between these groups and to World Bank's comparative advantage, which is ensure the operational relevance of Bank staff skills. 2001 Annual Report 7 .Leveraging Knowledge for the achievement of the Bank's knowledge strategy for helping clients take advantage of the global knowl- Development edge economy. This strategy has the following four elements: "The economy of the 21 st cen- * Helping client countries develop an enabling envi- tury is knowledge-based. Both ronment for efficiency, competition, and innovation the rate of economic growth for knowledge sharing and for information and and its quality will depend on communications technology. WBI offers courses I', l 12_access to, and application of, and policy services that help client countries devel- knowledge. Reducing poverty op concrete knowledge strategies for the economy will take more than investments as a whole or in specific sectors (see page 34 for in physical capital. It will the knowledge-based economy in the Republic of require building human capital Korea and China). by sharing knowledge and * Expanding basic connectivity and access, and experience. Therefore, building investments in information technology applications. client countries' own capacity For example, the Global Development Learning l _Sa . r for development is critical and Network IGDLNI is a growing partnership for knowl- the World Bank's advisory serv- edge sharing, South-South discussions, and outreach ices, knowledge sharing, and using the latest distance learning technologies. K learning programs all contribute * Building human capacity for the knowledge econo- V *bw.v. Ttmz ............,,.,,,a,.,,.,ss ],t,. ,to this goal. WBI plays a key my. WBI's education program expands client coun- role in contributing to tries' capacity to design and implement national education reforms. WBI also works to get schools, classrooms, and libraries online, and promotes innovative approaches that extend the reach of education and training. In villages in Zimbabwe, for example, the World Links for Development ~ _, _ E _ _ _Program has put computers in schools; students and their teachers use them during the school day, and in the evenings, the community uses them to get online access to farm prices and adult learning ' J. materials. _ Promoting global knowledge shoring. WBI prac- tices the principle that learning and knowledge sharing must flow in all directions, including from South to North, South to South, and rural to urban. The Global Knowledge Partnership, for example, brings together public, private, and nonprofit organizations; and the Development Forum is an electronic venue for dialogue and knowledge shar- ing, with particular emphasis on learning from practitioners. A number of program websites also help build worldwide communities of practice." 8 Wotd Bank Institute Highlights of fiscal 2001 __ In fiscal 2001 WBI began to see concrete results WBi programs contribute to capacity building in many ways. from a program of internal changes that it had Policy dialogues stimulated by learning activities begun several years ago with funds from the Bank's a During the November 2000 offering of the Core Course on Intergovernmental Strategic Compact. To increase its impact, thle Relations, the Ministry of Finance of Brazil cited the course as having had a bistitute has heen broadeninIg its outreach and material impact on the design of Brazil's value added tax law." imiproving tie quality of its work through More effective policy implementition and programs linked to lending a WBI has built capacity for monitoring and evaluation at the Ghana Institute Investinig in new iifonniatiois and communic- of Management and Public Administration. As a result, Ghana is now better tioiss technology andI making greater use of dis -able to monitor and evaluate its development and lending programs. involv- tance learning ing civil society in the process. * Taking a inore strategic approach to partnerships Self-sustaining networks that build on the results of leorn;ng octivities * Matching its programis m-ore c losely to the a As an outcome of the Poverty Reduction Strategy Papers Forum in CoteX Bank's operational priorities d'lvoire in June 2000, the elected officials and civil society representatives of * Applying the results of evaluation. the eight participating country delegations created regional networks to faici- Thanks to these changes, in fiscal 2001 WBI deliv- tate consultation within their respective groups for the fight against poverty. ered a program that was larger than originally Expansion of knowledge sharing planned, and within budget, while meeting its kev X Aher participating in the Education Reform Course in June 2000, representa- objectives for outputs and impact. Participant tives from Pakistan organized a series of workshops for district and local edu- numbers are up substantially: to 48,000 in client cation officers in Sindh province to disseminate the lessons learned during the course in support of their ongoing education reform initiative. progranis and about 15,000 mn Batik staff learmng a In the financial sector, a pilot program to build a sound foundation for finan- programs. Budget and staffing numbers show that cial services reached about 6,000 policy officials and regulators in emerg- productivity has incereased substantially. Evaluation- ing market countries. Clients' responses have been enthusiastic. results indicate that performance ani(I participanti satisfaction are good. (For details of program output see appendixes C and D.) Improving the potential for investment and growth Through the increase(l use of distance learning and An important part of the goal in building capacity is new techinologies, as well as through partnering to help markets function better, and hence to stimu- with other institutions, WBI delivered 74 percent late private investment and broadly based growth mitre client training days thani planned (209,000 (see box 2). versus 120,000), and nearly a third more than in fiscal 2000. Training (lays delivered using distance Improring governance is often essential for improv- learning contributed 46 percent of the total. Staff ing growth prospects, and in fiscal 2001 WBI sup- learning also exceeded plans by 18 percent, with ported action-oriented programs to promote good 18.800 training days delivered in 1,073 activities. governance and curb corruption in nearly 30 coun- tries. In Paraguay a year's collaborative work with Client learning the government and civil society culminated in President Macchi's anno uncenmenit of a nationwide In fiscal 2001 WBI programs helped to build capac- anti-corruption program. In seven countries in itv in all the basic elemenits of client countries' Africa anti-corruption programs liave led to the socioeconomic environmient-from economic poli- establishment of coalitions amonig stakeholders cies and good governance to health, social protec- with a coommon cause and the introduction of anti- tion, arid the quality of natural resources. Miore thani corTuption strategies and actioii plans. In Ghania a half the activities involved joint work with partner code of conduct for governmlenit officials and a free- organizations, and all were focused, directly or indi- dom of information bill are being finalized and a rectlv, on1 improving the quality of life for the pOOr. new noingoverniilental lorgailizati(lli (NGO) has been created to provide a forum for the government, pub- lic and private sector institutions, and civil society to work together on anti-corruption strategies. 2001 Annual Report 9 WBI courses and events on corporate governance, corporate social responsibility, and business ethics provided information on concepts, tools, and best practices, focusing on former Soviet Union, East European, and East Asian countries. Siberian par- ticipants followed up on one of these activities by introducing their own university courses in busi- ness ethics and by undertaking to promote ethical conduct in the organizations in which they work. In health, the Flagship Program reached more than 2,000 participants, and partner institutes in devel- oping regions delivered more than 80 percent of the component activities. After a seminar on social health insurance delivered by Capetown University, the program partner for anglophone Africa, teams of participants from Kenya and Zambia revised their operational approaches. In China, where the program is now in the fourth vear of a partnership to build capacity for reforming the national health system, one outcome has been progress in the redesign of pharmaceutical policy. Attacking poverty Markets often do not adequately serve the interests of the poor and vulnerable, nor of sustainable development. Thus an important goal of capacity building is to enable countries to make the deliber- ate public policy decisions that are needed to alle- viate poverty and safeguard environmental quality. Within the broader context of the Comprehensive Development Framework and the World Bank and * * International Monetary Fund (IMF) agreement on poverty reduction strategy papers, WBI also has a specific program whereby the Institute works with country authorities and a broad range of stake- holders to initiate a broadly based dialogue on poverty and its causes and to help them devise Knowledge is fast becoming the most important poverty reduction strategies. Also during fiscal factor for competitiveness. Together with the British 2001 WBI organized capacity building workshops Council and the Organisation for Economic Co- for teams planning poverty reduction strategies, operation and Development, WBI organized a poli- including several in former Soviet Union countries cy forum on Using Knowledge for Development for and countries in Africa (see box 3). Brazil, China, and India-which together account for nearly half the world's population-to help In January 2001 WBI launched the Development them plan for national knowledge strategies; and in Debates, a series of eight-week-long debates about Vietnam, a forum on the same subject provided poverty reduction, with broadly based participa- inputs for the new five-year plan. WBI also helped tion. Debates have been completed in Latin prepare policy reports with concrete recommenda- America and East Asia and are still in progress in tions on knowledge strategy for both China and Africa; others are being planned. Each series is Korea. tailored to regional and national priorities with the i0 World Bank Institute help of partner organizations. The debates are r helping to bring poverty concepts to the forefront of L Povert documentary wins awards development discussions. Several countries are fol- ! Hear Our Voices-The Poor on Poverty, a television documentary produced by lowing up, for example, Cambodia and the WBI in collaboration with the World Bank's Voices of the Poor study team, has Philippines have held national conferences to build won several prestigious television industry awards: the Gold Remi Award at the on and disseminate the findinigs of the debates. 2001 WorldFest Houston International Film Festival, the 2001 Videographer Award of Excellence for News/Documentary, a Telly Award for outstanding video A new course on gender. poverty; and health was production, and the U.S. International Film and Video Festival Award for Creative piloted in English and French versions. Participants Excellence. examined strategic choices and policy options for better health that take account of links with gender The film explores the complexities of - v a *¶ t.I inequality and poverty and can be iiitegrated into poverty from the perspectives of the , A . national poverty reduction strategies. poor, giving voice to poor people r from Brazil, Bosnia, India, Mali, and !. Other WBI activities worked to empower people to Uganda. Their stories show that though the experiences of poor pea-.. take an active role in the development of their comi- pie var w idelyeby l ona piu- munities. For example, a new learning program on t he are sigifcatconan i- Community Empowerment and Social Inclusion ties: a sense of powerlessness and was launched in May 2001 in Hungary, targeted to voicelessness, precariousness of liveli- five Balkan countries, and followed by a regional hood and lack of security, isolotion, humiliation, lack of connections to resources workshop on Civic Engagement for Development and opportunities, and gender inequality. The combination of disadvantages and for five Central Asian countries. Other activities in inequalities makes it very difficult for poor people to escape the hold of poverty. this area include training womeis facilitators in The documentary also introduces viewers to people who are challenging these poor communities in Peru, strengthening NGOs in obstacles and to initiatives that are helping to empower the poor, make their lives Latin America and Eastern Europe, and training more secure, and expand their access to opportunities. Thai community leaders and local government Hear Our Voices-The Poor on Poverty is the 17th installment in the Global Links w-orker's 111 CIVIC participationl and local gfovenslance.- wores iciipaiiaiadlclseries of documentaries licensed to more than 65 broadcasters in Africa, Asia, Safeguarding the environment and managing Latin America, and North America. The series draws on the knowledge resources Safurar the en n a of the World Bank to explore stories about economic and social development natural resources around the world. The Sustainable Development program links pover- ty, the environment, natural resource management. and governance. Because many client countries water supply and sanitation utilities, other service face huge obstacles in designing and enforcing providers, and support agencies-to strengthen the laws that protect the environment and reduce the capacity of the utilities. negative effects of pollution on health, WBI offered several activities in environmental governance dur- The Clean Air Initiative was launched in 1998 to ing the year. It also did preparatory work for a high- address urban air pollution problems in Latin level conference on forest govemance in East Asia America. The initiative combines the sharing of to be held in September 2001. The goal is to stimu- experience with technical assistance, capacity late frank debate on the subject, followed up by building, and efforts to raise public awareness. action-oriented national and subregional workshops. Cities are beginning to feel some impacts: some cities are preparing clean air action plans that will During the past six years the Water Policy Capacity provide a basis for investment, city officials are Building program has reached thousands of stake- better able to manage air quality programs, arid holders from about 50 countries. Its goal is to help public awareness of air quality issues has countries prepare and implement water policies increased. The initiative is already being replicat- that lead to sustainable management of water ed in East Asia. In April 2001 WBI helped to resources and delivery of water services. Both in launch the initiative in Eastern Europe, and Africa and in South Asia WBI worked with net- preparatory work has begun for pollution abate- works of water sector refomners-bringing together ment measures in Rostov on Don, Russia. 2001 Annual Report 11 Scholarships and fellowships Staff learning The scholarship and fellowship programs that WBI administers are meant to help build capacity The InstituLe plays many roles in support of learn- among students from developing countries. ing for World Bank Group staff. In fiscal 2001 it provided more than 40 percent of all formal learn- The Joint Japan-World Bank Graduate Scholarship ing activities for staff, often working jointly with Program, wholly sponsored by the Government of Bank networks. The proportion was particularly Japan, is the largest graduate degree scholarship high this year, because budget constraints led to a program within the United Nations system. The 130 fall in learning activities in other parts of the Bank. scholarships awarded in fiscal 2001 went to mid- career professionals from developing countries, more Skills programs-in languages, information tech- than half of them women. Now in its 15th year, the nology, and communications-and training pro- program has more than 2,200 alumni actively con- grams for administrative and client support and tributing to their countries' development. field staff made up the largest part of formal train- ing programs for staff, accounting for more than The Robert S. MeNamara Fellowships Program 10,800 training days. In addition, the Institute makes awards to 25 fellows each year. Fellows worked with other groups within the Bank to design selected in fiscal 2001 include a researcher inves- and deliver specialized learning programs, and tigating collaborative approaches to forest manage- more than 1,000 Bank staff took part in thematic ment in Indonesia and a blind community worker programs for combined client and staff audiences. from Bangladesh who is studying options for devel- The latter accounted for more than 8 percent of all oping educational opportunities for the disabled in World Bank formal staff learning activities. urban communities. During the past 19 years, 230 people from 68 countries have been awarded fel- Other forms of support provided to Bank staff lowships. (For further details of these programs see learning activities included evaluation of the appendix E.) impact of staff learning programs, pedagogical sup- port to learning programs, management of staff learning facilities used throughout the Bank, and various monitoring and organizational support activities. During the year the Bank undertook a major review of staff learning. Using an action learning approach known as Accelerating Results Together, a broadly representative group of stakeholders, including WBI, developed a new staff learning framework. The new framework aims to realign learning with core operational needs, revamp learning for man- agers, redesign learning tools and methods, and create a stronger learning environment. It has already led to substantial changes, including new initiatives in management training, team-based learning, e-learning, pedagogy, and the overall gov- ernance of staff learning in the Bank. These will have a significant impact on WBI in the future. 1 2 World Bank Institute Serving our clients better quality atnd cost-effectiveness of learning. Program delivery by distance learning expanded rapidlv in fiscal 2001, froms 91 programs and 4A400 In fiscal 2001 WBI responded to client needs and growing demand by working miore effectively with participants in the first lhalf of the year to 182 pro- grams and 15,800 participants in the second half. Bank operati(onis and partner institutions, and by The increase in the number of participants was increasing outreach through distance learning and accomplished within the samne overall WBI budget print an(i electronic learning materials. It also as in fiscal 2000. effected organizational changes and more compre- hensive programii evaluations. AMost distance learnitg programs are now delivered Consultations helped tailor tthrough the GDLN. a telecommunications network programs to needs that connects distance learning centers across the globe. The GDLN has grown spectacularly in its first year of operation. It began in June 2000 with The cholce of activites bo fiscal 2001 reflected 11 distance learning centers, and now comnplises broad consultations both about clients' needs and 28 (listance learning centers and 36 secondary about the Institute's strategic priorities. WBI coi- sites that use interactive videoconferencing. tinued to consult directly with clienits about their Internet access, CD-ROMs, and other digital tech- evolving needs. For exaniple. the Training Center of . . . t~~~~~~~~~lologies to support discussions, knowledge sllaring. Chinia's Ministry of Finance sends Lhc Inistitute a and outreach. (For more on the GDLN see page 20.; yearly note on the miniistry's training priorities. anid the China Health Economics Training Network Partnerships played a vital role invites WBI to its annual nieeting to review liealth sector training and research needs. The Institute Long-term relationships with partners have been cen- also took advice froni partner agencies, based on tral to WBI's work and to this vear's achievemlents. their local knowledge and experience. In addition, the mnanagemient team reviewed the work program Donor partnerships with more than 40 bilateral and strategic directions with the WBI External donors, foundations, and private sector organiza- Aidvisorv Council and obtainied valuable guidance. h TVT- I ' I l I XV711T ' ' I ' I tiotis help tlle liistitute expand its reach, sharpen Within the Bantk WBI obtained guidaance from the its focus, and broaden and( enrich the content of its E'xecultive Board at a program review meetingr and Executie Bprograms (see box 4). Donor trust funds supply as held conitinuing consultations with nmanagementi muclh as a fifth of the Institute's resources, and and staff. Demands far outstrip the Institute's donors increasingly contribute ti program design capacity, and these consultations all play an impor- d l a ani *delivery and to nmonitoi-ing and evaluation. For tant role in setting strategy an(d prioritizing needs. Distance learning extended the reach of programs Trust fund contributions, FYOI Distance learning has become a key part of the Institute's deliverv mnechanisms, especially as new Denmark S technologies demonstrate their potential for expandiiig reachi and deepeniiig impact. WBI's .Austi work in distance learninlg draws together a range of Netherlands new andl traditional media and technologies sup- orway ported by sound principles of adult learninig. WBI uses these technologies to expand access to kuowl- . - Switzerland edge and training programs, to extend( the Institute's reach by creating and sustaining coml- munities of learning and practice in tandem with - structured learning events, atnd to improve the Canda 2001 Annual Report 13 The benefits of training partnerships flow both ways. For its part the Institute makes a lonig-term commit- ,ment to building partners' capacity, equipping them Govemments Multilateral Foundafions to take full responsibility for delivering activities Australia Organizations Eurasia Foundation originally developed by WBI. As the relationships Austria European Commission Ford Foundation Belgium International Fund for Rockefeller Foundation mature, training partners share the knowledge that Canada Agricultural King Baudouin they gain in the course of the partnership locally, Denmark Development Foundation and often regionally, thereby multiplying the benefits Finland International Monetary Soros Foundation and the impact of WBI programs. France Fund Konrad Adenauer Germany United Nations Stiftung Ireland Children's Fund World Business Council Israel United Nations for Sustainable improved relevance and quality Italy Development Development Japan Programme In recent years the World Bank's increasing Netherlands emphasis on capacity building has both required Norway Private Componies and helped WBI to become more closely integrated Singapore Daimler-Chrysler Spain Ford Motor Company with the rest of the organization. In fiscal 2001 Sweden Volvo WBI tailored its client learning programs to match Switzerland Renault the Bank's global priorities and its countrv assis- Turkey Merck tance strategies, and staff worked closely with the United Kingdom Shell regional offices and other units to identify and United States meet priority needs. All the core courses are now developed in collaboration with Bank networks, and some are explicitly designed for a joint client- staff audience. WBI staff took part in Bank country assistance strategy discussions on capacity build- ing, and in many countries, including those pilot- ing the Comprehensive Development Framework, example, Japan supported a range of seminars and training and capacity building activities are inte- workshops on environmental management, technolo- gral parts of the Bank's assistance strategy. gy development policy, small and medium enterprise issues, and local government reforms. The collabora- Regional and country focus: aligning with tive program with the Government of Singapore, now country needs in its fifth year, focused on health sector reform, WBI and the Bank's operational units offered many urban and city management, and World Links for courses and other learning events at the regional Development (WorLD). Donors provided in-kind level. Such events promote valuable cross-country contributions, secondments, and cost sharing for collaboration and sharing of experience within WBI programs. regions. Examples include courses on rural poverty and development for Central American countries; WBI also relies heavily on its training partnerships workshops for East Asian countries on strengthen- with academic, government, nongovernmental, and ing oversight and watchdog agencies; and courses private sector organizations, mostly in client coun- in South Asia on pension reform, on capacity tries (see appendix F). It is only through partner building for World Trade Organization negotiations, organizations that WBI is able to work at the local and on power sector reform and privatization. In level in its client countries, and WBI relies on its Africa, joint regional-WBI work on capacity build- training partners to ensure the local relevance and ing focused on community-driven development, suitability of training content and teaching methods. poverty reduction, and HIV/AIDS. In Eastern These partnerships now number more than 160. In Europe and Central Asia, work on poverty reduc- fiscal 2001 WBI delivered 54 percent of its client tion strategies provided the impetus for such activi- program with partners. See page 36 for examples of ties as a poverty discussion forum for former Soviet working with partners. Union countries. 14 World Bank Institute WBI also worked at the country level with Bank __ _ _ operational units in fiscal 2001. As part of the country- assistance strategy for Indonesia, for exam- In Pakistan WBI contributed to the country assistance strategy by designing the pie, key programs were organized on foirestry consultation process and working with the country team to seek the views of a reforms and local government development. In broad section of society on the role of the Bank, the impact of reforms on the India learning activities were integrated with lend- ground, and the development challenges now facing Pakistan. On the basis of the ing to support Uttar Pradesh's fiscal and gover- needs identified, WBI and the Bank's regional staff are designing a medium-term nance reform program. Other examples include action program for institutiona, capacity building. work on fiscal federalism and media development in Russia; on the implementation of a poverty Al reduction strategy, governance, and decentraliza- '; nssistance Strategy IiLi.,- tion In Uganda; on consultations about the countr aisnce stategy or Pakstanios box the on The Interim Country Assistance Strategy for Nigeria, endorsed in June 2001, supportncforttheecountryPaassistanceestrategy in focuses on capacity building. To support the strategy WBI will work to build the support fo)r the countrv assistance strategy in NigeriaIwhichfocuses primarilyoncapacitybuitechnical skills of Nigerian specialists, but it will also seek to increase social cohe- sion and the capacity of communities to influence development choices, working ilag (see box 6); and on support for education in the following four areas: finance reform in Lithuania. C Improving economic governance, identified as the most important area for Bank Publications contributed assistance in the medium and long term. Instruments to be used include a cor- to the development debate ruption survey assistance with anti-corruption strategy implementation, support for coalition building against corruption, workshops for strengthening parlia- WBI publishes books and other print and elec- ment, training and sensitization for ethnic tolerance in the press, and workshops tronic learning materials that help extendI the on Fiscal Policy for Poverty Alleviation and Effective Use of Public Financial Institute's reach beyond the classroom. CD-ROMs Resources. and web-based learning materials are routinely * Building capacity to deal with the HIV/AIDS epidemic. WBI will work to build consensus on key issues and to help create political and social cohesion to pro- integrated into its distance education courses, pro- mote behavior change. This will be followed by support for project implementation. viding participants with interactivity as well as viding participants with interactivitv as well as0* Empowering local communities, which the government sees as a key element in extensive electronic libraries of materials. Forw extpensiv electRonIc librariesput materils. or CDthe fight against poverty, by supporting local participation and strengthening example, INFRISK. a computer model on CD- local project management and implementation. ROM, is a powerful tool for quantifying and man- u Building credibility for the poverty reduction strategy across society by propa- aging risks in infrastructure project finance. It can gating participatory techniques and by training a broad range of stakehoider i- also be used as a training tool to build expertise in in relevant areas. the application of modern risk management tech- niques. WBI's books, Working Papers. and Case WBI will rely heavily on local partners, including the National Center for Economic Studies are used by academics and policymakers Management and Administration, the Nigerian Institute for Social and Economic worldwide in the classroom and for self-studv (see Research, the Development Policy Center, the Independent Press Center and the appendix C). All WBI publications are distributed National Center for Women in Development. The new distance learning center free of charge to depository libraries in thie devel- being built for use by the GDLN will help support the capacity building effort. oping world. The Quality of s Growth prepared by I B_ WBI researchers Fth b .2.De gC_T1bnfit the . l and launched at September 2000 ZZ I IZ I annual meetings in r Prague has made a significant impact in the development -- communitv and 2001 Annual Report 15 beyond. The book tracks the development record pendent, nonprofit organization head(quartered in of the last decade of the 20th century and advo- Nairobi, Kenya, with a supporting office in cates broadening the policy framework, shifting Washington, D.C. AVU's board and the Bank have from a quantitative agenda focused on short-term agreed on an action plan designed to make AVU economic growth to a qualitative agenda involving viable with the funding that is likely to be available. human, social, and environmentally sustainable development. The book concludes that countries Internal reforms continued during the year to make can improve the quality of people's lives dramati- the Institute more focused and better aligned with cally if they blend policies that promote economic the Bank's priorities. WBI further integrated the growth with those that embrace wider access to development and delivery of learning activities for education, better protection of the environment, staff and clients with the Bank's networks and greater civil liberties, and stronger anti-comruption regional offices. The Institute further strengthened measures and management of global financial risks. its evaluation program and consolidated its thematic programs. The book was reported in all the major internation- al media-The Economist, the Wall Street Journal, The year's reforms were backed by organizational the BBC World Service, BBC World Television, and changes. In fiscal 2001 WBI appointed a director CNN-as well as most wire services. Two issues of of strategy and programs, part of whose function is The Economist carried full-page discussions of the to further strengthen the Institute's links to Bank book. The book's message was also carried widely operational priorities, working through WBI's in the developing country press. regional coordinators. The latter play an important bridging role between Bank operations units and The demand for language editions of the book has the Institute: they help to articulate clients' needs been substantial. Partner institutions in client for capacity building and ensure that there is an countries have proposed to tranislate and publish appropriale response; they facilitate the develop- the book into at least I 1 languages. Qualoty of ment of long-term partnerships with client country Growth is already available in Chinese, Bahasa training institutions; and they help shape WBI's Indoniesia, Russian, and Thai. Six other transla- role in the Bank's capacity building strategy. Also tions will soon be published: French, German, appointed was a new manager to its Evaluation Japanese, Korean., Portuguese, Spanish, and Division, which evaluates both client and staff Ukrainian. learning programs. (See the organization chart in appendix B.) Organizational changes addressed client needs Evaluation: striving for impact During the fiscal year the Institute was given Evaluation provides vital guidance for management responsibility for coordinating the Bank's own decisionmaking: it helps define learning objec- knowledge-sharing program. Under this program tives, improve the choice of instruction methods, the Bank has made major investments in knowl- and set clearer strategies for building partnerships. edge networks, communities of practice, advisory services and help desks, and information technolo- The evaluation function has been rapidly maturing, gy. Early results show that integrating knowledge and by fiscal 2001 it accounted for 4 percent of the sharing into their everyday work has helped staff client learning budget. Programs are evaluated at become more innovative and quicker at responding four levels: participant satisfaction, learning gains, to demands from clients. effects on learners' behavior; and, for some activities, eventual institutional impact. Lessons learned from WBI also assumed responsibility for the World evaluation were incorporated into programs during Bank's liaisoni with the African V irtual University. the year to ensure quality and to scale up impact. AVU is a distance education network partnering with 25 inistitutions in 15 African countries. Started WBI took steps to further strengthen the evaluaLion in 1997 as a Bank project, AVU is now an inde- function: it extended its evaluations of participant 16 World Bank Institute satisfaction to cover all its programs, expanded its ing new approaches, better informing the public, evaluations of what participants leam, and began disseminating information, building capacity and selective evaluations of the impact of its programs. partnerships, or strengthening local institutions. All these studies provide evidence that the pro- The Institute also helped 27 developing countries grams had a significant impact on more than half of to build up their capacity for program evaluation these outcomes. through 2 training programs. The first program reached more than 300 trainers in monitoring and evaluation from 30 organizations in 15 countries. As a result, for example, three partner institutions fitom Central Asia are now able to monitor and urn- evaluate their programs and are replicating the - fr course to train participants from govemment agen- i cies and civil society. The second program was an introductory course on program evaluation deliv- ered via the GDLN to 333 participants in 12 devel- oping countries. The Ghana Institute for Pttblic Administration has worked with WBI on developing - and delivering evaluation courses and is now start- ing its own course in monitorting and evaluation. Group learning in External evaluations of programs include annual W eoM reviews by the External Advisory Council, donors' assessments, and occasional reviews by the Bank's - , independent Operations Evaluation Department. Evaluation results Evaluation results show that in fiscal 2001 partici- pants' satisfaction with both client and staff training programs was high. On average, 83 percent of client participants and 85 percent of World Bank staff par- ticipants were highly satisfied with the overall use- fulness of the training they received. Participants made measurable learning gains. While at the time of writing only half the sample had been fully ana- lyzed, statistically significant learning gains were found for 80 percent of client core course offerings and 76 percent of offerings for staff. The fledgling program of impact evaluations shows that WBI programs have positive effects. Eight studies have been done covering WorLD and WBI learning programs on social policy reform in transi- tion countries, microfinance, fiscal decentraliza- tion, macroeconomics, and investigative journal- ism, as well as the Institute's distance learning strategy. The studies of learning programs analyzed the extent to which participants were using the knowledge and skills they had acquired in training programs, whether in drafting new laws and poli- cies, amending and improving existing laws, adopt- 2001 Annual Report 17 11 t C I .4 r oa''ci i en A i n 9 utre~~~~ac During the fiscal year the Institute greatly extend- WBI now delivers most of its distance learning pro- ed its reach to different groups and larger numbers grams through the GDLN, a growing partnership of of people. Much of the increase in reach was made distance learning centers, program partners, and possible by new infonnation and communications donors from all over the globe (see box 7). technologies. The World Bank's global role in bridging the digi- Using distance learning tal divide was represented in a CNN interview (see box 8). WBI has undertaken a major shift to distance learning, which it now uses in almost all its train- Buiding networks and ing programs and seminars. Distance learning has communities of practice dramatically extended the Institute's reach and lowered unit costs, but it also has benefits that go WBI has fostered the development of a wide range far beyond simple course delivery. It is creating a of international knowledge networks (see box 9). shift in emphasis toward action learning that can These networks connect people across the globe be applied directly to the participants' current and enable them to share best practices, compare work, thereby having an immediate impact on a experiences, discuss lessons learned, and debate country's development agenda. Distance learning's next steps. They encourage locally owned solutions greatest benefits may lie in its ability to foster and and provide important insights into realities in sustain knowledge-sharing partnerships and com- client countries and valuable access to the views of munities of practice. a wide spectrum of people. 2001 Annual Report 19 The GDLN is a unique partnership of public, private, and nongovernmental organizations that operates across the globe to promote knowledge for development. This fully interactive, multichannel network provides the technology to promote knowledge sharing and capacity building. As demand for distance learning services grew, partners dedicat- ed to similar goals joined with the network to provide the facilities, technology, and content to expand it. On June 21, 2000, the Word Bank launched the network with 1 1 distance learning centers and an administrative services function located within WBI. Today the GDLN includes 28 distance earning centers located worldwide, all with videoconferencing capacity and excellent Internet access. The GDLN is also developing as a network of networks. In Latin America, for example, the GDLN is affiliated with 6 institutions that have basic technological capacity to reach 36 secondary sites. In other regions, centers sponsored by bilateral donors are portnering with arger networks that are technologically compatible with the GDLN. In fiscol 2001 donors committed more than US$50 million to paral el, but closely coordinated, distance learning initiatives. These networks share content and facilities under memoranda of understanding. The GDLN expects to have 56 cen- ters and 40 more secondary sites by the end of next year. The learning programs beamed across the GDLN come from within the Word Bank (WBI, regional offices, and net- works) and from institutions such as the Banque de France Institute, the Development Bank of Japan, Howard University, the joint United Nations Programme on HIV/AIDS and the World Trade Organization. Currently the GDLN offers 5 to 10 learning programs daily, beginning at 3:00 am (EST) from the Paris studios going to Africa, and end- ing between 9:00 pm and midnight with programs from Washington, D.C. studios going to Asia. Selected GDLN offerings have included: Urbon Air Quality Management in Latin American Cities. Some 200 people in 1 7 cities and 9 countries participat- ed in this program developed jointly with the Pan American Hea th Organization and the U.S. Environmental Protection Agency. j Finance. About 400 people participated in 8 seminars offered by the Banque de France on international financial standards, portfolio management, and the euro. at Global Financial Sector Monthly Dialogues were presented over the course of six months by a Bank team to six .sites in Latin America and Eastern Europe. r2. Integrating Technology and Sustoinable Development in the Clossroom tapped the GDLN to train teachers and :school administrators at WorLD schools in Ghana ond Uganda. rr The Development Bank of Japan used the GDLN to hold a seminar on small and medium enterprises, sector poli- cies, and finonce for participants in five Asian countries. x. The Ethics in the Public Service global dialogue involved sites in Bolivia, Chile, Costa Rica, the Dominican Republic, Nicaragua, and Peru. It brought together expert speakers from across the region who discussed the value of developing ethical and transparent practices in public service. A formal evaluation of distance learning will be part of WBI's expanded evaluation program in fiscal 2002. Informal evaluations suggest, however, that by distributing learning over time to participants who remain on the job, distance learning is facilitating better integration of learning with work and building multicountry communities of prac- tice on key development issues. While cost studies and impact evaluations are needed to judge impact, WBI more than doubled the number of learners it reached in the course of fiscal 2001-to 20,000-with the same budget allocation as in the previous year. For more information visit www.gd!n.org. 20 World Bank Institute Regional distribution of GDLN centers Now ice hatre Ilhe lechnolog-iecs l1I(1 enable its to shlure Developed Countried .l_wi ledge (it a (l alst (tOee: satellites. vidl lieo fil/ere(lC- Afica i tiig, the Initernlel. oll othese digfital technologies Middle East & i (tke it possible to Ireach m rIIo-e people North Africai Europe & icith morii e aIoicledge all the lie. Central Asia Cento Aia w sia John Middleton, Director, Global Knowledge, WBI Latin America & the Caribbean Global Development Learning Network centers and partners in 28 countries ' 8fft"-1, `4R < ~ Chl 'jGaavP',,,A,, sh ingtan DC -' Dominican Uganda ' -'.-'Au- g.';<'ore Ecu r ..Thailnd Peru ~ ~ ~ ~ Be BI,v a X C6te a, rae Bvtehooisolbridgevthedia l dividehiopia Chile Ghana Colombi~t.Seec Costa Rica Tenezani Dominican UTanzani Ausb1t N ica ragua Peru New technologies to bridge the digital divide 2001 Annual Report 2 1 The digital divide was the subject of CNN's internationally broadcast program "Q&A" on May 29, 2001. WBI Vice President Vinod Thomas joined Mark Malloch-Brown (United Nations Development Programme) and Ethan Zukerman _GeekCorpl in a discussion on the benefits to poor communities of reducing the digital divide and the costs of bridg- ing the gap. The following were among the questions addressed: Why does such a gap exist? Income and educational levels track the digital divide closely. Investment levels matter too. In 1999, for example, Latin America received some US$20 billion in private investments in information and communica- tions technology while the Middle East, Africa, and South Asia combined received only US$1 billion to US$2 billion. Basic needs or technology? When a fifth of the world's people live on US$1 a day, surely clean water, adequate food, and decent health services must come before computers and e-commerce? In reality this is a false choice. The power of the information revolution is precisely that it opens up new possibilities for improving the living standards of the poor at lower costs. I The new order allows new technologies to leapfrog over old technologies. For example, cellular phone technology is now viable for villages and poor neighborhoods that have never been wired for traditional phones. The number of mobile lines is already larger than the number of fixed lines in Hong Kong (China) and Korea. X Information technology is drastically improving access to quality education. For example, China has trained more than 2 million college students through radio and television education. * In Morocco and Tunisia 775 weavers living in isolated villages found their markets shrinking until they started using a website called the Virtual Souk to sell rugs directly to consumers around the world. a Advanced technology also contributes directly to better governance. For example, land registration offices in the Indian state of Andhra Pradesh are being computerized under the CARD project, and the Compranet, Mexico's e-procurement system, processes the competitive procurement transactions of the public sector (25,000 per year) and is a major step in the fight against corruption. What is the World Bank doing about the digital divide? The World Bank is doing a great deal. In addition to invest- ment projects targeted to telecommunications, some 80 percent of all projects have technological components. Leveraging is key: some of the International Finance Corporation lending in this area generates nine times as much private investment. The Banks knowledge for all strategy helps countries to integrate themselves into the knowledge economy. Its US$1 billion to US$3 billion in education lending helps to create the knowledge and skills needed to introduce, adapt, and benefit from new technology. The Bank hos also invested substantially in knowledge-sharing programs aimed at capturing and disseminating knowledge on development. Finally, the Bank supports networks such as the Global Development Gateway, the GDLN, and WorLD. 22 World Bank Institute Development Forum The Development Forum is the electronic meetinig I place where the greater development community DevelopmentForum .. . . www.worldbank.org/devforum .wolbnl.r/Ivou shares knowledge and insights. During fiscal 2001 , ,, ,, vukor .dv orI An electronic venue for online discus- the forum hosted two dozen public electronic sions, worldwide, about development discussions on topics as diverse as globalization, and poverty reduction. It offers a way for anti-corruption, land policy, trade, biodiversity, NGOs to take part in policy dialogue parliaments, and gender. Sponsors included WBI __ ,_ with the World Bank. and other Bank units and partners such as the - For inquiries or to sign up to the forum World Trade Organization, the U.S. Agency for newsletter email: C International Development, the Panos Institute, the devforum@worldbank.org Commonwealth Parliamentary Association, and the I Netherlands Ministry of Foreign Affairs. More than 15,000 participants from 165 countries signed up L A Global Knowledge Partnership for these discussions and contributed more than www.globalknowledge.org 41000 individual messages. The forum has alsi) _' A partnership of public, private, and non- 4,000inedividualow messages Theo l formum s alom profit organizations working together to spawned the growth of informal communities com- _ help people create knowledge and har- posed of development practitioners and centered ness information and communications on e-discussions. technologies. World Links for Development AA Is A fA Mediterranean Development Forum WBI's WorLD program connects secondary school M , www.worldbank.org/wbi/mdf students and teachers around the world to engage , Provides policy support among develop- in collaborative learning using information and 'Ar E ' ment actors, helps build research and communications technologies. WorLD also seeks to policy capacity, and creates networks in enhance cultural understanding across nations and the Middle East and North Africa region. help young people develop the skills they will need for jobs in the 21st century. The program has been WoLd Linksdfor DevopmentPom ranked as the number one international digital . - www.worldbank.org/worldlinks divide project by the World Economic Forum's Dl.t Uses the Internet to link students and Digital Divide Task Force. It is active in 26 coun- teachers in secondary schools in devel- tries in Africa, Latin America, and the Middle iib oping countries with their counterparts in East, and provides teacher training in 5 languages. " other countries. About 125,000 students take part. In an independent evaluation of WorLD completed this year. most of the 500 teachers surveyed agreed I African Virtual University - ~~~~~~~~~www avu org that as a result of their participation in the pro- S V i a da ua no _- g ~~~. + AVU is a distance education network_ granm, their students have acquired new skills, teachers represented 140 schools in 12 countries. ~partnering with 25 institutions in 5 knowledge, and attitudes (see box 10). These Afrcan coutries Ait ishedutered I _- _ ~~African countries. AVU is headquartered_ teaehers represented 140 schools in 12 countries. _ fff- in Narb,Kenya, wit suprtn Bank clients in ministries of education in Peru, K I in obi, Kn with spotn offices in Washington, D.C. Senegal, Sri Lanka, and Turkey have requested that WorLD be scaled up in their countries through Bank lending. 2001 Annual Report 23 ofra ^, es and k na . d ankse T tbl~~~~~~~~~bque4 .S<.i ~ ch y0;:0 4 t Attitudes Toward Technology * * * U Communication Skills m u TechnologySkills * * Attitudes Toward School * * I _ School Attendance * * * * Ability to Reason i Using Information 1 Knowledge or Awa reness ofOther Cultures Ability to get Better Jobs Upon Graduation __ Scores on Notional Test * * * Passing Rate to Next Grade 0 10 20 30 40 50 60 70 80 Percentage of WorLD Program Teachers 24 World Bank Institute Reaching out to key audiences YWI'Ve 11(1(1 (iVti(lCS Voiiitlout il sbjects/flit 11(1W 120l covered( 1)1c usIreut o/A'ts trainig ('0t el 'l )'Ot-C (I S (I lre.sl It/t2i. I l 0 1lg . WBI reaches out to opinion leaders and gatekeep- ers such as parliamentarians and journalists, rec- H. Zenenga, Business Editor, Zimbabwe Newspapers Group ognizing the crucial roles that these groups play in the development process. hIl Chadl( tw hl(iie .seeti a1 dleii2;siY (z u 1' f1he .scierC Parliamentarians C of the eCUotOIn, 5o th/lalt (ciliZIe'S uIlCdet5t(ustla l)better thenll WBI works with the Parliamentary Center of Canada and the Canadian International ecollohlll life. Development Ageney on a worldwide program to G. Agouno, Directrice, Audy Magazine enhance governance by strengthening legislative bodies. Two global and four regional seminars have been held on The Role of Parliament in Curbing Corruption. The program's handbook, Controlling Corruption: A Parliamentarian s Handbook, is much in demand. It has been translated into Investigative Journalism. African partners report Arabic, French, Bahasa Indonesia, Khmer, Spanish, that published stories and networks among the and Thai and is now in its second edition. Another journalists show that a new kind of journalism is outcome is the formation of the African taking hold. In Tanzania a Swahili paper published Parliamentarians' Network against Corruption and an article on a businessman's extensive tax evasion the Global Organization of Parliamentarians against scandal. In Zambia, where a network of investiga- Corruption. tive journalists has formed as a direct offshoot of the training program. journalists are working to As part of the program, in fiscal 2001 WBI helped expose corruption by government officials: journal- facilitate the Laurentian Seminar 2000 on ists with the state media and those from the opposi- Parliamentarians and Policies to Reduce Poveity. tion media are sharing information. Preceded by a virtual conference-a four-week, moderated email discussion by some 200 parlia- Parliamentarians, radio and television managers, mentarians and others-the seminar brought publishers, editors, and journalists gathered for a together some 15 participants and observers from conference on Parliament and the Media: Allies or 13 countries. Findings and recommendations from Adversaries to explore ways to improve the rela- the seminar are being incorporated in the tionship between parliament and the medlia in Handbook for Parliamentarians on Policies to Commonwealth countries. The conference was Reduce Poverty. organized witlh the Commonwealth associations of parliamenitarians, broadcasters, and journalists and Other activities include three videoconferences hosted by the Indian parliament. Progress is being (with participants from Africa, the Middle East, made on implementing the recommendations pro- and Southeast Asia) in April-May 2001 and a study duced by the conference. An endorsement of the group to help develop curricula for a workshop principle of press freedom as part of the series on parliaments and the poverty reduction Commonwealth principles of good governance is strategy papers. anticipated at the Conuinonwealtli Heads of Government meeting in Brisbane, Australia, this Journalists vear. The Commonwealth Parliamentary Association and WBI have begun a program to WBI offers distance learning courses to reporters. encourage greater transparency in the proceedings editors, and broadcasters around the world on of public accounts committees across the Economics and Business Journalism and Commonwealth. 2001 Annual Report 25 Students Stimulating broadly based discussions and debates on development issues is a major goal of WBI's Development Education Program (DEP). DEP pro- duces training programs, curricular materials, and resources to help teachers and students, mainly at the secondary school level, study and think criti- cally about sustainable development. It works in partnership with educators, governments, and teaching institutions (see box 11). DEP joined with WorLD to pilot a distance learn- ing course on Integrating Sustainable Development and Technology into Your Classroom for 29 teach- ers in Ghana and Uganda. Since the course fin- ished in February 2001, several of the participants have conducted workshops to pass on what they learned to other teachers from their schools, and nearly all have said that they find themselves teaching in a more student-centered manner. a - ~~~~~~~~~DEP published two books for students in fiscal 2001. Beyond Economic Growth: -Meeting the Challenges of Global Development encourages read- ers to explore and discuss a wide range of develop- ment issues: social, economic, and environmental. The book is designed so that educators can cus- tomize it for studying development in their own countries. The first of these adaptations is The World and Russia, published in Russian and approved by the Russian Ministry of General and Professional Education for high school students. The World anod Latvin and The World and Belarus are expected to be published in late 2001. Such country adaptations give readers an opportunity to see their own country within the global context, and thus to better understand its development sta- tus and challenges. Potentially, these books can _ _ __! contribute to a more open, better informed public __ I S discussion on national development strategies and help stimulate wider civic participation. 26 World Bank Institute Trade representatives onn a p online adventure > Together with the Bank's Development Economics DEP's Internet site for schools, WE ARE T[E WORID Vice Presidency, WBI held a workshop for devel- vvvv.worldbank.org/html/schools, The World Bnnk Group pro- oping country representatives; researchers; and wos featured in a calendar, 365 desi ned For fcassroomuse, United Nations Conference on Trade and Online Adventures: The Whole Intemet but may also interest a wider Development, World Trade Organization, and World Calendar for 2001, published by audience. Although the thrust of the site is to show how the Bank staff in April 2001 to discuss a forthcoming Workman Press. hank helps emerging countries develop, clicking on an area handbook on trade policy for developing countries, isuch as sub-Saharan Africal Trade Policy, Economic Development, and yields an overview of the AMultilateral Negotiations. The main emphasis of region, issuels preventin devel- the handbook is to help empower the developing and even local recipes. Not countries to navigate the World Trade Organization baonkers. regulations and use the organization to their advan- tage. The discussions covered practical issues of enAI&A F-MWL: *eenka market access, intellectual property rights, trade in htlp://vsvw.totldbcnkorg/hlmI/schook/ services, governance, support for negotiations, and h . 00 making the international trading system work for Adopted firom The Wide nmet Clenrdohr for 2001. L Copyrhr @ 2001 by Edtol poorer countries. Used by pwr.on of Workron Press Pob,himg Co, no, New r York, AJt Rights Reserved U 2001 Annual Report 27 :~~~~~~~ ~ a ; ~~ a p a' C~% M~; tV% low 0 ""' WBI is putting into practice new understanding supports the approach that the World Bank andl about what is needed to build capacity for poverty IMF agreed on in 1999, that nationally owned reduction and sustainable developmenit, using new poverty reduction strategies should provide the tools and developing new working relationships to basis for all their concessional lending and debt increase its impact. relief under the Heavily Indebted Poor Countries Initiative. Action learning Workshops for planners: learning hand-in- Action learning involves teams from participating hand with decision making countries dealing with real issues rather than sim- In Africa WBI targeted national teams responsible ply examining case studies. The teams include for preparing poverty reduction strategies so as to members with decisionmaking authority and the involve a criticat mass of decisionmakers. In some learning activity involves the development and cases: for example in Benin, courses themselves implementation of action plans on the ground. ser-ved as forums for the participants to work in country teams to design poverty strategies. Attacking Poverty WBI launched a capacity building program for WBI's program on Attacking Poverty helps build countries of the former Soviet Union that are countries' capacity to design workable poverty preparing poverty reduction strategies. The kick-off reduction strategies that reflect the views of a in Moscow-a Poverty Forum for six countries- broad spectrum of society. The program applies the was jointly organized with the Bank's regional principles of the Comprehensive Development office. National teams working on poverty reduction Framework. For low-income countries the program strategies came together with representatives of 2001 Annual Report 29 bilateral agencies and Bank and IMF staff to share Anti-corruption programs strategic thinking on poverty reduction and the Paraguay preparation of poverty reduction strategy papers. Paraguay's president committed his country to its Subsequently, responding to needs identified by the first anti-corruption program at a December 2000 participants of the Poverty Forum, WBI brought workshop organized in collaboration with the together policymakers from these countries in March Bank's Paraguay country office and the U.S. 2001 for training in evaluation and monitoring. Agency for International Development. The local press and television carried features on the pro- Promoting good governance gram, including photographs of President Macchi holding up a T-shirt saying "For a more dignified The Institute's governance group facilitates action- country-A Challenge-Anti-Corruption." oriented programs to promote good governance and curb corruption in client countries. In fiscal 2001 The president's endorsement of the program was the program was at work in nearly 30 countries, the culmination of more than a year's collaborative mainly in Sub-Saharan Africa, Latin America, and work in Paraguay. The president had requested the Eastern and Central Europe. Bank to conduct survey diagnostics on corruption and help design an effective anti-corruption pro- gram for the public sector. A steering committee headed by the Ministry of Presidency was formed in May 1999 to develop a comprehensive program. The committee was broadly representative: it d *i .* * * . . A * .included the ministers of the interior and customs and finance; the political assessor of the president; . After a team from Ghana took part in WBI's Core Course on Controlling the controller of the republic; and representatives Corruption, the government requested support from the World Bank on a diagnostic of the Supreme Court, political parties, the media, survey of corruption. The survey has been done and a proposed action plan deve- a broad range of civil society groups, and the pri- oped. The new government fully embraces the anti-corruption agenda. A national vate sector. It achieved agreement between govern- workshop was held in Accra in June 2001 and two regional workshops were ment and civil society representatives on the prob- planned in July to analyze the survey findings, review the action plan, and build lems and vulnerabilities in the public sector, as support for a national anti-corruption policy. A draft code of conduct for government well as on the bottlenecks for business develop- - officials and a freedom of information bill are being finalized. The Ghana Anti- . i i<,di.gt. ~~~~~~~~~~~~~~~~~ment that had been highlighted hy the diagnostic S Pg Corruption Coalition has been formally registered as an NGO to create a forum for meys. he ren anti-corruptiagnostic the government, public and privote sector institutions, and civil society to work surveys. The resulting anti-corruption program ,tN together on anti-corruption strategies. focuses on institutional reform of customs, the judi- ciary, and procurement. A transparent process, the political commitment for reform, the technical capacity to execute reforms, and civil society's par- ticipation have all given credibility to the program and empowered stakeholders to monitor its progress. _ 5 @ ii ~~~~~~~i _i-- ~~~~ Africa An anti-corruption program for seven African coun- = l tries has played a significant role in building coali- tions among common cause stakeholders and help- ing to initiate the development and implementation of anti-corruption strategies and action plans (see box 12). The relationships established and the ideas developed continue to exert an influence on - _ the thinking and actions of program participants. As a result, diagnostic governance and corruption surveys are being considered or conducted in six of 30 World Bank Institute the seven countries. The results of these surveys will, in turn, be used in each country by govern- ment and citizens, and almost always in collabora- tion with the World Bank, the IMF, and other a in March 1998 the Armenian School of Public Administration organized its first donors and lenders who support governance, puhlic Social Policy Reform in Transition Economies (SPRITE) seminar on pension sectorreform, and anti-corruption activities. reform. Among the participants was the minister of social security. ,, s A few months later the minister created a working group on pension reform and invited the SPRITE program manager to join as an expert on pensions. The working group produced a strategy paper and draft legislation that provided a Responding to strong demand from several coun- framework for the introduction of compulsory pension insurance. tries, in June 2001 WBI began offering the Anti- in On August 31, 2000, the government endorsed the draft legislotion and pre- 1 Corruption/Governance Program for Latin America sented it to parliament for review. in partnership with the Bank's regional office. The * A parliamentory commission, including the SPRITE representative, began review- aim is to facilitate the design of national anti- ing the draft legislation in March 2001. The commission includes representa- u corruption programs that are formulated and owned tives from a wide spectrum of society as well as members of the government, by the participant country teams. The course starts parliament, and some international organizations. with in-depth diagnosis of the issues within the a While the parliamentary commission prepares its recommendations to the gov- country followed hy knowledge sharing on special- ernment, the working group is completing the legislation for compulsory pension country, followedbyknowledgesharingonspeciavinsurance. ized topics selected by the participants, followed by concrete action planning. Protecting the vulnerable Social safety nets The course on Protecting the Vulnerable: The Design and Implemenitation of Effective Safety Nets strengthens countries' capacity to conduct policy analysis and design programs to protect poor and vulnerable groups from income risk. This year, as with World Bank operations units, bilateral aid well as providing an intensive two-week residential agencies, regional multilateral development banks, course in Washington, D.C., WBI adapted the course and professional and academic institutions. The for delivery through distance learning, reaching courses provided a forum for consensus building audiences in both English- and French-speaking among pension reform stakeliolders, and were thus Africa and in Latin America and the Caribbean. an integral part of the policy reform process. WBI tailored the course content to country needs. In Thailand the course served to highlight the For example, participants from Mozambique want- looming deficits that the current pension benefit ed to focus on design issues related to coping with system would generate after 15 years of operation. catastrophic events, such as the recent devastating This set the stage for more realistic policy discus- floods. In Mauritania the emphasis was on risk sions about how Thai pension reform should pro- management, and in South Africa participants were ceed. In Hungary the course targeted European especially interested in designing social assistance and Central Asian countries and focused on the programs for children affected by HIV/AIDS. eomplex issues of second-generation reform imple- because estimates indicate that close to 2 million mentation. A large delegation came from Ukraine, children will be orphaned by 2010. In each case including parliamentarians, and their participation trainers helped the groups identify their priorities was widely covered by the Ukrainian media and actions to address them. because of the central importance of pension reform in that country. Pension reform Responding to country demands, WBI organized In Armenia a series of pension reform seminars pension reform courses and policy services in combined with policy services is leading to con- Budapest, Bangkok, and Beijing in collaboration crete changes in policy (see box 13). 2001 Annual Report 31 Providing policy services In line with the Bank's priorities, WBI continued to provide policy analysis and strategic advice to client countnies. Preparing for the knowledge ~A 11 _i %_ | | l bjeconomy WBI's program on Knowledge for Development has three elements: learning events; policy services; and TechNet, the World Bank's cross-cutting the- -a= =Organismatic group on knowledge, sCience, and technology for development, which acts as a clearinghouse and network for professionals (see box 14). In April 2001 three countries that recognize the powerful role knowledge can play in develop- ment-Brazil, China, and India-took part in a policy forum on Using Knowledge for Development sponsored hy WBI, the British Council, and the Organisation for Economic Co-operation and Developmnent (OECD). The forum has begun to have an impact in several ways, namely: * The Indian Planning Commission is incorporat- ing the findings into its plan for transforming India into a "super knowledge ueonomy. * The Chinese team is developing a national knowledge strategy and organizing a policy con- ference for December 2001 to discuss it. * The Indian team is creating a Brazil-China-India electronic network to continue sharing knowl- edge among the three countries. * The Brazilian team is promoting an international follow-up conference on Knowledge for Development in Brazil. Policy consultations In November 2000 the Vietnamese Ministry of Science, Technology, and Environment collaborated with WBI to host a two-day conference on Using Knowledge for Development. The conference has provided inputs for knowledge-related polices in that country's new five-year plan. 32 World Bank Institute ,4elping countries prepare for the knowledge economy WBI has developed a method for assessing a country's degree of preparedness for the United States of America knowledge economy. By looking at performance, the economic incentive and institutional 0 A B regime, education, the information infrastructure, and the innovation system the method indicates how an economy compares to its neighbors, its competitors, or countries it might N C want to emulate. It helps show where a country may be weak and where it might want to . s. focus its policies and investments. M D These charts reflect scores ranging from zero in the center to IOoat the periphery of the cir- E cle and the indicators have been scaled such that higher is generally better. The charts show that patterns in the United States and Korea differ greatly from those in China and K F Indonesia. For example, while literacy rates in China and Indonesia are relatively high, secondary and tertiary enrollment rates are low, as are all the indicators of information H technology access per person, from telephones to computers and Internet access. WBI has developed a four-pillar framework to help countries analyze their policy options South Africa A and plan strategies for their transition to a knowledge-based economy: • An economic and institutional framework to encourage efficient use of knowledge and promote entrepreneurship M D •Edlucated and skilled people • A dynamic information infrastructure L E I An efficient innovation system employing a network of knowledge centers to tap into the stock of global knowledge, assimilate and adapt it to local needs, and create new technology. I H S China A India A Brazil A O B O B B o MM D MM D MM D L ~~ ~~~~~E LE LE I H I H I H Legend A Average annual GDP growth, 1990-98 I High technology products as a percentage of (percenti manufoctured exports, 1998 B Human Development Index, 1998 j Adult literacy rate I percentage age 15 and C Gross domestic investment as a percentage abovel, 1998 of GDP, 1998 K Secondary enrollment, 1997 D Tariff and nontoriff barriers, 2000 L Tertiary enrollment, 1997 b E Rule of law, 1999 M Telephones (mainlines plus mobile phonesl per F Control of corruption, 1999 1,000 people, 1998 G Foreign domestic investment as a percentage N Computers per 1,000 people, 1998 of GDP, 1990-98 averoge O Internet hosts per 10,000 people, July 1999 I HExpenditure on research and development as a percentage of gtoss national product, 1987-97 average 2001 Annual Report 33 Policy reports Empowering communities In fiscal 2001, working closely with the Bank's WBI has several initiatives to stimulate open debate East Asia and Pacific region, WBI provided policy on development issues, to prepare people and NCOs reports with concrete recommendations for China to play an active role in development, and to come and, jointly with the OECD, for Korea, to help together to identify ways of enhancing the develop- these countries develop knowledge strategies. The ment process. Those described here complement the China study responds to a request from the programs for parliamentarians, the media, and stu- Chinese Ministry of Science and Technology to pro- dents that were descrihed earlier vide recommendations for the knowledge dimen- sion of the country's 10th 5-year plan. It concen- Development Debates trates on features specific to China and draws on lessons of best practice from industrial and devel- To support client countries' preparation of poverty oping nations. The Korea study prepared in reduction strategy papers, in January 2001 WBI response to a government request to the Bank's launched the Development Debates, an eight-week Korea Country Department, is now published as a series of meetings ahout poverty reduction strate- book, Korea and the Knowledge-based Economy: gies and policies with broadly hased participation. M'aking the Transition. It breaks new ground by Debates have been completed in Latin America proposing a comprehensive set of national policy and East Asia; they are ongoing in anglophone and responses to the knowledge revolution and offers francophone Africa. They take place at three lev- lessons useful for other countries. els: within countries, regionally through videocon- ferencing with other countries in the region, and WBI is also working with the Bank's Eastern globally by connecting with international develop- Europe and Central Asia region on knowledge pro- toent experts through distance learning facilities. grams for European Union accession countries, as Each series is tailored to regional and national pri- well as with the Bank's Middle East and North Eahsreistlodtoegnladntoalp- orwties through the help of WBI partners, such as Africa region. the Pontificia Universidad Catolica Madre y Maestra in the Dominican Republic and the Cambodian Institute for Cooperation and Peace, which organize and host the national debates. In all participating countries the debates have attracted a broad range of participants, and up to In Burkina Faso the debates highlighted the following specific needs: 200 people have taken part at some sites. The t The urgent need tabetter priartize povety reduction activitis, given the country' debates are helping to bring poverty concepts to im The urgent need t better prioritize poverty reduction activities, given the country's the forefront of development discussions and are limited human and financicil resources enhancing the range and quality of consultations D The government's need for a better mechanism to coordinate development initiatives - ~~~~~~~~~~~~~~~~~~~~~~~on options for reducing poverty- (see hox 115). = t The need for wide dissemination of the national strategy, including translation into a national languages Several countries are following up. For example, _ The need for annual reviews of tne strategy so tnat the concerns of the different hoth Camhodia and the Philippines have now held actors can be taken into account on a regular basis national conferences on poverty reduction to build a The need for improved governance to prevent the adverse effect that bad gover- on and disseminate the findings of the debates. nance can have on the poor, and the importance of transparency in strategy Fuather debates are planned for other regions. implementation *t The urgent need to create a special account for the management of Burkinas Civic participation workshops Heavily Indebted Poor Country Initiative funds. A new learning program on Community Participants from Burkina Faso said that they found their debates useful and wished Empowerment and Social Inclusion addresses to continue the regional discussion and exchange of experience with Mali, issnes of empowerment and governance to strength- Mauritania, and Senegal, with the World Bank playing the role of facilitator. en the voices of the poor in influencing public poli- 34 World Bank Institute V~~~~~~~~~~~~~~~~~~~~~~ Facilitator training in Peru eies and to help make institutions more accountable In the Philippines WBI collaborated on an Open and responsive to the needs of the poor. The pro- Conference on National Governance Reformns. The gram is designed so that decisionmakers can share eonference WaS attended by somne 800 representa- knowledge with one another about principles and tives fromn all segnments of Philippine society, strategies for inclusive civic engagenient and public including the vice president and the prime mninis- participation. It also helps prepare community ter. A unique feature was the participation of some groups to drive their own development. The pro- 100 youth represeDtatives, about half of whom gram has 13 modules that can be combined in vari- came from the poorer parts of Philippine society to ous ways to meet the neecls of different audiences. deliver their views on how to eliminate poverty. Representatives from several Asian countries The program was launched in May 2001 in attended the conference, and at a follow-up meet- Hungary at a workshop for nmembers of civil society ing they decided to use the same format to organize and government from five Balkan countries. That similar activities in their countries. w.orksbop developed a series of building blocks for empowering communities, looking closely, at wvays Training women facilitators in Peru to improve public partieipation in government decisionmaking. Participants dleveloped countrv Experience in Peru argues forcefully for training action plans for follow-up and have joined an local women as facilitators and niicro-enterprise online community of praetice. managers as a practical way to help reduce poverty, empower communities, promote social inclusion, In Thailand WBI partnered with the Asia and foster mnore sustainable development. Over the Foundation to finalize a curriculum and training past two years WBI and its Peruvian partner, manual on civie participation atid local gover- Atincellik, have designed anid itnplemented an itino- nance, which had been developed and tested by a vative program to build the capacity of indigenous group of Thai civil society organizations and gov- and Afro-Peruvian women to faciliLate developmnent ernment representatives. During the year the eur- in their communities. riculumi was delivered to more than 480 community and local government representatives from 10 Under Lhe program Formacion de Facilitadoras de districts. A group of 45 master trainers will deliver Procesos de Desarrollo Local, a core group of 36 the training throughout Thailand. women from 8 ethnie groups was trained in strate- gic planning for communities, project design, busi- WBI also organized a regional workshop on Civic ness management, and marketing. The training Engagement for Development for five Central Asian prepared them to assume a new role in their com- countries. The goal was to engage civil society in munities, to promote dialogue, and to organize peo- debates on poverty reduetioni. ple to get results. All 36 have now facilitated strate- 2001 Annual Report 35 gic planning workshops of their own, which have W orking through partners been attended by about 600 people (280 women and 320 men) in 8 regions of Peru. Results include the preparation of community strategic plans and Partnerships add to the Institute's capacity. They the repaatio of ommuity tratgic lansand allow it to work successfully at the local level, the design of local projects for building community matchin ct and ap to local lircum road, srenghenng rtisnalentrpries,and matching content and approaches to local circum- roads, strengthening artisanal enterprises, and organizing work to prevent natural disasters, stances, and they dramatically extend its reach. In general WBI favors joint programs with partners Strengthening Nongovernment over stand-alone programs of its own. The Institute Organizations makes a long-term commitment to building the capacity of its training partners, and several of these relationships have now matured to the point BIC, the Monturrey Consecrvancytd Temhnogegino where the partners develop and deliver their own (TEC) de Monterrey have created a management school for nonprofit institutions in Latin America. customized versions of courses originated by WBI. Courses began in February 2001. The goal is to .. . . ~~~Decentralization help strengthen civil society by strengthening the organizations that represent the public and provide public services. Interactive courses on nonprofit Almost all the 75 largest developing and transition administration, communications, marketing, finan- countries are engaged in transferring fiscal power cial sustainability, human resources, and leader- from central to locscagovernments. The course on ship are taught by Latin American instructors from Intergovernmental Fiscal Relations and Local leading academic institutions and nonprofit organi- Financial Management draws on worldwide experi- zations. Students participate in real time via email eskills development in fiscal decentralization. A and the Internet and view the courses live via satellite television at TEC reception centers, well-functioning intergovernmental, or decentral- GDLN centers, and other sites. The courses are ized, system vitally affects a country's global com- currently available in 12 countries. petitiveness, and in countries with a limited tradi- tion of self-government, developing effective local WBI is working with the Soros Foundation and the fiscal and political institutions is critical for nation King Baudouin Foundation in 10 Eastern European building. The course was launched in 1998-99, King ~~~~~~~~~~~and was offered in most regions in fiscal 2001. countries to strengthen the capacity of NGOs that benefit street children and other children at risk. The program promotes the coordination of these NGOs at the national level, helps them to devise better and more sustainable programs, and raises the awareness of governments and other bodies with responsibilities in this area. A December 2000 assessment found that the program has enhanced the quality of activities for street chil- dren and strengthened NGO capacity to reach children and families with appropriate services. X~ 0 The Central European University in Hungary has been one of the most dynamoc training partners for core learning programs in decentralization, as well as in goaer- nance and in urban ond city management. The university has tcken active owner- l ship and initiative in, developing and delivering courses, and is now establishing a ! graduate-level public polcy program to benefit the rest of the region. Over the next rn two fiscal years the Central European University will integrate three World Bank U ccurses into its progrom in public administration. 36 World Bank Institute Three of WBI's partners-the Local Government eral ministries, WBI has designed and delivered a Initiative in Centtral and Eastern Europe, the series of senior policy seminars on health sector Escola de Administracao Fazenddria (School of reform issues. A tangible outcome has been the Public Finance Administration) in Brazil, and the progress made toward the redesign of China's phar- Municipal Development Program in Sub-Saharan maceutical policy, which was acknowledged to be a Africa-are now taking the lead to develop and major cause of skyrocketing costs and inequitable present regional versions of the course. The Escola access to medicines in the past decade. de Administra,co Fazenddria now offers training to lusophone Africa, and the Local Government Initiative in Central and Eastern Europe will be taking the lead in the Balkans. Each of these part- ners has created new modules to supplement the WBI core course (see also hox 16). Over the last few years the Decentralization Course L has given rise to several networks for continued - kniowledge sharing, including one between WBI's Brazilian partner, the Escola de Administra,co Fazendaria, and lusophone African countries, and the Easter European local government information network. Health The Flagship Program on Health Sector Reformn and Sustainable Finance was started in 1997 and now reaches 2,000 participants annually. Today more than four out of five of the training activities Health professionals in rural India that make up the Health Reform Program are deliv- ered by partner iostitutes in developing regions. In fiscal 2001 the program partner in anglophone Africa-Capetown University-delivered a semi- nar on social health insurance for nine countries Adapting for change: population, that were in the process of formulating policy or reproductive health, and health strategy on social health insurance. The response sector reform of the Kenvan team, comprising the chief executive and all the senior management staff of the social The Population Reform Course strengthens coun- insurance scheme, was to change the way they tries' skills and capacity to make population and reimburse providers with fundls on the basis of evi- reproductive health programs more efficient, equi- dence presented at the seminar that showed the table, and financially sustainable. The content of disadvantages of the practices they were using. The the course was developed in collaboration with the Zambian team decided to postpone the introduction W(orld Bank's Human Development Network, some of social health insurance in view of requirements 30 content-providing partners, United Nations that were clarified at the seminar. agencies, foundations, and bilateral donors. The Health Reform Program is now in the fourth The course is greatly extending its impact by work- year of a major partnership with institutions in ing through partners in client countries. In Sub- China. The partnership is building capacity for Saharan Africa, for example, a network of 13 reform of the national health system, which has partners in francophone Africa offered its locally- experienced deterioration and rising inequality of tailored version of the course, taught by local train- access over the past two decades. Jointly with sev- ers, to 55 participants from 20 countries. Among 2001 Annual Report 37 the trainers, 16 of the 17 were from the region, a Providing a forum for unique situation for a pilot core course of this cal- iber. This network will continue offering the course knowledge exchange and annually in francophone Africa. consensus building Participants who took the eourse in 1999 indieated Several of this year's activities brought together that it has helped them design and implement pro- stakeholders from a wide spectrum of society with grams, influence policy decisions, and plan for international experts in an effort to build consensus reproductive health: for action. Others brought together participants * In Nepal graduates have used the course materi- f d als o deelo theyea 200 Wor Prgramand from different countries so that they could icarn als to develop the year 2000 Work Program and from each others' experiences as well as from the Budget of the Family Planning Association. formal training sessions. * In Rwanda the materials and tools have been instrumental in designing a plan of action for In many cases electronic networks have been reproductive health. reproductiv hearticipat h. s used the course mate- established so that participants can continue to * A Yemeni participant has used the course mate- da noeaohrfravc fe h ore draw on one another for advice after the courses rials to develop a new method for communica- and conferences have finished. tion in family planning and prevention services for sexually transmitted diseases. Education * In Tanzania a graduate has applied the reproduc- tive health services matrix with other collabora- In education, participants in a three-week core tors to identify the stakeholders for implement- course came from a wide range of countries to ing the national strategy. share reform experiences and discuss alternatives. All said they found the course highly relevant and useful. In Lithuania a seminar on Effective Education Financing brought the main stakehold- ers closer together on extremely controversial top- ics. Participants said that it had improved their understanding of their competitors' positions and made them reconsider their own, making practical progress more likely. In Lithuania, which is adapting its education sys- tem to the requirements of the new market econ- omy and democratic institutions, WBI collaborated with the Ministry of Education and Science, the Lithuanian Open Society Fund, and the Bank's Human Development Network and regional office to deliver a seminar on Effective Education Financing and Decisionmaking: Options for Reform. Participants came from a wide spectrum of educational institutions-public and private-and from the ministries of Education and Finance, par- liament, and the municipal finance and education departments. The seminar provided presentations by internation- al experts on policy issues currently being debated in Lithuania. It ensured that representatives from all major stakeholder agencies took part in the pol- icy discussions, and provided ample room for pre- 38 World Bank Institute sentations, participation, and interaction by stake- is (t nea w 7iln i.is/ctI; I le(ired u toi,u 1[li the comrse- holders with conflicting opinions. itclitdiiig (al1011 tlle ({/ ppltcatoti 0/ The Ministry of Education and Science praised the seminar for bringing the main stakeholders closer together on extremely controversial topics, and edui(tiJII ll(111 (11)0111 /)pe/oriuialiee WBI's counterparts in Bank operations noted that the seminar had been effective in advancing-and ey1ilutiolloi (1 till Iel ls. er hence bridging-Lithuanian government and Bank goals in education reform. Participants said that the C C seminar improved their understanding of the posi- tions of competing stakeholders, and noted that they reconsidered conflicting issues in the light of This ll/)1oltaill ald(ld u/ic colurse will h)e rcl(- tse'id/o the new information provided. IncE uttid / Iufrn .sure tutul I3etniu ducahtlionl Rejorun trll. Worldwide, a three-week Core Course on Strategic hel c/itf/Yorn ii a lot. Choices for Education Reform gives participants an opportunity to share reform experiences and to dis- Dr. Bienvenu Marcos, Director of Cabinet, Ministry of Education, Benin cuss alternative approaches. Participants in fiscal 2001 came from a wide range of countries: several African countries, Albania, Bosnia-Herzegovina, I Brazil, Honduras, India, Lebanon, Macedonia, / ' r Mexico, Pakistan, Peru, Romania, Tajikistan, and thye 111ntijor ediiitciioll re/orus t/hat/ are theiy.g uidertakell Vietnam. Participants found the course highly rele- vant and useful. l IB?razdil. Environment and sustainable Antonio Augusto de Almeida Neto, Technical Coordinator of the Bank-supported evionment a FUNDESCOLA prolect in Brazil development The Sustainable Development Program delivers learning programs and activities that link poverty, holder views that are being collected through an the environment, natural resource management, electronic roundtable discussion. National and sub- and governance. It also helps build broadly based regional follow-up workshops are envisaged. constituencies and partnerships for sustainable change and development. Water policy: building skills and creating momentum for change Environmental governance: bringing issues The Water Policy Capacity Building Program is into the open designed to help countries prepare and implement Governance is of particular concern in the forestry water policies that lead to sustainable management sector. An estimated 15 percent of the global timber of water resources and sustainable and equitable trade involves illegalities and corrupt practices. In delivery of water services. The program promotes Indonesia, the estimate is as high as 70 percent, and an informed dialogue between all concerned, in Cambodia more than 4 million cubic meters per including civil society. Over the last six years it year are illegally logged. In consultation and collab- has reached thousands of stakeholders from about oration with partners, the Institute has been reach- 50 countries. ing out to top-level people in East Asia to stimulate frank debate on forest crimes, law enforcement, and In India, to support the implementation of the forest governance. As a result, a ministerial confer- Bank's urban water sector strategy, WBI is working ence will be held in September 2001 to foster com- on a two-year initiative for learning and policy dia- mitment at the highest level of policymaking. The logue in partnership with Bank regional staff, conference will benefit from a wide range of stake- Indian government agencies and other institutions, 2001 Annual Report 39 and the Public-Private Partnership Advisory Facility. The first activities focus on New Delhi, Mumbai, Hyderabad, and Bangalore. In Africa the Water Utility Partnership for Capacity Building is a network of water sector reformers that brings together utilities, other service providers, and support agencies to strengthen the capacity of water supply and sanitation utilities. In February 2001 the partnership and WBI organized a Conference on Enhancing Public-Private Partner- ships in the Water Sector. About 300 senior participants and ministers from 38 countries high- lighted Africa's consensus on the need for poverty- focused reforms and made recommendations for improving the design and accelerating the pace of African water reforms. Inspired by the Water Utility Partnership for Capacity Building in Africa, in July 2000 the World Bank's joint operations and WBI task team a mission statement, goals, and management struc- and a core group of South Asian water reformers ture for the initiative and endorsed a work program launched a similar partnership network in South for the first year. As a result of the conference, Asia. Projects are in progress for raising the aware- partners have begun work with the City of Rostov ness of decisionmakers about sector reform options on Don, Russia, where technical studies of air and for benchmarking utility performance in the quality issues are in progress to provide the basis region. Discussions are under way with key stake- for pollution abatement measures. holders in East Asia to extend the partnership to that region as well. Impacts have been felt at several levels across regions: Clean Air Initiative: fighting urban pollution In fiscal 2001, as part of the Clean Air Initiative, * The program has increased the capacity of city WEBI twice presented a new eight-week distance officials to manage air quality programs. learning course on Urban Air Quality Management U In some cities it has enabled the creation of in Latin American Cities. More than 200 people interagency coordination mechanisms for air took part each time, including national and local quality management. civil servants, academics, researchers, private sec- U Several cities are now preparing clean air action tor practitioners, and students. plans directly through the initiative, which will provide a basis for investments. The initiative is being replicated in six East Asian U The initiative has enhanced the implementation cities-Bangkok, Beijing, Ho Chi Minh City, of current World Bank lending operations in Jakarta, Manila, and Shanghai-following a environment and transport in these cities. February 2000 workshop on Fighting Air Pollution: U It has generated greater public awareness of air From Plan to Action. quality issues. The initiative was also launched in Eastern During the year preparatory work was done for the Europe, where air pollution is one of the most launch of the initiative in Africa. acute environmental problems and a major cause of worsening health. At the launch conference, jointly A website (www.worldbank.org/cleanair) provides a organized with the Bank's regional office, more forum for discussion and a vehicle for sharing than 100 participants from 31 countries produced information and experience. 40 World Bank Institute ResponIng to needs needs a sound governance process. The program Responding to needs serves a wide audience of policy officials and regu- lators in emerging market countries. Last year it pro- Several new programs were launched this y-ear in vieabu4,0prtcandysnthfomf face-to-face activilties, and distance learming added more than 2,000 participant days in fiscal 2001. Gender, poverty, and health The program provides a valuable network for Poverty is experienced differently by men and by emerging market plavers to share their lessons of women. WBI recently piloted English and French emering arket play are tron of versions of a distance learning course entitled New experiences and seek policy advice from col- leagues. Clients' responses have been enthusiastic, Agendas for Poverty Red ti Strats and financial sector specialists in Bosnia, China, Integrating Gender and Health. Participants Thailand, and Ukraine have requested an expan- included high-level officials and policvmakers Thiad an Ukan hvreusdanxp- sion of the distance learning activities offered in working in national governments, local and inter- their countries. national NGOs, internationial agencies, and aca- demic institutions and World Bank staff. They examined strategic choices and policy options for better health that take account of the links with gender inequality and poverty and can be integrat- ed into national poverty reduction strategies. The anglophone course was championed by Tanzania's first lady, who actively participated in all the ses- sions along with more than 75 other participants. The francophone course was attended by 90 people. lie( 11(1(1 Il0I)e(1( thatt hel /)iloI wouhille /)/rOuIuel( iul-(I('/)lJ Participants of both courses said they had gained a deeper appreciation of the links between gender,)/exs iol p(l l itl ler ('c iolns nIot onS 11 ta0i i e resourlCe health, and poverty and that they wanted to contin- ue taking part in poverty strategy planning in their p/)IrSOnS, bull (11J1)ng- /)(tli'i/)( l l hIeeS 111ne/r es or- in1x ItIPIg Oheir ow'n ) explerltns in1 I oiuI (poicl 1de.s l? 1(0l0l(1 I)e Labor market policies (a ralYl/ttIe port f//llhS le(lrllil-g aott iritt. AItIIl Ift.s is A pilot course on Labor Market Policies attracted ehci tupal ll /)/)elled. 60 participants from 25 countries around the world. There was a strong interest in the practicali- Hong-Ton, WBI ties of policy implementation, and a key feature was the knowledge exchange that took place among participants. For example, Malaysia's experiences in implementing training levies were of great inter- est to the South Africans, who had recently intro- 'i, u duend a similar scheme. t Financial sector Together with the World Bank's Financial Sector - Vice Presidency and other partners, in fiscal 2001 the Institute offered a pilot program designed to build a finn foundation for financial services, rec- Gordon Betcherman and Hong Ton co-direct the course on Labor Market Policies. ognizing that to function well the finanicial sector 2001 Annual Report 41 Corporate governance Judicial reform in Asia The learning program on Corporate Governance To support efforts to fight corruption and reduce and Strategy helps client countries improve corpo- poverty, the World Bank is expanding its work in rate governance and create a business environment the field of judicial reform. In fiscal 2001 WBI col- that will attract high-quality private investment. In laborated with the Bank's Legal Department and the December 2000 pilot offering of this course Poverty Reduction and Economic Management more than 400 participants from Eastern Europe, Network to develop a course on Judicial Reform: the formner Soviet Union, and East Asia discussed Improving Performance and Accountability. The concepts, tools, and best practices, both for govern- participants were from Bangladesh, Indonesia, the ment policies and for firms. Following up, in col- Philippines, Sri Lanka, and Thailand, and included laboration with Bank operational units and the judicial personnel; parliamentarians; and represen- International Finance Corporation, WBI organized tatives of the office of the auditor general, bar asso- a distance learning program that brought together ciations, and other civil society groups. They 180 experts and activists to discuss practical ways explored different approaches to improving per- of improving corporate governance. An important formance and the need for different types of reform theme was shareholder activism. Case studies in particular circumstances. showed how the countries organize shareholder activism and what methods they use to encourage good corporate governance. Business Ethics and Corporate Social Responsibility is another program designed to help countries improve the climate for investment. It helps govern- ments, civil society, and the private sector to design and implement actions to improve their corporate social responsibility and business ethics. In fiscal 2001 a distance learning course for Eastern Europe, former Soviet Union countries, and East Asia provid- j ed information on best practices, resources, tools, and lessons learned from the private sector. Participants from Siberia followed up by establishing the first Business Ethics Resource Center in eastem Siberia in Irkutsk and introducing courses in busi- ness ethics at Irkutsk University. About 200 alumni of the American Siberian University have voluntarily agreed on ethical conduct standards, which they will promote in the organizations where they work. The Institute for Solidarity in Asia organized an Open Conference on National Governance Reform in the Philippines. Over 800 participants addressed the issue of Good Govemance: The Philippines without poverty by 2010. 42 World Bank Institute Sustainable rural development Shaping our agricultural future By M. S aSw T Rœyd NA-bA AAs.A saeaANA. NA NA aM AAAAA N-a A NANANsaNI AdCb-SAnANAA-aANA, Can a web-based discussion work for participants EE 5EA in South Asia? The Core Course on Policy and jMT t =: zit-n aNSaAAL- X Institutional Reforms for Sustainable Rural nZ±lZ i±lZtPot XZtZ Development proved that it can, and that partici- 4Z, Reforms with a human face pants adapt quickly and profitably to the new th need of the hour: Venkalah Naidu medium. . ___ anA-A-NSNNNNIn5., s a N s ~ WBI, NIRD " . . . SA S 'h In January 2001 this course was offered jointly by n n online course A-.. A- E = d& WBI and India's National Institute of Rural m on reform,s ,,,S ,NyN¶BNAoENNNN MW Development to participants who included policy- .nd. mFmuselnaNwNwl *Thnm S-SBNNAAAA- makers and practitioners, analysts, and representa- 'ShNSNSg =WA-SN NAN ACN-A ANA- A-AyN5NNN=SNNA.,,NN5NNA,A tives from civil society and the private sector. The Sd=SA!NN-ns ASS 6tNNNy ANSS NAN ff15 group identified policy and institutional reforms to i=.,-,'ONWI N J,g '._' A-A-M- - NN make rural development socially, environmentally, ANiNAw ASiNApANky Prs cob and economically sustainable. h atNN, Press coverage of course on Sustainable Rural Development This was the first core course to use the web not only as a repository for reading materials, but also as the main discussion forum for eight modules. The effort was helped significantly by the fact that ID( Irelop'/ lel li. is Iot Ill/)11pr(ill (a lin tller lo)9 Ic/c tO participants had already got to know each other and the organizers in a one-week, face-to-face ad/nininisltralors alo()le. Peoe)/9 r11.sI 1)e enlpl/)oiterde/ 1lol meeting at the National Institute of Rural Development that presented the two introductory 0/11-1) 1o delletmandi! res is/ Is 1l also) lto acirele/ /parlici- modules, and that they knew that they would reunite, though this time virtually, through a fol- cs low-up videoconference and phone conference to /)parInler-s/ //) 1)91 (ll the gvrc-1 Ili1eitI (an1(d the /)9)/)le iII present the conclusions of the seminar. C(Nl0sI1(IIitce inthI ime Irue s/)prit ofd/ l010( racl Shri Venkaiah Naidu, India's Minister for Rural Development, addressing Sustainable Rural Development Course participants 2001 Annual Report 43 7 -7 -77 tookw~~ ~~ N%c A\ d Given the enormous gaps in development knowledge U Accelerating the shift to distance leurning. New and the continuing high pressure of demand from technologies have made possible the rapid clients, WBI plans to further increase its reliance on growth of a range of new means of delivery. dlistance learning technologies and on partner insti- Evaluations show that participant satisfaction tutions to extend its reach and increase its impact. and learning outcomiies are as good in well- These approaches widl build on and accelerate designed distance learning as in face-to-face trends that are already in place as foll(ws: instruction. Work will be needed to manage dis- tance learninig partnerships and to build a gou- U Becorning more selective and focused. In fiscal ernance system thiat ensures transpiarency of 2001 WBI began a move toward greater selectivi- operations, quality of program content, and ty, shifting from a sectoral to a thematic focus and lotug-term sustainability of the dlistance learning replacing separate, self-standing training courses network. with a set of integrated thenmatic programs thlat U Relving increasingly on partnerships wvith other match the strategic priorities of the iWorld Bank. learning institutions. After a phase of rapid These programs, which will be instituted in fiscal expansion in partnerships since the late 1990s, 2002, are listed in appendix H. The shift will cre- WBI envisages a smaller. more selective set of ate greater synergy between the Institnte and the partnerships that each involve a range of joint Bank at large, it will concenitrate resources on activities. This will be supportedl by increased what the Institute is best at, and it will ensure that rigor in selecting anti monitoring partners. learning programs have a practical l)robleln solv- ing focus. Within these broad programs, specific These directions respond to the advice of the activities will vary somewlhat from year to year External Advisory Counicil and( the Bank's Board of depending on demand from clients. Executive Directors. 2001 Annual Report 45 In May 2001 a committee of the Bank's Board of The External Advisory Council met in March 2001 Executive Directors considered a report on recent to review current activities and to guide the progress and directions for fiscal 2001- 03. The Institute in new directions. This year the council's committee broadly supported the direction of WBI discussions delved deeper into the Institute's work, over the coming years, especially its closer integra- providing a clearer view of the impact on the tion with the priorities of the Bank Group and its development of human capital. The council focus on capacity building and partnerships. expressed its appreciation of recent developments Members were also pleased that WBI was increas- and noted that WBI had taken its earlier advice ingly linking its programs to country assistance into consideration. To continue this positive trend strategies. the council urged the Institute to sharpen its focus and exercise rigorous selectivity in determining the ,,',,'_,,- vcontent of its programs. Specifically it recommend- ed that WBI be _bEA 0 0 00tf / \ _ * Transparent: reconfirming the basic values of the Bank at a time where criticism of globalization and hidden agendas may abound. WBI must align its resources with the Bank's key priorities and focus on synergies. * Selective: doing what WBI is best at, and creat- ingpartnerships to achieve overall goals more effectively. N Creative and opportunistic: being flexible, which is especially important during times of limited resources and where original plans were built on different budget assumptions. As WBI moves ahead it will follow these guidelines to ensure that both the scale and the impact of its learning activities continue to expand. 46 World Bank Institute Appendix A: Budget for Fiscal 2000 and Fiscal 2001 Budget, Administrative and Cofinancing, Fiscal 2000 and Fiscal 2001 (US$ millions) Fiscal 2000 Fiscal 2001 Sources of Funds Administrative Budgeta Staff Learning 5.6 6.0 Client Learning 47.5 50.1 Cofinancing 14.0 10.9 Total 67.2 67.1 Japan/World Bank Graduate Scholarship Fund 11.7 13.1 Total Sources 78.9 80.1 Uses of Funds Program Budgetb Staff Learning 5.1 5.4 Client Learning 51.1 51.4 Management and Overhead I 1.0 10.2 Subtotal 67.2 67.1 Japan/World Bank Graduate Scholarships 1 1.7 13.1 Total Uses 78.9 80.1 a. Excludes chargeback. b. Includes dissemination, publications, and global knowledge credits. 2001 Annual Report 47 Appendix B: Org anizaton Chart and Key Stalff, as of June 30, 2001 __~~~0 External Advisory Council ...... Mnagr egional Manager Coordinators Knowledge Economic P&Iicy Mansoor Dailtmi (SAS) Networks & DL WWC DiWRn Guy Darlon (AFR) Phil Karp Chantol Dejou (MNA)I Katalin Demeter (ECA) Manager Vicente Ferrer (LAC) Knowledge Shoring a- .:: . - X - g ; -@>- Zs- -.t; W f ~Bruno Laporte Farrukh Iqbal (EAP) Acting S~~~~~~~~~~~chola'rships Abdul-Monem Dczvicl Potten ~~~AI-Mashat Field Offices 48 Word Bank Institute Appendix C: Thematic and Regional Distribution of Programs, Fiscal 2000 and Fiscal 2001 Fiscal 2000 Fiscal 2001 Training Days by Type 182,709 227,828 Client Training 160,755 209,014 of which delivered via distance learning 42,531 96,427 Staff Training 21,954 18,814 Training Days by Themes 182,709 227,828 Client Training Environment and Natural Resources 13,464 35,354 Economic Policy for Poverty Reduction 56,392 49,712 Governance, Regulation and Finance 30,381 53,311 Human Development 41,018 55,203 Knowledge Networks and Distance Learning 9,620 8,892 Other 9,879 6,542 Staff Training Skills Development 21,954 18,814 Program Participants 43,632 62,887 Client Participants 27,642 46,853 Staff 15,990 16,034 Staff Attending Client Training 1,171 1,236 Skills Development 14,819 14,798 Fiscal 2001 Client Participants by Region Fiscal 2001 Training Days by Thematic Division (percentage of total) (percentage of total) Knowledge Networks and Other Distance Learning 3% Environment and Worldwide AFrica 4% | Natural Resources Worlwide - s - - 18%* _ 17 23% Development South Asia East Asia and 26% Economic Polcy and 6% ~~~~~~~~~~the Pacificoican 16% Poverty Reduction Middle East and -24% North Africa 2% Latin Americca - - ,'Europe and and the Caribbean Central Asia Governance, Regulation 22% 13% and Finance 26% 2001 Annual Report 49 Appendix D: Core Courses Economic Policy for Poverty Decentralizafion: Intergovernmental Fiscal Relations Reduction and Local Financial Management This course, offered in all regions, provides a dis- Development Debates cussion and skills development forum on (i) world- The Development Debates promote an understand- wide trends in fiscal decentralization; (ii) alterna- ing of national policy options and alternative ways tive models for structuring a multilevel public see- of attacking poverty. Through local discussions and tor; (iii) the concept and practice of assigning policy debate, each regional eight-week-long expenditure responsibilities and revenue authority; debate presents views about regional and global (iv) the design of central-subnational transfers; experience, local consultations, and selected mod- (v) the relationship between decentralizing the ules relevant to local conditions. public sector and achieving macroeconomic goals; (vi) models and systems to strengthen local own- Poverty Analysis for Policymaking source revenues; (vii) budget systems; (viii) subna- This course offers training on methods of measuring tional financial creditworthiness and access to cap- poverty, drawing poverty profiles, and evaluating the ital markets; (ix) contingent liabilities; and (x) the effectiveness of poverty reduction policies and pro- relationship between the structure of government grams. Two levels are offered: introductory and institutions, the politics of minorities, and the chal- advanced. The introductory course focuses on pover- lenge of nation building. ty analysis and household analysis. The advanced course provides an understanding of household Global Integration and the New Trade Agenda response behavior and learming, using evaluation The trade and global integration program aims to techniques to assess the possible impacts of pro- expand the capacity of policy analysts in develop- grams and policies on household behavior. ing countries (i) to understand the economic dimensions of international trade and investment Macroeconomic Management for Financial Stability policy, and (ii) to formulate domestic reform agen- and Poverty Reduction das and international negotiating strategies to This course helps participants use modern analyti- ensure that globalization benefits all of society, and cal tools to analyze current macroeconomic policy particularly the poor. issues, contribute to public policy debate, and for- mulate explicit policy recommendations aimed at Governance, Regulation, fostering financial stability and reducing poverty. and Finance The course covers topics such as consumption, saving, and investment; fiscal policy and the sus- Controlling Corruption and Improving Governance tainability of public debt; and the transmission at the National Level process of monetary policy. This course builds capacity in the formulation and implementation of an anti-corruption program of Managing Capital Flows and Monetary Policy institutional reforms. Participants acquire the nec- in Developing and Transition Economies essary tools to enable them to design an action This seminar provides cutting-edge analysis of pol- plan tailored to their country's specific institutional icy issues associated with capital flows and finan- and political realities. cial crises, with a special focus on measures aimed at minimizing the potential risks of financial glob- Subnational Core Course for Improved Governance alization. It strengthens participants' understanding and Anti-Corruption of macroeconomic policy options for managing This course draws on best practices in anti-corrup- financial risks and strategies for crisis resolution. tion at the municipal level in Latin America and 50 World Bank Institute the Caribbean. The main objective is to support a ists whose responsibilities include the coverage of process of institutional change by facilitating the economics, development programs, and business, design of tailor-made institutional reforms for par- this course combines work on key economic con- ticipating cities. cepts with practical, journalistic exercises. Participants should emerge with both a better grasp Frontiers in Infrastructure Finance of Africa's economic challenges as well as new This course promotes infrastructure development strategies for covering these issues in ways ordinary as a key element in poverty reduction. It provides citizens find clear and relevant to their daily lives. systematic coverage of concepts, techniques, and relevant case studies in project selection; risk miti- Investigative Journalism gation through derivatives (swaps, forwards) and The course is based on a case study that deals with computer simulation; contract design; concession basic and advanced elements of journalism, such award; environmental impact; international financ- as government accountability, the role of the press ing opportunities; and public policy issues in the in holding government and business accountable, power, telecommunications, and transport sectors. positive skepticism, interviewing techniques, ethics, codes of conduct, self-regulation of the Corporate Governance and Strategy media, and writing under deadlines. The main objective of this course is to actively involve participants in discussing the most recent Policy Frontiers for Nonbank Financial Institutfions concepts, tools, and best practices in postprivatiza- This course creates awareness of the promise of tion issues and corporate governance and strategy. nonbank financial institutions for developing coun- Emphasis is placed on government policies sup- tries. The course aims to assist policymakers in portive of private sector development and on meas- creating a coherent policy structure and a sound ures for sustainable enterprise restructuring. regulatory and supervisory environment for the development of nonbank financial institutions. Urban and City Management This course provides participants with the tools to Human Development address issues that concern urban managers, notably, governance and municipal/city finance, competitive- Adapfing to Change: Population, Reproducfive Health, ness of cities, capacity to attract private sector and Health Sector Reform investment, and delivery of public services. Course This core course aims to improve the population modules cover regional growth and urban dynamics, and reproductive health outcomes in participants' city development strategy, municipal finance and countries. The course objectives are to provide an integrated financial management, private sector pro- understanding of the changing national and inter- vision of public services, housing and land markets, national policy and program environment in popu- urban poverty, and the urban environment. lation and reproductive health; infonn those work- ing in national health systems how the delivery of Privatization and Regulafion of Transport Services reproductive health is influenced, and can be sup- This course provides participants with tools to ported, by health sector reform; and equip partici- address the main regulatory issues that typically pants with the knowledge and tools to help them arise after privatization. It enhances economic, deliver reproductive health services effectively in technical, and policy skills through a combination their countries. of lectures and case studies about recent develop- ments in the underlying theory and international Pension Reform best practice. Participants acquire enough new This course is made up of a series of training mod- skills to make significant improvements in the ules, customized for a specific region, that address implementation of day-to-day regulatory responsi- a wide range of issues, including the basic design bilities and transport policies. of social security systems, the common problems with existing social security schemes, the impact of Economics and Business Joumalism social security on the broader economy, the rela- Designed for African print and broadcast journal- tionship between pension reform and financial 2001 Annuol Report 51 market development on the one hand and labor Policy and Institutional Reform for Sustainable markets on the other hand, and the alternative Rural Development options for reform of social security system admin- This course focuses on the latest thinking and good istration and regulation. practice in rural development and sustainable nat- ural resources management for rural poverty allevi- Labor Market Policies ation. It helps participants initiate and manage the The course is designed to provide a solid founda- substance of policy and institutional reforms in the tion for policy analysis of labor markets issues rural sector that lead to decentralization and par- such as structural and cyclical unemployment, low ticipation by stakeholders. It applies these princi- productivity and low worker skills, and inadequate pies to different subsectors such as agricultural social protection. The course considers a range of marketing, research and extension, rural finance, policy initiatives and policy reforms, including and rural infrastructure, while addressing cross- active and passive labor market policies; training cutting issues and strategies such as decentraliza- programs and incentives; employment services; tion, participation, natural resource management, labor standards and minimum wage policy; and and gender. strategies for dealing with structural change, priva- tization, and mass retrenchments. Environmental Economics for Development Policy This course introduces current thinking and best Social Safety Nets practice in the use of environmental economics to This course covers topics such as poverty measure- address environmental problems at the macro, see- ment issues and targeting; direct cash transfers; tor, and project levels. The course, which attempts price and tax subsidization; food- and nutrition- to share World Bank experience on environmental oriented interventions; public works and work economics, comprises five modules: analyzing incentives and disincentives; access to basic social environmental problems; setting priorities among services; nonformal insurance and microfinance; them; contemplating policy responses; valuing financing requirements; and institutional issues, environmental impacts; and deciding on policies, including decentralization as well as monitoring programs, and projects. and evaluation of safety net interventions. Knowledge Networks and Educafion Reform Distance Learning This core course seeks to expand knowledge of and provide tools for making strategic choices in edu- Using Knowledge for Development cation reform processes that enhance teaching and This course is designed to introduce participants to learning outcomes, thereby contributing to the key issues in the effective use of knowledge for achievement of national competitiveness and accel- economic growth and social development. It pro- erated poverty reduction. The course analyzes vides an overall conceptual framework, analytical promising alternative approaches based on accu- tools, and examples of best practice from other mulated experience with global education reform. countries to help participants analyze what can be done in their own countries and to encourage them Environment and Natural to develop concrete action plans for harnessing Resources knowledge for development. Water Policy Course Improving Training Quality The course builds capacity to analyze, formulate, In an increasingly competitive global market, edu- and implement policy reforms leading to sustain- cation and training institutions must ensure their able water resources management. The course program sustainability and financial viability modules cover a range of institutional, financial, through quality improvements of demand-driven, economic, social, and environmental concerns well-marketed, and learner-centered activities. associated with the design and implementation of This program offers a series of courses on how to water policy in the various water subsectors. improve training quality that focus on interactive 52 World Bank Institute learning methods and technology applications and on strategic and innovative marketing of training. Civic Participation and Governance Building good governance means increasing citizen participation that, in turn, leads to improved accountability and transparency in government, growing consensus building, improved social net- works, and sustainable policies. To ensure citizen participation and cooperation, however, civil socie- ty needs to know how to organize and interact pro- ductively with government and to make the con- cerns of often marginalized groups heard in the public debate. The (ourse seeks to enhance knowl- edge and spark debate about ways of ensuring civic input into public decisionmaking and the daily operations of government, including the allocation of public expenditures. 2001 Annual Report 53 Appendix E: Scholarships and Fellowships WBI's scholarship and fellowship programs are The 130 scholarships awarded in fiscal 2001 went geared to building capacity among students from to mid-career professionals from developing coun- developing countries. tries to pursue graduate studies in development- related fields. More than half went to women. Joint Japan-World Bank Female alumni of the program tend to hold high- Graduate Scholarship Programi ranking positions in their countries: One, for exam- ple, is adviser to her country's president, another is The goal of these scholarships is to create a com- governor of a central bank. munity of highly qualified professionals working in economic and social development. Wholly spon- Now in its 15th year, the program has more than sored by the Government of Japan, this is the 2,200 alumni actively contributing to their coun- largest graduate degree scholarship program within tries' development. A tracer study has shown that the United Nations system. Around the world more 97 percent of the scholars attain their degrees and than 500 scholars are currently studying under the about 85 percent return to their home countries or program. Eleven associated programs in Africa, other developing countries or go to work for multi- Japan, and the United States enroll nearly 100 lateral agencies. scholars annually. More than 65 percent of the awardees have parents with a high school educa- Robert S. McNamara tion or lower. Fellowships Program This program fosters a global network of emerging leaders in the development arena and equips them with the knowledge and skills to guide develop- ment policies. It is supported by an endowment fund set up with contributions from the World Bank and eight donor countries-Bangladesh, China, India, Kuwait, Nigeria, Pakistan, Peru, and Yugoslavia-and makes awards to 25 fellows each year. During the past 19 years, 230 people from 68 countries, selected from among 9,316 applicants, have been awarded fellowships. The fellows selected in fiscal 2001 include a researcher investigating collaborative approaches to forest management in Indonesia and a blind com- munity worker from Bangladesh who is studying options for developing educational opportunities for the disabled in urban communities. Now entering a new phase of collaboration with academic institu- tions, the program will offer scholars a one-year master's degree in public policy and development economics from identified institutions. 54 World Bank Institute Appendix F: WBI Training Partners Country Institution Argentina Centro de Estudios Econ6micos de la Regulaci6n, Universidad Argentina de la Empresa Universidad de Buenos Aires Universided de San Andr6s, Buenos Aires Universidad Torcuato Di Tella Bangladesh Bangladesh Institute of Development Studies Bolivia Universidad Cat6lica Boliviana Bosnia-Herzegovina Management and Information Technologies Center Botswana Botswana Institute for Development Policy Analysis (BIDPA) Ministry of Education Brazil Escola de Administra~6o Fazend6ria (ESAF] Fundacao Jo6o Pinheiro Ministry of Education Universidad de Sao Paulo, Fundag6o Instituto de Pesquisas Econ6micas Burkina Faso Centre de Formation Continue (CEFOC) Ecole Nationale d'Administration et de Magistrature (ENAM( Ministry of Education Canada Canadian Public Health Association Institut National de la Recherche Scientifique Parliamentary Centre Radio Canada University of Montreal University of Toronto Cape Verde Ministry of Education Enlaces Instituto de Ciencia Politica de la Universidad de Chile Programa de Promoci6n de la Reforma Educativa en America Latina y el Caribe (PREAL) China China Agricultural University China School of National Administration Chinese Academy of Agricultural Sciences Chinese Academy of Social Sciences Ministry of Agriculture People's Bank of China, Training Center Research Center for Regulation and Competition State Environmental Protection Administration Tsinghua University Wuhan University Colombia Ministry of Education Universidad de los Andes Universidad del Rosario Cote d'lvoire Centre de Recherches Microeconomiques du Developpement (CREMIDE) Ecuador Fundaci6n Futuro Latinamericano Egypt American University in Cairo Human Empowerment Center (HEC), Social Planning, Analysis & Administration Consultants (SPAAC) Ethiopia University of Addis Ababa France BDPA Institut Forhom Centre d'Etudes sur le Blanchiment et ia corruption (HEC/CEBC) Institut Bancaire et Financier International, Banque de France Institut International d'Administration Publique (IIAP) Ministere de l'Economie et des Finances (ADETEF) Reuters Foundation SOPEL International Ghana Center for Policy Analysis Ghana Institute of Management and Public Administration (GIMPA) Private Enterprise Foundation Guatemala Universidad Rafael landivar Honduras Colegio Hondureno de Economistas Hungary Central European University (CEU) Local Government Initiative of the Open Society Institute (OSI) 2001 Annual Report 55 Country Institufion India Indian Institute of Forest Management (IIFM) Indian Institute of Management - Ahmedabad Jawaharlal Nehru Institute for Development Banking Lal Bahadur Shastri National Academy of Administration (LBSNAA) National Council of Applied Economic Research (NCAER) National Institute of Public Finance and Policy National Institute of Rural Development (NIRD) National Institute of Urban Affairs (NIUA) State Bank of India Tata Electric Research Institute (TERI) Indonesia Faculty of Forestry, Institut Pertanian Bogor (IPDB) Indonesian Institute of Corporate Directorship Jakarta Stock Exchange Japan Council for Better Corporate Citizenship Development Bank of Japan Mitsubishi Research Institute, Inc. Kazakhstan University of International Business Kenya Forum for African Women Educationalists (FAWE) Institute for Policy Analysis and Research (IPAR) Korea, Republic of The Peoples' Solidarity for Participatory Democracy Kyrgyz Republic State Commission under the Government of the Kyrgyz Republic on Securities Market Lithuania Open Society Fund Lithuania (OSFL) Malaysia School of Communication, University Science Malaysia (USM) Mali Centre d'Etudes et de Recherche sur la Population pour le Developpement, (CERPOD/CILSS) Mexico Instituto Tecnol6gico y de Estudios Superiores de Monterrey (ITESM - Virtual University) Mongolia School of Economics of the Mongolian State University State Property Committee and the Manager/Coordinator for the Enterprise Restructuring Project Mozambique Ministry of Education Netherlands Amsterdam Institute for International Development European Journalism Center IHS, The Hague Nicaragua Universidad Centroamericana de Nicaragua Nigeria National Centre for Women in Development Nigerian Institute of Social and Economic Research (NISER) Pakistan Lahore University of Management Science Pakistan Administrative Staff College Pakistan Institute of Development Economics (PIDE) Paraguay MECES, Ministry of Education Peru Atinchik Edured, Ministry of Education Pontificia Universidad Cat6lica del Peru Philippines Asian Institute of Management (AIM) Association of Development Financing Institutions in Asia and the Pacific (ADFIAP) Foundation for Information Technology, Education & Development (FIT-ED) Institute of Corporate Directors Institute for Solidarity in Asia University of Asia and the Pacific Russia Baikal Institute of Business and International Management Graduate School of International Business Higher School of Economics Institute of Urban Economics, Moscow National Science Foundation Press Development Institute Russian Academy of Public Service Senegal Centre Africain d'Etudes Sup6rieures en Gestion, Direction des Etudes des Programmes et de la Recherche (CESAG) Centre de Formation et de Recherche en Sant6 de la Reproduction (CEFOREP) Ecole National d'Administration et de Magistrature (ENAM) Institut de Sant6 et Developpement, (ISED), Universite Cheikh Anta Diop 56 World Bank Institute Country Institufion Senegal Secretariat for Institutional Support for Economic Research in Africa (SISERA) WorLD Programme - Senegal Singapore Civil Service College of the Institute of Public Administration and Management National University of Singapore (NUS) Singapore Institute of Directors Singapore Polytechnic South Africa Schoolnet South Africa University of Cape Town University of Stellenbosch Sri Lanka Ministry of Education Sri Lanka Institute of Development and Administration Switzerland Institute for Federalism, University of Fribourg Thailand Asian Institute of Technology (AIT) Chulalongkorn University Thai Institute of Directors Association Togo Centre d'Etudes de la Famille Africaine (CEFA) Turkey Center for Economics and Econometrics, Bogazici University Ministry of Education Uganda Makerere University Schoolnet Uganda Ukraine Academy of Public Service Institute for International Business Development United Kingdom British Council United States Ethics Officers Association Federal Reserve Bank of San Francisco Georgia State University Harvard Business School (HBS) Harvard School of Public Health International Federation of Accountants University of Illinois at Urbana Uzbekistan Tashkent State Economic University Venezuela, Republica Bolivariana de Fundaci6n Polar West Bank/Gaza Ministry of Education Zambia Institute of Economic and Social Research (INESOR), University of Zambia Zimbabwe Computer Society of Zimbabwe Southern African Development Community (SADC) Food Security and Rural Hub Global, Regional, and Multilateral African Development Bank African Economic Research Consortium (AERC) Asian Development Bank (ADB) Association of Southeast Asian Nations (ASEAN) Programme de Developpement Municipal (PDM) Commonwealth Broadcasting Association Commonwealth Parliamentary Association Commonwealth Press Union Inter-Parliamentary Union (IPU) International Planned Parenthood Federation (IPPF) Joint Africa Institute (JAI) Municipal Development Program Organisation for Economic Co-operation and Development (OECD) Organization of Eastern Caribbean States (OECS) United Nations Development Programme (UNDP) United Nations Economic Commission for Africa (ECA) United Nations Environment Programme (UNEP) United Nations Population Fund (UNFPA) World Association of Newspapers World Conservation Union (IUCN) World Health Organization (WHO) 2001 Annual Report 57 Appendix G: Publications WBI publishes books, working papers, case stud- The Challenge of Urban ies, and other learning materials that help extend Government- Policies and the Institute's reach beyond the classroom. Practices Although most materials are developed as part of Mila Freire and Richard Stren, editors programs, manuscripts on topics related to WBI's While cities are vital to the development of eco- work are sometimes accepted from staff in other nomic systems and sociopolitical organizations, they parts of the World Bank, other development organi- also face tremendous challenges: they must gener- zations, or universities. Formal publications are ate income and employment opportunities to pro- subject to careful editorial attention and peer vide their inhabitants with good livelihoods, gener- review, while informal materials, which reflect ate sufficient resources to finance their infrastruc- work in progress that the Institute wishes to dis- ture and social needs, and take care of the poor in seminate quickly for discussion and testing, are an increasingly competitive and complex world. vetted less thoroughly. This volume reviews successful tools, strategies, and practices for addressing those issues that con- To order from the World Bank front cities today. It uses a set of readings to explore Telephone: 800-645-7247/703-661-1580 the World Bank's new urban strategy, which recog- Fax: 703-661-1501 nizes that cities are crucial in addressing poverty Email orders: books@worldbank.org and other development issues. The book combines Internet: www.worldbank.org/publications theoretical and practical discussions of new, funda- mental principles of urban government. Books 2001. 469 pages. ISBN 0-8213-4738-1. Stock No. 14738. Price code S30 Beyond Economic Growth: Meeting the Challenges of Global Development Corrupt Cities: A Praclical Guide Tatyana Soubbotina with Katherine Sheram to Cure and Prevention What is development? How can we compare the A joint publication with ICS levels of development achieved by different coun- Press (Institute for tries? What does it take to make development sus- Contemporary Studies) tainable? This book for students of all ages encour- Robert Klitgaard, Ronald ages readers to seek their own solutions by explor- MacLean-Abaroa, and ing a wide range of development issues: social, H. Lindsey Parris economic, and environmental. The book treats Drawing on their decades of experience in battling development as a comprehensive process that is corruption around the world, the authors of this broader and more complex than just economic book offer a novel way to defeat corruption on the growth. Drawing on statistical data and research, it local level. "Preventing corruption," the authors discusses the relationships among diverse aspects contend, "can help raise city revenues, improve of change within countries, such as population service delivery, stimulate public confidence and growth and economic growth, shifts in income participation, and win elections." The book shows inequality and poverty, improvements in education how it has been done, even in the most adverse set- and health, urbanization, and globalization. The tings, and how it can be done again. Case studies book uses language that is accessible to secondary from New York; Hong Kong (China); and La Paz, school students and general readers interested in Bolivia show how seemingly hopeless problems can learning more about global development. become the catalysts of successful reform. 2001. 166 pages. ISBN 0-8213-4853-1. 2000. 175 pages. ISBN 0-8213-4600-8 Stock No. 14853. Price code S25 Stock No. 14600. Price code: S20 58 World Bank Institute KO Id tt. | ~~~~~~~~~~~~~~~Knowl.4zdg-s. Decentralizing Education in Korea and the Knowledge- Transition Societies: Case Studies Based Economy: Making the from Eastern and Central Europe Transifion Ariel Fiszbein, editor Jointly published with This book is about the reform of the OECD education systems in Central and _ ±2.' Carl Dahlman and Eastern Europe with particular emphasis on decen- Thomas Andersson tralization and management. In the past, local Knowledge is rapidly becoming a key factor in eco- authorities served as implementation arms of the nomic and social development. Innovations in sci- central ministry, while finance and decisionmaking ence, communications, and computing technologies were controlled by the central government, leaving are giving countries new opportunities to harness local communities with little influence. To help knowledge and participate more fully in the global address these issues WBI participated in a economy, and for those that succeed, making them research project to study intergovernmental roles in more competitive in world markets. New technolo- the delivery of education services. It examined six gies can also help countries narrow the gap in their Central and Eastern European countries: three new citizens' living standards. This book presents a members of the OECD (the Czech Republic, framework for analyzing a range of policy options Hungary, and Poland) and three other countries of that can help usher in a knowledge economy. Based the region (Albania, Bulgaria, and Romania). Each on a study of the Republic of Korea, the book breaks country put together a research team of academics, new ground in its attempt to develop a comprehen- educators, and policy advisers under the leader- sive set of national policy responses to the knowl- ship of a highly experienced education specialist. edge revolution. This publication should be of interest to generalists 2000. 152 pages. ISBN 0-8213-4881-7. as well as specialists, including educators and Stock No. 14881. Price code S30 other readers interested in Central and Eastern European area studies. The book's multidiscipli- Privafization and Regulation nary methodology will also provide useful insights of Transport Infrastructure to development policymakers in other sectors. Antonio Estache and 2001. 120 pages. ISBN 0-8213-4876-0. , t Gines de Rus, editors Stock No. 14876. Price code S35 This book presents and analyses the choices, trade- Economic Analysis of Investment - offs, and challenges of Operations: Analytical Tools and . transport privatization and Practical Applications, regulation. The first part Pedro Belli, Jock R. Anderson, introduces potential regulators to the key economic Howard IN. Barnum, John A. Dixon, theory underlying economic regulation and provides and Jee-Peng Tan the theoretical foundations for the sector-specific This innovative book encourages chapters that make up the second part of the book, analysts to answer the key ques- including airports, ports, railways, and roads. Each tions that increase the likelihood of project and of these chapters covers the key economic charac- program success and encourages technical special- teristics of the sector; the main privatization and ists, financial analysts, and economists to work as a regulation trends that have been observed in the team, a concept that needs emphasizing in this era sector; contract design, price regulation, quality of specialization. The volume presents general regulation, service obligations, and related issues; principles and methodologies applicable across and the main performance indicators that regulators sectors. It provides both theory and practice on should use in measuring their own effectiveness. how to evaluate transportation, health, and educa- 2000. 326 pages. ISBN 0-8213-4721-7. tion projects and explains how to assess the envi- Stock No. 14721. Price code S30 ronmental impact of projects. 2001. 292 pages. ISBN 0-8213-4850-7. Stock No. 14850. Price code S35 2001 Annual Report 59 The Quality of Growth identify practical solutions, the World Bank invited Vinod Thomas, 'Vansoor Dailami, leading international scholars and practitioners to a Ashok Dhareshwar, workshop in Washington, D.C. in June 1999. The Daniel Kaufmann, Nalin Kishor, papers presented at this workshop were subse- Ramon E. Lopez, and Yan Wang. quendy revised in light of the discussions and edit- The last decade of the 20th century ed to reflect the most recent 'World Bank research witnessed striking progress in the developing and analysis. This book discusses voluntary mech- world, but it also saw stagnation and setbacks, anisms for facilitating agreements between credi- even in countries that had previously experienced tors and debtors, the role of international mergers fast economic growth. These large differences and and acquisitions, and the specific issues and con- sharp reversals in outcomes have taught us much cerns that arise in the course of restructuring about what contributes to development. Economic financial institutions. While the book was motivat- growth remains central, not just its pace, but also ed by events that took place after the crisis in East its quality. What is the quality of growth? The dis- Asia, it also draws on experiences from other cussion here brings out four dimensions of quality regions and on historical insights. The book will be especially relevant for poverty outcomes. These are of particular interest to policymakers involved with the distribution, sustainability, variability, and gov- financial and corporate sector reform, as well as ernance surrounding the growth process. They business school professors and students, law stu- allow income growth to be associated with rapid dents, and practitioners of bankruptcy law. improvements in the quality of life of the popula- 2001. 420 pages. ISBN 0-8213-4906-6. tion. They contribute directly to development. They Stock No. 14906. Price Code S40 add to the impact that growth has on welfare. And they address the conflicts growth might pose to Russia's Transition to a New sustainability. Viewing the quantitative and quali- Federalism tative sides of growth together puts the spotlight on Jorge Martinez-Vazquez and a balanced growth of three sets of assets-human, Jameson Boex physical, and natural capital-rather than an The most dominant policy almost exclusive focus on promoting the accumula- issue the Russian Federation tion of physical capital. Thus the book advocates faces today is intergovern- broadening the policy framework to include an mental fiscal relations. The agenda addressing human, social, and environmen- complex problems involved include the disintegra- tally sustainable development. tion of the former Soviet Union; the war in 2000. 298 pages. ISBN: 0-19-521593-1. Chechnya; the ethnolinguistic, religious, and his- Stock No. 61593. Price code S25 torical differences among the federation's citizens; the huge variation in mineral resource endow- Resolution of Financial Distress: An ments; the increasing economic and fiscal dispari- International Perspective on the Design of ties among regions; and the sentiment held in some Bankruptcy Laws regions that they would be better off if they seced- Stijn Claessens, Simeon Djankov, ed from the federation. Despite the difficulties and Ashoka llody, editors inherent in the transition to a market economy, In late 1997 and through most of Russia's fiscal federalism has continued to evolve 1998, the world experienced a finan- toward a more transparent, stable, and efficient cial crisis that threatened the integrity system. The major challenge ahead will be to of the global financial system. Though these global achieve at least similar progress in fiscal relations concerns were foremost in the minds of policymak- between regional and local governments. ers, there was also widespread recognition of the 2001. 99 pages. ISBN 0-8213-4840-X. micro nature of the crises: enterprises and finan- Stock No. 14840. Price code S22 cial institutions through much of East Asia, and also in other parts of the developing world, were facing severe financial distress. In an effort to assess the magnitude of the problem and to help 60 World Bank Institute CD-ROM Selected Working Papers and Case Studies 1 - 1 s ±± ~± INFRISK: A Computer Simulafion for Risk Analysis in Infrastructure Informafion and Communicafion Technologies in Rural iiNiFUSK _ Project Finance (CD-ROM) Development Case Studies from India 2001. ISBN 0-8213-4570-2. Robert Schware and Subhash Bhatnagar, editors = - Stock No. 14570. Price Code S295 The Media's Role in Curbing Corruption INFRISK is a flexible computer risk analysis Rick Stapenhurst approach to infrastructure project finance transac- tions. It is a powerful tool for quantitatively ineas- New Trends in Public Sector Management in Health: uring and analyzing project risks, and can also Applicafions in Developed and Developing Countries serve as a training tool to raise awareness and R. Paul Shaw build expertise in the application of modern risk managemetnt techniques. With a user-fiiendly Regional Economic Convergence: Do Policy interface, INFRISK can analyze exposure to a vari- Instruments Make a Difference? ety of market, credit, and performance risks from Somik V Lall and Serdar Yilrnaz thie perspective of key contracting parties (project promoter, creditor, and government) for both the Sorting Out Intergovernmental Roles and constructioni and the operations phases of a capital Responsibilities in the Hungarian Transifion investment project. The outputs include determin- Robert Ebel. Istvan Varfalari. and Sandor Varga istic scenario analysis, probabilistic simulation, and multi-period Value-at-Risk analysis for key Building Human Capital in East Asia: What Others decision variables, such as net present value, inter- Can Learn nal rate return, debt service coverage ratio, and Jandhyala B. G. Tilak governiment tax revenues. Drawing on recent devel- opments in the literature on project evaluation Educafion Policy in the Republic of Korea: Building under uncertainty, the program enables the use of a Block or Stumbling Block? broader set of probability distributionis (uniform, Jisoon Lee normal, beta. lognormal, studenit (t), and Bernoulli) in conducting Monte Carlo simulations rather than Health Insurance and the Growth of the Private Health relying only on the commonly used normal distri- Sector in the Republic of Korea bution. INFRISK works in cojunction with Bong-min Yang Microsoft Excel 97 or higher. A Getting Started booklet is provi(ded for instruction on the use of the The Nafional Pension Scheme of the Republic of Korea software. For more information, visit: Bong-min Mng http://www.worldbank.org/wbi/infrafin/infrisk.htm. Labor Market and Social Insurance Policy in India: A Case of Losing on Both Competitiveness and Caring Ramgopal Agarwala and Zafar Dad Khan Social Expenditures in Taiwan (China) Peter C. Y Choou Social Policy in Singapore: A Confucian Model? Habibidllah K/han 2001 Annual Report 61 Appendix H: New Thematic Programs, Fiscal 2002 Attacking Poverty Community Empowerment and Social Inclusion Core Operational Programs Education Finance and Banking Public Finance, Decentralization, and Urban Globalization and Macroeconomics Good Governance Health and Population HIV/AIDS Knowledge for Development Market Solutions for Development Social Protection Sustainable Development: Environmental Management Sustainable Development: Natural Resources Management 62 World Bank Institute PHOTOGRAPHY pages 2, 4, 5, Michele lannacchi page 6, Richard Lord page 18, Michael Foley page 21, Richard Lord (woman with laptop computerl; Brtish Council (woman using cell phone) page 28, Michel Foley page 35, Jerri Dell )parfcipants in Peru) page 37, Richard Lord page 40, (Tondo slum) Richard Lord page 44, UNICEF/HQ96-03 1 5/Franck Charton page 46, Jerri Dell All other photographs courtesy of World Bank staff and photo liorary DESIGN Patricia Hord.Grapt-ik Design WBI FIELD OFFICES Beijing Contact. Ms. Sheng Li Email: Sli2@worldbank.org Address: The World Bank 9th Floor, Building A, Fuhua Mansion No. 8, Chaoyangmen Beidaiie Dongcheng District Beijing 100027, P.R. China Telephone: (86-10) 6554 3361 Fax: (86-10) 6554 1686 Moscow Contact. Ms. Talyana Leonova Email: Tleonova@worldbank.org Address: The World Bank Moscow Office, WBIMO Sadovaya-Kudrinskaya Street, No. 3 Moscow 1 23242, Russian Federation Telephone: (7-095) 956 2160 Fax: (7-095) 956 2162 Paris Contact: Mr. Mark Nelson Email: Mnelson 1 @worldbank.org Address: The World Bank 6, avenue d'lena 75116 Paris, France Telephone: (33-1) 40 69 33 57 Fax: (33-1) 40 69 31 51 WORLD BANK INSTITUTE The World Bank 1818 H Street, NW Washington, DC 20433, USA www.worldbank.org/wbi Information Line: 202.458.2498 Email: wbi_infoline@woldbank.org Environmentally Frierndly PAper