The sixth free ebook in the Rotarian Economist Short Books series has been released. The book tells the story of an initiative by a Rotary club to improve its public image by writing articles in the local media about volunteering opportunities for residents to make a difference in their community. The articles feature great local nonprofits, some of which the club is partnering with in order to implement service projects. The initiative appears to have been a success. To download your free copy, please go here.
Did you know that apart from the Rotary Foundation of Rotary International, there are close to 4,000 local Rotary foundations in the United States alone? Two new free ebooks on Rotary foundations and grants are now available in the Rotarian Economist Short Books series. The first book provides an introduction to Rotary foundations and grants for applicants as well as Rotarians. The second book provides a directory of Rotary foundations in the United States by state and by city within each state. To download your free copy, please go here.
The third free ebook in the Rotarian Economist Short Books series has been released. Rotary’s motto is “Service above Self.” What does this mean in practice? The book answers this question by providing examples of the work that Rotarians do. The book also explains Rotary’s “avenues of service.” The hope is that through simple stories of Rotarians at work, readers – including new Rotarians – will better understand what service in Rotary is about, and be inspired for their own volunteer work. To download your free copy, please go here.
Technical note: due to the Smashwords website features, I am listed as first author, but the correct order of the authors is the order provided in the downloadable files.
The second ebook in the Rotarian Economist Short Books Series has been published. Partnerships, innovation, and evaluation can increase the quality, scope, and reach of Rotary’s service work in communities. The book suggests with case studies how this can be done. All books in the series are free and available here in multiple formats. Please share this link widely with others for them to be able to benefit from this resource. And if you like the books in the series, please consider writing a quick review at Smashwords!
The first ebook in the Rotarian Economist Short Books Series has just been published. It provides 10 simple lessons for Rotary clubs to grow. The book is based on the success of the Rotary Club of Capitol Hill in doubling its membership in six months. The book is free and available here in multiple formats. Please share this link widely for others to benefit from this resource. And if you like the book, please consider writing a quick review!
On July 1, at the start of each new Rotary year, new club Presidents elected by the membership of more than 34,000 Rotary clubs worldwide take on the responsibility to lead their club for a year. New elected leaders are also in place, again for a year, at the level of Rotary Districts and even Rotary International.
Rotary has long called on clubs and districts to adopt strategic plans. This is good practice for any organization, but especially so for an organization with new leaders every year. It is not clear exactly how many clubs adopt such plans, given that many clubs are small and may not feel the need to put a strategy plan down on paper. Yet strategic plans can be helpful, especially when clubs or districts try new innovative approaches to strengthening their membership and achieving a larger impact on their community.
Starting this year, my club – the Rotary Club of Capitol Hill, has adopted a number of important and hopefully innovative changes in the way it will function. The changes range from how many times the club will meet each month to the type of service work it will engage in, and how it will aim to strengthen its membership.
As this may be useful for other clubs, I thought I should share on this blog a strategic note that describes these changes and what the club hopes to achieve in the coming year. Maybe the note can help other clubs think about their own options.
Please do not hesitate to share feedback on the strategic note of my club available here. You can do so by commenting/leaving a reply to this blog post. Over the year I will report occasionally through the blog on the progress (or lack thereof!) made towards our objectives for the 2016-17 Rotary year.
by Mattias Lundberg, Oni Lusk-Stover, and Quentin Wodon
What comes first to your mind when you think about girls’ education? There may be a good chance that you remember a particular girl you met who could not go to primary school. Or perhaps you will visualize one of those great pictures of smiling and studious girls attending primary school in a developing country thanks to a particular project or intervention.
Both pictures are correct, but they account for only a small part of the story.Until recently, many girls did not even complete primary school. But dramatic progress has been achieved toward gender equity in basic education as part of the Millennium Development Goals. While more remains to be done, today’s challenges for improving girls’ education, skills, and job prospects have changed.
More attention needs to be given to what happens before and after primary school. For girls and young women to acquire the skills they need, five steps – suggested by the World Bank’s STEP framework – are needed. The good news is that at each step, we have a good idea of which interventions can help girls fulfill their potential.
First, give girls a strong foundation through early childhood development (ECD). Disadvantages built early in life are difficult to remedy, but effective ECD programs can avoid such disadvantages and thereby yield high payoffs. ECD programs build the technical, cognitive, and behavioral skills conducive to high productivity later in life. Successful interventions emphasize, among other areas, nutrition, stimulation, and basic cognitive skills.
A new study suggests that in Jamaica, 20 years after an ECD intervention was conducted, the average earnings of beneficiaries – boys and girls – were 42% higher than those of the control group. While such large gains might not be obtained if all children were benefiting from such interventions, which is the ultimate aim, it is nevertheless clear that early psychosocial stimulation can substantially improve future earnings.
The second step focuses on basic education. Gaps remain, to be sure: Data from a forthcoming paper suggest that in 24 low-income countries, only 34% of girls in the poorest 20% of households complete primary school, compared with 72% of girls in the richest 20% of households. These income-related gaps can be reduced through interventions to reduce the opportunity cost of schooling for girls, such as conditional cash transfers.
In Yemen, one such new program targeting girls in grades 4-9 in disadvantaged communities is reaching close to 40,000 girls. In addition to increasing enrollment and attendance, we also need to ensure that all girls who go to school can learn—by building stronger schooling systems with clear learning standards, good teachers, adequate resources, and a proper regulatory environment that emphasizes accountability.
But learning for what? Education for its own sake certainly has an intrinsic value, but education and training that proves useful in the workplace is also essential. The third step in helping girls grow is to provide them with job-relevant skills that employers actually demand, or that they can use in launching their own business.
Many countries have achieved (or are making rapid progress toward) gender parity in basic education. By contrast, labor force participation in most developing countries remains substantially lower for young women than men. In India, Nigeria and South Africa, more than three-quarters of all girls aged 15-24 are not engaged in paid work and are not looking for work. And according to the International Income Distribution Database, nearly 40% of young women globally are either unemployed or ‘idle’ (not in education, nor work). In addition are the millions of young women who are engaged in unpaid or unproductive work.
Clearly, this represents a significant loss to their families as well as to economic growth. How can we get young women into productive work? According to new research conducted as part of the World Bank’s Adolescent Girls’ Initiative, a program in Liberia that provided girls age 16-27 with life skills, training, and job placement assistance increased employment by nearly 50%, and nearly doubled incomes. The program also had positive impacts on self-confidence, satisfaction with job outcomes, and household food security.
Step four relates to the creation of an environment that encourages investments in knowledge and creativity. This requires innovation-specific skills and investments to help connect people with ideas, as well as risk management tools that facilitate innovation. Again, girls are at a disadvantage when compared with boys, with fewer opportunities and, therefore, lower rates of entrepreneurship in many countries.
A new program in Uganda run by the nongovernmental organization BRAC provides girls age 14-20 with a safe space, life skills training, and livelihoods training for self-employment based on local market conditions. This program generated significant income gains from self-employment with no adverse effects on schooling outcomes. In addition, childbearing among beneficiaries declined, the proportion of girls using condoms increased, and the incidence of forced sex decreased.
Finally, and this is the fifth and last step, it is important that societies promote flexible, efficient, and secure labor markets. Apart from avoiding rigid job protection regulations while strengthening income protection systems, providing intermediation services for workers and firms is important to transform skills into actual employment and productivity.
This matters even more for girls than for boys, as girls are often more constrained and have limited access to opportunities, which in turn can lead to diminished expectations. But this can be overcome, at least in part, by providing information on how markets really work. For example, research suggests that women who were shown videos of other women working in traditionally male occupations, such as auto repair, and who were told that wages were higher in such fields, were more likely to choose and enroll in training in those traditionally male-dominated fields.
When thinking about girls’ education, there’s nothing wrong with picturing primary schools. But to help girls succeed in life, this is not enough: We need to pay equal attention to what happens before and after primary school. Girls and young women entering the 21st century job market will need skills and knowledge that can be developed only throughout their lifetime. They need our support at every step along the way.
Note: this post is reproduced with minor changes from a post on the Education for Global Development blog of the World Bank available at http://blogs.worldbank.org/education/