WDR 2018 https://blogs.worldbank.org/publicsphere/taxonomy/term/15143/all en #6 from 2017: What is a systems approach, anyway? https://blogs.worldbank.org/publicsphere/6-2017-what-systems-approach-anyway <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p> <em>Our Top Ten blog posts by readership in 2017. This post was <a href="https://blogs.worldbank.org/publicsphere/what-systems-approach-anyway" target="_blank" rel="nofollow">originally posted </a>on February 27, 2017.</em><br /><br /><span>“It makes me a little crazy when you keep saying systems.” – Jowhor Ile, in<span> </span></span><a href="https://www.penguinrandomhouse.com/books/250685/and-after-many-days-by-jowhor-ile/9781101903148/" target="_blank" rel="nofollow"><em>And After Many Days</em></a><br /><br /><span>At home, we have a porchlight at the entrance to our house. If I flip the switch for that light, there is about a 50-50 chance it will turn on. The reason? There is<span> </span></span><em>another</em><span><span> </span>switch in the basement that controls the electricity flow to the porch, and the porchlight will only come on if both switches are on.</span><br /><br /><span>This – slightly adapted – analogy came from<span> </span></span><a href="https://www.cgdev.org/expert/justin-sandefur" target="_blank" rel="nofollow">Justin Sandefur at the Center for Global Development</a><span>, in an effort to explain what a systems approach is and how it can improve development programming.</span><br /><br /><span>If you’re like us, there is<span> </span></span><a href="https://scholar.google.com/scholar?as_ylo=2013&amp;q=education+systems+approach&amp;hl=en&amp;as_sdt=0,9" target="_blank" rel="nofollow">so much talk about systems</a><span><span> </span>that it can be easy to get lost. At a recent event, we asked a mixed group of operational teams and researchers, “How confident are you that you know what a systems approach is?” Nearly<span> </span></span><strong>40 percent</strong><span><span> </span>had little to no idea.</span></p> <p> <span><strong>How confident are you that you know what a systems approach is?</strong></span></p> <div style="margin:0px; padding:0px; border:0px currentColor; vertical-align:baseline"> <img alt="" height="337" src="https://blogs.worldbank.org/publicsphere/files/publicsphere/1_4.png" style="padding:2px; border:1px solid rgb(204, 204, 204); vertical-align:middle; max-width:none; float:left" title="" width="440" /></div> <p> To take education as an example, a systems approach to education recognizes the following:<br /><br /> 1. An education system is made up of different actors (students, teachers, administrators, political leaders), accountability relationships (management, politics), and design elements (financing, information) (see<span> </span><a href="https://www.riseprogramme.org/sites/www.riseprogramme.org/files/RISE_WP-005_Pritchett.pdf" target="_blank" rel="nofollow">Pritchett</a><span> </span>or<span> </span><a href="https://www.riseprogramme.org/content/what-do-we-mean-coherent-education-systems" target="_blank" rel="nofollow">Scur</a>).<br /><br /> 2. Changes to one part of the system are moderated by other parts of the system. For example, the effectiveness of investments to get children to school will be limited (or enhanced) by the quality of the schooling.<br /><br /> 3. A change to one part of the system leads to changes in other parts of the system: increased public provision of school supplies won’t increase learning if parents subsequently reduce their pre-existing investments in school supplies, as indicated by what happened in India and Zambia (<a href="https://pubs.aeaweb.org/doi/pdfplus/10.1257/app.5.2.29" target="_blank" rel="nofollow">Das et al.</a>).</p> <p> A systems approach seeks to explicitly take these separate components and their interlinking movements into account.</p> <p> Three models demonstrate how a systems approach can apply at each point in the reform process: One identifies the current performance of each element of the system, one answers questions of what happens as elements of that system change, and one seeks to leverage this information to improve reforms.<br /></div></div></div> Wed, 03 Jan 2018 17:12:00 +0000 David Evans 7773 at https://blogs.worldbank.org/publicsphere Education amidst Fragility, Conflict and Violence https://blogs.worldbank.org/publicsphere/education-amidst-fragility-conflict-and-violence <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p> <img alt=" Maria Fleischmann / World Bank" height="213" src="https://blogs.worldbank.org/publicsphere/files/publicsphere/8249943505_64b9ccc55b_z.jpg" style="float:left" title=" Maria Fleischmann / World Bank" width="320" />Access to schooling and quality learning can be undermined by various manifestations of fragility, conflict and violence (FCV). The effect of different elements of FCV on education has both immediate and long lasting impacts on children’s learning, their well-being and their future prospects.<br />  <br /> In different forms, FCV manifestations contribute to a denial of the right to education, whether from government failures, a violent ecosystem, and the treatment of displaced children and divisions within schools, attacks on schools or the language of instruction. This can include the ways in which teachers and principals treat lower castes, children with disabilities, or minority groups; the threat or real violence against girls; as well as how textbooks portray history and culture.  These issues exist globally, not just in ‘fragile states’.<br />  <br /> Over the past two decades, greater attention has focused on the impact that long-term complex humanitarian emergencies, fragile states, and contexts of protracted crises on education. What has received less attention is the aggregate impact of various forms of negative conflict and intra-personal violence.<br />  <br /> There are three entry points to consider for FCV: protracted crises; conflict as the basis of exclusion; direct and indirect forms of intra-personal violence. </p> </div></div></div> Tue, 18 Jul 2017 18:11:00 +0000 Stephen Commins 7744 at https://blogs.worldbank.org/publicsphere What is a systems approach, anyway? https://blogs.worldbank.org/publicsphere/what-systems-approach-anyway <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even">“It makes me a little crazy when you keep saying systems.” – Jowhor Ile, in <a href="https://www.penguinrandomhouse.com/books/250685/and-after-many-days-by-jowhor-ile/9781101903148/" target="_blank" rel="nofollow"><em>And After Many Days</em></a><br /><br /> At home, we have a porchlight at the entrance to our house. If I flip the switch for that light, there is about a 50-50 chance it will turn on. The reason? There is <em>another</em> switch in the basement that controls the electricity flow to the porch, and the porchlight will only come on if both switches are on.<br /><br /> This – slightly adapted – analogy came from <a href="https://www.cgdev.org/expert/justin-sandefur" target="_blank" rel="nofollow">Justin Sandefur at the Center for Global Development</a>, in an effort to explain what a systems approach is and how it can improve development programming.<br /><br /> If you’re like us, there is <a href="https://scholar.google.com/scholar?as_ylo=2013&amp;q=education+systems+approach&amp;hl=en&amp;as_sdt=0,9" target="_blank" rel="nofollow">so much talk about systems</a> that it can be easy to get lost. At a recent event, we asked a mixed group of operational teams and researchers, “How confident are you that you know what a systems approach is?” Nearly <strong>40 percent</strong> had little to no idea.<br /><br /><span><strong>How confident are you that you know what a systems approach is?</strong></span> <div> <img alt="" height="337" src="https://blogs.worldbank.org/publicsphere/files/publicsphere/1_4.png" style="float:left" title="" width="440" /></div> <p> To take education as an example, a systems approach to education recognizes the following:<br /><br /> 1. An education system is made up of different actors (students, teachers, administrators, political leaders), accountability relationships (management, politics), and design elements (financing, information) (see <a href="https://www.riseprogramme.org/sites/www.riseprogramme.org/files/RISE_WP-005_Pritchett.pdf" target="_blank" rel="nofollow">Pritchett</a> or <a href="https://www.riseprogramme.org/content/what-do-we-mean-coherent-education-systems" target="_blank" rel="nofollow">Scur</a>).<br /><br /> 2. Changes to one part of the system are moderated by other parts of the system. For example, the effectiveness of investments to get children to school will be limited (or enhanced) by the quality of the schooling.</div></div></div> Mon, 27 Feb 2017 17:36:00 +0000 David Evans 7646 at https://blogs.worldbank.org/publicsphere