35th 1430H - Islamic Development Bank

More documents

Recommendations

Info

HUMAN DEVELOPMENT FOR REDUCING POVERTYBox 3Lessons Learned from IDB Support to EducationIDB confirmed its irreversible commitment to education in its “Strategic Agenda for the Medium-Term” adopted in 1415H(1994), which recognized education as an indispensible vehicle for sustained economic development. The Bank reaffirmed itscommitment to education by adopting “1440H Vision.”During the past three decades, the Bank has anchored its interventions on the formal schooling process, such as schoolconstruction, classroom renovation, furniture and equipment provision, with a view to increasing access to education. The Bankadopted a variety of modalities for supporting education in member countries, including lending and non-lending operations,and gave preference to projects that enhane human capital development of the poor, including tertiary education, technical &vocational training, and capacity building.Project evaluation data indicate clearly that expanding access to education was the most successfully met objective in the Banksupportedprojects. In addition to project financing, the Bank also promoted capacity building and awareness creation throughseminars, workshops, symposia, and publications. However, despite the achievements, the support had some shortcomings.First, the Bank’s support ignored soft components such as curriculum development, instructional materials, teacher training,and education planning. Indeed, getting enough classrooms and improving the learning environment are necessary but notsufficient for improving educational outcomes. The focus on hardware at the expense of good learning opportunities will resultin large numbers of children, especially from disadvantaged groups, completing school without having gained the knowledgeand skills they need. More importantly, there is a widely accepted consensus among researchers that interventions which focuson addressing supply constraints in the provision of education are hamstrung in their effectiveness to reach the poorest andexcluded population.Second, the support has been less effective in helping them reduce school dropout rates and increase learning outcomes. Schooldropout rates are high in many member countries, especially in LDMCs. Hence, targeted interventions from the governmentsand the Bank are needed for relaxing the demand-side constraints that force poor children to drop out of school. One possiblemethod of ensuring that the poorest children (the ones more likely to perform badly and drop out) remain in school, is teachertraining. Teachers need be trained to adapt their pedagogical and teaching methods to ensure that the poorest and the worstperformingstudents learn.Third, IDB support to education was not guided by a sector strategy or a Country Assistance Strategy Study (CASS). Thesupport took place within the context of an agreed upon program between the beneficiary governments and the Bank (three-yearrolling program). As such, the Bank’s interventions were less focused, and covered all education sub-sectors. Accordingly,much of the support was allocated to tertiary education (47 percent of total support to education), contrary to its StrategicAgenda for the Medium-Term (1994), which gives priority to primary and secondary education, vocational training, andtechnical education. Although the focus on higher education could be justified in countries like Indonesia and Malaysia, whereconsiderable progress towards universal primary completion has been made, it is not justified in other countries where manyrural children, especially girls, remain out of school. Meanwhile, the restructuring, streamlining, reforming and modernizingIslamic education in Indonesia was indeed a hallmark of IDB support to education. It was commended by many agencies;including UNESCO, ADB, World Bank, UNDP, and government officials.Africa especially the youth who are oriented towardsArabic-based instruction. In Niger and Chad, theseprograms contributed quantitatively and qualitativelyto improving the bilingual education sub-sector throughthe construction of school infrastructure, teachereducation and the supply of school furniture andteaching/learning materials in addition to improving thelearning environment especially through the drilling ofboreholes.In 1430H, 87 classrooms were built within thisframework, thus facilitating the enrollment of 4,300students in addition to the initial training of 208 teachers,12 primary school advisers and 11 primary schoolinspectors. In terms of education quality improvement,the Bank continued supporting the two countries inthe area of curriculum revision and harmonizationfor French-Arabic schools and curriculum design andvalidation for pilot renovated Quranic schools.During the year under review, the Bank set up a bilingualeducation program coordination unit in Dakar to helpdevelop and strengthen bilingual education in severalWest African countries that had expressed keen interestin this domain. Furthermore, a comprehensive studyon bilingual education in 4 countries (Burkina Faso,Guinea, Mali and Senegal) was launched to formulateprograms that are expected to yield bankable projects.Implementing Vocational Literacy for PovertyReduction Program (VOLIP): Launched by the Bankin 2008 under ISFD, VOLIP aims at reducing poverty,24IDB ANNUAL REPORT 1430H
HUMAN DEVELOPMENT FOR REDUCING POVERTYparticularly among women and youths in rural areasby equipping them with relevant functional literacycompetencies and notional skills, and giving themaccess to microfinance schemes to enable them toimprove their own development. The program scopeencompasses, inter alia, four literacy subprogramsaccommodated to fit the needs of (i) out-of-schoolchildren; (ii) teenagers and young adults; (iii) womenworkers; and (iv) adult groups.In 1430H, under VOLIP, the Bank approved a projectamounting to ID7 million ($11.2 million) for Yemento contribute to the reduction of rural poverty in thecountry by empowering poor rural families withliteracy proficiency, market oriented vocational trainingand entrepreneurial skills, and access to microfinanceand business counseling services. It will benefit (i)9,000 children from the poorest families in rural areaswho will be enrolled in non-formal basic educationalfacilities for 2 to 3 years, thus enabling them tocomplete basic non-formal education equivalent toprimary school education; (ii) 4,000 young adults(at least 60 percent female) who will be trained inthe areas of literacy proficiency, short-term practicalvocational training and entrepreneurial/business skillsdevelopment; and (iii) 4,000 poor women in rural areaswho will be trained in the areas of literacy proficiency,vocational training and business skills development.Quick-Win for Achieving Excellence in Science andTechnology Higher Education: Within the frameworkof its Vision 1440H, IDB gives high priority to helpingits member countries to improve the quality of highereducation in the science and technology disciplines inorder to maximize their positive impacts on the socioeconomicdevelopment of the countries. In this context,IDB initiated a program aiming at achieving excellencein science and technology in higher education.Under this program, the Bank supervised and financed,in 1430H, the preparation of four Reference Roadmaps:one General Roadmap, plus three customized Roadmapsfor higher education in agriculture, nanotechnology,and in information and communication technologies.These Roadmaps provide education policy makersas well as educational institutions with guidance toimprove higher education in these fields in membercountries and initiate specific upgrading projects.The Bank also organized a Knowledge SharingWorkshop in Morocco at which these ReferenceRoadmaps were reviewed by more than 40 educationexperts from 12 member countries and from outstandingOIC-based and international universities. A web-sitewas also developed to serve as repository of knowledgeabout the status, plans and major initiatives of highereducation in member countries.Using Knowledge and ICT for Promoting HumanCapabilities: The IDB Knowledge, Information andCommunications Technologies for Development(KICT4D) Telecentre Program is essentially acommunity development and empowerment initiative,which aims to achieve micro-level impacts in thekey area of poverty reduction 1 . The program seeksto improve the livelihoods of rural and marginalizedcommunities by using knowledge and ICT as a meansto effectively provide beneficial knowledge andinformation services to all members of a community.In 1430H, the above program was piloted in 2 countries,Bangladesh and Egypt, with the objective of improvingthe performance and sustainability of Micro, Smalland Medium Enterprises (MSMEs) in six districts ofBangladesh and eight governorates of Egypt, throughthe development of ICT-based MSME support services,to be delivered via telecentres.IDB supported Bangladesh ICDD Project withan amount of $0.3 millionThe pilot projects had been successfully completed asat the end of 1430H; with 6 MSME support servicesdeveloped (e.g. simple accounting software, onlineMSME startup guide, online marketplace portal,MSME support helpdesk), 33 community awarenesssessions held for over 2,000 people, 7 training of trainersworkshops conducted and attended by 135 telecentreoperators, 600 MSMEs trained, and 1 regional and 2national knowledge sharing workshops held. There isalso an online knowledge repository in each countryto continually disseminate knowledge, lessons learntand best practices across the globe to individuals andgroups seeking to set up similar initiatives in theircommunities.1A telecentre is a center equipped with simple-to-use ICT facilities, content andservices to support and enhance the social and economic development of theserved community.IDB ANNUAL REPORT 1430H 25
Page 5: Board of Executive DirectorsSibtain
Page 9 and 10: Message from the President, IDB Gro
Page 11: CountryTABLE 2: CUMMULATIVE IDB GRO
Page 14 and 15: 1430H IN REVIEWsystemic risks were
Page 17 and 18: 1430H IN REVIEWTable 6IDB Group Dis
Page 19: 1430H IN REVIEWPresident of Turkmen
Page 22 and 23: 1430H IN REVIEWIDB Board of Executi
Page 24 and 25: ACHIEVING ECONOMIC RECOVERYextensiv
Page 26 and 27: ACHIEVING ECONOMIC RECOVERYEasing I
Page 28 and 29: ACHIEVING ECONOMIC RECOVERYJune 200
Page 30 and 31: ACHIEVING ECONOMIC RECOVERYThe sust
Page 32 and 33: ACHIEVING ECONOMIC RECOVERYthe popu
Page 35: HUMAN DEVELOPMENT FOR REDUCING POVE
Page 39: HUMAN DEVELOPMENT FOR REDUCING POVE
Page 43 and 44: HUMAN DEVELOPMENT FOR REDUCING POVE
Page 45 and 46: HUMAN DEVELOPMENT FOR REDUCING POVE
Page 47 and 48: STRENGTHENING INFRASTRUCTURE DEVELO
Page 49 and 50: STRENGTHENING INFRASTRUCTURE DEVELO
Page 51 and 52: ENHANCING ECONOMIC COOPERATION AND
Page 57 and 58: SUPPORTING ISLAMIC FINANCIAL SERVIC
Page 67 and 68: ENHANCING PRIVATE SECTOR DEVELOPMEN
Page 69 and 70: ENHANCING PRIVATE SECTOR DEVELOPMEN
Page 71: SUPPORTING CAPACITY DEVELOPMENTSUPP
Page 74 and 75: SUPPORTING CAPACITY DEVELOPMENTand
Page 76 and 77: SUPPORTING CAPACITY DEVELOPMENTinst
Page 78 and 79: LEVERAGING DEVELOPMENT PARTNERSHIPS
Page 84: LEVERAGING DEVELOPMENT PARTNERSHIPS
Page 88 and 89:
FINANCIAL STATEMENTSDELOITTE & TOUC
Page 90:
FINANCIAL STATEMENTSIncome from:ISL
Page 93 and 94:
FINANCIAL STATEMENTSDELOITTE & TOUC
Page 96 and 97:
FINANCIAL STATEMENTSISLAMIC DEVELOP
Page 98 and 99:
ANNEXESAnnex 3IDB Board of Executiv
Page 100 and 101:
ANNEXESAnnex 5 (Part 1)Islamic Deve
Page 102 and 103:
ANNEXESAnnex 6Meetings of Board of
Page 104 and 105:
ANNEXESAnnex 8Inflation and Money S
Page 106 and 107:
ANNEXESSI.No.CountryAnnex 10Interna
Page 108:
ANNEXESAnnex 12Resource FlowsSI.Tot
Page 112 and 113:
ANNEXESSl.No. Country Project Name
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
ANNEXESAnnex 17IDB Merit (MSP) & M.
Page 124 and 125:
ANNEXESAnnex 19Inter-and Intra-Expo
Page 126 and 127:
ACKNOWLEDGEMENTSAnnual Report Coord
show all

35th 1430H - Islamic Development Bank

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?