scholarly journals The Effect of Globalization on Economic Development Indicators: An Inter-Regional Approach

2020 ◽  
Vol 12 (5) ◽  
pp. 1942 ◽  
Author(s):  
Pedro Antonio Martín Cervantes ◽  
Nuria Rueda López ◽  
Salvador Cruz Rambaud
Keyword(s):  
Economic Development ◽  
World Bank ◽  
Low Income ◽  
Public Expenditure ◽  
Low Income Countries ◽  
Development Indicators ◽  
The World Bank ◽  
The World ◽  
Economic Institute ◽  
Double Character

Background: The analysis of the problems derived from globalization has become one of the most densely studied topics at the beginning of this millennium, as they can have a crucial impact on present and future sustainable development. This paper analyzes the differential patterns of globalization in four worldwide areas predefined by The World Bank (namely, High-, Upper-Middle-, Lower-Middle-, and Low-Income countries). The main objective of this work is to estimate the effect of globalization on some economic development indicators (specifically per capita income and public expenditure on health) in 217 countries over the period 2000–2016. Methods: Our empirical approach is based on the implementation of a novel econometric methodology: The so-called Toda–Yamamoto procedure, which has been used to analyze the possible causal relationships between the involved variables. We employ World Development Indicators, provided by The World Bank, and the KOF Globalization Index, elaborated by the KOF Swiss Economic Institute. Results: The results show that there is a causal relationship in the sense of Granger between globalization and public expenditure on health, except in High-Income countries. This can be interpreted both negatively and positively, confirming the double character of globalization, as indicated by Stiglitz.

The World Bank and Educational Assistance

2017 ◽  
Author(s):  
D. Brent Edwards ◽  
Inga Storen
Keyword(s):  
Education Reform ◽  
World Bank ◽  
Low Income ◽  
Technical Assistance ◽  
International Political Economy ◽  
Low Income Countries ◽  
Educational Assistance ◽  
Country Level ◽  
The World Bank ◽  
The World

Since the 1950s, the World Bank’s involvement and influence in educational assistance has increased greatly. The World Bank has not only been a key player, but, at times, has been the dominant international organization working with low-income countries to reform their education systems. Given the contributions that education makes to country development, the World Bank works in the realm of education as part of its broad mission to reduce poverty and to increase prosperity. This work takes the form of financing, technical assistance and knowledge production (among others) and occurs at multiple levels, as the World Bank seeks to contribute to country development and to shape the global conversation around the purposes and preferred models of education reform, in addition to engaging in international processes and politics with other multi- and bilateral organizations. The present article examines the work of the World Bank in historical perspective in addition to discussing how the role of this institution has been theorized and research by scholars. Specifically, the first section provides an overview of this institution’s history with a focus on how the leadership, preferred policies, organizational structure, lending, and larger politics to which it responds have changed over time, since the 1940s. Second, the article addresses the ways that the World Bank is conceptualized and approached by scholars of World Culture Theory, international political economy, and international relations. The third section contains a review of research on (a) how the World Bank is involved in educational policy making at the country level, (b) the ways the World Bank engages with civil society and encourages its general participation in educational assistance, (c) what is known about the World Bank in relation to policy implementation, and (d) the production of research in and on the Bank.

Assessing Bias and Accuracy in the World Bank-IMF's Debt Sustainability Framework for Low-Income Countries

2014 ◽  
Vol 14 (48) ◽  
pp. 1 ◽  
Author(s):  
Andrew Berg ◽  
Enrico Berkes ◽  
Catherine Pattillo ◽  
Andrea Presbitero ◽  
Yorbol Yakhshilikov ◽  
...  
Keyword(s):  
World Bank ◽  
Low Income ◽  
Low Income Countries ◽  
Debt Sustainability ◽  
The World Bank ◽  
The World ◽  
Sustainability Framework

The World Bank: Why It Is Still Needed and Why It Still Disappoints

2016 ◽  
Vol 30 (1) ◽  
pp. 77-94 ◽  
Author(s):  
Martin Ravallion
Keyword(s):  
World Bank ◽  
Low Income ◽  
Poverty Reduction ◽  
Low Income Countries ◽  
Global Poverty ◽  
Global Public Goods ◽  
The Public ◽  
The Past ◽  
The World Bank ◽  
The World

Does the World Bank still have an important role to play? How might it fulfill that role? The paper begins with a brief account of how the Bank works. It then argues that, while the Bank is no longer the primary conduit for capital from high-income to low-income countries, it still has an important role in supplying the public good of development knowledge—a role that is no less pressing today than ever. This argument is not a new one. In 1996, the Bank’s President at the time, James D. Wolfensohn, laid out a vision for the “knowledge bank,” an implicit counterpoint to what can be called the “lending bank.” The paper argues that the past rhetoric of the “knowledge bank” has not matched the reality. An institution such as the World Bank—explicitly committed to global poverty reduction—should be more heavily invested in knowing what is needed in its client countries as well as in international coordination. It should be consistently arguing for well-informed pro-poor policies in its member countries, tailored to the needs of each country, even when such policies are unpopular with the powers-that-be. It should also be using its financial weight, combined with its analytic and convening powers, to support global public goods. In all this, there is a continuing role for lending, but it must be driven by knowledge—both in terms of what gets done and how it is geared to learning. The paper argues that the Bank disappoints in these tasks but that it could perform better.

World Bank may shift global financing model for LICs

2016 ◽  
Keyword(s):  
International Development ◽  
World Bank ◽  
Low Income ◽  
Spillover Effects ◽  
Division Of Labour ◽  
Low Income Countries ◽  
Content Type ◽  
The World Bank ◽  
The World ◽  
New Institutions

Significance The comments come as the World Bank is pressing donors to provide at least 65 billion dollars for the International Development Association (IDA), the Bank's financing arm for low-income countries (LICs), in 2018-21. Impacts Transport, energy and water investments are likely to gain increased World Bank funding under the IDA-plus model. IDA will deepen its role as a lynchpin of international response to fragile state situations that threaten global spillover effects. The World Bank may evolve a new division of labour with the AIIB and other new institutions.

The World Bank Group

1968 ◽  
Vol 22 (1) ◽  
pp. 152-181 ◽  
Author(s):  
Roy Blough
Keyword(s):  
International Development ◽  
International Finance ◽  
World Bank ◽  
Low Income ◽  
Low Income Countries ◽  
World Bank Group ◽  
International Bank ◽  
The World Bank ◽  
The World ◽  
Bank Group

The World Bank Group consists of three closely affiliated intergovernmental institutions: the International Bank for Reconstruction and Development (hereinafter referred to as the Bank, IBRD, or the World Bank), the International Finance Corporation (IFC), and the International Development Association (IDA). These institutions are the chosen multilateral instruments of governments for providing external capital on a global basis to help finance the development of the world's low-income countries

Assessing Bias and Accuracy in the World Bank-IMF's Debt Sustainability Framework for Low-Income Countries

2014 ◽  
Author(s):  
Andrew Berg ◽  
Enrico Berkes ◽  
Catherine Pattillo ◽  
Andrea Filippo Presbitero ◽  
Yorbol Yakhshilikov
Keyword(s):  
World Bank ◽  
Low Income ◽  
Low Income Countries ◽  
Debt Sustainability ◽  
The World Bank ◽  
The World ◽  
Sustainability Framework

scholarly journals Global trends in medical education accreditation

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah Bedoll ◽  
Marta van Zanten ◽  
Danette McKinley
Keyword(s):  
Medical Education ◽  
World Bank ◽  
Low Income ◽  
Regional Cooperation ◽  
Medical Schools ◽  
Income Group ◽  
Low Income Countries ◽  
Fiscal Year ◽  
The World ◽  
Google Search

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.

THE WORLD BANK ABOUT SOCIAL DEVELOPMENT: THE EVOLUTION OF APPROACHES

2021 ◽  
pp. 97-109
Author(s):  
Olga Pryazhnikova ◽  
Keyword(s):  
Sustainable Development ◽  
Economic Development ◽  
Social Development ◽  
World Bank ◽  
Poverty Reduction ◽  
The World Bank ◽  
The World ◽  
Socio Economic Development ◽  
Global Agenda

The World Bank has made an important contribution to shaping the global agenda for reducing poverty, increasing prosperity and promoting sustainable development. The review examines the main milestones in changes of the World Bank’s activities in the field of social development. The evolution of the organization’s approaches to solving the problem of poverty reduction as one of the key obstacles to socio-economic development is outlined.

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