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It is a standard means of measuring well-being. It is used to distinguish whether the country is a developed, developing, or underdeveloped country, and also to measure the impact of economic policies on quality of life. Countries fall into four broad categories based on their HDI: very high, high, medium, and low human development.
According to a recent research report by the United Nations Population Fund, countries such as Egypt, Jordan, and Algeria have invested in family planning, healthcare, and education and have subsequently experienced more rapid economic development than the countries that were reluctant to invest in social development programs.
Location contributes to a child's lack of access and attendance to primary education.In certain areas of the world, it is more difficult for children to get to school. For example, in high-altitude areas of India, poor weather conditions for more than 7 months of the year make school attendance erratic and force children to remain at home (Postiglione).
A report by USAID and the Bureau for Africa, Office of Sustainable Development, found that non-governmental organizations (NGOs) are increasingly participating in the delivery of education services and education policy decisions and are included by donors and government officials in many parts of the education system. Of course, this varies ...
Education is a major component of well-being and is used in the measure of economic development and quality of life, which is a key factor determining whether a country is a developed, developing, or underdeveloped country.
The activities of the World Bank (the IBRD and IDA) focus on developing countries, in fields such as human development (e.g. education, health), agriculture and rural development (e.g. irrigation and rural services), environmental protection (e.g. pollution reduction, establishing and enforcing regulations), infrastructure (e.g. roads, urban ...
Similarly, what is termed 'primary school' in different countries may vary widely. Also, while extensive information for education in developed countries exists, data is only available for a small number of developing countries. [11] This brings into question to what extent the results can be generalized for all developing countries. [11]
These funds come primarily from well-developed countries including the United States, Japan, France, Germany, and the United Kingdom [36] with 58% from the US, 22% from France, and 8% from the UK. [37] As of 2016, there have been 18 IDA replenishment rounds. [38] Fifty-one member countries participated in the IDA's 16th replenishment of US$49.3 ...