Consultative Group to Assist the Poor (CGAP), Microlinks, USAID
Aug 7, 2014 (09:00am to 10:30am)
Customer-centricity is about providing solutions based on a deep understanding of customer needs, preferences, and behaviors. This approach takes the idea of financial inclusion one step further and requires more than just good intentions to be effective. It can often involve a complete overhaul in a service providers operations and behaviors. But the journey to customer-focused products and services is vital as it can add value to the lives of the world’s most vulnerable by helping them meet daily needs, achieve personal and business goals, and build resistance against market shocks.
The MasterCard Foundation has been dedicated to learning as an organization since our first partnership in 2008. It is in this spirit that we are proud to share Change that Matters: Learning from our Partnerships. Informed by evaluations, research and the expertise of our partners and staff, this report provides a narrative introduction to our work by summarizing key learning from our first six years as a philanthropic organization.
In June 2014, 500 young African leaders demonstrating exemplary entrepreneurial and civic leadership arrived in Washington D.C. to participate in the first ever Young African Leaders Initiative (YALI) Washington Fellowship, a six-week academic and training program that seeks to prepare the next generation of African leaders for the 21st century, which will culminate with a three-day Presidential Summit for Washington Fellows on July 28.
This Regular Economic Report (RER) is a semiannual publication of the Europe and Central Asia Region, Poverty Reduction and Economic Management Department (ECA PREM), The World Bank. It covers economic developments, prospects, and policies in 11 European Union (EU) member states that joined after 2004 (excluding Cyprus and Malta) — Estonia, Latvia, and Lithuania (North); the Czech Republic, Hungary, Poland, and the Slovak Republic, (Continental); and Bulgaria, Croatia, Romania and Slovenia (South). Throughout the RER, for simplicity, we refer to this group of eleven countries as the EU11.
Students for the Advancement of Global Entrepreneurship (SAGE)
Aug 8, 2014 (All day) to Aug 13, 2014 (All day)
The 2014 SAGE World Cup will be taking place in Moscow, Russia from August 8-13.
Ndaba Mandela, grandson of the late Nelson Mandela, will attend the SAGE World Cup 2014 in Moscow Russia on August 8-12. He will serve as the keynote speaker at the Awards Ceremony on August 11. Currently, a total of 16 country delegations will travel to Moscow to determine who will be this year's SAGE champion. At least three more countries will be attending as observers.
This essay is a sequel to the case titled “Kiva and the Birth of Person-to-Person Microfinance,” published by the author in Innovations (Winter/Spring 2007). Started by the author, Jessica Jackley Flannery and Moses Onyango in 2005, Kiva is an online lending platform that allows individuals in the developed world to loan to small businesspeople in the developing world. Kiva operates in the microfinance space and works with a growing network of microfinance institutions (MFIs) in more than 40 countries.
Matt Flannery started Kiva in 2005 with his wife, Jessica. Kiva is an online lending platform that allows individuals in the developed world to loan to small business people in the developing world. Kiva operates in the microfinance space and works with a growing network of microfinance institutions (MFIs) in more than thirty countries. Their MFI partners post the profiles of their loan applicants to the website. Internet users in the United States, Canada, Europe, and beyond make small loans via PayPal to these businesses. The businesses pay the lenders back over a period of about a year.
In 41 countries around the world, one in three students who leave school after grade five or six still cannot read all or part of a sentence. Whether they live in Detroit or New Delhi, too often our children are failing to learn the very basics—even after spending years in school. And this is on top of the 58 million children who remain out of school. To address this crisis, we must reach millions of children with interventions that not only get them into school but ensure that, while there, they acquire knowledge and skills needed to lead healthy, safe and productive lives.
While non-academic or “social-cognitive” skills are important predictors of student outcomes, schools (particularly secondary schools) devote little explicit attention to such skills after the first few grades–perhaps partly because of uncertainty about whether these types of skills are actually amenable to policy intervention. A randomized field experiment in the Chicago Public Schools assigned 2,740 disadvantaged males in grades 7-10 to one year of social-cognitive skill development through in-school and after-school programming, or to a control group.