Technology and Global Partnership, Forces That Drive the World

8/14/2019 Technology and Global Partnership, Forces That Drive the World

1/15

Gimnasio La MontaaActualidadDiana HerreraSantiago NarvezJuan Felipe Olano

11B

TECHNOLOGY AND GLOBAL PARTNERSHIP:

FORCES

THAT DRIVE THE WORLD

In the last two decades, there has been a series of transformationsthat have changed completely the way the world works. Among

these, is the shift in the schemes of communication, technology andthe social cooperation between organizations, which has lead, asThomas Friedman states, to the flattening of the world. An essentialmotor in this process has been globalization, which has promoted theparticipation of more individuals who can now contribute in theworlds development; actually this is not an exclusive task ofgovernments and big organizations. As a consequence of thiscooperation, the goals of humanity have changed into global ones,and they are summarized in the Millennium Development Goals. Aswell, there is a worldwide concern to pursue the achievement of thesegoals, and this is reflected in the structured plans that are being

executed at a local level. In the way that the world gets flatter, it willbe easier to fulfill the MDGs due to the communication facilities andespecially to an increasing collaboration between nations,organizations, companies and individuals, and to the fastimplementation of new discoveries and methods throughout theworld. This paper is going to center in the first three goals, which arethe base for the development of the other four goals. The followingpaper takes as a fact that poverty is the first thing that impedes anation to develop, as well as education is the base for creating acompetitive population. Also, it considers that gender equality may

lead to a more sustainable progress. The way of solving these isbased on a global partnership between all the world community.

1. WORKING IN THE CAUSE FOR SOLVING THE PROBLEM

To eradicate Poverty and Hungeris the first goal agreed by the UNmembers in the MillenniumDevelopment Goals. The actualsituation regarding this issue ispreoccupying. As shown in the

graphic, more than 3 billion peoplelive with less than US$ 2.50 a day


2/15

and 5/6 of worlds population live with less than US$ 10 a day.1

Poverty is concentrated in some regions, as it can be seen in theWorld Bank Atlas of the MDGs that is in the next page. In countrieslike Mozambique, which according to The Global CompetitivenessReport, is ranked number 126th out of 134 in their quality of overall

infrastructure, 124th in Internet users, and 125th in availability ofscientists and engineers, the GDP per capita is of US$ 368, while inNorway, which in the same rubrics is ranked 28th, 3rd, and 18th the GDPper capita is US$ 83,922.5.2 In this example, it can be seen how thelack of globalizations and developments impact is reflected in theeconomical situation of a country and of a region. Similar situationsare seen in the others sub-Saharan nations, which are countries thatpresent extreme poverty.

Regarding hunger, the other aspect considered in this goal, thesituation is not less preoccupying. Around 27% of the children indeveloping countries are estimated to be underweighted. 3 In Africa

and South Asia there are countries that have much greater indexes ofhunger; for instance, Nepal (55%), Bangladesh (50%), Guinea (70%),Liberia (86%), and Tanzania (82%).4

Poverty is principally present in rural areas, basically because theireconomy is based on agriculture and they have many problems; forexample, the soil in this zones is overused, farmers lack appropriatetools and materials to work, they dont have anything to combatdiseases, pests and drought, and the lack of infrastructure impedes

1http://www.globalissues.org/issue/2/causes-of-poverty

2

http://www.weforum.org/pdf/GCR08/GCR08.pdf3 http://www.globalissues.org/issue/2/causes-of-poverty4 http://devdata.worldbank.org/atlas-mdg/


3/15

them to access to markets.5 According to the Bill and Melinda GatesFoundation, the advances in technology of the last few decadeshavent been useful for small farmers, while big industries have beenbenefited by this kind of improvements. The results are that, as theydepend completely on their land and labor, their economical

conditions are unstable, what leads to a very difficult access toeducation, and wealth creation. For example, in sub-Saharan Africa,where two thirds of the population are employed by agriculture,primary net enrolment was 69.5% in 2006, and the GNI per capitawas US$ 951 in 2007.

In the World Development Report 2008, Agriculture for Development,it is shown how governments efforts have deep impacts in thegrowth and advancement of their nations. The case that is shown isthe one of Indonesia and Nigeria, both of which are oil-exportingcountries, but had a different treatment of agriculture. Indonesiapromoted agriculture through regular devaluations of the exchangerate and invested in rural infrastructure, irrigation, agriculturalcredit, and fertilizer subsidies. Nigeria, by contrast, squeezedagriculture, directly through the marketing boards, and indirectlythrough its fixed exchange rate, which heavily taxed agriculturalexports and subsidized cheap imports.6 While in Indonesia, povertywas reduced in a 33% from 1981 to 1996, in Nigeria it increased inmore than 12%. 7 Furthermore, as consequence of theimplementation of new technologies and supports for agriculture,general aspects of the development of these countries are now

broadly different. According to the Global Competitiveness Report ofthe World Economic Forum, Nigeria is ranked 125 th regarding PrimaryEnrollment, while Indonesia appears as 49th.8 So, while agricultureremains being left behind global advances in technology andtechniques, and labor force remains unskilled, countries will notachieve the goal of Eradicating Poverty and Hunger and will notdevelop in any sense.

As the data has just shown, one of the biggest causes of poverty isthe deficiencies in agriculture. How to deal with the cause to solve theproblem? Especially in sub-Saharan Africa, governments must spend

more in agriculturebecause actually theirexpenditure in thisrubric is only 4%.9 Thoseadvances in agricultureinclude building roadsand ways to enter into

5 http://www.gatesfoundation.org/topics/Pages/agricultural-development.aspx6 http://siteresources.worldbank.org/INTWDR2008/Resources/2795087-1192112387976/WDR08_02_ch01.pdf7

Ibid.8 http://www.weforum.org/pdf/GCR08/GCR08.pdf9 http://www.gatesfoundation.org/topics/Pages/agricultural-development.aspx


4/15

international markets. Also, they have to provide the civil populationwith the required infrastructure in order for them to access totechnology advances and get the information that is being produced.The graphic shows how the regions that have more productivity dueto technology are doing better in terms of income.10

In this way they will be able to compete with industrialized createdproducts, which nowadays are much more attractive for buyers andinvestors. If governments assure an appropriate atmosphere foragriculture, economy would grow and people would be able to haveaccess to education and technology. In this way, people would also beable to start innovating and depending less of primary resources. Inthat moment, responsibility of change will be on private sectorshands. 11 (All these, only taking into account sub-Saharan Africa,where the efforts should end on the creation of a stronger privatesector).

A consequence of the flattening of the world is that it is aresponsibility of everybody to solve the problems, even if the placewhere they are is geographically distant. The creation of multilateralorganizations has yielded to a concentration of the aid that peopleand nations give. Aids from other countries are needed for solvingthese problems, and governments should spend the money they getnot only to execute policies but also to give loans to the people andhelp them create sustainable businesses to help the nation grow.Organizations and philanthropic foundations have the power to

summon the civil society to participate and force the governments toact, and to donate. This would be the way in which goal number one,to eradicate Poverty and Hunger, would be achieved, due to whatThomas Friedman calls Globalization 3.0.

2. COLLABORATION AND INNOVATION FOR ASSURINGEDUCATION

10 http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,con

tentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.html11 http://www.oecd.org/document/12/0,3343,en_2649_34621_36563212_1_1_1_1,00.html


5/15

The second Millennium Development Goal is to achieve universalPrimary Education. The actual situation regarding this issue, as theatlas shows, is encouraging because almost all the regions are doingvery well, very close to the goal.12 Third world countries have a verygood primary completion rate, like Botswana (95%), Colombia

(106.6%), Brazil (106.1%) and Bolivia (100.9%).13

Nevertheless, thereare still many countries, especially in Africa, where children are nothaving access to education. The question is, first, how to getenrolment for every single child, and then, how to get to aneducational quality.

The graphic at the right side illustrates how public expenditure hasresults in school completion rate.14 The UN has established aparameter for spending in education; it recommends an expenditureof 15 to 20% of national budgets, especially directed to basiceducation.15 The countries that have followed the suggested

percentage of expenditure in primary education, as Iceland andFinland, have almost reached the total enrolment, while the ones thathave scarcely invested in this rubric are far from achieving the goal.In the same way, the results of the high expenditure in education ofthese two countries are seen in their rank in quality of education;while Finland appears in the first place, Iceland is ranked 5th. AlthoughEcuadors low expenditure has not affected enrolment, its quality isdeficient; it is the 124th country when considering quality of the

12 http://devdata.worldbank.org/atlas-mdg/13

http://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?

&CF=&REPORT_ID=5550&REQUEST_TYPE=VIEWADVANCED14 http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx15 http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%202%20FINAL.pdf


6/15

educational system, according to the Global CompetitivenessReport.16 Countries that have not advanced very much in educationalcoverage have demonstrated that they cant afford assuring primaryenrolment for all the population. They need external aids in order tobuild schools, hire teachers, and assure the transportation, materials

and alimentation so that children can attend and learn at schools;only in this way they will achieve the goal. In this task, multilateralorganizations and other nations have a very important role as agentsof promoting advances in developing countries. The United Nationsremark a case of global partnership that has helped to improve theeducational capacity and quality of a least developed country. It is thecase of Tanzania, which thanks to the external debt relief that wasgiven in 2002, managed to build 30,000 new classrooms and 1,000schools, and hired 18,000 additional trained teachers;17 Tanzania isnow ranked 22nd in primary enrolment out of 134 countries.18 Also,international funds as the IMF have become crucial providingopportunities to these countries that cannot assure educationbecause they loan money but have a strict control over the use thenation gives to the capital received.

As the IMF, other organizations such as UNICEF, the World Bank,USAID and some others, have provided special assistance to countriesthat present low indexes of school enrolment, by constructing a "HowTo" guide that will allow them to abolish school fees, leading to anaccessible, equitable and sustainable education. In the example justmentioned, found in the MDG Monitor as a Success Story, it is evident

how a government policy can drastically shift a countrys path towardachieving the second millennium development goal. "Countries suchas Burundi, the Democratic Republic of the Congo, Ethiopia, Ghana,Kenya, Malawi, Mozambique, Tanzania and Uganda have abolishedschool fees, which has led to a surge in enrolment: in Ghana, forexample, public school enrolment in the most deprived districts andnationwide soared from 4.2 million to 5.4 million between 2004 and2005. In Kenya, enrolment of primary school children increaseddramatically with 1.2 million extra children in school in 2003 alone; by2004, the number had climbed to 7.2 million, of which 84 percentwere of primary school age".19 Not only governments are involved in

the solution of these cases; organizations, especially NGOs, can andshould have a positive influence over governments, to make pressurein the decisions they take. Also, they have the power to summon thenations and particulars to donate in benefit of the less advantagedones. With a donation of US$70,000 from soccer stars Ronaldo andZidane, by means of the collaboration between the government, UNagencies and NGOs, 4,300 poor children from Haiti were benefitted,due to the use of this money to provide school materials and suppliesto 33 schools. In these two examples, the problem of fees impeding

16http://www.weforum.org/pdf/GCR08/GCR08.pdf

17

http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%208%20FINAL.pdf18 http://www.weforum.org/pdf/GCR08/GCR08.pdf19

http://www.mdgmonitor.org/story.cfm?goal=2


7/15

the assistance of children to school was solved, and theydemonstrated the need of taking new measures to give incentives toeducation and make it become inclusive for all the population, as wellas the effective consequences of external helps and aids.20

Furthermore, the implementation of technology in education is a wayto assure its quality. The advances of recent years in this aspect, suchas the expansion of computers, electronic devices like cell phones,and internet coverage, have yielded to a wider possibility of havingaccess to information and sharing it throughout the world. Thechallenge nowadays is to implement technology in the educationalsystem for it to increase quality as well as enrolment. In 1999, AlfredBork, a former professor of the University of California and HarvardUniversity, and who was considered a leading educational technologyguru, foreshadowed how he thought education would be in the future.Some of his ideas are now tangible, as the interaction andindividualization of education due to all the facilities internet providesto its users, as an easier communication media between teachers andstudents. For a longer term, he said he imagined that computerswould displace physical schools with cheaper educational ways likedistant online teaching.21 This is an option that could be very usefulfor increasing enrolment in countries that cannot afford the physicalinfrastructure required for the actual system of education. Aftermaking sure that technology works without major failures, this wouldbe also a factor of improvement regarding quality.

A first advance towardsthe accomplishment ofa cybernetic educationis exemplified in therelation between thenumber of Internetusers and the students

performance in theScience Scale of thePISA tests of 2006,shown in the graph.22

As it is clearly seen init, countries like Finland or Canada, which have an average of 77 and70 Internet users per 100 people, respectively, present better scoresin international science tests; meanwhile, countries with a lowernumber of Internet users, show deficiencies in this area of knowledge.

20 Ibid.21 http://faculty.chass.ncsu.edu/garson/SSCORE//garson2.htm22 http://ddp-ext.worldbank.org/ext/DDPQQ/report.do?method=showReport ;http://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html


8/15

In the actual world, where new discoveries are developed constantly,countries that have a wider access to Internet and consequently,major exposure to information, are able to have a constant incentiveand opportunities to acquire new knowledge and bond it to the onethey previously had.

In conclusion, online education would additionally allow thestandardization of educational protocols in the same way asapplications are created today, with free access to source codes, inorder for them to be able of being actualized and improved constantlyby particulars. There should be a group of people researching andapplying the most recent and better educational technologies forassuring the efficacy of learning. If there is a structured program forteaching, what means that it gathers the best qualified information,created by the smartest and more skilled people of the world, and it isbeing cheaper due to the quantity of students using it, it would besure that education would be with the best quality. If education is thesame for everyone and it is regulated by trained teachers in eachregion, this would lead to an equality of opportunities and an equalpossibility of development for the regions that are left behind today.Governments would not be obliged to spend so much money toprovide qualified education, because infrastructure (building schoolsand classrooms required for a good education today) would not beneeded and transport would be replaced by technology that reducesdistances as computers. But, in this way, the governments,organizations and particulars would have to make a big investment in

the technological supplies, and in creating an appropriate atmospherefor studying at home. This would mean that more of the nationalbudget should be directed to poverty reduction, nutrition andrecreation. Some years after, those educated kids now adults- shouldbe the ones leading the advances of their countries, starting inreturning to their community what they received. These people wouldbe capable of innovating and growing faster than their parents couldhave ever done.

3. GENDER EQUITY MEANS DEVELOPMENT

Promote Gender Equality and Empower Women is the third MDG. Theactual situation is not very close to what the goal is directed;nevertheless, it is important to recognize the progress that has beenpresent in the last sixteen years. For example, in South Asia the ratioof girls compared to the one of boys in primary and secondaryeducation, points that there has been an increase of 19% towardsachieving gender parity in this topic. 23

23 http://devdata.worldbank.org/atlas-mdg/


9/15


10/15

As well, it is significant to know that people and organizations haverecognized the importance of gender parity. For example, DominicChilcott, the deputy head of mission, speaking on behalf of the Britishambassador to Washington, emphasized the link between womens

empowerment and

development, and stated:The road to sustainabledevelopment is onlyattainable if it is built ona gender inclusive

agenda24. Additionally, it is now known the vital role of women insociety and for development. The graph shows that the moredeveloped countries, the ones that have higher levels of equitybetween girls and boys in primary and secondary education, have

also reached a greater number of high technology exports; thismeans that in their path towards development, their focus has notbeen exclusively directed to technological progress, but instead, theyhave also understood the importance of social advances, as workingto achieve gender parity. In addition, all this has driven to asimultaneous expansion of Internet and development of gender parityas well as of production of technology.25 As an example, it can beseen how the bad conditions in which Burundi is regarding the ratioof girls to boys in primary and secondary education, and how the factthat it has not implemented the new technologies that are nowavailable for education, such as Internet, have caused a low

performance and productivity when considering high technologyexports. Another consequence of these kind of conditions has beenthe low rates of GNI per capita, as it is the case of Pakistan andBurundi, with US$2390 and US$320 respectively26. Although it isobvious that it is not a direct relation, meaning that not necessarilygender equality will drive to great advances, it may be that it allowsmore people to get trained, including both men and women, so that agreater portion of the population is productive and can contribute tothe economical and scientific growth.

24http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuP

K:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.html25 http://ddp-ext.worldbank.org/ext/DDPQQ/report.do?method=showReport26 Ibid.


11/15

The World Bank has reached the conclusion that for example in Africa,development and poverty alleviation strategies that fail to targetgirls and women have little to no chance of success27. In the searchof gender parity, global partnership has and will contribute, by meansof organizations such as the International Finance Corporation, which

is the private sector arm of the World Bank, and which has helped toimprove womens access to finance and businesses. The $50 millionGEM (Gender Entrepreneurship Markets) has benefited over 1,500women in 18 sub-Saharan African countries and will be enhanced by arecent $120 million loan program that the IFC signed with EcoBank tobenefit businesswomen in five countries28.

Furthermore, another positive consequence of the education of girlsand the empowering of women is the improvement of childrenscondition. The State of the Worlds Children 2007 was focused in howprogress in gender equality would lead to a better situation ofchildren. 29 In the report, created by UNICEF, it was showed howhealthy, educated and empowered women have healthy, educatedand confident daughters and sons, and how womens impact indecisions would influence on the good nutrition, health and educationof their children. All the report, which is supposed to be based on howto improve children conditions, was about how to achieve genderquality, what recognizes the need of achieving this goal, the goal ofimproving maternal health, and also the power of women to achievethe goal of creating better environments for children, what would leadto the accomplishment of the fourth MDG, reduce child mortality.

UNICEF Executive Director, Ann M. Veneman, also remarked thisaspect, saying that when women are empowered to lead full andproductive lives, children and families prosper.30

What all these aspects mentioned show, is the global concern that ispresent at a global level respecting the fulfillment of this MDG. It issomething urgent to assure equality for women and men inemployment, in wages and in possibilities of access to education andempowerment. For these, global partnership has also been seen in avery strong way. As it was just shown, especially multilateralorganizations have sent a call voice for all the governments to work in

the pursuit of gender equality. Governments have to make moreefforts, and what is generally recommended for starting this change isthe use of a quota system that guarantees the participation in politicsand works of women. 17 of the 20 countries with more participation ofwomen in their parliaments have established quotas31, and thisexample should be followed not only in more countries but also inworking places. Companies have the obligation to treat in the same

27http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.html28 Ibid.29

http://www.unicef.org/sowc07/report/report_chapter1.php30 http://www.unicef.org/tajikistan/media_6231.html31 http://www.unicef.org/sowc07/profiles/empowerment_politics.php


12/15

way men and women, as their task in working hand-by-hand toachieve this goal; also individuals have to denounce when womenrights are not being considered. People have to take advantage of thecommunication facilities to summon other people and force thegovernments to make favorable decisions. Hopefully, the flow of

information that is present due to globalization will make womenknow their rights and start working to get them.

4. CONCLUSIONS: PRIVATE SECTOR AS AGENT OF CHANGE

What this paper wanted to show was how the world is doing in termsof the achievement of the first three MDGs. Also, which are thepossible solutions that different organisms are using to approach to

them and how theyshould work to achievethem. It proved thepower that governmentshave to make theircountries advancetowards the goals,showing special cases inwhich, with policies andregulations, they havemade transcendentaltransformations to startprogressing and getting

closer to the goals. Thecountries with goodeconomical situations should have long term plans to create the basefor the country to grow and be able to interact in a more competitivelevel with other nations. In the cases where governments have beenunable to make their countries progress, the foreign aids andinterventions are very important, and they have become almost theonly way to provide the necessary tools to solve the problems. Therelevance of this kind of aids was recognized by the richest countriesof the world in 1970, when they agreed to spend 0.7% of their GNI inAIDS for the least developed countries32. In this moment, taking into

account the situation of 2008 in this issue, which is showed in thegraphic, only five countries exceed the percentage that theyproposed. Those countries that are below the target, should makegreater efforts and reorganize their budgets to help the nations thatare needing it.

Other force that was remarked along the paper was the multilateralorganizations. They have showed results in the projects they havelaunched, gathering money and orientating it in smart ways, creatingbases for the communities to prosper thanks to what they have done.

Also, it has been demonstrated the way these organizations have32http://www.globalissues.org/issue/2/causes-of-poverty


13/15

become advisors and pressure for governments to work in pro of theirpeople. For these organizations to exist, the initiatives must start inthe individuals; that is why everyone in the world should be aware ofthe problematic and challenges of the regions, in order to work forsolving them.

The other importance force considered in this paper is theimplementation of technology. For this force to work, it should beaccessible to everyone and to all the regions, so that it stops being aluxury, and turns to be a basic tool for education, work, innovationand, in general, development. For this to become a reality, countriesand organizations should also act and invest in research and creationof new technologies, to make sure that it will be cheap and will reachthe required coverage.

What this paper proposes is that the private sector and in generalindividuals must assume the roles as agents of change. Onepossibility for assuring the participation of companies in socialprojects is the regulations established by the governments to obligethem to promote development in their areas of influence by thecreation of social branches of each corporation. The governmentsduty would be to check if they are indeed implementing socialprojects of high impact and set a system that permits accountabilityof the process made in the community. This would create a socialconscience that would end in the individuals will to help the societyas a way of retribution.

Imagine how it would be the world if every single person worked in away that benefits all the society and especially the most needed ones. The achievement of the MDGs of the moment and in generaldevelopment would be millions of times faster.

5. BIBLIOGRAPHY

1. World Economic Forum Global Competitiveness Report

http://www.weforum.org/pdf/GCR08/GCR08.pdf. May 16, 2009

2. The World Bank. An Online Atlas of the Development Goals

http://devdata.worldbank.org/atlas-mdg/ May 16 2009

3. Global Issues. Poverty Facts and Stats

http://www.globalissues.org/issue/2/causes-of-poverty. May 16 ,2009
http://devdata.worldbank.org/atlas-mdg/http://www.globalissues.org/issue/2/causes-of-poverty.%20May%2016%20,2009http://devdata.worldbank.org/atlas-mdg/http://www.globalissues.org/issue/2/causes-of-poverty.%20May%2016%20,2009


14/15

4. The World Bank. Technological Progress and Development

http://www.globalissues.org/issue/2/causes-of-poverty. May 16, 2009

5. Bill and Melinda Gates Foundation. Agricultural development.

http://www.gatesfoundation.org/topics/Pages/agricultural-

development.aspx. May 17, 2009

6. World Development Report 2008, Agriculture for Development

Growth and Poverty reduction in agricultures three worlds.

http://siteresources.worldbank.org/INTWDR2008/Resources/2795087-

1192112387976/WDR08_02_ch01.pdf. May 17, 2009

7. The World Bank. Technological Progress and Development.

http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSP

ECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noS

URL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.ht

ml. May 17, 2009

8. POVNET. Private Sector Development

http://www.oecd.org/document/12/0,3343,en_2649_34621_36563212

_1_1_1_1,00.html. May 17, 2009.

9. The World Bank Group. World Development Indicatorshttp://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?&CF=&REPORT_ID=5550&REQUEST_TYPE=VIEWADVANCED. May 17,2009

10. Beyond 20/20 WDS Finance indicators by ISCED level.

http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx May18, 200911.Goal 8: Develop a global partnership for development. Fact Sheet.

http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal

%208%20FINAL.pdfMay 18, 2009

12.Goal 2: Achieve Universal Primary Education. Fact Sheet.

http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal

%202%20FINAL.pdfMay 18, 2009

13.PISA 2006 Results. OECD Program for International Student

Assessmenthttp://www.pisa.oecd.org/document/2/0,3343,en_32252351_3223619

1_39718850_1_1_1_1,00.html May 19, 2009

14.The World Bank Group. DDP Quick Query. http://ddp-

ext.worldbank.org/ext/DDPQQ/report.do?method=showReport May

19, 2009

15.MDG Monitor. Success Story. Achieve Universal Primary Education.

http://www.mdgmonitor.org/story.cfm?goal=2 May 19, 2009.

16.Information Technology in Quality Education. The Borkian vision ofthe future of education.
http://www.globalissues.org/issue/2/causes-of-poverty.%20May%2016,%202009http://www.gatesfoundation.org/topics/Pages/agricultural-development.aspx.%20May%2017,%202009http://www.gatesfoundation.org/topics/Pages/agricultural-development.aspx.%20May%2017,%202009http://siteresources.worldbank.org/INTWDR2008/Resources/2795087-1192112387976/WDR08_02_ch01.pdfhttp://siteresources.worldbank.org/INTWDR2008/Resources/2795087-1192112387976/WDR08_02_ch01.pdfhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://www.oecd.org/document/12/0,3343,en_2649_34621_36563212_1_1_1_1,00.htmlhttp://www.oecd.org/document/12/0,3343,en_2649_34621_36563212_1_1_1_1,00.htmlhttp://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?&CF=&REPORT_ID=5550&REQUEST_TYPE=VIEWADVANCEDhttp://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?&CF=&REPORT_ID=5550&REQUEST_TYPE=VIEWADVANCEDhttp://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx%20May%2018http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx%20May%2018http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%208%20FINAL.pdfhttp://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%208%20FINAL.pdfhttp://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%202%20FINAL.pdfhttp://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%202%20FINAL.pdfhttp://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.htmlhttp://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.htmlhttp://ddp-ext.worldbank.org/ext/DDPQQ/report.do?method=showReporthttp://ddp-ext.worldbank.org/ext/DDPQQ/report.do?method=showReporthttp://www.mdgmonitor.org/story.cfm?goal=2http://www.globalissues.org/issue/2/causes-of-poverty.%20May%2016,%202009http://www.gatesfoundation.org/topics/Pages/agricultural-development.aspx.%20May%2017,%202009http://www.gatesfoundation.org/topics/Pages/agricultural-development.aspx.%20May%2017,%202009http://siteresources.worldbank.org/INTWDR2008/Resources/2795087-1192112387976/WDR08_02_ch01.pdfhttp://siteresources.worldbank.org/INTWDR2008/Resources/2795087-1192112387976/WDR08_02_ch01.pdfhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTDECPROSPECTS/GEPEXT/EXTGEP2008/0,,contentMDK:21603834~isCURL:Y~noSURL:Y~pagePK:64167689~piPK:64167673~theSitePK:4503324,00.htmlhttp://www.oecd.org/document/12/0,3343,en_2649_34621_36563212_1_1_1_1,00.htmlhttp://www.oecd.org/document/12/0,3343,en_2649_34621_36563212_1_1_1_1,00.htmlhttp://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?&CF=&REPORT_ID=5550&REQUEST_TYPE=VIEWADVANCEDhttp://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?&CF=&REPORT_ID=5550&REQUEST_TYPE=VIEWADVANCEDhttp://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx%20May%2018http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx%20May%2018http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%208%20FINAL.pdfhttp://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%208%20FINAL.pdfhttp://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%202%20FINAL.pdfhttp://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%202%20FINAL.pdfhttp://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.htmlhttp://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.htmlhttp://ddp-ext.worldbank.org/ext/DDPQQ/report.do?method=showReporthttp://ddp-ext.worldbank.org/ext/DDPQQ/report.do?method=showReporthttp://www.mdgmonitor.org/story.cfm?goal=2


15/15

http://faculty.chass.ncsu.edu/garson/SSCORE//garson2.htm May 19,

2009

17.The State of the Worlds Children 2007. Women and Children: TheDouble Dividend of Gender Equality.

http://www.unicef.org/sowc07/report/report_chapter1.php. May 21,2009

18. UNICEF Tajikistan. Empower Women to Help Children.http://www.unicef.org/tajikistan/media_6231.html.May 21, 2009

19. - The State of the Worlds Children 2007. Empowerment in Politics.http://www.unicef.org/sowc07/profiles/empowerment_politics.php.May 21, 2009

20. The World Bank Group. In Africa, Poverty has a Female Face.

http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.html May 20, 2009
http://faculty.chass.ncsu.edu/garson/SSCORE//garson2.htmhttp://www.unicef.org/sowc07/report/report_chapter1.phphttp://www.unicef.org/tajikistan/media_6231.htmlhttp://www.unicef.org/sowc07/profiles/empowerment_politics.phphttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.htmlhttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.htmlhttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.htmlhttp://faculty.chass.ncsu.edu/garson/SSCORE//garson2.htmhttp://www.unicef.org/sowc07/report/report_chapter1.phphttp://www.unicef.org/tajikistan/media_6231.htmlhttp://www.unicef.org/sowc07/profiles/empowerment_politics.phphttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.htmlhttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.htmlhttp://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:22182932~menuPK:258657~pagePK:2865106~piPK:2865128~theSitePK:258644,00.html

Documents

Technology and Global Partnership, Forces That Drive the World