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Speculation in Kuwait's surging stock market in the early eighties fueled a financial crisis that threatened the banking system and required government intervention.
World prices are notoriously unstable, and unless farmers can efficiently diffuse the risky returns from export crops, price variability may impede the expansion of agricultural exports in many developing countries.
What amount of external resources would be required to reverse recent investment trends and bring about modest growth in per capita incomes? Between $18 and $20 billion of net new disbursements annually. But consider the alternatives.
There is no evidence to support the claim that developing countries teach more subjects or emphasize different subject matter in primary schools than developed countries do -- so efforts to change or simplify their primary curricula may be strongly resisted.
Post -school training significantly improves the employment probabilities but not the wages for urban salaried and self -employed women in Peru, possibly because they train for low -paying jobs. Because their chances of receiving job training are largely determined by educational attainment, women with limited schooling also face training opportunities.
Recommendations for working in partnership with indigenous peoples, recognizing their land rights, incorporating their environmental knowledge into wildlands and native area planning, and paying more serious attention to the economics and resource implications of local activities to harvest wild resources - especially in environmentally delicate areas such as tropical rainforests.
The comparative effectiveness of schools in developing countries has become the center of a lively debate. Of particular concern is the appropriate analytic method to employ when examing school effects. This paper uses a multi-level approach to examine determinants of growth in grade 8 mathematics achievement in Thailand. Results of the analysis showed that schools in Thailand were equally effective in transforming pretest scores into posttest scores, and that schools and classrooms contributed 32 percent of the variance in posttest scores. Higher levels of achievement were associated with a higher proportion of teachers qualified to teach mathematics, an enriched curriculum and frequent use of textbooks by teachers. Individual characteristics, however, contributed 68 percent of the variance, with achievement higher for boys, younger students, and children with higher educational aspirations. The model developed in the paper was able to explain most of the between school variance, but significantly less of the within school variance. The implication of these results is that schools in Thailand are much more uniform in their effects than previous research in developing countries would have suggested.
Little is known about the causes of adult deaths in most developing countries. The authors recommend developing and validating diagnostic algorithms to determine the causes of adult deaths, using lay interviewers to conduct retrospective interviews of relatives of the deceased.