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11. Do bigger health budgets cushion pandemics? An empirical test of COVID-19 deaths across the world

Author:
Arusha Cooray, Krishna Chaitanya Vadlamannati, and Indra de Soysa
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
How has government healthcare spending prepared countries for tackling the COVID-19 pandemic? Arguably, spending is the primary policy tool of governments in providing effective health. We argue that the effectiveness of spending in reducing COVID deaths is conditional on the existence of healthcare equity and lower political corruption, because the health sector is particularly susceptible to political spending. Our results, obtained using ordinary least squares (OLS) and two-stage least squares (2SLS) estimation, suggest that higher spending targeted at reducing inequitable access to health has reduced COVID deaths. Consistent with the findings of others, our results indirectly suggest that health spending is necessary, but not sufficient unless accompanied by building resilience against the spread of deadly disease. Equitable health systems ease the effects of COVID presumably because they allow states to reach and treat people. Spending aimed at increasing health system capacity by increasing access thus seems a sound strategy for fighting the spread of disease, ultimately benefiting us all.
Topic:
Health Care Policy, COVID-19, Equity, and Regression Analysis
Political Geography:
Global Focus

12. Educational Accountability or Social Accountability in Education? Similarities, Tensions, and Differences

Author:
Felipe J. Hevia and Samana Vergara-Lope
Publication Date:
11-2019
Content Type:
Working Paper
Institution:
Accountability Research Center (ARC), American University
Abstract:
This article addresses the relationship between the concepts of Social Accountability and Educational Accountability. The analysis of the similarities, differences and tensions between these two different concepts can strengthen citizen participation for educational improvement by identifying the full range of actors and processes in decision making that influence the success or failure of educational policy beyond of the teachers. We encounter two distinctive features involving social accountability mechanisms in the field of education: (1) There are many actors who participate in education, making it difficult to identify precisely who is responsible for key decisions, and (2) In education policy one encounters the concept of educational accountability, which refers to a series of mechanisms to hold schools and teachers accountable for educational outcomes by adopting standardized tests on a widespread basis to motivate change and steady improvement. Are the approaches of social accountability and educational accountability compatible? What are their differences and similarities? What are the effects of these differences when it comes to formulating solutions to the crisis in education? Through a comparative analysis, and looking at the Mexican case in depth, it becomes clear that we have to examine more than the tip of the iceberg. The educational accountability perspective is insufficient and at times counterproductive for educational improvement because it has a series of biases that are centered on the symptoms more than the causes of the structural problems related to low education levels. These biases include (1) Reducing the criteria for assessing the success of education policies to the outcomes of standardized tests, (2) Identifying teachers as the main actors responsible for educational outcomes, without considering other associated factors, such as student characteristics and socio-economic factors, (3) The concentration of negative consequences in the last chain of interaction—teachers and schools—which disproportionately affects students and teachers, and (4) Difficulties in mobilizing citizens around the demand for a better education. The school and the teachers are the main providers of educational services, but their performance is not the only cause of educational outcomes. This is why we need to construct an expanded vision of social accountability in education, based on a human rights perspective all of the actors assume our responsibility inside and outside the schools, to facilitate: (1) The generation of broad and fair criteria of success for evaluating education policy, using various evaluation methodologies and the results to generate formative feedback; (2) To better identify those responsible and their responsibilities, focusing on those factors that improve equity and quality, increase students’ motivation to learn, reduce the burden of the socioeconomic inequalities, and help produce more supportive schools and teachers, and (3) The involvement of citizens to achieve better learning, build relationships based on mutual trust, and complement access to local information with policy monitoring throughout the chain of decision-making.
Topic:
Education, Human Rights, Accountability, Equity, and Community Engagement
Political Geography:
Global Focus

13. Oxfam’s Future of Business Initiative: Promoting Equitable Businesses and Fourth Sector Development

Author:
Oxfam Publishing
Publication Date:
09-2017
Content Type:
Working Paper
Institution:
Oxfam Publishing
Abstract:
Since the turn of the century, the poorest half of the world’s population has received just 1% of the total increase in global wealth. Meanwhile, half the new wealth has gone to the richest 1%. At present, mainstream business is driving, rather than reversing, this disturbing trend. To help reverse this trend, we need rapid growth of equitable business structures with purpose, fairness and sustainability embedded into their model. In efforts to promote such equitable business structures, and the fourth sector, Oxfam is launching the Future of Business Initiative. Through this initiative, Oxfam will help such enterprises access finance and work with global companies on how they can include them in their supply chains. Oxfam will also investigate how having more businesses structured more equitably can contribute towards tackling global inequality, and ways government policies can better foster them, and the broader fourth sector.
Topic:
Development, Poverty, Labor Issues, Private Sector, and Equity
Political Geography:
Global Focus