Training for Social Development Staff at the World Bank, Volume 2. Annexes
The social development family is facing
a major challenge given the significant increase in lending
made by the Bank in the last five years. Lending overall has
more than doubled between FY05 and FY09; investment lending
has increased by 82 percent and infrastructure lending by
125 percent. In this report, International Evaluation Group
(IEG) suggests that the World Bank's safeguard policies
are 'unbalanced' and narrowly conceived even in
comparison to other Multilateral Development Banks (MDBs).
The report challenges the Bank to consolidate and update its
social policies. The purpose of this paper is to present a
concept note on core training and accreditation program on
social sustainability and social safeguards to Bank staff,
including a comprehensive proposal of the training and
program, main objectives, content and scope of the course
(social sustainability, social analysis social assessment,
demand for good governance, youth, gender, 'fragility,
conflict, crime and violence', social impacts of
climate change, community driven development, social
safeguard policies-involuntary resettlement, indigenous
peoples, cultural property) target audiences, duration and
methodologies according to the audiences, and estimated budget.
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Bibliographic Details
| Main Authors: |
Gross, Daniel R.,
LeDuc, Matthew |
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| Format: | Knowledge Economy Study
biblioteca
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| Language: | English
en_US |
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| Published: |
World Bank, Washington, DC
2010-10
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| Subjects: | ACCESS TO INFORMATION,
ACCOUNTABILITY,
ACCREDITATION,
ANTI-CORRUPTION,
ARCHITECTURE,
BENEFICIARY ASSESSMENT,
BEST PRACTICES,
BUDGET PROCESS,
CITIZEN PARTICIPATION,
CITIZEN REPORT CARD,
CIVIC ENGAGEMENT,
CLASSROOM,
CLINICS,
COMMUNITIES,
COMMUNITY DRIVEN DEVELOPMENT,
COMMUNITY SCORECARDS,
COMPLETION REPORTS,
CONSULTATION,
CONSULTATIONS,
CONSUMERS,
CORE COMPETENCIES,
CORRUPTION,
CRIME,
DESCRIPTION,
EDUCATIONAL OPPORTUNITIES,
ETHICS,
EXPERIENTIAL LEARNING,
FIGURES,
FOCUS GROUP,
FOCUS GROUPS,
FORMAL EDUCATION,
FORMAL TRAINING,
GENDER,
GENDER ISSUES,
GIRLS,
GOOD GOVERNANCE,
GRADE LEVELS,
HEALTH EDUCATION,
HISTORICAL MONUMENTS,
HOUSEHOLD SURVEYS,
INDEPENDENT BUDGET ANALYSIS,
INDIGENOUS PEOPLE,
INDIGENOUS PEOPLES,
INSTITUTIONAL ANALYSIS,
INSTITUTIONAL FRAMEWORK,
INSTRUCTION,
INSTRUCTORS,
INTERVENTIONS,
INTERVIEWS,
LEADERSHIP,
LEARNING,
LEARNING MODULES,
LEARNING TOOLS,
LOCAL GOVERNMENT,
MENTORS,
PARTICIPATORY APPROACHES,
PARTICIPATORY BUDGETING,
PARTICIPATORY METHODS,
PARTICIPATORY MONITORING,
PARTICIPATORY PERFORMANCE MONITORING,
PARTICIPATORY POVERTY ASSESSMENT,
PARTICIPATORY RESEARCH,
PARTICIPATORY RESEARCH METHODS,
PARTICIPATORY RURAL APPRAISAL,
PEDAGOGICAL MATERIALS,
PREPARATION,
PROJECT DESIGN,
PROJECT PLANNING,
PUBLIC EXPENDITURE,
PUBLIC INSTITUTIONS,
PUBLIC MEETINGS,
RESETTLEMENT,
SERVICE DELIVERY,
SOCIAL ACCOUNTABILITY,
SOCIAL AUDITS,
SOCIAL DEVELOPMENT,
SOCIAL SCIENCE,
SOCIAL SCIENCES,
SQUATTERS,
STAKEHOLDER,
STAKEHOLDER ANALYSIS,
STAKEHOLDER ENGAGEMENT,
STAKEHOLDERS,
TEACHER,
TRAINEES,
TRAINING COURSES,
TRAINING MATERIALS,
TRAINING PROGRAMS,
TRANSPARENCY,
UNIVERSITIES,
URBAN DEVELOPMENT,
WORK FORCE,
YOUTH, |
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| Online Access: | http://documents.worldbank.org/curated/en/2010/10/16420827/training-social-development-staff-world-bank-vol-2-2-annexes
http://hdl.handle.net/10986/12830
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