On Valentine’s Day, even a dismal scientist’s mind turns to love. It’s a powerful feeling, with a value that goes far beyond the millions of chocolate boxes and bouquets that will be delivered this Feb. 14.

Survey data from the Gallup Organization, where Justin works as a senior scientist, allow us to take a uniquely deep look at the state of love around the world. In 2006 and 2007, Gallup went to 136 countries and asked people, “Did you experience love for a lot of the day yesterday?” It’s the largest such dataset ever collected.

The good news: Ours is a loving world. On a typical day, about 70 percent of people worldwide reported a love-filled day. In the U.S., 81 percent felt love, as did 81 percent of Canadians and 79 percent of Italians. Germany and the U.K. were less loving, with slightly less than 3 in 4 people reporting feeling loved. Surprisingly, the same was true of the supposedly romantic French. And if you’re in Japan, please hug someone: Only 59 percent of Japanese said they had experienced love the previous day.

Across the world as a whole, the widowed and divorced are the least likely to experience love. Married folks feel more of it than singles. People who live together out of wedlock report getting even more love than married spouses -- an interesting factoid for conservatives worried about the effects of cohabitation. Women get more love than men, particularly in the U.S.

Young Love

If you’re young and not feeling all that loved this Valentine’s Day, don’t despair: You’re not alone. Young adults are among the least likely to experience love. It gets better with age, ultimately peaking in the mid-30s or mid-40s in most countries before fading again into the twilight years.

Money is related to love. Those with more household income are slightly more likely to experience the feeling. Roughly speaking, doubling your income is associated with being about 4 percentage points more likely to be loved. Perhaps having more money makes it easier to find time for love.

That said, the data aren’t necessarily telling us that money can buy you love. It’s possible that other factors correlated with income, such as height or appearance, are the real source of attraction. Or maybe being loved gives you a boost in the labor market.

What’s perhaps more striking is how little money matters on a global level. True, the populations of richer countries are, on average, slightly more likely to feel loved than those of poorer countries. But love is still abundant in the poorer countries: People in Rwanda and the Philippines enjoyed the highest love ratios, with more than 9 in 10 people providing positive responses. Armenia, Uzbekistan, Mongolia and Kyrgyzstan, with economic output per person in the middle of the range, all had love ratios of less than 4 in 10.

Fun facts aside, we think there is a deeper and more consequential purpose to the study of love. Think about what love means to you. To us, it means caring about others and being cared for. Love is valuable, even if it is absent from both our national accounts and our political discourse.

In the language of economics, love is a form of insurance. It involves bonds of reciprocity that provide support when we’re feeling down, when we’re sick and when times are tough.

More broadly, love has the power to mitigate the free-rider and moral hazard problems associated with social (and private) insurance. Bailing out a bank might encourage executives to take bigger risks in the future, but helping loved ones down on their luck has fewer incentive problems because our loved ones typically care for us in return. Such mutually beneficial relationships make us all more resilient in times of crisis. This is why the household remains one of the most powerful institutions for organizing not just families but also our economic lives.

If we can find more love for our fellow citizens, our society will function better. Hard as this may be to achieve in an era when trust in government, business and one another is low, it’s worth the effort. When you expand the boundaries of trust and reciprocity, you expand the boundaries of what is possible.

Note: This content was first published on Bloomberg View on February 13, 2013.

In 2015 the international community agreed on a set of ambitious sustainable development goals (SDGs) for the global society, to be achieved by 2030. One of the lessons that the implementation of the Millennium Development Goals (MDG s) has highlighted is the importance of a systematic approach to identify and sequence development interventions—policies, programs, and projects—to achieve such goals at a meaningful scale. The Chinese approach to development, which consists of identifying a problem and long-term goal, testing alternative solutions, and then implementing those that are promising in a sustained manner, learning and adapting as one proceeds—Deng Xiaoping’s “crossing the river by feeling the stones”—is an approach that holds promise for successful achievement of the SDGs.

Having observed the Chinese way, then World Bank Group President James Wolfensohn in 2004, together with the Chinese government, convened a major international conference in Shanghai on scaling up successful development interventions, and in 2005 the World Bank Group (WBG ) published the results of the conference, including an assessment of the Chinese approach. (Moreno-Dodson 2005). Some ten years later, the WBG once again is addressing the question of how to support scaling up of successful development interventions, at a time when the challenge and opportunity of scaling up have become a widely recognized issue for many development institutions and experts.

Since traditional private and public service providers frequently do not reach the poorest people in developing countries, social enterprises can play an important role in providing key services to those at the “base of the pyramid.”

In parallel with the recognition that scaling up matters, the development community is now also focusing on social enterprises (SEs), a new set of actors falling between the traditionally recognized public and private sectors. We adopt here the World Bank’s definition of “social enterprises” as a social-mission-led organization that provides sustainable services to Base of the Pyramid (BoP) populations. This is broadly in line with other existing definitions for the sector and reflects the World Bank’s primary interest in social enterprises as a mechanism for supporting service delivery for the poor. Although social enterprises can adopt various organizational forms—business, nongovernmental organizations (NGOs), and community-based organizations are all forms commonly adopted by social enterprises—they differ from private providers principally by combining three features: operating with a social purpose, adhering to business principles, and aiming for financial sustainability. Since traditional private and public service providers frequently do not reach the poorest people in developing countries, social enterprises can play an important role in providing key services to those at the “base of the pyramid.” (Figure 1)

Figure 1. Role of SE sector in public service provision

Social enterprises often start at the initiative of a visionary entrepreneur who sees a significant social need, whether in education, health, sanitation, or microfinance, and who responds by developing an innovative way to address the perceived need, usually by setting up an NGO, or a for-profit enterprise. Social enterprises and their innovations generally start small. When successful, they face an important challenge: how to expand their operations and innovations to meet the social need at a larger scale. 

Development partner organizations—donors, for short—have recognized the contribution that social enterprises can make to find and implement innovative ways to meet the social service needs of people at the base of the pyramid, and they have started to explore how they can support social enterprises in responding to these needs at a meaningful scale. 

The purpose of this paper is to present a menu of approaches for addressing the challenge of scaling up social enterprise innovations, based on a review of the literature on scaling up and on social enterprises. The paper does not aim to offer specific recommendations for entrepreneurs or blueprints and guidelines for the development agencies. The range of settings, problems, and solutions is too wide to permit that. Rather, the paper provides an overview of ways to think about and approach the scaling up of social enterprise innovations. Where possible, the paper also refers to specific tools that can be helpful in implementing the proposed approaches. 

Note that we talk about scaling up social enterprise innovations, not about social enterprises. This is because it is the innovations and how they are scaled up that matter. An innovation may be scaled up by the social enterprise where it originated, by handoff to a public agency for implementation at a larger scale, or by other private enterprises, small or large. 

This paper is structured in three parts: Part I presents a general approach to scaling up development interventions. This helps establish basic definitions and concepts. Part II considers approaches for the scaling up of social enterprise innovations. Part III provides a summary of the main conclusions and lessons from experience. A postscript draws out implications for external aid donors. Examples from actual practice are used to exemplify the approaches and are summarized in Annex boxes.

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The GOP presidential primary process has taken us to places we couldn’t have dreamed mere months ago. Donald Trump’s apparently ever-growing lead—and the foundering of more mainstream candidates like Ted Cruz, Marco Rubio, and John Kasich—carries serious implications for America’s role in the world. As top Republican strategists and political pundits alike toss around ideas for slowing Trump’s momentum—in part due to major concerns about how he’s staked out his foreign policy—I’ll add one more idea into the mix: convince Rubio and Kasich to agree, now and in public, to share a Republican ticket.

It would go like this: John Kasich would drop out of the presidential race before Tuesday, March 15—when winner-take-all votes occur in both Florida and Ohio—and encourage his supporters to vote for Marco Rubio (who performed better than Kasich on Super Tuesday). Rubio, appearing with Kasich at that press conference, would accept Kasich’s endorsement and then promise him the vice presidential spot on the ticket if he (Rubio) were chosen to be the Republican presidential nominee. This Rubio-Kasich team would be promised to the voters even as the primary process marched on. A vote for Rubio would henceforth be viewed (by the candidates and their allies at least) as a vote for Rubio-Kasich together.

The March 15 votes constitute perhaps the last best chance to stop Trump’s march to the nomination. More to the point here, they’re a chance of ensuring that a Republican candidate with a traditional internationalist worldview remains in the race until the convention. Even Hillary Clinton supporters should arguably welcome such a voice on the GOP side, as it could keep the national political discourse more constructive and less demeaning as November approaches.

To be somewhat more specific: Trump is known for his views critical of Mexico, many Muslims, immigration, refugees, trade, and U.S. allies like Japan and South Korea (in light of their purported unwillingness to share the burden of the common defense). He is also known for cozying up to President Vladimir Putin of Russia, and for vague but emphatic talk of getting America back in the habit of winning again. In addition, he advocates more extreme and ruthless measures in the war on terror. 

Whatever the risks, it certainly seems more promising than the path either one of them is on now.

While Rubio is no dove, he has wrestled with the intricacies and complexities of foreign policy during his time in the Senate, and much more than has Trump. He has serious views on the use of force and defense policy, seasoned by reality. Most centrally, he has a Reagan-like view of America’s place in the world—as a country that is stern and unyielding towards its enemies, but open and welcoming to the vast majority of foreigners and foreign nations. This positive, internationalist outlook is in marked contrast to Trump’s worldview. Kasich’s views are much closer to Rubio than to Trump, of course, though he may be more measured and moderate in some of his pro-defense views than Rubio. 

In many foreign policy issues and beyond, Rubio seems more conservative than Kasich. But of course, some divergence of views is inevitable for any eventual presidential ticket—it is even healthy, to an extent. And the kinds of expertise the two men bring to the national debate are largely complimentary, since Kasich has focused more on domestic policy in recent years and Rubio more on national security matters. In other ways, like their strong religious faiths, they seem natural teammates.

Shake it up

Of course, the goal of this Rubio-Kasich ticket would be to win both Florida and Ohio in March. These are not only delegate-rich, winner-take-all states in the nominating process, but key swing states in general elections. Whether or not the Democratic nominee could ultimately best that ticket come November, the Rubio-Kasich team would have a powerful call on super-delegates at any brokered Republican convention if it already had wins in the nation’s two most important swing states under its belt. It would have demonstrated strength in two states that the GOP nominee will badly want to win in the November election.

Polls show that Kasich is stronger than Rubio in Ohio and Rubio is stronger than Kasich in Florida; both trail Trump in both places. However, their combined tallies match up reasonably well with Trump. Beyond that, the shock effect of this kind of partnership—between an accomplished sitting governor and a bright young senator—could change the race’s dynamics enough to bring them even more votes. It will raise eyebrows and cause many to take a second look at the race. Whatever the risks, it certainly seems more promising than the path either one of them is on now.

The preemptive formation of a Rubio-Kasich presidential team in early March would be a highly unusual step. But it’s already a highly unusual year. Put differently, desperate circumstances call for desperate—or at least dramatic—measures. This kind of a true structural change in the primary process promises a greater likelihood of shaking GOP voters up than big speeches by Mitt Romney or warnings from other parts of the GOP establishment. Kasich and Rubio should consider it.

A recent article in The Guardian caught my eye: “Report accuses government of increasing inequalities in developing countries by financing academies at the expense of state schools.” The report, conducted by the U.N. Committee on the Rights of the Child, was an attack on U.K. aid money being linked to private education providers since the rapid increase in such schools may be contributing to sub-standard education. In particular, they cited the U.K. government’s investments in the Nairobi-based and for-profit Bridge International Academies.

I’ve worked on private education extensively throughout my career and do not believe there is anything wrong with private schools, but in this particular case I couldn’t agree more. But to be clear, it’s the funding strategy that’s the problem.

Private schooling is on the rise in a number of poor countries, and Pakistan—where my education research is focused—is no exception. The majority of these schools are no longer the elite institutions of yore, but low-cost alternatives fighting for survival in a highly competitive environment. These schools have mushroomed in response to increased parental demand and poor public alternatives, but also to the greater availability of teachers in the local labor market.

More importantly, research increasingly demonstrates that there is absolutely nothing wrong with private schools. There's a summary of this research available here; specific examples on India (more here) and Pakistan are also available.

Some key are takeaways from this research are:

• Private schools charge low fees (about $1 to$2 a month in Pakistan).
• The quality is almost certainly higher compared to government schools in the vicinity.
• At least in Pakistan, there is no significant segregation between public and private schools in terms of parental wealth, education, or caste.
• The most significant barrier to attendance in low-cost private schools is not cost—it’s distance. Put simply, there just aren’t enough of them around.

If there is a cheaper and better alternative to public schooling, shouldn’t we encourage children to shift and thus improve the quality of education for all?

Perhaps. But when the rubber from these well-intentioned aid policies hits the road of rural Pakistan, Kenya, or Ethiopia, a very different sort of model emerges. Instead of supporting private schooling, donors end up supporting private schools (or at best private school chains), which is an entirely different action with little theoretical backing. In fact, economic theory screams that governments and donors should almost never do that.

Donors say the problem is that the low-cost private school market is fragmented with no central authority that can be “contracted with.” No one has a good model on how to work with a competitive schooling sector with multiple small players—ironically, the precise market structure that, according to economics, leads to efficiency.

In reality, I suspect the problem goes deeper. Most low-cost private school owners don’t do well at donor conferences. They don’t know how to tell compelling human-interest stories about the good they do. But what they are excellent at is using local resources to ensure that their schools meet the expectations of demanding parents.

The first is a problem of accountability. Public schools are accountable, through a democratic system, to citizens of the country. Private schools are accountable to the parents. And donor-funded private school chains are account to the donors. While both citizen-led accountability and direct accountability to parents have problems, they are grounded in centuries of experience. It’s unlikely that donors in a foreign land, some of whom can’t visit the schools they fund for security reasons, can do better than either citizens or parents.

The second is a problem of market structure. When one private school or private school chain receives preferential treatment and funding, without allowing other private schools to apply for the same funds, the donor is picking winners (remember Solyndra?). The need for private schools as an alternative to government schools is insufficient justification for donors to put their thumbs on the scale and tilt the balance of power towards a pre-identified entity.

In a recent experiment, my colleagues and I gathered direct proof for this assertion. We gave untied grants to low-cost private schools with a twist. In certain villages, we randomly selected a single private school for the grant. In others, we gave the grant to every private school in the village. Our preliminary results show that in villages where we gave the grant to a single school, the school benefitted enormously from an increase in enrollment. Where we gave the grant to multiple private schools, the enrollment increase was split among schools. But only in the villages where we gave the grant to every school did test-scores for children increase.

What happened? When a single private school receives the grant, knowing that the other schools cannot react due to a lack of funds, they engage in “customer poaching” to increase their profits at the expense of others. Some have argued that Uber’s recent fundraising is precisely such an effort to starve competitors of funding.

When you equally support all private schools, customer poaching does not work, and the only way to increase profits and generate returns is to increase the size of the market, either through higher overall enrollments or through new quality offerings.

The first strategy supports pre-identified private schools and concentrates market power. The second, by providing opportunities for all private schools, improves education for children.

Sure, some private school chains and schools are making positive impact and deserve the support they can get. But funding such schools creates the wrong institutional structures and are more likely to lead to disasters than successes (Greg Mortensen and 3 cups of tea, anyone?).

In general, the Government’s responsibility towards the education of children is two-fold:

• Alleviate the market constraints that hold back private schooling without favoring one school over the other—letting parents decide who succeeds and who does not.
• Support and improve public schools to provide an alternative because there will always be children who cannot enroll in private schools, either because they are too expensive or because they are too far away, or because they don’t offer the instruction “basket” that some parents want.

In short, foreign aid should play no part in supporting private schools rather than private schooling.

In the past decade, a remarkable shift has occurred in the development landscape. Specifically, acknowledgment of the central role of the private sector in contributing to, even driving, economic growth and global development has grown rapidly. The data on financial flows are dramatic, indicating reversal of the relative roles of official development assistance and private financial flows. This shift is also reflected in the way development is framed and discussed, never more starkly than in the Addis Abba Action Agenda and the new set of Sustainable Development Goals (SDGs). The Millennium Development Goals (MDGs), which the SDGs follow, focused on official development assistance. In contrast, while the new set of global goals does not ignore the role of official development assistance, they reorient attention to the role of the business sector (and mobilizing host country resources).

The U.S. Agency for International Development (USAID) has been in the vanguard of donors in recognizing the important role of the private sector to development, most notably via the agency’s launch in 2001 of a program targeted on public-private partnerships (PPPs) and the estimated 1,600 USAID PPPs initiated since then. This paper provides a quantitative and qualitative presentation of USAID’s public-private partnerships and business sector participation in those PPPs. The analysis offered here is based on USAID’s PPP data set covering 2001-2014 and interviews with executives of 17 U.S. corporations that have engaged in PPPs with USAID.

The genesis of this paper is the considerable discussion by USAID and the international development community about USAID’s PPPs, but the dearth of information on what these partnerships entail. USAID’s 2014 release (updated in 2015) of a data set describing nearly 1,500 USAID PPPs since 2001 offers an opportunity to analyze the nature of those PPPs.

On a conceptual level, public-private partnerships are a win-win, even a win-win-win, as they often involve three types of organizations: a public agency, a for-profit business, and a nonprofit entity. PPPs use public resources to leverage private resources and expertise to advance a public purpose. In turn, non-public sectors—both businesses and nongovernmental organizations (NGOs)—use their funds and expertise to leverage government resources, clout, and experience to advance their own objectives, consistent with a PPP’s overall public purpose. The data from the USAID data set confirm this conceptual mutual reinforcement of public and private goals.

The goal is to utilize USAID’s recently released data set to draw conclusions on the nature of PPPs, the level of business sector engagement, and, utilizing interviews, to describe corporate perspectives on partnership with USAID.

The arguments regarding “why” PPPs are an important instrument of development are well established. This paper presents data on the “what”: what kinds of PPPs have been implemented and in what countries, sectors, and income contexts. There are other research and publications on the “how” of partnership construction and implementation. What remains missing are hard data and analysis, beyond the anecdotal, as to whether PPPs make a difference—in short, is the trouble of forming these sometimes complex alliances worth the impact that results from them?

The goal of this paper is not to provide commentary on impact since those data are not currently available on a broad scale. Similarly, this paper does not recommend replicable models or case studies (which can be found elsewhere), though these are important and can help new entrants to join and grow the field. Rather, the goal is to utilize USAID’s recently released data set to draw conclusions on the nature of PPPs, the level of business sector engagement, and, utilizing interviews, to describe corporate perspectives on partnership with USAID.

The decision to target this research on business sector partners’ engagement in PPPs—rather than on the civil society, foundation, or public partners—is based on several factors. First, USAID’s references to its PPPs tend to focus on the business sector partners, sometimes to the exclusion of other types of partners; we want to understand the role of the partners that USAID identifies as so important to PPP composition. Second, in recent years much has been written and discussed about corporate shared value, and we want to assess the extent to which shared value plays a role in USAID’s PPPs in practice.

The paper is divided into five sections. Section I is a consolidation of the principal data and findings of the research. Section II provides an in-depth “data picture” of USAID PPPs drawn from quantitative analysis of the USAID PPP data set and is primarily descriptive of PPPs to date. Section III moves beyond description and provides analysis of PPPs and business sector alignment. It contains the results of coding certain relevant fields in the data set to mine for information on the presence of business partners, commercial interests (i.e., shared value), and business sector partner expertise in PPPs. Section IV summarizes findings from a series of interviews of corporate executives on partnering with USAID. Section V presents recommendations for USAID’s partnership-making.

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• WP94PPPReport2016Web

Brookings today releases a report USAID’s Public-Private Partnerships: A Data Picture and Review of Business Engagement, which will be the subject of a public discussion on March 8 featuring a panel of Jane Nelson (Harvard University), Ann Mei Chang (U.S. Agency for International Development (USAID)), Johanna Nesseth Tuttle (Chevron Corp.), and Sarah Thorn (Wal-Mart Stores Inc.).

The report is based on USAID’s database of 1,481 public-private partnerships (PPPs) from 2001 to 2014 and a series of corporate interviews.

The value of those partnerships totals $16.5 billion, two-thirds from non-U.S. government sources – private companies, nongovernmental organizations (NGOs), foundations, and non-U.S. public institutions. Over 4000 organizations have served as resource partners in these PPPs.  Fifty-three percent are business entities, 32 percent are from the non-profit world, and 25 percent are public institutions. Eighty-five organizations have participated in five or more PPPs, led by Microsoft (62), Coca Cola (36), and Chevron (33).

The partnerships are relatively evenly distributed among three major regions—Africa, Latin American/Caribbean, and Asia—but 36 percent of the value of all PPPs is from partnerships that are global in reach.

In analyzing the data, the researchers found that 77 percent of PPPs included one or more business partner, and that 83 percent of these partnerships are connected to a business partner’s commercial interest (either shared value or more indirect strategic interest). In almost 80 percent of those PPPs, the business partner contributes some form of corporate expertise to the partnership.

The purpose of the March 8 panel discussion is to examine the report but also to go beyond by addressing outstanding questions like: how should the impact of public-private partnerships be identified, measured, and evaluated? Is shared value the Holy Grail linking corporate interest to public goods and achieving sustainable results? Where do public-private partnerships fit in USAID’s strategy for engaging the private sector in development, particularly in light of the emphasis on the role of business in advancing the new set of Sustainable Development Goals?

We hope you can join us for what should prove to be an engaging discussion.

Event Information

A conversation with USAID Administrator Gayle Smith

On March 30, Global Economy and Development at Brookings and the Modernizing Foreign Assistance Network (MFAN) hosted Gayle Smith, administrator of U.S. Agency for International Development (USAID) for an address on the fifth anniversary of the USAID policy on evaluation.

A principal recommendation of the Presidential Policy Determination on Global Development, signed by President Obama in 2010, was greater accountability for U.S. foreign assistance funds, including evaluation of development programs. In 2011, USAID adopted a formal policy on evaluation and since has average some 200 evaluations a year.

Among the issues that will be addressed during the event are the success and challenges in implementing the evaluation policy, the use of alternative evaluation methods, and building a system and process for turning evaluations into learning. Administrator Smith was introduced by Brookings Senior Fellow George Ingram. Following her address, he moderated a panel discussion of Ruth Levine, Wade Warren, and Jodi Nelson.

 Join the conversation on Twitter using #AIDeval

Video

• Assessing the impact of foreign assistance: The role of evaluation

Transcript

• Uncorrected Transcript (.pdf)

Event Materials

• 20160330_usaid_evaluation_transcript

A recent article in The Guardian caught my eye: “Report accuses government of increasing inequalities in developing countries by financing academies at the expense of state schools.” The report, conducted by the U.N. Committee on the Rights of the Child, was an attack on U.K. aid money being linked to private education providers since the rapid increase in such schools may be contributing to sub-standard education. In particular, they cited the U.K. government’s investments in the Nairobi-based and for-profit Bridge International Academies.

I’ve worked on private education extensively throughout my career and do not believe there is anything wrong with private schools, but in this particular case I couldn’t agree more. But to be clear, it’s the funding strategy that’s the problem.

Private schooling is on the rise in a number of poor countries, and Pakistan—where my education research is focused—is no exception. The majority of these schools are no longer the elite institutions of yore, but low-cost alternatives fighting for survival in a highly competitive environment. These schools have mushroomed in response to increased parental demand and poor public alternatives, but also to the greater availability of teachers in the local labor market.

More importantly, research increasingly demonstrates that there is absolutely nothing wrong with private schools. There's a summary of this research available here; specific examples on India (more here) and Pakistan are also available.

Some key are takeaways from this research are:

• Private schools charge low fees (about $1 to$2 a month in Pakistan).
• The quality is almost certainly higher compared to government schools in the vicinity.
• At least in Pakistan, there is no significant segregation between public and private schools in terms of parental wealth, education, or caste.
• The most significant barrier to attendance in low-cost private schools is not cost—it’s distance. Put simply, there just aren’t enough of them around.

If there is a cheaper and better alternative to public schooling, shouldn’t we encourage children to shift and thus improve the quality of education for all?

Perhaps. But when the rubber from these well-intentioned aid policies hits the road of rural Pakistan, Kenya, or Ethiopia, a very different sort of model emerges. Instead of supporting private schooling, donors end up supporting private schools (or at best private school chains), which is an entirely different action with little theoretical backing. In fact, economic theory screams that governments and donors should almost never do that.

Donors say the problem is that the low-cost private school market is fragmented with no central authority that can be “contracted with.” No one has a good model on how to work with a competitive schooling sector with multiple small players—ironically, the precise market structure that, according to economics, leads to efficiency.

In reality, I suspect the problem goes deeper. Most low-cost private school owners don’t do well at donor conferences. They don’t know how to tell compelling human-interest stories about the good they do. But what they are excellent at is using local resources to ensure that their schools meet the expectations of demanding parents.

The first is a problem of accountability. Public schools are accountable, through a democratic system, to citizens of the country. Private schools are accountable to the parents. And donor-funded private school chains are account to the donors. While both citizen-led accountability and direct accountability to parents have problems, they are grounded in centuries of experience. It’s unlikely that donors in a foreign land, some of whom can’t visit the schools they fund for security reasons, can do better than either citizens or parents.

The second is a problem of market structure. When one private school or private school chain receives preferential treatment and funding, without allowing other private schools to apply for the same funds, the donor is picking winners (remember Solyndra?). The need for private schools as an alternative to government schools is insufficient justification for donors to put their thumbs on the scale and tilt the balance of power towards a pre-identified entity.

In a recent experiment, my colleagues and I gathered direct proof for this assertion. We gave untied grants to low-cost private schools with a twist. In certain villages, we randomly selected a single private school for the grant. In others, we gave the grant to every private school in the village. Our preliminary results show that in villages where we gave the grant to a single school, the school benefitted enormously from an increase in enrollment. Where we gave the grant to multiple private schools, the enrollment increase was split among schools. But only in the villages where we gave the grant to every school did test-scores for children increase.

What happened? When a single private school receives the grant, knowing that the other schools cannot react due to a lack of funds, they engage in “customer poaching” to increase their profits at the expense of others. Some have argued that Uber’s recent fundraising is precisely such an effort to starve competitors of funding.

When you equally support all private schools, customer poaching does not work, and the only way to increase profits and generate returns is to increase the size of the market, either through higher overall enrollments or through new quality offerings.

The first strategy supports pre-identified private schools and concentrates market power. The second, by providing opportunities for all private schools, improves education for children.

Sure, some private school chains and schools are making positive impact and deserve the support they can get. But funding such schools creates the wrong institutional structures and are more likely to lead to disasters than successes (Greg Mortensen and 3 cups of tea, anyone?).

In general, the Government’s responsibility towards the education of children is two-fold:

• Alleviate the market constraints that hold back private schooling without favoring one school over the other—letting parents decide who succeeds and who does not.
• Support and improve public schools to provide an alternative because there will always be children who cannot enroll in private schools, either because they are too expensive or because they are too far away, or because they don’t offer the instruction “basket” that some parents want.

In short, foreign aid should play no part in supporting private schools rather than private schooling.

The city of Chicago is increasing retrofits by using stimulus dollars to expand the opportunity for energy efficient living to low-income residents of large multi-family rental buildings. To aid this target demographic, often left underserved by existing programs, the city’s new Multi-Family Energy Retrofit Program introduces an innovative model for retrofit delivery that relies on private sector financing and energy service companies.

Chicago’s new Multi-Family Energy Retrofit Program draws on multi-sector collaboration, with an emphasis on private sector involvement supported by public and nonprofit resources. Essentially, the program applies the model of private energy service companies (ESCOs), long-used in the public sector, to the affordable, multi-family housing market. In this framework, ESCOs conduct assessments of building energy performance, identify and oversee implementation of cost-effective retrofit measures, and guarantee energy savings to use as a source of loan repayment.

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In last summer’s congressional debate over the Iran nuclear deal—the Joint Comprehensive Plan of Action (JCPOA)—one of the more hotly debated issues was whether the deal would decrease or increase the likelihood that countries in the Middle East would pursue nuclear weapons.

Supporters of the JCPOA argued that, by removing the risk of a nuclear-armed Iran, it will reduce incentives for countries of the region to acquire nuclear arms. Opponents of the deal—not just in the United States but also abroad, especially Israel—claimed that the JCPOA would increase those incentives because it would legitimize enrichment in Iran, allow Iran to ramp up its nuclear capacity when key restrictions expire after 10 and 15 years, and boost the Iranian economy and the resources Iran could devote to a weapons program.

I strongly believe the JCPOA will significantly reduce prospects for proliferation in the Middle East (and as my colleague Richard Nephew explains in another post out today, there are things the United States and other powers can do to help reduce that prospect further). But uncertainties about the future of the JCPOA and the region will persist for quite some time—and these uncertainties could motivate regional countries to keep their nuclear options open. They may ask themselves a variety of questions in the years ahead: Will the JCPOA be sustainable over time? Will it unravel over concerns about compliance? Will it withstand challenges by opponents in Tehran and Washington? Will it survive leadership transitions in the United States and Iran? Will Iran ramp up its fissile material production capacities when key restrictions expire? Will it then break out of the JCPOA and seek to build nuclear weapons? Will Iran continue to threaten the security of its neighbors in the years ahead? And will the United States maintain a strong regional military presence and be seen by its partners as a reliable guarantor of their security?

I strongly believe the JCPOA will significantly reduce prospects for proliferation in the Middle East.

Richard and I studied how these and other questions might affect nuclear decision-making in the Middle East. In particular, we evaluated the likelihood that key states will pursue nuclear weapons, or at least enrichment or reprocessing programs that could give them a latent nuclear weapons capability. We focused on four states often regarded as potential candidates to join the nuclear club: Saudi Arabia, the United Arab Emirates, Egypt, and Turkey.

Saudi Arabia

Of the four, Saudi Arabia is the most highly motivated to pursue nuclear weapons. It sees Iran as an implacable foe that is intent on destabilizing its neighbors, achieving regional hegemony, and upending the Kingdom’s internal order. At the same time, the Saudis have lost much confidence in the U.S. commitment to the security of its regional partners. In part as a result, the new Saudi leadership has taken a more assertive, independent role in regional conflicts, especially in Yemen. But despite their reservations about the United States, the Saudis know they have no choice but to rely heavily on Washington for their security—and they know they would place that vital relationship in jeopardy if they pursued nuclear weapons.

The Saudis clearly have sufficient financial resources to make a run at nuclear weapons. But acquiring the necessary human and physical infrastructure to pursue an indigenous nuclear program would take many years.

Given the Kingdom’s difficulty in developing an indigenous nuclear weapons capability, speculation has turned to the possibility that it would receive support from a foreign power, usually Pakistan, which received generous financial support from Saudi Arabia in acquiring its own nuclear arsenal. But while rumors abound about a Pakistani commitment to help Saudi Arabia acquire nuclear weapons, the truth is hard to pin down. If such a Saudi-Pakistani agreement was ever reached, it was probably a vague, unwritten assurance long ago between a Pakistani leader and Saudi king, without operational details or the circumstances in which it would be activated. In any event, the Saudis would find it hard to rely on such an assurance today, when Pakistanis are trying to put the legacy of A.Q. Khan behind them and join the international nonproliferation mainstream. 

United Arab Emirates (UAE)

Like Saudi Arabia, the UAE believes Iran poses a severe threat to regional security and has become more aggressive since the completion of the JCPOA. And like the Saudis, the Emiratis have lost considerable confidence in the reliability of the United States as a security guarantor. But also like the Saudis, the Emiratis are reluctant to put their vital security ties to the United States in jeopardy.

[L]ike the Saudis, the Emiratis have lost considerable confidence in the reliability of the United States as a security guarantor.

Moreover, the Emiratis are heavily invested in their ambitious nuclear energy program—with efforts currently underway, with the help of a South Korean-led consortium, to construct four nuclear power reactors—and they know this project would be dead in the water if they opted for nuclear weapons.

The Emiratis have also been a leading regional supporter of nonproliferation. In their bilateral agreement for civil nuclear cooperation with the United States, they formally renounced the acquisition of enrichment or reprocessing capabilities (the so-called “gold standard”), effectively precluding the pursuit of nuclear weapons. After the JCPOA permitted Iran to retain its enrichment program, the UAE, faced with criticism domestically and from some Arab governments for having given up its nuclear “rights,” said it may reconsider its formal renunciation of enrichment. But subsequently, Emirati officials have made clear that their nuclear energy plans have not changed and that they have no intention to pursue enrichment or reprocessing.

Egypt

Egypt is on everyone’s short list of potential nuclear aspirants—in part because of its former role as leader of the Arab world and its flirtation with nuclear weapons in the Gamal Abdel Nasser years. But while Egypt and Iran have often been regional rivals, Egypt does not view Iran as a direct military threat. Instead, Egypt’s main concerns include extremist activities in the Sinai, the fragmentation of Iraq and Syria, disarray in Libya—and the adverse impact of these developments on Egypt’s internal security. The Egyptians recognize that none of these threats can be addressed by the possession of nuclear weapons.

Although Russia is committed to work with Egypt on its first nuclear power reactor, Cairo’s nuclear energy plans have experienced many false starts before, and there is little reason to believe the outcome will be different this time around, especially given the severe economic challenges the Egyptian government currently faces. Moreover, although Egypt trained a substantial number of nuclear scientists in the 1950s and 1960s, its human nuclear infrastructure atrophied when ambitious nuclear energy plans never materialized.

Turkey

Because of its emergence in the last decade as a rising power, its large and growing scientific and industrial basis, and its ambition to be an influential regional player, Turkey is also on everyone’s short list of potential nuclear-armed states. But Turkey has maintained reasonably good relations with Tehran, even during the height of the sanctions campaign against Iran. Although the two countries have taken opposing sides in the Syria civil war, Turkey, like Egypt, does not regard Iran as a direct military threat. Indeed, Ankara sees instability and terrorism emanating from the Syrian conflict as its main security concerns—and nuclear weapons are not viewed as relevant to dealing with those concerns.

Current tensions with Russia over Turkey’s November 2015 shoot-down of a Russian fighter jet are another source of concern in Ankara. But the best means of addressing that concern is to rely on the security guarantee Turkey enjoys as a member of NATO. While Turkish confidence in NATO has waxed and waned in recent decades, most Turks, especially in the military, believe they can count on NATO in a crisis, and they would be reluctant to put their relationship with NATO at risk by pursuing nuclear weapons.

Former nuclear aspirants

For the sake of completeness, our study also looked at regional countries that once actively pursued nuclear weapons but were forced to abandon their programs: Iraq, Libya, and Syria. But we concluded that, given the civil strife tearing those countries apart, none of them was in a position to pursue a sustained, disciplined nuclear weapons effort.

Bottom line

Our study found that the Iran nuclear deal has significantly reduced incentives for countries of the Middle East to reconsider their nuclear options. At least for the foreseeable future, none of them is likely to pursue nuclear weapons or even latent nuclear weapons capabilities—or to succeed if they do. 

Editors’ Note: Bob Einhorn and Richard Nephew spoke about their new report at a recent Brookings event. You can see the video from the event here.

Summary: Why digital skills matter

As the influence of digital technologies in the global economy expands, metropolitan areas throughout the United States face the task of preparing residents for an increasingly technology-powered world. Most jobs now require basic computer literacy to operate email and other software, while jobs specific to information technology (IT) require advanced skills such as coding. At home, residents need access to the Internet and consumer technologies to do homework, shop at online retailers, communicate with one another, or check real-time traffic and transit conditions.

Digital technologies hold out the promise of more widely shared prosperity, but achieving that vision will require every person to have basic digital skills—the ability to use digital hardware and software to manage information, communicate, navigate the web, solve problems, and create content.¹

While some metro areas have made important advances on digital skills acquisition, the effects are not ubiquitous. The Census Bureau found that only 73 percent of U.S. households subscribed to in-home broadband service in 2013, leaving 31 million households without a high-speed in-home connection.² Pew Research Center finds that over one-third of U.S. adults doesn’t own a smartphone, while 7 percent of smartphone owners lack high-speed Internet access at home and have few ways to get online beyond their smartphone.³ Another survey finds that 29 percent of Americans have low levels of digital skills, and many of these persons tend to be older, less educated, and lower-income.⁴

In an advanced economy, all residents deserve an opportunity to obtain digital skills. It is up to leaders in each U.S. metropolitan area to determine how best to meet this need. As with any social challenge of this scale, meeting it will require pragmatic problem-solving and deep collaboration across the public, private, and civic sectors.

This brief summarizes the results of a workshop held in Seattle to explore these issues. While the findings from the workshop discussions are unique to the Seattle region—making its leaders and residents the primary audience for this brief—the workshop approach can be replicated in any metropolitan area interested in addressing digital skills shortfalls and developing solutions tailored to residents’ needs.

Introduction: Digital skills and the Seattle metropolitan economy

Metropolitan Seattle is well positioned to prosper in the information era. Advanced industries—including global leaders in aerospace and IT—power the regional economy and have created an impressive network of patent-producing firms that employ over 295,000 people.⁵ The region’s households actively participate in the digital economy as well, as evidenced by a broadband adoption rate of 82 percent.⁶ Collaborations bringing together firms, public utilities, and government institutions make Seattle a national leader in the use of data monitoring to reduce energy usage.

However, for the region to maintain its position in the years ahead, it will need to cultivate a more inclusive economy that gives every resident the opportunity to acquire the skills needed to succeed in the digital era.

Like most U.S. metro areas, metropolitan Seattle continues to struggle with digital inclusivity. Strong broadband adoption across the region masks lagging adoption rates in many low-income neighborhoods and communities of color.⁷ A skills mismatch between job openings requiring digital skills and the education and skills training of area residents contributes to income inequality.⁸ This inequality, though less marked than in other cities with similar high-tech economies, continues to increase, with the highest-earning households experiencing rising incomes while lower-income households’ earnings stay relatively flat.⁹ Meanwhile, more than 45 percent of jobs in the region are more than 10 miles from downtown Seattle and Bellevue, and over two-thirds of poor households now live in the suburbs.¹⁰ This kind of job sprawl and suburban poverty limit many residents’ physical access to economic opportunity.

But the Seattle area has the assets to address these challenges. The region has a legacy of direct private-sector support for professional skills development and a huge network of IT firms that can expand such efforts. Government agencies and civic institutions already manage programs to promote digital skills acquisition. In addition, there is a regional ethic of supporting equitable economic growth, seen most recently in Seattle’s landmark living wage policy and Sound Transit’s discounted fee system for lower-income riders.¹¹

In an effort to address Seattle’s digital skills gap, the Brookings Institution Metropolitan Policy Program convened a group of leaders from the public, private, and civic sectors to discuss how to continue building a regionally inclusive digital skills infrastructure. The workshop consisted of brief presentations from Brookings experts and local leaders, group discussions of current efforts and challenges, and break-out groups to identify specific barriers and discuss strategies and next steps to improve future outcomes.

The following is a distillation of the key themes and lessons from the workshop.

1. Commit to ongoing collaboration

There is a clear consensus among Seattle-area leaders that basic digital skills are essential for everyone. The tough part is ensuring that all residents in the region have the opportunity to acquire these skills.

This challenge implicates a wide range of stakeholders, from municipal and county government, public libraries, and universities to area businesses, education and training providers, philanthropies, and nonprofits.

Many of these actors already manage their own initiatives, to great effect. Programs like the Seattle Goodwill’s Digital Literacy Initiative are working to increase the number of people with 21st-century digital skills, particularly among traditionally underserved populations. The private sector is advancing a similar agenda with major initiatives, such as Microsoft IT Academy and Google’s Made With Code, that promote computational thinking through computer science. Meanwhile, nonprofit training programs like the Ada Developers Academy as well as for-profit training providers such as Code Fellows and General Assembly are getting more people on pathways into tech-intensive careers that pay well.

However, despite this demonstrated willingness to act, coordination of activities across the region remains a challenge. Most initiatives operate independently from one another, often resulting in duplicative efforts and missed opportunities for greater impact. Furthermore, current efforts often concentrate activities in either the central cities or specific portions of the three-county region, thereby excluding those who live in other parts of the metro area. For example, the city of Seattle’s excellent digital equity programs extend only to the city limits and are not available in South King County. Without more collaboration, the region will not be able to take full advantage of its creativity, resources, and capacity for pragmatic problem-solving.

By committing to ongoing collaborative action, leaders in the Seattle region will be well positioned to design, launch, and maintain smart solutions to the digital skills challenge today and in the future.

2. Identify a convener and organize for action

Once stakeholders commit to collaborative problem-solving, they must then determine how best to organize for action. Identifying a neutral convener organization can help expedite this process. Designating a convener ensures that there is a single organization tasked with driving the group’s agenda forward and fostering greater collaboration among stakeholders.

The role of convener involves a handful of specific tasks that help keep the group on track and in regular contact. Organizing regular group meetings, delegating critical tasks like research into best practices, and managing communication within the group are all critical functions for the convening organization. To take just one example, the Community Center for Education Results (CCER) fills the convener role for the many stakeholders involved in the Road Map Project, which is working to improve student outcomes in South Seattle and South King County.¹²

The Seattle area is fortunate to have a number of organizations that could act as convener. Potential candidates include the Workforce Development Council of Seattle-King County (WDC), the Seattle Public Library, the University of Washington, or one of the many large philanthropies in the region.

Regardless of which organization ultimately takes on this role, selecting a convener marks a crucial first step toward an actionable, collaboratively developed digital skills agenda for the Seattle region.

3. Develop a shared vision for digital skills acquisition

Crafting a shared vision for digital skills acquisition will strengthen the group’s work by ensuring that all involved are on the same page. That vision can support the creation of a coordinated regional plan, which will help stakeholders take advantage of economies of scale and ensure the greatest return on resources invested. This plan should take particular care to address challenges faced by traditionally underrepresented groups, including women and people of color as well as those in lower-income communities.¹³ Ending the persistent lack of diversity in tech-oriented careers will require a concerted effort on the part of all stakeholders involved.¹⁴

To start, the convener’s first task should be organizing a time for stakeholders to sit down, develop a shared vision, and determine the next steps necessary to achieve that vision. Conducting an audit of existing programs in the region that support digital skills acquisition can be a good place to begin. This inventory will highlight any overlapping initiatives while also providing information on gaps in the digital skills infrastructure that will need to be addressed.

In addition, the group should work with the private sector to identify the digital skills needed in various industries and begin to map out pathways into tech-oriented careers. This information will ensure that the solutions developed are informed by current and projected industry demand.

The industry-sector panels convened by WDC offer one possible approach. Under this model, WDC serves as convener, bringing together key stakeholders from industry, education, workforce development, labor, nonprofits, and other relevant areas to identify shared challenges and engage in collaborative problem-solving. The outcomes and activities of the sector panel are determined by the group, with WDC facilitating the process throughout. WDC has a demonstrated record of success in organizing sector panels for the maritime and health care industries, and it could apply the same techniques to industries requiring digital skills.

Preliminary research will provide the data and analyses necessary for truly evidence-based solutions that respond directly to specific challenges in the region. Once this baseline research is completed, the group can begin problem-solving in earnest. To start, the group should identify a punch list of action items that can be easily accomplished in order to start building a record of successful collaborations.

As the group designs these solutions, it should also take care to establish performance management systems that track progress over time. Monitoring the performance of each solution implemented will also support efforts to refine and course-correct programming over time.

4. Adopt new roles to accomplish regional goals

With a new, shared vision of the community’s digital skills infrastructure in hand, stakeholders will need to align their individual initiatives to that goal and, in some cases, redefine their roles in order to support the broader vision.

These new roles should leverage each organization’s core strengths rather than require them to develop new ones. For example, metropolitan Seattle’s public libraries are already community-meeting spots that specialize in information exchange, offer free access to the Internet, and host a variety of classes for the public. This current work positions the libraries to serve as an information clearinghouse for digital skills programs offered in the region, ranging from job-skills training to classes on smartphone use. Likewise, academic experts at the University of Washington and other postsecondary institutions could help create a new curriculum for teaching applied digital skills to diverse populations.

At the same time, organizations should be open to adapting their core projects in order to fill gaps in the region’s digital skills infrastructure. For example, technology firms like Microsoft and Google could draw on their extensive civic philanthropic efforts and employee skills-training programs to provide basic, applied digital skills and computer science training that enhances the regional workforce. Such efforts could build on Microsoft’s IT Academy model and Google’s support for programs at the Boys and Girls Clubs, which could be repurposed to address adult needs rather than those of children and teens.

As individual organizations adopt new roles, they will need to ensure that services are available to residents across the entire metropolitan area. Anchored by its Department of Information Technology and its Digital Equity Initiative, the city of Seattle has an impressive record of boosting digital skills within the city proper. But the vast majority of area residents live outside Seattle. Furthermore, over 60 percent of the region’s poor households now live in the suburbs. As a result, regional actors like Puget Sound Regional Council, Sound Cities, and county governments face enormous pressure to serve residents across the three-county metro area.

To start, organizations should work together to conduct metrowide surveys of digital equity issues, perhaps following the model employed by Seattle’s Digital Equity Initiative. This quantitative and qualitative data will set the baseline for the entire region and will help organizations set achievable benchmark goals for the years ahead.

5. Create a regional digital skills brand and marketing strategy to galvanize action

In order to communicate the shared vision to area residents, stakeholders should develop and publicize a new regional brand that positions the Seattle region as a leader in digital skills adoption and more equitable economic outcomes.

The associated marketing campaign can counter misconceptions about digital skills and the tech industry, maximize awareness of individual stakeholders’ projects, and minimize costs for each organization. Working together, stakeholders can reach the broadest possible pool of local residents with a cohesive message that encourages digital skills and computer science skills acquisition. Furthermore, by directing residents to centralized

information centers like local public libraries, the campaign will connect individuals with experts who can help them find the best programs for their needs.

In crafting this branding effort, the Seattle area should look to similar campaigns for inspiration. One example is Portland, Ore.’s We Build Green Cities campaign, a trade-based effort to leverage Portland’s international reputation for environmental sustainability and design in order to increase the region’s exports. Baltimore’s Opportunity Collaborative offers a more equity-focused model that brings together local and state public agencies, nonprofit organizations, and universities to solve common workforce, housing, and transportation challenges. A digital skills marketing campaign patterned after existing efforts will allow the region to capitalize on proven models when positioning itself as a leader in digital skills adoption that supports more widely shared prosperity.

Conclusion

The Seattle region stands at a crossroads. It has the industrial assets for continued growth that fosters ongoing innovation and provides jobs that pay well. It also has a commitment to shared prosperity, best represented by the public, private, and civic actors that support better wages, affordable transportation options, and education and training focused on science, technology, engineering, and math (STEM) occupations. The region should build on these efforts by advancing a shared vision for digital skills and undertaking the sustained collaboration necessary to make that vision a reality.

Additional resources

The Boston Consulting Group, “Opportunity for All: Investing in Washington State’s STEM Education Pipeline” (2014).

The Boston Consulting Group and the Washington Roundtable, “Great Jobs Within Our Reach: Solving the Problem of Washington State’s Growing Job Skills Gap” (2013).

Capital One and Burning Glass, “Crunched by the Numbers: The Digital Skills Gap in the Workforce” (2015).

City of Austin, “Digital Inclusion Strategy 2014” (2014).

City of Seattle Department of Information Technology, Community Technology Program, “Information Technology Access and Adoption in Seattle: Progress Towards Digital Opportunity and Equity” (2014).

Communities Connect Network, “Defining Digital Inclusion for Broadband Deployment & Adoption” (2014).

Maureen Majury, “Building an IT Career-Ready Washington: 2015 and Beyond” (Seattle: Center of Excellence for Information & Computing Technology, 2014).

Seth McKinney, “Economic Development Planning in Seattle: A Review and Analysis of Current Plans and Strategies” (Seattle: University of Washington Evans School of Public Policy, 2013).

Seattle Goodwill, “Digital Literacy Initiative: Overview” (2014).

Seattle Goodwill, “Digital Literacy: Theoretical Framework” (2014).

Angela Siefer, “Trail-Blazing Digital Inclusion Communities” (OCLC and Institute of Museum and Library Services, 2013).

Tricia Vander Leest and Joe Sullivan, “ICT Training and the ABCs of Employability: YearUp’s Jobs Program for Urban Youth” (Seattle: University of Washington Center for Information & Society, 2008).

Authors

• Jessica A. Lee
• Adie Tomer