Archive for May 7th, 2012

The 99 Percent Wakes Up

May 7, 2012

A nice article by Joe Stiglitz:

There are times in history when people all over the world seem to rise up, to say that something is wrong and to ask for change. This was true of the tumultuous years of 1848 and 1968. It was certainly true in 2011. In many countries there was anger and unhappiness about joblessness, income distribution, and inequality and a feeling that the system is unfair and even broken.

Both 1848 and 1968 came to signify the start of a new era. The year 2011 may also. The modern era of globalization also played a role. It helped the ferment and spread of ideas across borders. The youth uprising that began in Tunisia, a little country on the coast of North Africa,spread to nearby Egypt, then to other countries of the Middle East, to Spain and Greece, to the United Kingdom and to Wall Street, and to cities around the world. In some cases, the spark of protest seemed, at least temporarily, quenched. In others, though, small protests precipitated societal upheavals, taking down Egypt’s Hosni Mubarak, Libya’s Muammar Qaddafi, and other governments and government officials.

Interesting read as always by Stiglitz..

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How charter cities could transform the developing world

May 7, 2012

A nice write-up from Charter Cities project duo Paul Romer and Brandon Fuller (HT: Charter Citieis Blog).

They cover the idea behind the project and cover details on how the first charter city is going to come up in Honduras.

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Never Mind Europe, Worry About India…

May 7, 2012

An article on Indian economy from Tyler Cowen:

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Negative consequences of overambitious school curriculum in developing countries

May 7, 2012

A  fab paper from Lant Pritchett (of KSG) and Amanda Beatty (of IPA).

The paper looks at the puzzle of flat learning. Flat learning occurs when students do not learn much despite spending a lot of time at schools. This has been seen in recent findings on education in India. The enrollments have risen but quality has been dismal with class five students unable to figure Class I stuff.

The duo point to some evidence from India and other econs on flat learning. The usual q on this is  “why students are behind the curriculum?” They reverse the problem and instead ask, “why the curriculum is so ahead of the students?”

What follows is an amazing discourse on how one can use tools of economics to understand a problem. They introduce a concept called potential pedagogical function (PPF):

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