Behind the Numbers: The PRB blog on population, health, and the environment

by Charlie Teller, Bixby visiting scholar 

Teaching an entire semester’s graduate course in three weeks at the end of the academic year seemed a dubious task under normal conditions. But teaching it at the end of Ethiopia’s long dry season with shortages of electricity and water, not to mention scarcity of recent publications and slow internet speed in the mountainous capital city of Addis Ababa, made it even more challenging.

I had taught at the Flagship University of Addis Ababa’s Institute of Population Studies for four years in the mid-to-late 1990s, and served as external thesis examiner off and on since then, but now the government really needed more Ph.D demographers as it greatly increased its student intake in higher education, even pushing to start a Ph.D program on top of an already overstretched masters degree program.

In one of the poorest countries in the world, with 13 million food insecure, the second largest population in Africa (nearly 80 million), and an annual population growth rate around 2.6 percent, we discussed theories of population and development and debated models of the demographic transition. In a secret ballot early on in the course, I was not surprised to find out most of the 22 mature graduate students were Malthusian pessimists or even alarmists.

The job of a good professor is to challenge his students into reconsidering their cynicism and, in this constrained setting, provide rays of hope that things might get better. In the past few years, my Ethiopian colleagues and I had published evidence that the country was unexpectedly progressing better along the demographic transition than most of its neighbors, and that it was surprisingly on track to meet many of the 2015 Millennium Development Goals (MDGs), especially in education and health.

In just a few weeks, in spite of the lack of computers, electricity, and inability to download publications from the internet, the students were able to work in  teams of two to three to read recent literature and access demographic and development data through sharing CDs, photocopies, and handouts. They closely assessed the quality of differing estimates of progress since 1990 on the MDGs: the 1993 National Population Policy and its ICPD+15 (2008) goals, and the 2005-08 Poverty Reduction Strategy.

Ethiopian population graduate students prepare outside on campus at dark when electricity went out. (Photo by Charlie Teller)

In their final exam, I asked if any had changed their minds away from pessimism, and why. To my pleasant surprise, some had after seeing progress on the some of the MDGs and social change in their own younger generation, calling themselves revisionists, neutralists,or cautious optimists.  They became convinced of the importance of using rigorous research methods and reliable indicators to closely monitor and evaluate the pace of the demographic transition and socioeconomic and gender inequities, as well as capacity building in research and training.

If these keen students in such a resource-constrained environment can learn so quickly, can’t a country under population pressure use its resilient and adaptive skills to begin to believe in their capacity to accelerate the demographic transition?    ?

by Bill Butz, President and CEO, Population Reference Bureau  

I’ve led a relatively privileged life, never economically poor or deprived of basic needs. But I’ve been around data and research on poverty throughout my career. At RAND, I surveyed and studied how poverty, fertility, health, and economic opportunities interact in Guatemala and Malaysia. At the Census Bureau, much of the official U.S. statistics on poverty, income, education, and health were my responsibility. At the National Science Foundation, we funded much academic research on poverty in the U.S and elsewhere. And now at PRB, we turn relevant data and research about poverty and other topics into clear and evidence-based information for decision makers. So, based on a life’s experience and on the scientific evidence—if I were Lead Adviser, what would I do to substantially reduce poverty? Here’s how I’ll spend the first billion dollars:

• I will spend $300 million to build schools, develop relevant curricula, train teachers, and ensure effective primary schooling—all to eliminate functional illiteracy in poor countries. In spite of real progress over the last 30 years, about a billion people, most of them female, entered this century unable to write their names or read a book. Most won’t, for this reason, use new farming techniques or work in a modern factory. They’re stuck. Based on recent progress, we know how to increase literacy through schooling.
• I will spend $300 million to increase the availability of effective and affordable contraceptives to women and men who want to reduce or space their births. More children than desired causes poverty. Based on the evidence, we know how to create a more enabling environment to lower birth rates. See PRB’s policy brief, Ensuring a Wide Range of Family Planning Choices for more information.
• I will spend $200 mllion to teach disadvantaged U.S. children age 4-6 cognitive skills along with noncognitive skills like motivation and perseverance, all of which are necessary for success in school and jobs. If necessary, I will pay for this by shifting resources from formal schooling and remedial job training, neither of which works without the basic skills. We don’t know exactly how to impart these skills in ways consistent with parental roles, so the first dollars will go into research and controlled field trials. See James J. Heckman’s article “Skill Formation and the Economics of Investing in Disadvantaged Children.”
• I will spend $200 million to eliminate child undernourishment in the world. A third of all child deaths globally, three and a half million each year, is due to nutrition-related causes. Many of those who survive have less energy and health for school and work. This exacerbates poverty. We know how to eliminate undernutrition (overnutrition—obesity—is tougher) and doing so isn’t expensive as these things go. See James Levinson and Lucy Bassett’s PRB brief on malnutrition, The Lancet’s Series on Maternal and Child Undernutrition, and PRB’s seminar on improving child nutrition for more.  

The list of challenges goes on: bad governance, industrialized country agricultural policies, HIV/AIDS and other communicable diseases, food maldistribution, lack of employment opportunities and more. Indeed, my top priorities will not succeed in some places without complementary investments. Still, to lead is to choose. You see how this “adviser” would choose. If you were Lead Adviser instead, what would you choose to do?

(If you really like the priorities game, see Copenhagenconsensus.com and the UN Millennium Development Goals 2008 Report)