Debt Limits in Fund-Supported Programs - Proposed New Guidelines

Policy Papers ◽  
2009 ◽  
Vol 09 ◽  
Author(s):  

Low-income countries (LICs) face significant challenges in meeting their development objectives, while maintaining a sustainable debt position. To address this dilemma, the international community has largely advocated recourse to concessional external finance. The Fund’s existing policy and practice on external debt limits conforms to this preference.

Policy Papers ◽  
2013 ◽  
Vol 2013 (41) ◽  
Author(s):  

Low-income countries (LICs) face significant challenges in meeting their development objectives while at the same time ensuring that their external debt remains sustainable. In April 2005, the Executive Boards of the International Monetary Fund (IMF) and the International Development Association (IDA) endorsed the Debt Sustainability Framework (DSF), a tool developed jointly by IMF and World Bank staff to conduct public and external debt sustainability analysis in low-income countries. The DSF aims to help guide the borrowing decisions of LICs, provide guidance for creditors’ lending and grant allocation decisions, and improve World Bank and IMF assessments and policy advice.


2000 ◽  
Vol 00 (196) ◽  
pp. 1 ◽  
Author(s):  
Sheku Bangura ◽  
Robert Powell ◽  
Damoni N. Kitabire ◽  
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...  

IDS Bulletin ◽  
2021 ◽  
Vol 52 (2) ◽  
Author(s):  
Jing Gu ◽  
Xiaoyun Li ◽  
Chuanhong Zhang

This article aims to investigate the recent evolution of China’s development policy and practice. More precisely, how do China’s policymakers and practitioners understand and debate China’s role in international development, specifically in the context of the global Covid-19 pandemic? China’s growing development activities overseas, particularly in the African continent, have spurred intense debate over its role as a rising power in international development. China is viewed in the West both as a threat and as a valuable potential partner in development cooperation. However, differences between Western and Chinese conceptions of development have complicated cooperation and understanding of China’s development policy. Further understanding of these differences is needed, in order to evaluate their implications for low-income countries, and for potential trilateral cooperation.


2019 ◽  
Vol 4 (2) ◽  
pp. 60 ◽  
Author(s):  
Kavita Berger ◽  
James Wood ◽  
Bonnie Jenkins ◽  
Jennifer Olsen ◽  
Stephen Morse ◽  
...  

The global burden of infectious diseases and the increased attention to natural, accidental, and deliberate biological threats has resulted in significant investment in infectious disease research. Translating the results of these studies to inform prevention, detection, and response efforts often can be challenging, especially if prior relationships and communications have not been established with decision-makers. Whatever scientific information is shared with decision-makers before, during, and after public health emergencies is highly dependent on the individuals or organizations who are communicating with policy-makers. This article briefly describes the landscape of stakeholders involved in information-sharing before and during emergencies. We identify critical gaps in translation of scientific expertise and results, and biosafety and biosecurity measures to public health policy and practice with a focus on One Health and zoonotic diseases. Finally, we conclude by exploring ways of improving communication and funding, both of which help to address the identified gaps. By leveraging existing scientific information (from both the natural and social sciences) in the public health decision-making process, large-scale outbreaks may be averted even in low-income countries.


2021 ◽  
pp. 52-74
Author(s):  
Sarah Kabay

The issue of grade repetition is relevant for policy and practice in every education system around the world—and yet it is rarely the topic of research in low-income countries. Typically, grade repetition is coupled with a second concern: early school dropout. Together, they are believed represent a constraint upon access to education—preventing children from progressing through school. On the other hand, repetition often intends to emphasize standards and enforce the quality of education. In this way, the issue of grade repetition represents the possible tension between access and quality, but methodological challenges associated with the study of repetition make it difficult to draw any definitive conclusions. This chapter investigates the association between repeating a grade and dropping out of school, the defining theme of existing literature on repetition in low-income countries. Empirical analysis in the sample of Ugandan schools brings to light two other concerns: age of entry into primary school and language of instruction.


2003 ◽  
Vol 03 (249) ◽  
pp. 1 ◽  
Author(s):  
Toan Quoc Nguyen ◽  
Benedict J. Clements ◽  
Rina Bhattacharya ◽  
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...  

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