Populations

Geography

EPAR TECHNICAL REPORT #411
Tracking the investment landscape: a summary of three international financial institution's (IFIs) investments in sub-Saharan Africa
Publication Date: 05/24/2021
Type: Data Analysis
Abstract

In this dataset, we compile current project data from three major international financial institutions (or IFIs) - the World Bank, African Development Bank, and the International Fund for Agricultural Development - to understand

  1. how much countries are borrowing from each institution. and
  2. how much of that funding is devoted to small scale producer agriculture.

We begin by gathering publicly accessible data through downloads and webscraping Python and R scripts. These data are then imported into the statistical software program, Stata, for cleaning and export to Excel for analysis. This dataset contains rich information about current projects (active, in implementation, or recently approved), such as project title, project description, borrowing ministry, commitment amount, and sector. We then code relevant projects into two categories: On Farm (projects pertaining directly to small scale producer agriculture) and Rural/Agricultural Economies (inclusive of On Farm, but broader to include projects that impact community livelihoods and wellbeing). Finally, we annualize and aggregate these coded projects by IFI and then by country for analysis. Bilateral funding, government expenditures on agriculture, and development indicators are also included as supporting data to add context to a country's progress towards agricultural transformation.

The primary utility of this dataset is having all projects collected in a single spreadsheet where it is possible to search by key terms (e.g. commodity, market, financial, value chain) for lending by IFI and country, and to get some level of project detail.  We have categorized projects by lending category (e.g. irrigation, livestock, agricultural development, research/extention/training) to aggregate across IFI so that the total funding for any country is easier to find. For example, Ethiopia and Nigeria receive the most total lending from these IFIs (though not on a per capita basis), with each country receiving more than $3 billion per year on average. Ethiopia receives the most lending devoted to On Farm projects, roughly $585 million per year.  Overall, these data provide a snapshot of the magnitude and direction of these IFI's lending over the past several years to sub-Saharan Africa. 

 

Suggested Citation: 

Figone, K., Porton, A., Kiel, S., Hariri, B., Kaminsky, M., Alia, D., Anderson, C.L., and Trindade, F. (2021). Summary of Three International Financial Institution (IFI) Investments in Sub-Saharan Africa. EPAR Technical Report #411. Evans School of Public Policy & Governance, University of Washington. Retrieved <Day Month Year> from https://epar.evans.uw.edu/research/tracking-investment-landscape-summary-three-international-financial-institutions-ifis

Process Documentation for the IFI Dataset, Presentation Slides 5/24/21, IFI Dataset
Code
EPAR Research Brief #229
Higher Education Capacity Building Literature Review (Phase II): Annotated Bibliography
Publication Date: 12/07/2012
Type: Literature Review
Abstract

Our initial agriculture capacity building search revealed best practices including institutional partnership building, cross-border opportunities such as ‘twinning,’ and views that these practices are most effective when accompanied by appropriate policies and regulatory frameworks to incentivize return on education to home countries. In addition, the literature explained the historical and political context  in which some countries successfully built higher educational capacity, suggesting a set of socio-political conditions necessary for a ‘surge’ in capacity building to occur.  Our results raised questions about challenges shaping these best practices (e.g. “brain drain” leading to the need for cross-border opportunities) as well as possible approaches to address these underlying issues. To further examine identified challenges from our initial findings, we re-oriented our search to investigate retention strategies, regional or intra-national network capacity building approaches, and whether there is in fact a need for higher education capacity in all countries through comparative advantage or otherwise. This report presents a review of the literature on the best and worst practices for national agricultural capacity building when investing in a country's higher education system or when investing directly in national or relevant global research capacity. We find that several countries have successfully employed a variety of retention, return, and diaspora strategies to build capacity by capitalizing on the feedback loops of international mobility.  In addition, several countries in Africa have employed strategies to address the rural-to-urban “brain drain” by prioritizing education of students with post-secondary rural agricultural work experience and strong ties to rural communities in order to return the benefit of this education to local communities. The report discusses these and other strategies as well as analysis related to the ‘whole system effect’ of higher education and subsequent ‘need’ for Higher Agricultural Education (HAE) capacity in all countries.

Full Brief
EPAR Research Brief #214
Higher Agricultural Sciences Education in Africa: Literature Review of Qualitative Sources
Publication Date: 11/12/2012
Type: Literature Review
Abstract

This literature review examines the returns to tertiary agricultural sciences education, particularly in Sub-Saharan Africa (SSA). We include information from organizations’ program documents and gray literature, including the World Bank, UNESCO, ILO, IFPRI, ASTI, various Ministries of Education, country-specific NARS, and ADBG. We find no calculated rate of return (RoR) to tertiary agricultural science, including in SSA. We do find estimates for the return on tertiary education in general, ranging from 12-30% in SSA, along with qualitative support for the value of agricultural science education.  The private value of this education can be somewhat inferred from the unmet demand of African students for agricultural science training in North America, Europe, and Australia, and the private and social value from the demand for educated researchers in NARS and SSAQ labor markets. Educated agricultural scientists are hypothesized to affect agricultural productivity via research and development and their influence on policy. Despite the dearth of quantitative ROR evidence, we do find several articles describing the need for increased higher agricultural education and proposing recommendations toward this aim. In this report, we summarize these qualitative results as evidence of the value of tertiary education.

Literature Review
EPAR Research Brief #190
LSMS-ISA Tanzania: Gender
Publication Date: 03/30/2012
Type: Data Analysis
Abstract

This brief presents a comparative analysis of men and women and of male- and female-headed households in Tanzania using data from the 2008/2009 wave of the Tanzania National Panel Survey (TZNPS), part of the Living Standards Measurement Study – Integrated Surveys on Agriculture (LSMS-ISA). We compare farm activity, productivity, input use, and sales as well as labor allocations by gender of the respondent and of the household head. In households designated “female-headed” a woman was the decision maker in the household, took part in the economy, control and welfare of the household, and was recognized by others in the household as the head. For questions regarding household labor (both non-farm and farm), the gender of the individual laborer is recorded, and we use this to illustrate the responsibilities of male and female household members. An appendix provides the details for our analyses.

Full Brief, Appendix to the Brief