World Bank Perspectives Global Conference on Veterinary Education and the Role of Veterinary Statutory Bodies Foz do Iguazu, Brazil - December 4-6, 2013

The World Bank Goals “ End extreme poverty within a generation and boost shared prosperity ”

A few words on the World Bank and Education

Private returns Societal economic returns The Connection between

Demographics…

330 million young people will enter the labour market in SSA between 2010 and 2025, two third of them in rural areas (source : “RuralStruc” research programme)

Knowledge…

Technology…

Most American teenagers claim that educators often don’t know how, don’t want, or aren’t able to use online tools to help them learn or enrich their studies. Source: Market Facts/TeleNation for GTE Directories. USA Today. Sep Source : Pew Internet & American Life study, Aug 14, 2002

World Bank and Tertiary Education Some elements for higher education institutions

World Bank and Tertiary Education

A few words on the World Bank and Agriculture

As per the WB Agriculture Action Plan “What we will help our Clients Do :  Raise Agricultural Productivity  Link Farmers to Markets and Strengthen Value Chains  Facilitate Rural Non-Farm Income  Reduce Risk, Vulnerability, and Gender Inequality  Enhance Environmental Services and Sustainability”

 Livestock makes a critical contribution to the MDGs (poverty and hunger, gender, education, child mortality, maternal health, diseases, environment, global partnership)  Supports livelihoods : of about 1 billion poor, of which 27% in SSA and 34% in South Asia  Supports economic development : contributes about 30% to agricultural GDP, with annual growth expected to rise to 40 % in 2020; is a major source of international trade ; and provides insurance and ready cash  Supports food security and nutrition : is a major contributor to crop-production ; provides critical nutrients to vulnerable groups; represents 28% of total protein consumption worldwide Livestock development contribution to WB goals

Source: FAO (2006) Meat Production Million metric tons Trends: Veterinarians’ role will be steadily growing and critical for rural development, livelihoods, public health and the environment

 Disconnect seen between needs in the public and private sector and skills of veterinarians  Public: administrative skills (Economics, Legal, Institutional, Strategy & Policy, Communications)  Private: business management, entrepreneurial skills  Lack of motivation of young and attrition of the veterinary population in many countries  Little public investment in VEE, low reputation, low income prospects  Continuous decline in scholarship offers Some lessons from our experience in countries

What we have done so far :  Veterinary Education  TA and investments: assessment of faculties, development of strategic plans, investments in infrastructure and equipment, curriculum development, teachers and students training…  Foster international support: explore potential twinning opportunities to use OIE mechanisms and other donors’ investments  Promote OIE guidelines: in particular “Day1 competencies” and “Model Core Curriculum”  Ongoing career development  Institutionalization of continuing education  Specific trainings for private and public veterinarians On Veterinary Education

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 Support to VSB are complementary important activities Part of a “package” aimed at supporting private veterinary practitioners :  Legal framework  Organization and regulation of the profession  Technical skills (on-the-job training) and equipment On Veterinary Statutory Bodies

Conclusion  Need to invest massively in education now : highly strategic sector  Agriculture and Livestock : critical areas for poverty reduction and food security  On Veterinary Education : huge efforts needed to harness livestock growth in a sustainable way  WB committed to pursue its efforts in supporting Veterinary education and Veterinary Statutory Bodies  Potential for WB Agriculture and Tertiary Education Sectors to work together for leverage effect

Thank you for your attention Photos credits: B. Bedard and C. Plante Slides 2 to 15 credit: Francisco Marmolejo, Coordinator Tertiary Education, WB