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From transport to health, food to construction and textiles, plastics are among the most abundant materials in our economy. Globally, the plastic industry is valued at USD 600 billion and provides employment to millions of people worldwide. But plastic pollution has become a crisis of monumental proportions, with 8 million tons ending up in oceans annually. Around the world, different regions face unique challenges ranging from community awareness to waste and recycling capacity, to weak stakeholder engagement.

Typically, attaining high education is expected to increase one’s probability of joining the labor force. In Tunisia, people with high education face a high probability of being unemployed. More than half of the Tunisian working-age population remains outside the labor force. Reconsidering the role of TVET is critical in bridging gaps in the supply and demand of skills for the labor market and possibly increasing employment rates. Critical stakeholders such as employers and other private sector actors are barely involved in the design and curriculum offering in Tunisia’s TVET sector.   

The Government of Sri Lanka sought to develop a national skills development strategy and improve technical and vocational education (TVET). The World Bank helped organize an exchange with Malaysia, which had developed successful TVET programs. As part of a broader technical assistance program, the exchange raised the awareness of officials about how to undertake TVET reforms in a middle income country.



After learning about the success of East Asian countries in developing their economies and attracting Foreign Direct Investment (FDI) through Special Economic Zones (SEZ), many African governments wanted to use the same strategy to improve their economic performance. However, most African countries lack the capacity to design and implement SEZs, including lack of policy framework clarity, difficulties in physical planning and land administration, and insufficient regulatory and administrative knowledge. They have also not being very successful in involving the private sector in SEZs.

When Jamaica needed to reform how it built capacity for different levels of leadership in delivering education services, it turned to Malaysia. Specifically, Jamaica was interested in how to design and implement competency-based leadership development to increase the effectiveness of its education system leaders. Drawing on Malaysia’s experience, Jamaica is changing the way it trains, mentors, and holds its education leadership accountable.


The Government of Uzbekistan wanted to improve e-services to its citizens, businesses, and government for greater efficiency, data availability, and transparency. However, the Government lacked the appropriate regulatory and policy framework. Malaysia, among the leading countries in the developing world to embark upon implementing e-government services, offered Uzbek officials an opportunity to discuss eGovernment practices with representatives from all levels of government.


The Government of Tajikistan wanted to keep up with the growth of e-governance as well as reform its public procurement system. Through the exchange with Malaysia, experts from Tajikistan learned about the importance of improving efficiency and transparency in the public procurement process. The Government of Tajikistan also increased its capacity to develop and implement reforms, including e-procurement practices.