The number of low income countries is falling. At the same time, the importance of global issues - conflict, climate, migration, trade, tax, financial stability, youth unemployment, urbanisation economic development, and infectious disease - is rising. The Committee argues that aid remains vital for addressing poverty in poor countries, for encouraging economic development, for providing global goods such as tackling climate change, combating diseases such as Ebola and providing humanitarian assistance, but new forms of co-operation have to be developed in order to meet these challenges. This will include new financial mechanisms and facilitating links with UK institutions in a wide range of areas, including health, education, culture, law, culture and science. This will require the Department for International Development (DFID) to put more emphasis on working with small organisations and less on programme management.As the focus moves away from aid, policy coherence for development must be at the heart of a new approach. This means working across Government in the UK, and with global partners in the multilateral system, to maximise the impact on development of all the UK's actions. This approach and changes will require DFID staff to develop different skills.

Government response to HC 663, session 2014-15 (ISBN 9780215081261)

As the end of the 2010-2015 Parliament approaches, the Committee has taken the opportunity to look back on their work. This Report outlines some of the Committee's work, progress and effectiveness during this Parliament and sets out areas that may be of interest to their successor committee. It has also provided the opportunity to scrutinise what actions the Government has taken with regard to issues and recommendations raised in our reports.

Government response to HC 693, 2013-14 (ISBN 9780215071750). DFID's annual report for 2012-13 published as HC 12, session 2013-14 (ISBN 9780102983241)

The shortage of full time jobs and the difficulty in earning a livelihood are one of the greatest global problems. Increasing population, especially in Africa, looks much less likely to stabilise than experts complacently believed until recently. World-wide 600 million young people will enter the job market in the next decade with only 200 million jobs awaiting them. The failure to address the issue will have serious consequences and threatens widespread social and political unrest. The situation is recognised by donors, but there seems to be a lack of passion in attempts to address it. As DFID notes, the private sector is the driver of economic growth and will produce 90% of new jobs. DFID's approach to economic development is centred on its Economic Development Strategic Framework, which consists of a series of wide-ranging interventions, listed under five pillars, including international trade; improving the "enabling" environment in countries; catalysing capital flows; engaging with businesses to help their investments contribute to development; and ensuring growth is inclusive and benefits marginalised groups. The choice and balance of interventions depends on the particular circumstances of each country. This basic approach was supported by many witnesses. However, there are several concerns. DFID plans to spend £1.8 billion on economic development by 2015-16 - more than doubling the amount spent in 2012-13; is DFID geared up to spend the extra money cost-effectively? The Committee have seen examples of successful work on theirr visits, and urge DFID to publish lists of achievements under these programmes.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Competition, competitiveness, innovation and growth are inherently linked. This book covers the main ideas underlying competitiveness and its applications, drawing lessons for developing economies and relevant policy recommendations.