Evans School Policy Analysis & Research Group (EPAR)

In Sub-Saharan Africa, 12% of adults now report having a mobile money account, representing over a quarter of the share of those who have any kind of financial account at all. As mobile money expands, there is interest in how regulatory frameworks develop to support digital financial services (DFS) and also support broader financial inclusion. In theory, protecting consumers from risk, and ensuring that they have the information and understanding required to make informed decisions, may increase their confidence and trust in mobile money systems, leading to higher adoption and usage rates. However, consumer protection regulations may also carry certain trade-offs in terms of cost, usage, and innovation.  The challenge, according to proponents of consumer protection, is to develop regulations that promote access and innovation, yet still offer an acceptable level of consumer protection. We review the literature on consumer protection institutions and regulatory documents for DFS (particularly mobile money) in 22 developing countries, and identify examples of specific consumer protection regulations relevant to mobile money in each country.

This brief reviews the various definitions of global public goods (GPGs) and regional public goods (RPGs) found in the literature and provides examples of each in six frequently discussed sectors: environment, health, knowledge, security, governance, and infrastructure. We identify multiple alternative definitions that have gained some traction in the literature, but GPGs are generally agreed to exhibit publicness in consumption, distribution of benefits, and decision-making. Because policy choices determine what is and what is not a GPG, there cannot be a fixed list of such goods; some always have the property of global publicness, while others have over time changed from being local or national to being global in terms of benefits and costs. GPGs are thus redefined as goods that are in the global public domain. GPG and RPG financing mechanisms include payments by users and beneficiaries, taxes, fees, and levies, private funding by non-profit corporations, profit-making firms, and philanthropic individuals and organizations, national and international public resources, and partnerships between several sources of financing. We conclude with an analysis of trends in GPG and RPG financing through Official Development Assistance (ODA) using time series data from the OECD’s Creditor Reporting System and other sources. We find that 14% of ODA in 2014 was allocated to sub-sectors labelled by Reiner et al. as GPGs, while 15% of ODA was allocated to RPGs, and that GPG and RPG spending has steadily increased from 2002-2014.

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.