I’ve traded field boots for Board papers, but I still keep the map handy. Since last September, I’ve been Senior Advisor and (the most magical job title ever) temporary permanent alternate ED, in the Dutch Executive Director’s Office at the World Bank, where my portfolio spans the Committee on Development Effectiveness (CODE), trade, procurement, and a mix of regional and thematic files.
Before the Boardroom, my compass pointed firmly toward the Netherlands Ministry of Foreign Affairs. I built extensive field experience in the Western Balkans as regional security coordinator on counter‑terrorism issues, and in Kenya as Deputy Ambassador for Somalia, leading a cross‑ministerial team drawn from four ministries.
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partnerships (PPPs) by different organizations around the world. How can you keep track of what’s new and what’s relevant for your work?
unprecedented enrollment rates. Yet, even with these historic investments, children sit in classrooms every day without learning. More than a schooling crisis, we face a learning crisis. Despite progress in countries as diverse as Vietnam, Colombia and Peru, millions of children leave school without knowing how to read a paragraph or solve a simple two-digit subtraction.
ises overlap in complex ways, from the impacts of climate change to a spike in violent conflict, historically high levels of forced displacement, and the worst famine in 70 years.
sion focused impact evaluation? Shah and co. define it as one which “prioritises the implementer’s decision-making needs over potential contributions to global knowledge. They contrast these to what they call knowledge focused evaluations which are “those primarily designed to build global knowledge about development interventions and theory.”
Netherlands for the World Bank 
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