About a month ago two colleagues (Greg Kisunko and Steve Knack) posted a blog on “The many faces of corruption in the Russian Federation”. Their post, based on the elegant analysis of the 2011/2012 Russian BEEPS, underscores a point that many practitioners and researchers are now beginning to appreciate because of the availability of new, disaggregated data: corruption is not a homogenous phenomenon, but rather a term that encompasses many diverse phenomena that can have profoundly different impact on the growth and the development of a country. If we delve deeper into this disaggregated data, we observe that within the same country can coexist significantly different sub-national realities when it comes to the phenomenon we label “corruption”.
Film is a powerful tool for explaining environmental issues. I first learnt this lesson while trying to enlist local communities in northern Vietnam to help protect a strange blue faced and critically endangered primate called the Tonkin Snub Nosed Monkey. After a morning spent bombarding local leaders with facts and figures, they were polite but unmoved.
One consistent theme that I hear quite often from policymakers with an interest in, and/or responsibility for, the use of ICTs in their country's education system is that they want to 'learn from the best'. Often times, 'best' is used in ways that are synonymous with 'most advanced', and 'most advanced' essentially is meant to describe places that have 'lots of technology'. Conventional wisdom in many other parts of the world holds that, if you want to 'learn from the best', you would do well to look at what is happening in places like the United States, Canada, Australia, the United Kingdom, South Korea and Singapore. (Great internal 'digital divides' of various sorts persist within some of these places, of course, but such inconvenient truths challenge generalizations of these sorts in ways that are, well, inconvenient.) Policymakers 'in the know' broaden their frame of reference a bit, taking in a wider set of countries, like those in Scandinavia, as well as some middle income countries like Malaysia and Uruguay that also have 'lots of technology' in their schools. Whether or not these are indeed the 'best' places to look for salient examples of relevance to the particular contexts at hand in other countries is of course a matter of some debate (and indeed, the concept of 'best' is highly problematic -- although that of 'worst' is perhaps less so), there is no question that these aren't the only countries with lots of ICTs in place (if not always in use) in their education systems.
What do we know about what is happening across Europe
related to the use of ICTs in schools?
The recently released Survey of Schools: ICT in Education Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools provides a treasure trove of data for those seeking answers to this question. Produced by the European Schoolnet in partnership with the University of Liège in Belgium, with funding from the European Commission, the publication features results from the first Europe-wide survey of this sort across the continent in six years:
On the eve of Earth Hour, taking place this Saturday 23 March, WWF this week announced the City of Vancouver in Canada as its Global Earth Hour City Challenge Capital 2013 at an award ceremony in Malmö, Sweden. The Earth Hour City Challenge is an initiative that takes Earth Hour beyond the symbolic gesture of switching off lights for one hour, encouraging concrete action on the ground to combat climate change.
The City Challenge is designed to identify and reward cities that are prepared to become leaders in the global transformation towards a climate-friendly, one planet economy. Working in collaboration with the leading association of cities and local governments dedicated to sustainable development, ICLEI – Local Governments for Sustainability, WWF worked across six countries (Canada, India, Italy, Norway, Sweden and USA), from which a total of 76 cities registered for the City Challenge.
More than a decade has passed since Indonesia embarked on the transition from authoritarian rule to building democratic institutions. This week, CommGAP met with Santoso, Managing Director of KBR68H, a Jakarta-based radio news agency founded in 1999, at the dawn of the country’s democratic transition. In addition to its long roster of domestic and international awards, KBR68H is the first media and Southeast Asian organization to receive the King Baudouin International Development Prize, named after the former king of Belgium (click here for a video on KBR68H prepared by the prize sponsor).