New developments and curiosities from a changing global media landscape: People, Spaces, Deliberation brings trends and events to your attention that illustrate that tomorrow's media environment will look very different from today's, and will have little resemblance to yesterday's.
2015 forecasts for sales of technology devices indicate global stability as the market remains at around one trillion USD, where it has hovered for the last three years. However, the forecasts also predict shifts at the country level as the top ten largest growth markets will increase by over $10 billion. Emerging markets, in which both volume and pricing contribute to positive sales, will dominate this growth.
India will experience the highest growth rate, primarily driven by smartphones sales, followed by China. China's technology device market represents an interesting case study because it is predicted to grow by just $1.8 billion in 2015-- a mere 1% increase over the estimated 2014 total-- but that is still large enough for second place.
Emerging Markets to Lead Tech Sector Growth in 2015
Poverty may be falling, but 1 billion people still live in extreme poverty. Inequality is growing everywhere. What is the World Bank Group doing about this?
The World Bank Group President Jim Yong Kim and World Bank Chief Economist Kaushik Basu had some answers in a live-streamed conversation, Building Shared Prosperity in an Unequal World, with Chinese media entrepreneur Yang Lan in the lead-up to the institution’s Annual Meetings on Wednesday morning.
In the development world, children are often seen as the powerless victims of poverty, hunger, and social inequality, but research suggests that young people can often be powerful forces for change. From disease prevention and improved hygienic habits, information presented to children in school and through social and other media is often then passed on to parents, households, and even communities, thus encouraging positive change from the ground up. And fortunately, it appears that development experts are catching on!
In a recent article called “Economic Convergence: The Headwinds Return”, The Economist magazine called the rapid convergence of income levels between developing countries and the United States an aberration. It presented data showing that the difference between income per capita growth in developing countries and in developed countries had peaked around 2008 and had since become steadily smaller. When China is excluded from the calculations, the difference becomes smaller still.
So should we dismiss convergence as a trend whose time is past? I would argue that this would be premature, and that convergence is still a feature of our time. The different conclusion is not because of different data--both of us use the IMF’s World Economic Outlook series for GDP per capita at purchasing power parity terms, and its forecasts until 2019—but a different approach to convergence.
International trade has a critical role to play in environmental protection and the effort to mitigate climate change. While it certainly isn’t always framed this way, it is important to realize that increased trade and economic growth are not necessarily incompatible with a cleaner environment and a healthier climate.
If we are going to move away from dirty fossil fuels and inefficient energy processes at a rate necessary to limit the likely devastating results of a warmer planet, then we need enabling policies in place—especially when it comes to trade policy.
That’s why, this week, a group of 14 World Trade Organization (WTO) Members are meeting to begin the second round of negotiations on the Environmental Goods Agreement (EGA)—an effort aimed at liberalizing trade in products that help make our world cleaner and greener.
The growth of large metropolitan areas around the world has been very recent and very rapid, particularly when measured against the duration of human beings’ existence as a species. For the first 95% of our time on earth, we built no settlements at all. Cities of a million people arose during only the last 1% of homo sapiens’ time on earth, and there are already 500 such cities in the world today.
If we have spent most of our existence as small wandering bands, does that mean we are ill-equipped to manage urban settlements of this vast size? The key to success in our current urban transformation may in fact be the same as the key to mankind’s earliest origins - our ability to cooperate.
A recent surge in China’s food imports has rekindled concerns about global food demand raised by Brown (1995) and about food self-sufficiency in China. According to UN Comtrade data, China’s trade in food was roughly balanced until 2008 but subsequently moved into deficit, with net imports rising to $38.7 billion in 2013. A key question is whether China will become a massive net food importer like Japan and the Republic of Korea, which rely on world markets for more than 70 percent of grain and soybean demand.
China’s rapid economic growth, at 8.5 percent average annual per capita in purchasing power parity terms since economic reform began in 1978, has dramatically changed Chinese diets. While China’s per capita calorie consumption appears likely to be approaching its peak, the composition of food demand seems likely to continue to change, as consumers shift away from basic staples and towards animal-based products. This shift to greater dietary diversity imposes greater burdens on agricultural resources since animal-based diets require much more agricultural resources than vegetable-based diets.
MOOCs -- massively open online courses of the sort that can simultaneously enroll thousands, even tens of thousands, of learners simultaneously -- have been a hot topic of discussion for a few years now in both the worlds of education and 'international development' (and, for what it's worth, the subject of numerous related posts here on the World Bank's EduTech blog). Recent news that edX, one of the prominent MOOC platforms, is to start offering courses aimed at high school students suggests that the potential usefulness and impact of things like MOOCs may soon extend beyond the realm of higher education, out of which MOOCs originally emerged and where most related activity has occurred to date.
There is much (potentially) to be excited about here. Few would argue against having greater access to more learning opportunities, especially when those opportunities are offered for 'free', where there is latent unmet demand, and where the opportunities themselves are well constructed and offer real value for learners. As with MOOCs at the level of higher education, however, we perhaps shouldn't be too surprised if these new opportunities at the high school level are first seized upon *not* by some of the groups with the greatest learning needs -- for example, students in overcrowded, poorly resourced secondary schools in developing countries, or even students who would like a secondary education, but for a variety of reasons aren't able to receive one -- but rather by those best placed to take advantage of them. This has been largely been the case for initial adopters of MOOCs. (One of the first studies of this aspect of the 'MOOC Phenomenon', which looked at MOOCs from the University of Pennsylvania, found that students tended to be "young, well educated, and employed, with a majority from developed countries.")
As a practical matter, some of the first types of beneficiaries may, for example (and I am just speculating here), be homeschooling families in North America (while not necessarily comparatively 'rich' by local standards, such families need to be affluent enough to be able to afford to have one parent stay at home with the kids, and generally have pretty good Internet connectivity); international schools around the world (which can offer a broader range of courses to students interested in an 'American' education); and the families of 'foreign' students looking to apply to college in the United States (the edX course “COL101x: The Road to Selective College Admissions” looks, at least to my eyes, tailor made for certain segments of the population of learners in places like China, Korea, Hong Kong, etc.). In other words, at least in the near term, a Matthew Effect in Educational Technology may be apparent, where those who are best placed to benefit from the introduction of a new technology tool or innovation are the ones who indeed benefit from it the most.
Longer term, though, it is possible to view this news about movement of a major MOOC platform into the area of secondary education as one further indication that we are getting further along from the 'front end of the e-learning wave' (of which MOOCs are but one part) to something that will eventually have a greater mass impact beyond what is happening now in the 'rich' countries of North America and the OECD.
Learning with new technologies has of course been around for many decades but, broadly speaking, has not (yet) had the 'transformational' impact that has long been promised. "Gradually, then suddenly" is how one of Ernest Hemingway's characters famously describes how he went bankrupt. Might this be how the large scale adoption of educational technologies will eventually happen as well in much of the world?
f so, one credible potential tipping point may be a 'black swan' event that could push all of this stuff into the mainstream, especially in places where it to date has been largely peripheral: some sort of major health-related scare. (For those unfamiliar with the term, which was popularized by Nicholas Taleb, a 'black swan' is a rare event that people don't anticipate but which has profound consequences). One of the first ever posts on the EduTech blog, Education & Technology in an Age of Pandemics, looked at some of what had been learned about how teachers and learners use new technologies to adapt when schools were closed in response to outbreaks involving the H1N1 influenza virus: the 'swine flu' that afflicted many in Mexico about six years ago; and an earlier outbreak of 'bird flu' in China. I have recently been fielding many calls as a result of the current outbreak of the Ebola virus in West Africa asking essentially, 'Can we do anything with technology to help our students while our schools are closed?', and so I thought it might be useful to revisit, and update, that earlier post, in case doing so might be a useful contribution to a number of related discussions are occurring.
Economic development theorists and practitioners are increasingly using the term “middle-income trap” to describe the situation where developing economies’ convergence to the development frontier comes to a halt once their income per capita reaches a middle-income level. The term is ambiguous: is it a halt in convergence or slowdown in growth, and what exactly is the definition of middle-income? Nevertheless, the concept has been successfully used to create a scare that developing countries are more likely to run out of breath or even give up the race in the middle of the track than to continue catching up with the leading economies. Eichengreen et al. and several IMF economists are among those who provide empirical evidence that the “middle-income trap” is real and that developing countries do get stuck at some low-level equilibrium.