We often consult various partners – including governments, organizations and other implementers – on Open Data and its critical role in economic development and growth. The World Bank’s team of information and communication technology (ICT) and open data experts help explore the potential for forecasting national and global trends, while also unlocking opportunities for innovation and improved performance. These consultations serve as a crucial starting point in planning, implementation and correction of many government, private sector and civil society initiatives.
Since 2012, the Bank has organized a series of trainings on open data tools and online resources for users in government, economic research institutes, media, civil society, academia and the private sector. More than 3,000 stakeholders have been trained already in 10+ major cities of India. There is need to take this agenda forward especially in the low-income states where exposure to the Bank's resources is lower.
South Asia’s Commerce Ministers meet in Thimphu on July 24. Getting there would not have been easy for many of them, with no direct flights between Thimphu and four of the seven capitals. In June, when some of us convened for a regional meeting in Kathmandu, our Pakistani colleagues had to take a 20 hour flight from Karachi to Dubai in order to get to Kathmandu! This is symptomatic of the overall state of economic engagement within South Asia—in trade in goods and services, foreign direct investment and tourism.
South Asian countries’ trade policies remain inward-looking compared to other regions, and there are even bigger barriers to trade within the region. Today, South Asia today is less economically integrated than it was 50 years ago. Figure 1 below shows that intra-regional trade in South Asia accounts for less than 5 percent of total trade, lower than any other region.
One persistent challenge for educational policymakers and planners related to the potential use of informational and communication technologies (ICTs) in remote, low income communities around the world is that most products, services, usage models, expertise, and research related to ICT use in education come from high-income contexts and environments.
One consequence is that technology-enabled 'solutions' are imported and 'made to fit' into what are often much more challenging environments. When they don't work, or where they are too expensive to be replicated at any scale, this is taken as 'evidence' that ICT use in education in such places is irrelevant -- and possibly irresponsible.
That said, lessons are being learned as a result of emerging practices, both good and bad, in the use of ICTs in education in low resource, poor, rural and isolated communities in Africa, Asia, Latin America and the Pacific that may be useful to help guide the planning and implementation of educational technology initiatives in such environments. (It may even turn out that the technological innovations that emerge from such places many have a wider relevance …. but that is a topic for another discussion.)
Products like the BRCK (a connectivity device designed and prototyped in Nairobi, Kenya by many of the people behind Ushahidi to better address user needs in places where electricity and internet connections are, for lack of a better word, ‘problematic’) and MobiStation (a solar-powered 'classroom in a suitcase' which features a projector and lots of off-line educational content developed by UNICEF Uganda) remain notable exceptions to the lamentable reality that, for the most part, ‘solutions’ touted for use in schools in e.g. rural Africa, or in isolated communities in the Andes, are designed elsewhere, with little understanding of the practical day-to-day realities and contexts in which such technologies are to be used. Many people who have lived and worked in such environments are quite familiar with well-meaning but comparatively high cost efforts often informed more by the marketing imperatives embedded in many corporate social responsibility efforts than by notions of cost-effectiveness and sustainability over time or the results of user-centered design exercises.
- one mouse per child
- Same Language Subtitling
- Ustad Mobile
- video camera
- Hole in the Wall
- Digital Divide
- Mathew Effect
- interactive radio instruction
- Mobile Phones
- Information and Communication Technologies
- Papua New Guinea
At the secondary level, the performance of students from the Middle East and North Africa in international tests such as TIMS is significantly below the developing country average.
At the tertiary level, universities are chronically underfunded and not training students for jobs that the market is demanding - reminiscent of the Woody Allen line, "The food in this restaurant is terrible and the portions are too small."
As population and income rise, car and motorcycle ownership quickly increased in both megacities while mass transit is not developing fast enough, with serious consequences on traffic congestion, accidents and pollution. São Paulo has 150km+ traffic queues daily and losses of productivity, wasted fuel, health impacts and accidents estimated at around 2% of Brazil’s GDP in 2013, with three fatal deaths daily in motorcycle accidents alone. Mumbai, in addition to all-day road traffic jams, have an astounding six deaths daily from riders hanging and falling from packed trains which circulate with open doors to avoid reducing carrying capacity. The city comes to a standstill when the rail right-of-way is flooded by heavy monsoon rains.
Access to jobs and basic services in both mega-cities is extremely difficult – particularly for the poor, who often live far from major employment centers. The two cities need to act quickly and take drastic measures to improve mobility and access... But this is easier said than done: expanding the transport infrastructure in these megacities requires careful planning, massive investment, and may also involve relocating large numbers of people and businesses.
In India, the bulk of labor participation is in the informal sector, trapped in a vicious cycle of low skills, low wages, and low productivity. The vast majority of these individuals do not have the basic functional literacy needed for upping their job skills, and leveraging these gains to escape their cycle of poverty.The encouraging news is that there are numerous efforts under way to dramatically turn this situation around — including a successful program of using subtitles for Bollywood movies (see "Better Late than Never" in Education and Skills 2.0: New Targets and Innovative Approaches, 2014).