Just to be clear, this is not about the American TV show formerly hosted by President-elect Donald Trump and recently taken over by actor and former California Governor Arnold Schwarzenegger. This is about apprenticeships in the real world.
Being an apprentice is a great way to enter the job market, especially if you are just out of school and unsure what the future holds. For employers, an apprenticeship program is a relatively low-cost and low-risk option to discover talent and establish a pipeline of future employees.
So, why is there not a booming apprenticeship industry? The challenge is often the lack of a reliable marketplace for matching demand and supply. Several start-ups are aiming to fill that gap.
GetMyFirstJob does exactly that in the United Kingdom. This online tool helps job seekers identify and explore apprenticeship and training opportunities based on their skills and interests. Potential candidates are then matched with partnering employers, colleges and training providers.
Fuzu — Swahili for "successful" — is a Kenyan-Finnish employment platform that aims to bring the best of Finland’s education and innovation systems to job seekers in Africa. Their motto is, “Dream. Grow. Be Found.” Fuzu works with a diverse range of partners, such as M-Kopa and Equity Bank, to provide job seekers with career opportunities and insights on the job market. Employers have at their disposal an effective recruitment system and pay-for-performance solutions. In a short time, Fuzu has established a community of more than 180,000 users and more than 100 companies.
Last week, Andela received the U.S. Secretary of State’s Corporate Excellence Award for SMEs. The U.S. Executive Director of the World Bank Group is hosting a “brown-bag lunch” discussion with their CEO this Wednesday at the Bank's headquarters.
On a hot and dusty day in mid-October, I drove out some 70 to 90 kilometers outside of Togo’s capital city of Lomé, leaving the bustling urban center behind to meet with some of the country’s hard working small holder farmers in their fields.
Given the fast-changing nature of so much of our world today, and the expectation that the pace of technology-enabled change is unlikely to slow, it is an abiding conceit of this blog that our individual and collective ability to ask better questions related to the use of new technologies and technology-enabled approaches in education (not only about what we should be doing, and when, and where, but especially about the why and the how) will become an increasingly critical skill to develop and cultivate. There is no shortage of edtech-related 'solutions' marketed around the world, but are they addressing the right problems and most critical challenges? As Wadi Haddad likes to ask: If technology is the answer, what is the question?
The blog seeks, perhaps rather presumptively, to inject an evidence-based, practical tonic into various debates and deliberations about the use of new technologies in the education sector that are, in many places, often characterized by ideological extremes and a general lack of knowledge about what's actually happening 'on-the-ground', especially in many emerging economies and so-called 'developing countries' around the world. While the blog deliberately attempts to adopt a general tone and perspective of fairness and objectivity, 'balance' can admittedly be a rather elusive goal when trying to navigate between the giddy utopianism of many techno-enthusiasts (especially among many in Silicon Valley, and more than a few politicians) and the sometimes rather crotchety conservatism of the reflexively anti-technology (indeed, often anti-change) crowd. In theory, there should be a vast space between these two poles; in practice, such middle ground can often be hard to find, or negotiate, in many places in the world.
The historian Melvin Kranzberg famously opined that technology is neither positive nor negative, nor is it neutral. What is clear, however, is that there will increasingly be much more of it, all around us -- including in our schools, and embedded within teaching and learning practices in communities pretty much everywhere: rich and poor, urban and rural. Yes, technology-fueled 'revolutions' in education have been promised for almost a century now, but even if the related change (for better and/or worse) has been long in coming, there is little denying that there is much change afoot these days (again, for better and/or worse). How can we make better decisions about what's important, and what isn't, and how we can tell the difference? By highlighting some interesting things happening in parts of the world that you may not have heard (or thought much) about, the EduTech blog continues to try, in an admittedly modest and incomplete way, to help provide fodder for related discussion, discourse and disagreement in educational policymaking circles in many countries.
What follows below is a quick outline of the top EduTech blog posts from 2016. If you're new to the blog, please do feel to browse our 'back catalog' as well, as many of the 'hits' from past years continue somehow to draw in large numbers of readers, in a number of cases even more than for the new stuff. (Here, for what it's worth, are links to the top posts of 2015; 2014; 2013; 2012; 2011; 2010; and 2009.)
The blog went on a bit of a hiatus for part of 2016, so there is much in the queue that will appear in the early months of 2017. As always, the best way to be notified when new posts appear is to subscribe to us on Twitter (@WBedutech) and/or enter your email address into the 'subscribe by email' box that appears in the right column of your screen if you are reading this on a desktop (the mobile-optimized version of the blog omits this functionality, unfortunately). If you want a sneak peek at topics in the pipeline, as well as links to related news, projects and research papers, you may want to check out the Twitter account of the blog's principal author.
Thanks for taking time out of your busy schedule to visit this blog -- and good luck with whatever projects or decisions you may be considering for the New Year!
When Wenceslaus Mushi watches the evening news on the television at his home in Dar es Salaam, he often finds himself shouting out tips to the reporters. “They aren’t asking the right questions,” says Mushi, a 40-year news veteran and former managing editor of the government-owned Daily News.
Also available in: Español
Six years ago, a revolution started in Tunisia with an unemployed young Tunisian in a secondary city desperate to make his voice heard. This revolution reshaped the country’s development agenda and triggered a decentralization process to give more say to local governments in policymaking. Since then, the World Bank’s work on local governance in Tunisia has expanded from equipping municipalities with basic services into tackling the diverse challenges of decentralization: institutional reform, participatory processes, transparency and accountability, capacity building, and performance assessment.
Photo Credit: DEMOSH via Flickr Creative Commons
It turns out that airplane pilots and PPP practitioners now share a common training practice to sharpen their skills: simulation exercises.
Kenya is in the process of launching a number of PPPs, and conducting capacity building in the Ministry of Finance PPP unit and within the various implementing agencies is key to preparing professionals and designing and implementing successful PPP projects.
In September 2016, the Public-Private Infrastructure Advisory Facility (PPIAF) conducted two innovative events in Kenya to build the capacity of PPP players at the national and sector levels. The first was the PPP simulation game funded through the PPIAF knowledge proposals in partnership with the Dutch Government. This was the second in a series of the PPIAF-funded activities, following a similar simulation training carried out in Astana, Kazakhstan. The training focused on post-contract monitoring and was offered to the Kenyan PPP unit as well as implementing agencies that are close to launching their PPP projects.
Between the social, political, and economic upheavals affecting our lives, and the violence and forced displacement making headlines, you’d be forgiven for feeling gloomy about 2016. A look at the data reveals some of the challenges we face but also the progress we’ve made toward a more peaceful, prosperous, and sustainable future. Here are 12 charts that help tell the stories of the year.
1.The number of refugees in the world increased.
Forcibly Displaced" offers a new perspective on the role of development in helping refugees, internally displaced persons and host communities, working together with humanitarian partners. Among the initiatives is new financial assistance for countries such as Lebanon and Jordan that host large numbers of refugees., up from 60 million the year before. More than 21 million were classified as refugees. Outside of Sub-Saharan Africa, most refugees live in cities and towns, where they seek safety, better access to services, and job opportunities. A recent report on the "
- Sustainable Communities
- international development association
- Digital Technology
- Information and Communication Technologies
- Financial Sector
- Social Development
- Urban Development
- Global Economy
- Climate Change
- South Asia
- The World Region
- United Arab Emirates
Kitumbeine is also 40 km (25 mi) from the nearest electricity grid.
But that hasn’t stopped Elisha. That’s because his store is actually inside a 16 KW mini grid container, under the shade of 60 solar panels. While such easy access to solar power has helped his business tremendously, it has also gifted him with a chance to learn to operate and maintain these mini grids. Consequently, he now acts as a liaison between his community and the solar company that helps set up these grids in remote Tanzanian villages that are starved for electricity.
Elisha’s story is a great example of how the sun paves the way for way more than just turning on a light bulb.
In March 2016, some colleagues and I visited several villages around Kaffrine in Senegal where private companies had been awarded licenses to provide electricity on a commercial basis. As we spoke to people, two things became very clear. The initial cost of connection to the grid was too high for many poor people, and the cost of electricity offered by the private companies (or “concessionaires”) were in several cases higher than what the government-owned utility offered in nearby areas.
We are all too aware that difficult times lie ahead for coastal communities.
Coastal erosion, especially in West Africa, has already displaced communities, with economic losses costing about 2.3% of GDP in Togo alone. In the past 60 years, sea temperatures in the Western Indian Ocean increased 0.6 C, triggering mass coral bleaching and deadly climate-related disasters across the region. The economic cost of the 1998 coral bleaching event to Zanzibar and Mombasa was in the tens of millions of dollars. The natural cost is still unknown.