East Asia and Pacific
The primary forests have long gone from the surroundings of Teluk Bakung village on the outskirts of Pontianak, the capital of Indonesia’s West Kalimantan province. This was evident when I arrived in the region in late November 2016, as part of a field visit. We saw how most villagers have abandoned the difficult peatlands agriculture to work on large oil palm plantations and their own oil palm fields. Others have opted to invest in lucrative edible bird nest production. But they do so against a backdrop of confusing land-use management: forest estate and administrative boundary demarcation is incomplete, and community interest groups and authorities debate over the historical allocation of plantation concessions. Public data sets show a wide variety of land and forest uses in the area, including reserves. But in reality, virtually all of the land is increasingly being devoted to oil palm production.
From addressing the forced displacement crisis to helping indigenous communities, and from implementing the “New Urban Agenda” to enhancing resilience to disasters and climate change, one thing is clear: we must step up efforts to build and grow economies and communities that are inclusive, resilient, and sustainable for all—especially for the poor and vulnerable.
In the timeline below, revisit some of the stories on sustainable development that resonated the most with you last year, and leave a comment to let us know what you wish to see more of in our “Sustainable Communities” blog series in 2017.
- Disaster Resilience
- Social Inclusion
- forced displacement
- community-driven development
- Indigenous Peoples
- waste management
- New Urban Agenda
- Habitat III
- Sustainable Development
- Sustainable Communities
- Global Economy
- Urban Development
- Social Development
- Climate Change
- The World Region
- South Asia
- Latin America & Caribbean
- East Asia and Pacific
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!
Interest in Public-Private Partnerships (PPPs) is gaining momentum in Asia. Strong economic development and increasing urbanization have sharply increased demand for roads, bridges, and airports, as well as energy, water, and sanitation. As governments realize they do not have the financial resources necessary to meet these infrastructure needs, many have sought partnerships with the private sector for investment, technical expertise, and management skills. This, in turn, has made the Asia PPP Practitioners Network (APN) – a regional Asian forum for PPP practitioners – an important and relevant event for governments, corporations, and PPP experts. The most recent gathering took place in Seoul from November 30 to December 2, 2016.
The 2016 APN Conference brought together PPP practitioners from more than 12 countries in the Asia-Pacific region, including both jurisdictions with extensive PPP experience – such as the Philippines – and states that have only recently embarked on their PPP programs – such as Myanmar. The discussions were detailed and enriching, with participants actively sharing a wide variety of viewpoints and lessons learned.
There’s a good chance you work in the service sector. Services account for 17 million jobs in Thailand, or approximately 40 percent of the Thai labor force. It encompasses diverse industries such as tourism, retail, health, communications, transportation and many sought-after professions such as architects, engineers, lawyers and doctors. Many Thai parents aspire for their children to join the service sector, and the sector carries many of Thailand’s economic hopes and ambitions.
For many of us who work in the health sector in Cambodia, the Universal Health Coverage Day in 2016 celebrates the beginning of a new journey. The recent launch of the Health Equity and Quality Improvement Project marked the beginning of a new phase in our journey to make Cambodia healthier and happier.
Education is one of the most powerful instruments for reducing poverty and inequality. It also lays the basis for sustained growth. Better schooling investments raise national income growth rates. In nearly all countries, though to varying degrees, educational progress has lagged for groups that are disadvantaged due to low income, gender, disability or ethnic and/or linguistic affiliation. However, there is an on-going education revolution occurring.
Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).
People who look at the Doing Business report’s Trading Across Borders indicator and the Logistics Performance Index (LPI) often wonder why one country can perform well on one of the rankings but not so well on the other although they both measure trade and logistics. In fact, earlier this year, the Doing Business team organized a workshop at the World Bank Global Knowledge and Research Hub in Kuala Lumpur to clarify the differences between the two datasets.
Let’s start off with a few definitions:
The Doing Business report is a World Bank Group flagship publication, which covers 11 areas of business regulations. Trading Across Borders is one of these areas. It looks specifically at the logistical processes of exporting and importing. Data is updated annually and the latest edition covers 190 economies. Doing Business collects data from local experts and measures performance as reported by domestic entrepreneurs, while taking into consideration factual laws and regulations.
The Logistics Performance Index is a benchmarking tool which focuses on trade logistics. It is created to help countries identify the challenges and opportunities they face as they relate to customs, border management, transport infrastructure, and logistics services. Updated biennially, the latest data and report cover 160 economies. Data is collected from global freight forwarders and express carriers who provide feedback on the logistical “friendliness” of the countries they operate.