Over the past two years, the World Bank’s flagship climate change report series Turn Down the Heat and its complementary free Massive Open Online Course (MOOC) have helped bring important climate related issues to policy makers and concerned citizens, reaching nearly 39,000 people in more than 180 countries worldwide.
Now, with the adoption of the Paris Agreement at COP 21, we are ready to launch a new and exciting MOOC: “From Climate Science to Action – Turn Down the Heat Series”. The MOOC is delivered in association with the World Bank’s Open Learning Campus – the one stop shop for development learning. This interactive course focuses on region-specific impacts and opportunities for climate action in the context of the Paris Agreement. With an overview of the submitted National Determined Contributions (NDCs), it lays out implementation challenges and opportunities of the Paris Agreement.
The past month was full of climate-related stories in the media, including speeches by the Pope in Washington DC and New York, the joint China-US statement, and the announcement of China’s cap-and-trade scheme starting 2017.
We may still hear about differences of opinion on what is causing climate change and what needs to be done and by whom, but it is happening, and that efforts to resolve these differences are made in conventions and meetings, in houses of Congress, in media or public debate.
Last year, as a part of the “Tajikistan: Higher Education Sector Study,” I led a team to conduct pilot activities to assess the feasibility of using MOOCs and other e-learning content in higher education institutions (HEIs) in Tajikistan.
Recently the Government of Tajikistan has decided to discontinue existing correspondence-based programs for part-time students and shift to a “distance learning” system using computers and Internet technology. Thus, this study was conducted to assess the possibility of using information and communication technologies (ICT) to improve access, quality and relevance of higher education in Tajikistan. In addition, the study supported a mini-project to pilot a number of ICT-based solution models to tackle challenges identified in the country’s National Education Development Strategy.
Recently, we interviewed pilot participants about their experience participating in MOOCs, e-learning and distance education, and then produced a series of short video clips. These videos showcase the impact of potential use of online learning and distance education for improving access, quality and relevance of education as well as reduction of the gender gap. One of the female students in the video mentioned that distance education allows her to continue studying after having kids.
Here is the overview video that we produced:
According to World Bank President Jim Yong Kim, “Today, the developing world spends about $1 trillion on infrastructure, and only a small share of those projects involves private actors. Overall, private investments and public-private partnerships in developing countries totaled $150 billion in 2013, down from $186 billion in 2012. So it will take the commitment of all of us to help low- and middle-income countries bridge the massive infrastructure divide.”
Public-private partnerships (PPPs) can be an important way for governments to help supplement the role of the public sector in meeting the infrastructure deficit. But PPPs are controversial – there have been some high profile, expensive failures, and some stakeholders feel the private sector should not be involved in providing basic infrastructure services like water.
On the flip side, many have over optimistic expectations for PPPs. PPPs are often not easy to do or to get right and governments need to make sure they are choosing projects suitable for the PPP approach. Through a variety of initiatives and collaboration with partners – including the world’s main multilateral lending institutions – we are helping clients better understand both the potential and limitations of PPPs, including helping them assess when a PPP is the right option and when it is not, and how to procure and manage these projects effectively.
Our free massive open online course (MOOC) – “How can PPPs help deliver better services?” – will help participants gain an understanding of when, how and why to implement PPPs, based on real examples of what has made for successful PPPs and what has led to failures. Students will gain insights into the PPP life cycle and its challenges, from project selection to implementation. Whether you are a PPP practitioner, policy maker or completely new to the subject of PPPs there is something here for you.
These are some of the views and reports relevant to our readers that caught our attention this week.
New Platforms, New Public Opinion?
"With the continued growth of new communication media and technologies, the public opinion and research sector is abuzz with equal doses of optimism and skepticism for its future. In a world of falling response rates and increasing costs for phone and face-to-face surveys, does this new frontier ask us to merely measure the chatter on Twitter and Facebook or does it reframe the definition of public opinion itself? This is among the many questions challenging the Digital Team here at InterMedia." READ MORE
DFID Research for Development
The engagement of women's movements with religion: legal reform in Anambra state, Nigeria
"Campaigning by the women's movement in Anambra State was instrumental to the introduction of a new law in 2005 designed to prevent the maltreatment of widows. Religion is often implicated in gender inequality and discrimination against women, but religious leaders and organizations played key roles in this campaign. The case study enabled the researchers to address the questions of when, why and how religious actors facilitate rather than obstruct legal reform intended to realize women's rights." READ MORE