This week’s links include highlights from this year’s UNGA meetings, including coverage of the new Global Financing Facility for Every Woman, Every Child. Each Friday, we share a selection of global health Tweets, infographics, blog posts, videos and more. Follow us @worldbankhealth.
Today, the World Bank Group and the governments of Canada, Norway, and the United States announced that they will jumpstart the creation of an innovative Global Financing Facility to mobilize support for developing countries’ plans to accelerate progress on the health-related Millennium Development Goals and bring an end to preventable maternal and child deaths by 2030. Watch the video blog below for more on my thoughts about this exciting announcement.
This week, we share good news on new child mortality data, in addition to continuing global coverage of the Ebola crisis. Each Friday, we share a selection of global health Tweets, infographics, blog posts, videos and more. Follow us @worldbankhealth.
A new World Bank Group analysis finds that if the Ebola epidemic continues to surge in Guinea, Liberia, and Sierra Leone, its economic impact could deal a catastrophic blow to the already fragile countries. However, swift national and international responses can limit the costs. Listen to World Bank Group President Jim Kim discuss the Ebola crisis and response in the video above, or read his latest post on LinkedIn.
The Ebola outbreak in West Africa started with just one case. More than nine months later, it’s now outrunning the ability of fragile countries and relief organizations in the three most-affected countries to contain it. Clinics and hospitals are overloaded. Sick people are being turned away. Things could get much worse unless something changes.
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?
I 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.
In this week’s links, we continue rounding up information on #Ebola and World Water Week content. Each Friday, we share a selection of global health Tweets, infographics, blog posts, videos and more. Follow us @worldbankhealth.
In response to such situations, development specialists typically call for sector-wide reforms. And the design of such reforms draws on sector policy analysis and on the assessment of service delivery arrangements and capacity. Increasingly, since the 2004 World Development Report, sector reforms also seek to make teachers, health professionals and other service providers accountable to citizens and communities.
Each month, People, Spaces, Deliberation shares the blog post that generated the most interest and discussion.
In August 2014, the most popular blog post was "Entertainment Media Can Help Change Behaviors and Stop the Ebola Outbreak"
In this post, Senior Economist Margaret Miller and Economic Adviser Olga Jonas, in collaobration with the UNICEF Communication for Development Team (C4D), discuss the ways in which entertainment media can be used to raise awareness among publics facing a crisis and to support interventions by encouraging the adoption of safe behaviors.
Using entertainment media in this way to inform, educate and support behavior change is also known as entertainment education (EE). "Entertainment education is effective," states Miller and Jonas "because narratives or stories are emotionally powerful – they help us to organize information and to create the “mental models” that we use to make sense of the world and can help to explain why we behave in particular ways."
Read the blog post to learn more!
These are some of the views and reports relevant to our readers that caught our attention this week.
Out in the Open: This Man Wants to Turn Data Into Free Food (And So Much More)
Let’s say your city releases a list of all trees planted on its public property. It would be a godsend—at least in theory. You could filter the data into a list of all the fruit and nut trees in the city, transfer it into an online database, and create a smartphone app that helps anyone find free food. Such is promise of “open data”—the massive troves of public information our governments now post to the net. The hope is that, if governments share enough of this data with the world at large, hackers and entrepreneurs will find a way of putting it to good use. But although so much of this government data is now available, the revolution hasn’t exactly happened.
Four mobile-based tools that can bring education to millions
“Education is the most powerful weapon which you can use to change the world”, Nelson Mandela is famed for saying. Yet access to good quality learning is still denied to millions around the world, particularly in developing countries where teaching standards and education facilities are often poor. The ubiquity of mobile phones is presenting educators with a new, low-cost tool for teaching. Here we look at four mobile-based solutions delivering real results for low-income learners.