In the classroom, along with her sixth-grade classmates, Yudeisy tells us that what she likes doing the most during the day is watching videos and tutorials on YouTube. She also likes to use her computer and cell phone because she can watch music videos, influencers' clips and interviews with her favorite artists. Yudeisy, along with her classmates in a public elementary school in Santo Domingo, is part of a four-month pilot to reinforce mathematics using software that adapts to the math level of each student.
Across the digital economy in Indonesia, both IT giants and smaller companies have the same complain: digital talents are hard to find. Obert Hoseanto, an Engagement Manager from Microsoft Indonesia, said the company recently contracted only five people for an internship program, out of a pool of hundreds of applicants.
But those applying for jobs are also struggling, with many realizing the difficulties of meeting the needs of their employers. Natali Ardianto is learning the ropes at tiket.com, a thriving start-up, “by doing”, he said. “Only 30% of the curriculum of my education was useful for the company I joined,” he explained.
A recent workshop held by the Coordinating Ministry of Economic Affairs and supported by the World Bank strived to develop a better understanding of this skills gap, by bringing in insights from the private sector, education experts, and global practitioners.
Last week we saw two Ivorian women, Murielle Ahouré and Marie-Josée Ta Lou, fly past the finish line in a historic one-two finish in the 60 meters sprint at the World Indoor Championships in Birmingham, England while Burundi’s Francine Niyonsaba triumphed in a gritty 800 meters race. From the 60 meters to the 3000 meters, African women graced the podium or were not far from it, a testament to their athletic prowess.
Today, Turkey hosts more refugees than any other single country—almost 3.3 million. The vast majority are fleeing the civil war in Syria, and almost half are under the age of 18. A devastating consequence of the children’s flight is the disruption of their education, with about one in four Syrian refugee children in Turkey—mostly in urban areas in southeastern and southern provinces—not in school. Even so, due to tremendous efforts by the government of Turkey, about six in ten school-aged Syrian children now have access to either formal education facilities or temporary education centers in Turkey—a remarkable achievement, given the scale of the need and the rapidity with which it developed.
By the end of 2017, the Government aims to achieve full educational enrollment for all Syrian children.
This blog post is a part of the International Open Access Week blog series.
In our continuing blog series leading up to International Open Access Week (October 23-27), Eduardo E. Quintero Orta, Research Librarian in ITS Knowledge and Information* discusses the importance and prevalence of Open Access to research in Latin America:
“Education is a powerful driver of development and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability”1
- OA repositories
- Free information access
- Ranking Web of Repositories
- The Registry of Open Access Repositories (ROAR)
- The Directory of Open Access Repositories (DOAR)
- open data
- latin america
- Open Access Resources
- Academic Libraries
- Elisa Liberatori Prati
- #Open in order to
- Open Access
Statistics. Either you love or hate them. We certainly need them to compare and measure data, as well as to make informed decisions. Here at the World Bank, we often get calls from researchers, students and journalists asking for education data: Is there an increase in the number of tertiary education students in Brazil in 2017? How much are governments in South Asia spending on education? Where can we find a database of World Bank education projects?
We try to help answer these, as much as we can, but a quicker and easier way of finding this data is to visit the World Bank’s revamped EdStats website. EdStats – the World Bank’s portal for accessing education-related data – has been around since 1998 and is one of the most used websites by education specialists at the World Bank and partner organizations. User feedback has been highly positive: the interface looks neater, highly mobile and tablet-friendly. Allow me to give you a “tour” of the revamped website.
Last Wednesday, the World Development Report 2018, Learning to Realize Education’s Promise (WDR) was released. It argues that there is a learning crisis: in many developing countries, children learn very little, educational opportunities are unequal, and educational progress is still very slow. What do we need to change this? We need prepared learners, who receive adequate nutrition and stimulation in their early years. We need well managed schools that create an environment conducive to learning. We need adequate inputs so that schools can operate effectively. But above all, we need motivated and well-prepared teachers. In classrooms around the world, white boards and screens have replaced black boards and notebooks are increasingly commonplace. But in this 21st century, with increased use of technology, there is one constant that determines, more than anything else, whether children learn at school: teachers. Indeed, teachers remain central to the classroom experience. And yet in many countries, the teaching profession needs attention and reform.
There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to digital resources to improve the education system (like Rio de Janeiro’s school management system). As public and private school systems continue to integrate technology into their classrooms, remember that education technology comes with risks.