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Jim Yong Kim

Education & Technology in an Age of Pandemics (revisited)

Michael Trucano's picture
consider this picture
MOOCs -- massively open online courses of the sort that can simultaneously enroll thousands, even tens of thousands, of learners simultaneously -- have been a hot topic of discussion for a few years now in both the worlds of education and 'international development' (and, for what it's worth, the subject of numerous related posts here on the World Bank's EduTech blog). Recent news that edX, one of the prominent MOOC platforms, is to start offering courses aimed at high school students suggests that the potential usefulness and impact of things like MOOCs may soon extend beyond the realm of higher education, out of which MOOCs originally emerged and where most related activity has occurred to date.
 
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
black swan
black swan
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.
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Why China’s Health Reform Could Affect the World

Jim Yong Kim's picture
World Bank Group President Jim Yong Kim meeting with Chinese President Xi Jinping. Photo: Wu Zhiyi / World Bank


China’s high economic growth during the last three decades is well known. But less attention has been paid to the dividends of that growth and the country’s rapid urbanization: China has lifted half a billion people out of poverty in the last 30 years – an historic feat.

But the country’s leadership knows that many challenges remain – some coming as a result of the rapid growth. For 30 years, the World Bank Group has had a strong partnership with the government and we’ve recently completed two landmark joint studies: China 2030 (guided by the leadership of my predecessor, Robert Zoellick), and the Urban China report, released just a few months ago.

A Reorganization – To End Poverty and Reduce Inequalities

Jim Yong Kim's picture

Two years ago today, I was honored and humbled to become president of the World Bank Group, whose mission – ending poverty – I have been working toward most of my life. One of my first questions for the World Bank economists was whether it would be possible to end extreme poverty, and if so, how long it would take. The answer came back that it would be difficult but possible to end extreme poverty by 2030.

Since then, the 188 countries that hold shares in the World Bank have endorsed this goal, which previously few people believed would ever be achievable, let alone in our lifetimes. And it’s been my mission to find the best ways to leverage the talent, knowledge, and influence of the Bank Group to make it happen.

Harness the Private Sector to End Poverty – But How?

Donna Barne's picture

World Bank Group President Jim Yong Kim has started a conversation about development and the private sector on Oxfam’s blog.

The evolving discussion isn’t so much about whether to harness the private sector to cut poverty, but how to do it.

In an Oct. 28 blog post, Kim said the Bank needs to work with many partners to help meet the goals of ending extreme poverty and boosting shared prosperity. Private sector investment “is needed to stretch scarce development resources.”

“Engaging the private sector is not about how we feel about business; it’s about how high our aspirations are for poor people. If we rely only upon foreign aid, then our aspirations are far too low.”

Preventing Maternal Mortality - A Yardstick for Social Justice

Patricio V. Marquez's picture

I was glad to read the announcement made by World Bank President, Dr. Jim Kim, at the start of this year’s UN General Assembly meetings, about the Bank’s projected financing support through the end of 2015 to help developing countries reach the Millennium Development Goals (MDGs) for women and children’s health.  As we move toward the culmination of the MDGs in 2015 and beyond, preventing maternal and child deaths should be seen by all government delegations and their partners in the international development community as a clear yardstick to measure their commitment for creating more just and inclusive societies.

The Secret Advantages of Being Young

Ravi Kumar's picture

Female students from the University of Laos during a Library Week event in campus.
Female students from the University of Laos during a Library Week event on campus.

It’s not great to be young, said Chris Colfer, a 23-year-old American actor, singer, and author to Esquire magazine for their The Life of Man project.
 
It’s hard to disagree with Colfer. Youth are usually considered reckless, restless, and aimless. But in recent years things have changed. The change seemed more apparent last Sunday at the Social Good Summit, an annual event that celebrates technology and social action.

Shanghai: Paving the Way for Greener Cities

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SHANGHAI, China, Sept. 17 -- I'm standing in front of a building at Linkong International Garden that has solar panels on the outer walls and rooftops, geothermal heat pumps, and online energy management. This is part of the front line of the fight against climate change, and Shanghai is helping to lead the way in making sure rapid urbanization involves a wide array of clean technologies. Watch the video to learn more.

Keeping the Lights on in Africa, Fulfilling a Pledge

Makhtar Diop's picture
Rusumo Falls Hydroelectric Power Project: Bringing More Electricity to Africa's Great Lakes Region

In May this year, I joined World Bank Group President Jim Yong Kim and U.N. Secretary General Ban Ki-moon on their historic visit to Africa’s Great Lakes region.  
 
As we travelled this war-weary region, at every stop, whether in towns or the countryside, we saw families involved in an epic effort to keep the peace, find jobs, feed and educate their children, and make their lives more prosperous.   

Reaching the Classroom Is Just the First Step

In his recent Huffington Post blog, World Bank President Jim Kim spoke about how the learning crisis is one of the greatest obstacles to development. According to the United Nations, an estimated 171 million people can lift themselves out of poverty if all students in poor countries acquired basic reading skills.


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