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MOOCs and e-learning for higher education in developing countries: the case of Tajikistan

Saori Imaizumi's picture
There has been a lot of talk and research on massive open online courses (MOOCs) and their potential impact, but is it really applicable to developing countries? How can universities take advantage of online content? And what kind of regulations and quality assurance mechanisms do we need? 

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:
 
ICT for Higher Education? The Case of Tajikistan

​A PPP Manifesto: Getting where we need to go

Jeff Delmon's picture
Some PPPs succeed. Some don’t. And many of these partnerships stake their ground somewhere in-between: they are effective but still fall short of a result or two; they deliver but with less efficiency than intentioned; they innovate but not at the scale envisioned.  In other words, PPPs’ potential is being fulfilled, but certain changes need to be made – urgently, and at the highest levels – so these partnerships can achieve their true potential. 

How?

I’m glad you asked. Many decades of PPP experience and many conversations over cocktails with colleagues on the public and the private side of these deals has prompted this call to create partnerships that can do an even better job serving people around the world. Here are four areas that must be addressed:

Preparation
A well-prepared project is a successful one; yet, we need more. More funding to prepare projects and to prepare governments for the demands of PPP from start to finish. More time to get things right, especially identifying the right partner and agreeing on how the partnership will work. More technical support for governments, since PPP is a huge leap from their usual business of public service and they therefore need extra help and advice.

There are some technical assistance funds available, but too few, too far between, and providing too little capacity. One interesting approach is to provide funding to existing entities with capacity, with a financial interest in the relevant project. This links the project preparation funding with a clear incentive to bring the project to fruition, and for this reason has achieved some important success in helping to prepare projects.

Learning Public-Private Partnerships

David Lawrence's picture

 
Long ago, when I was stationed abroad with IFC, I joined a visiting colleague in a meeting with a senior government official to talk about public-private partnerships (PPPs). A few junior officials were also there, busy scribbling down everything my colleague said. He talked about the benefits of private sector participation in infrastructure, health and education; he described the various forms PPPs could take; he explained how IFC could provide transaction advice. The official, a man nearing retirement with grey hair and professorial glasses, nodded silently as he listened.
 
“Are you following everything?” asked my colleague. “If not I’ll be glad to explain anything that isn’t clear.”
 
“I understand,” he said. “Please continue.”
 
But I could tell from his body language that he didn’t understand anything at all. And I knew he would never admit a lack of knowledge in front of his subordinates. But there was another reason I suspected the official wasn’t being entirely forthright: I could barely follow the discussion myself.
 
After the meeting I googled “public-private partnerships” to give myself a crash course. There were literally millions of information sources, but most were difficult to follow. I ground through a few articles and slowly began to understand. But what of the official? At his level of English, it would be nearly impossible for him to educate himself about PPPs.
 
Why was this a problem? Because the country in question very desperately needed to rebuild its crumbling infrastructure, inject new life into its healthcare system, and bring educational institutions to a higher level. Through PPPs, private sector could potentially contribute financing, managerial expertise and technical know-how to help government address these challenges. But since so few policymakers understood how PPPs worked, it would be hard to tap into these resources.

Helping communicate the potential of PPPs through a new, free online course

Clive Harris's picture

Public-Private Partnerships (PPP): How can PPPs help deliver better services? New, free massive open online course (MOOC) course provides an understanding of the key principles of PPPs and the role of PPPs in the delivery of infrastructure services, particularly in emerging markets.

Public-Private Partnerships MOOCThe World Bank Group’s twin goals of ending extreme poverty by 2030 and promoting shared prosperity can’t be achieved unless we see a huge boost in the quality and quantity of infrastructure services. Boost infrastructure and do it right and you can generate jobs and boost economic growth. Improving sanitation and access to clean water is essential to improve health outcomes. 
 
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. 
 

Edtech and MOOC Times in China

Michael Trucano's picture
The Chinese word for MOOC is ... MOOC
The Chinese word for MOOC is ... MOOC

If you want to see the future of online education, lots of people will tell you to head out to Silicon Valley or New York City or Cambridge (either of them) or London -- or to some other ('highly developed') place that tends to be written about by the (English-speaking) press. Fair enough: You can find lots of cool stuff going on in such locations.

I tend to think that it can be even more interesting to talk with local groups and people exploring 'innovation at the edges', especially those who are trying to solve educational challenges in places outside of the 'highly developed industrialized economies' of North America and Europe, Australia and Japan. If you believe that some of the most interesting innovations emerge at the edges, talking with NGOs, start-ups and companies in places like Nairobi or Cape Town, Mumbai or Bangalore, Jakarta or Karachi, who are trying to address educational needs, contexts and challenges of a different nature and magnitude than one finds in, say, Germany or Canada or Korea, can be pretty eye-opening. Observing what is happening in 'developing countries' -- where, after all, most of the world lives -- can provide a quite different perspective on what the 'future of education' might look like. This is especially the case in places where people are not trying to port over educational applications, content and experiences developed e.g. for desktop PCs and laptops, but are rather pursuing a mobile first approach to the use of technologies in education.

If you want to get a glimpse of what the (or at least "a") future of online education might look like in much of the world, you might want to direct your gaze to consider what's happening in a place that combines attributes from, and shares challenges with, education systems in both 'highly developed' and 'less developed' countries, somewhere with a significant urban population as well as large populations in rural areas. A place, in other words, like ... China.

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Helping communicate the potential of PPPs through a new, free online course

Clive Harris's picture
The World Bank Group’s twin goals of ending extreme poverty by 2030 and promoting shared prosperity can’t be achieved unless we see a huge boost in the quality and quantity of infrastructure services. Boost infrastructure and do it right and you can generate jobs and boost economic growth. Improving sanitation and access to clean water is essential to improve health outcomes. 
 
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.

Thoughts on citizen engagement as a game changer for development

Jeff Thindwa's picture

UNDP_India
As we enter the last week of the Massive Online Open Course (MOOC) on Citizen Engagement— developed here at the Bank in partnership with London School of Economics, Overseas Development Institute, Participedia and CIVICUS— let’s explore the central question posed in the course: Is Citizen Engagement a Game Changer for Development?

In a blog following the London MOOC event, Duncan Edwards argued the need to think hard about the approaches we adopt in advancing citizen engagement to address development challenges.

Some healthy scepticism about ‘Citizen Engagement’ (and why I’m excited about MOOCs)

Duncan Green's picture

MOOC logoDuncan Green recently spoke at the launch of a MOOC about Citizen Engagement, put together by the World Bank, LSE, IDS, ODI, Harvard and Civicus, and offers a review of the discussion and the sceptisim that citizen engagement can solve everything.

MOOCs are taking over. If you aren’t yet excited about Massive Open Online Courses, you should be. When I was first getting interested in development the only way to bridge the gap between reading the news and coughing up squllions for a Masters was to cycle through the rain every Tuesday evening to London’s City Literary Institute to sit at the feet of Jenny Pearce and her course on Latin America (I ended up taking over from her, and writing a book based on the course). These days I could stay warm and dry, and listen online to development gurus from around the world. The numbers signing up are colossal – Jeff Sachs reportedly has 14 million students for his MOOC on sustainable development.

As often happens, the initial surge came in the US, but it’s crossing the Atlantic. Last week I spoke at the LSE at the launch of a MOOC on ‘citizen engagement’, put together by the World Bank, LSE, IDS, ODI, Harvard and Civicus (a sort of crowd-sourced MOOC – even more funky). We spoke a few days after the MOOC went live, by which time 14,000 people had signed up from all over the world.

The discussion was pretty good and although no-one was against citizen engagement (CE), they were strikingly sceptical about the hype around it – no-one is drinking the participation-will-solve-everything koolaid any more. Some snapshots:

Citizens + engagement: moving beyond slogans

Alina Rocha Menocal's picture



Give people the ability to engage, and they will change the world. Or will they?

The massive expansion of political voice and social activism over the past several decades -- ranging from the mushrooming of citizen-led initiatives for transparency and accountability, to the uprisings in the Middle East and North Africa, and the eruption of protest movements in countries as diverse as Brazil, India, Turkey and Mexico – has generated great enthusiasm about the transformational potential of popular participation.

The reality, however, is more complex than that.

Think back to the Arab Spring and the extraordinary mobilization of so many people who managed to topple one authoritarian regime after another. The streets were theirs, but in most of these countries ousting dictators has turned out to be much easier than building political systems that are more  democratic and open for citizens to engage. While much in demand, genuine spaces for political participation that can bring citizens and states closer together have remained extremely limited.

I recently prepared a module on Citizen Engagement and Development Outcomes for a Massive Online Open Course (MOOC) on “Engaging Citizens: A Game Changer for Development?”, just launched by the World Bank Group and partner organizations in both Washington, DC and London.

Is citizen engagement a game changer for development? Free online course starts March 15, 2015

Roxanne Bauer's picture

Engaging Citizens is Critical to DevelopmentIs citizen engagement a game changer for development? The World Bank, in partnership with London School of Economics, Oversees Development Institute, Participedia and CIVICUS, explores this question in a free 4-week course on Citizen Engagement, hosted by Coursera. 

In just the last few years, we have witnessed calls from all over the world, from the Arab Spring and Occupy Wall Street to the Open Government Partnership, for governments to become more open, accountable and responsive by deepening their engagement with citizens. As a result, interest in citizen engagement programs for effective development has gained momentum. This MOOC has been developed to explore what is meant by citizen engagement and how it can be used to enhance development impact.
 


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