If a year ago you told me that I would be able to speak authoritatively on the technical aspects of sanitation, I would have thought you were crazy! Kenya is my home; I am 130% Kenyan and have lived here my whole life. In all this time, I never fully realized the sanitation issues in my country. True, I knew the statistics but until recently I didn’t fully realize how the impact was hitting my home.
The greatest development challenge facing Sub-Saharan Africa today is lifting 400 million of its people out of extreme poverty. The continent has abundant land and mineral resources to meet the challenge, but only if land governance can be improved. A new study, Securing Africa’s Land for Shared Prosperity, offers a ten-point program to improve land governance by accelerating policy reforms and boosting investments at a cost of US $4.5 billion over 10 years.
Two kids wash their hands with clean water. Their home in Thai Binh Province, Vietnam got access to clean water in 2011. Watch video: Providing clean water in rural areas: an example from Vietnam
Despite Vietnam’s significant economic growth in recent years, there continues to be a gap between urban and rural areas when it comes to access to clean water and hygienic sanitation facilities. Many poor households in rural areas still do not have access to clean water or to a toilet. During one of our earlier field visits for the Red River Delta Rural Water Supply and Sanitation (RRDRWASS) project which began almost 10 years ago, I was struck by what a lady from a community told me. She questioned why people in urban areas have access to good water supply and sanitation services while those in rural areas do not. She said that compared to urban residents, perhaps people in rural areas were happy with a lower level of service and that the demand for better services was simply not there.
At first I thought that she might be right but I later came to realise that this is not the case. There is demand for improved services in rural areas, and more importantly, people have a fundamental right to have access to those services.
So what are the reasons for the gap?
There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The (excellent) National Education Technology Plan of the United States (Transforming American Education: Learning Powered by Technology), for example, calls for "applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement."
This is, if you will, a largely 'developed' country sort of discourse, where new technologies and approaches are layered upon older approaches and technologies in systems that largely 'work', at least from a global perspective. While the citizens of such countries may talk about a 'crisis' in their education systems (and may indeed have been talking about such a crisis for more than a generation), citizens of many other, much 'less developed' countries would happily switch places.
If you want to see a true crisis in education, come have a look at our schools, they might (and do!) say, or at least the remote ones where a young teacher in an isolated village who has only received a tenth grade education tries to teach 60+ children in a dilapitated, multigrade classroom where books are scarce and many of the students (and even more of their parents) are often functionally illiterate.
Like so many things in life, it all depends on your perspective. One country's education crisis situation may be (for better or for worse) another country's aspiration. While talk in some places may be about how new technologies can help transform education, in other places it is about how such tools can help education systems function at a basic level.
The potential uses of information and communication technologies -- ICTs -- are increasingly part of considerations around education planning in both sorts of places. One challenge for educational policymakers and planners in the remote, low income scenario is that most models (and expertise, and research) related to ICT use come from high-income contexts and environments (typically urban, or at least peri-urban). One consequence is that technology-enabled 'solutions' are imported and (sort of) 'made to fit' into more challenging environments. When they don't work, this is taken as 'evidence' that ICT use in education in such places is irrelevant (and some folks go so far to state that related discussions are irresponsible as a result).
There is, thankfully, some emerging thinking coalescing around various types of principles and approaches that may be useful to help guide the planning and implementation of ICT in education initiatives in such environments. As part of my duties at the World Bank, I have been discussing a set of such principles and approaches with a number of groups recently, and thought I'd share them here, in case they might be of wider interest or utility to anyone else. Are they universally applicable or relevant? Probably not. But the hope is that they might be useful to organizations considering using ICTs in the education sector in very challenging environments -- especially where introducing these principles and approaches into planning discussions may cause such groups to challenge assumptions and conventional wisdom about what 'works', and how best to proceed.
Traditionally, both government and the private sector have struggled to reach remote and poverty stricken parts of India, especially eastern states such as Bihar. Even social entrepreneurs and civil society organizations struggle to apply their innovations because of poor reach and lack of absorption,. However, Jeevika, a program jointly supported by Government of Bihar and the World Bank, has built a community-based institutional platform that can reach millions of poor households in Bihar. It is now offering a unique opportunity to social innovators to capitalize on the platform as well as access to financial capital providing enterprises with a chance for a leap.
Given that World Water Day, March 22, is not even underway in a large part of the world, at the time of this writing, the amount of World Water Day coverage is no small thing. Here is how World Water Day (eve) has unfolded across the World Bank’s social media and websites.
Last year on this blog, I asked a few questions (eLearning, Africa and ... China?) as a result of my participation in a related event in Dar Es Salaam where lots of my African colleagues were ‘talking about China’, but where few Chinese (researchers, practitioners, firms, officials) were present. This year's eLearning Africa event in Benin, in contrast, featured for the first time a delegation of researchers from China, a visit organized by the International Research and Training Centre for Rural Education (INRULED), a UNESCO research center headquartered at Beijing Normal University (with additional outposts at Baodin, Nanjing and Gansu). Hopefully this is just the beginning of a positive trend to open up access to knowledge about what is working (and isn’t working) related to ICT use in education in places in rural China that might more resemble certain situations and contexts in many developing countries than those drawn from experiences in, for example, Boston or Singapore (or from Shanghai and Beijing, for that matter). Establishing working level linkages between researchers and practitioners (and affiliated institutions) in China and Africa, can be vital to helping encourage such knowledge exchanges.
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How much is a jar of jam worth? A couple of pesos, at most. But for a group of women from a remote Guatemalan village, it’s worth its weight in gold. It has helped them develop as individuals and has made a significant contribution to their income and that of their community.
With a sweet voice that cracks with emotion, Blanca Estela, a single mother of four, tells us that making jam marked a turning point in her life. She is one of 30 women from Nueva Esperanza, a company that makes jams and sauces in San Lucas Tolimán, Guatemala. The company has helped the women become independent in a society that continues to be patriarchal. It has also promoted local economic growth.
When I visited the women to make this video, they told me that the Rural Economic Development Program supported by the World Bank enabled them to open new markets and increase their earnings. “This is the dream of a lifetime. We’ve been able to develop as individuals and as businesswomen,” says Esperanza. It has turned these rural homemakers into businesswomen. They now serve as an example for the rest of the women and men in the village.
I am in Phaplu, a small mountain town, which is more developed than most other towns in Solukhumbu. There is an airport, and a road that reaches the town. This is also where Sir Edmund Hillary, who was among the first to reach the summit of Mt. Everest, has set up a hospital.