This winter, I was at an employment center in Karaganda, Kazakhstan talking to people who were interested in starting their own businesses. I could still remember the excitement in their voices as they talked about their ideas.
Components of the newly established RFID-based LMS system
The library of any academic institution plays a key role in providing knowledge-based support to its faculty members, researchers and students. In recent years, the ‘digital library’ has emerged as a novel concept. It allows the access to and sharing of literary information and resources in digital and non-digital forms within the local and global communities. However, for Bangladesh a ‘digital library’ was only a dream until the Academic Innovation Fund (AIF) under the Higher Education Quality Enhancement Project (HEQEP) intervened. The Central Library of the Bangladesh University of Engineering & Technology (BUET) has now been digitized. The library is now a role model for other universities in Bangladesh.
Today, on World Autism Day, I’d like to highlight the impact of education on what persons with disabilities are capable of achieving. More than one billion people – 15% of the world’s population – experience some form of disability. One-fifth of the estimated global total, up to 190 million people, encounter significant disabilities. Persons with disabilities are more likely to experience adverse socio-economic outcomes than persons without disabilities, such as less education, worse health outcomes, less employment, and higher poverty rates.Most persons with disabilities are in developing countries.
As international donors gather this week in Brussels to mobilize resources for Guinea-Bissau, the government and people of this West African nation appear ready for a fresh start.
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,
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.
At last week’s Comparative and International Education Society annual conference in Washington DC, Najeeb Shafiq put together a special panel honoring the work of pioneering education economists Martin Carnoy and George Psacharopoulos (formerly of the World Bank). Martin and George were supervised by Theodore Schultz, a Nobel Prize winning economist, who made human capital theory an important force- not just in economics- but the social sciences in general. Their work paved the way for thousands of researchers who followed in their footsteps.
The buzz around this buzzword in education (the need for it, the celebrations of it, the challenges in catalyzing it) continues to get louder and louder, and the word itself seems to get invoked with increasing (almost de facto) frequency as part of discussions about the need for change.
How are we to meet and overcome many of the pressing, endemic, and sometimes seemingly intractable challenges facing learners, educators, education policymakers and education systems around the world if we aren't being innovative in how we define (and redefine) our problems -- and in how we propose to go about solving them?
There are many groups, events and activities that seek to document, share knowledge about, analyze and assess various 'innovations in education' around the world. The annual World Innovation Summit for Education (WISE) in Qatar, for example, focuses explicitly on this theme. R4D's Center for Education Innovations does as well, in partnership with many international groups, including UNICEF (which has a special initiative on 'innovations in education' and whose much-lauded Innovations unit is for many of us a model for excellence within the international donor and aid community). The OECD's widely-read report last year on Measuring Innovations in Education seeks to offer "new perspectives to address th[e] need for measurement in educational innovation through a comparison of innovation in education to innovation in other sectors, identification of specific innovations across educational systems, and construction of metrics to examine the relationship between educational innovation and changes in educational outcomes."
Some observers may feel that this explicit focus on 'innovation in education' is overblown. We don't fund a lot of things sufficiently that we already know work, why don't we first concentrate on that stuff? Others may note that some 'innovations' in education promoted today have actually been around for decades, and thus perhaps no longer really qualify as 'innovations'. Sometimes the only 'innovation' in a particular 'new' approach is to utilize some new technology to do pretty much exactly what was done before, but now 'digitally', and in a way requiring a power cable or batteries. (I am not too sure that much of these thigns are really all that 'innovative', but many people who keep sending me related proposals seem to be convinced that they are.) Still others detect in many discussions around the need for 'innovation in education' the guiding hand of 'corporate education reformers' and/or of technology vendors with products to sell, and, as a result of past experiences, ideological leanings, an inherent tendency towards skepticism or a satisfaction with the status quo, and/or political calculus, reflexively push back (if not indeed recoil).
'Innovations in education' are about much more than just technology use, of course -- but there is also no denying that new information and communications technologies (ICTs) of various sorts continue to enable and catalyze many of the innovations that are being explored in the sector, whether they relate to e.g. teacher training; assessment; data collection and management; payment mechanisms; stakeholder engagement and transparency; or changes in the teaching and learning processes themselves; and whether they originate in the public, non-profit or corporate sectors (or even, as for example is the case of distributed communities of people working together to help build new software or educational content in ways that are 'free' or 'open', out of no traditional or easily definable 'sector' at all).
Sometimes the ICTs are hard to miss (as is the case with Uruguay’s pioneering Plan Ceibal), and sometimes they are behind the scenes (innovative low cost private schooling schemes like those pioneered by groups like Bridge Academies, for example, depend heavily on the use of ICTs to promote efficiency and cut costs), but increasingly they are there. Many traditional groups active in advocating for funding efforts to help end extreme poverty and promote shared prosperity (the twin goals of the World Bank) are increasingly challenged to identify, make sense of and support the diffusion of 'innovations in education' in ways that are useful and efficient and cost-effective – and potentially, from time to time, even transformative.