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Expanding the conversation in education around 'access' to the Internet

Michael Trucano's picture
I don't know exactly what's wrong, I feel like we're not connecting anymore
I don't know exactly what's wrong,
I feel like we're not connecting anymore
Few would argue with the contention that access to the Internet will be increasingly important to teaching and learning (and to learners and teachers) in the future.

Yes, we all know that there was learning before the Internet, and that you can learn without using the Internet. Let's stipulate all of this up front. And yes, there are plentiful examples of the Internet being used in ways that are harmful or which degrade the learning environment -- as well as examples of the Internet not being used at all, even though it is available and paid for. 

That said, it is 2017. No matter where you are, conversations about broadening the access to the Internet to help meet the needs of learners and educators are growing louder in ministries of education, part of broader, related discussions around connectivity in the communities and populations that they serve.

When it comes to providing access to the Internet within educational settings, and for educational purposes:
  • What should we be talking about in 2017 that we haven't talked about in the past?
  • To what extent should we be expanding the access debate -- and to what extent should we be having different debates entirely?
Some technologies are maturing and others are emerging, past failures (of omission and commission) are becoming more apparent, and political will is increasingly in evidence in many places.
 
With this in mind, might a 're-think' be in order?
 
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The Giant of Africa takes bold strides to invest in early years

Amaka Momah-Haruna's picture



A year ago, if you had asked me how best a child could reach its potential, I would have looked through my myopic, public health, physician’s lens, and responded that making sure children (0-5years) are healthy and well-nourished is all it takes.

However, six months into the World Bank’s “Africa Early Years” fellowship and I realize I would have been abysmally wrong.

The Chief Information Officer position at the Ministry of Education (A CIO in the MOE?)

Michael Trucano's picture
I like drawing boxes, what (and who) should I put in them?
I like drawing boxes,
what (and who) should I put in them?

When, two decades ago, I first started helping people who were investigating the uses of new technologies in education, many of the initial inquiries I received were quite similar. Whether it was from governments in some of the most developed countries in Europe or Asia, or from non-profit groups (and some governments) in some of the least developed countries in Africa or Latin America, people had very specific questions about hardware. What processor should we buy for our computer? How much memory do we need? Over time, as we all became more experienced and savvy about choices related to where to invest scarce resources, questions about devices and their specific attributes gave way to those about processes and approaches -- and about people and institutions.

Recent work at the World Bank has investigated a specific type of institution -- the national educational technology agency -- and its often critical role in support of large scale ICT/education efforts in many countries around the world. Often times, such an institution operates at arm's length from (for example) the ministry of education, with the ministry providing the agency with strategic direction (and funding). Models vary (we document a number of them in a recent book), but, generally speaking, these tend to be organizations focused on >> doing <<. Over time, such institutions become centers of technological competence that can far outstrip what is found within the leadership of their country's ministry of education. They are technical organizations, staffed in large part (but not exclusively) by technical people.

During a series of off-the-record discussions with groups of education ministers earlier this year who were 'struggling with the ICT stuff’, one of the ministers (who had previously worked in the private sector, and whose spouse had worked for a tech firm) shared his interest in creating a CIO (Chief Information Officer) position within his ministry. He wanted someone with dedicated resposbility to help him make sense of all of the things that were changing as a result of new technologies, to help set related strategic directions within the ministry, and to oversee this implementation. About the only thing that the ministers in both ministerial discussions agreed on that day (other than that they were having challenges in dealing with teachers unions -- always a common topic for bonding and commiseration for these sorts of folks, I find) was that they liked the idea of having a CIO.

What exactly does a Chief Information Officer (CIO) do,
and why might ministries of education consider creating such a position?

Could Reforming the State Owned Enterprise Sector be a Big Deal for Ghana?

Errol Graham's picture
Should Ghana shed some ballast to free up money to spend on goods like education?

At the beginning of September, Ghana’s Ministry of Finance brought the heads of State-owned Enterprises (SOEs) to deliberate how to reform SOEs, some of them loss-making, in order to have them play a more strategic role in Ghana’s development.

As reported in the local press, the Vice President of Ghana, Mahamudu Bawumia (who gave the keynote address to the Policy and Governance Forum) was very candid in his directive: “Share with government not your many challenges, which we all know [about], but your strategies,” he is reported to have said, referring to strategies for ensuring financial discipline, for exploring access to new sources of capital, and for improving commercial viability.

Sri Lanka: When girls outpace boys in schools

Harsha Aturupane's picture
Despite evidence that girls outperform boys in educational achievement, a common perception was that boys were naturally smarter than girls, and did not need to work as hard. (Photo: Harsha Aturupane/ World Bank)


When we speak of gender equity in education in developing countries, and particularly in the South Asian context, we immediately think of the disadvantages girls face in access to education. The case in Sri Lanka, however, will make you think twice.

While most of South Asia still faces the gender gap challenge in favor of boys, we think that Sri Lanka’s educational gender gap favors girls. Like their counterparts in most high-income countries, Sri Lankan girls are consistently outpacing boys both in terms of educational access and achievement.

Why sustainable mobility matters

Hartwig Schafer's picture
Photo: Mariana Gil/WRI
In the 1960s, the vision of future mobility was people with jet packs and flying cars – we believed these innovations wouldn’t be far off after the moon landing in 1969. Obviously, the reality in 2017 is somewhat different.

Today, we have congestion in cities, rural areas cut off from the rest of the world, and too many people without access to safe, efficient, and green transport. This stifles markets and hinders people from the jobs that will help them escape poverty. Without access to sustainable mobility, it will be much harder—if not impossible— to end poverty and achieve the Sustainable Development Goals (SDGs).

And perhaps the most tragic reality is this: that approximately 1.3 million people die each year in traffic-related incidents. Young people, those between the ages of 15-29, are the most affected by road crashes. This heartbreaking and preventable loss of life should be a clear signal that road safety matters.

At the same time, how we change transport is vitally important and will impact generations to come.

The Edtech Edifice Complex

Michael Trucano's picture
doomed by fate ... or is there another way forward?
doomed by fate ... or is there another way forward?
Opinions and approaches vary regarding how to ‘best’ utilize new technologies to support teaching and learning in ways that are engaging, impactful and ‘effective’.

A recent paper from J-PAL (Education Technology: An Evidence-Based Review) finds that rigorous evidence about what works, and what doesn’t, in this area is decidedly mixed. While what works seems to be a result of many factors (what, where, when, by whom, for whom, why, how), what doesn’t work is pretty clear: simply buying lots of equipment and connecting lots of schools.
 
Why does this continue to happen, then?


Many in the ‘edtech community’ feel that policymakers simply don’t understand that buying lots of equipment won’t actually change much (aside from its impact on the national treasury), and that if they did understand this, they’d do things differently.

In my experience, the reason that many places end up just buying lots of equipment, dumping it into schools and hoping for magic to happen (a widely acknowledged and long-standing ‘worst practice’ when it comes to technology use in education) isn’t necessarily that the people making related decisions are dumb or uninformed or corrupt (although of course those scenarios shouldn’t be dismissed out of hand in some places).

Building and sustaining national educational technology agencies: Lessons, models & case studies

Michael Trucano's picture
Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world

For over a decade, the World Bank and the Government of Korea have enjoyed a strong strategic partnership exploring a wide range of issues related to the use of information and communications technologies (ICT) in education around the world.

One high profile activity under this partnership is the annual Global Symposium on ICT use in Education (GSIE), which has helped to establish Korea as a global hub for insight, knowledge sharing and networking for high level government officials, practitioners and experts around topics related to the use of new technologies in education.

GSIE organizers planned from the beginning to support knowledge exchanges around a few ‘evergreen’ general topics (e.g. like the use of new technologies to support teachers; monitoring and evaluation; and digital competencies for learners) in which KERIS, Korea’s national educational technology agency, has notable experience and expertise.

What organizers did not initially anticipate, however, was the extent to which policymakers were interested not only in learning about what KERIS itself knew, and was learning, about uses of new technologies in education, but also in learning about the institution of KERIS itself – as well as institutions like it.

As it happened, people responsible for starting, leading and/or overseeing national institutions in their countries which performed similar sorts of functions to that of KERIS increasingly made the trek to Korea to participate in the GSIE (as they are doing this week), sharing information and insights with their counterparts about national institutions emerging in countries around the world to help introduce, support, fund, share information about, and evaluate the use of ICTs in education at a large scale.

A new World Bank publication, Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world, attempts to document, analyze and take stock of this phenomenon:

Are you reaping the full benefits of the technology revolution?

Sara Sultan's picture

 
About 17 years ago, I began preparations for applying to colleges in America. One of the prerequisites to qualify for an undergraduate program was the Test of English as a Foreign Language (TOEFL), administered at testing centers around the world. I vividly remember calling the number given to see how I faired in the test, standing at an international call center booth on a sunny afternoon in Islamabad, Pakistan, my heart beating fast with anticipation. The call cost Rs.100/minute at the time ($1.05/min at the current rate). But despite the expensive price tag, the service delivered information I desperately needed.

Fast forward to the age of Google Voice, WhatsApp, Viber… You’ll agree that technology has not only advanced but services have become cheaper as well. Technology is entrenched in our everyday tasks—from communication to financial transactions, from expanding education to building resilience to natural disasters, and from informing transport planning to expanding energy to the unserved.

So, ask yourself: am I—a student, teacher, business owner, or a local government representative—reaping the full benefits of the greatest information and communication revolution in human history? With more than 40% of the world’s population with access to the internet and new users coming online every day, how can I help turn digital technologies into a development game changer? And how can the world close the global digital divide to make sure technology leaves no one behind?

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