Almost twenty years ago, the World Bank president was scheduled to visit some schools in Uganda. Around that time, the Bank was exploring the possibility of investing in videoconferencing to connect its offices, and those of its counterparts in government ministries, to each other as a way to promote more regular dialogue (and, it is probably worth noting, to save some travel costs as a result).
Wouldn't it be excellent, Jim Wolfensohn asked, if we could somehow connect these kids in Uganda to schools back in the United States in some way using the Internet so that they could talk to each other and exchange ideas -- can this be done?
A World Bank colleague (who was soon to become my boss) said, 'yes sir, absolutely, we can do this.' At the time, it turned out that he actually had no idea how to get this done ... but he and a few other bright people eventually figured it out, the schools were connected, and Ugandan and American kids talked with each other via video in real time, more or less successfully. (Videochatting over the Internet back in 1996/1997 was an often frustrating endeavor, but, given enough energy and more than a little luck, it did -- kind of, sort of, sometimes -- work.) Out of this small 'success' was born the 'school-to-school initiative', which soon was renamed the 'World Links for Development' program and which over the next decade worked with ministries of education in 20+ middle and low countries around the world to help connect schools, teachers and students to the Internet -- and to each other.
Obviously, much has changed from 1996 to 2015. Information and communication technology itself has, of course, changed dramatically: There is more of it; it is more powerful; it is faster; it is cheaper; it is available to many more people; and many more people know how to, and do, use it as part of their daily lives. Just because the tools to make connections between teachers and learners across national borders have improved a lot, however, doesn't mean that it is easy to actually make and sustain such connections over time in ways that are useful -- and sometimes even exciting.
Because of my experience with World Links (and a number of other similar efforts), I am often approached by groups looking (to quote from one related representative email inquiry) to 'connect teachers and students around the world in order to engage in enriching collaborative learning projects together to promote global peace and understanding and develop 21st century skills and competencies'. To the extent it might be of interest to anyone (and just possibly to save myself and others the time it takes to meet to discuss such things in person or over email), I thought I'd share some hard-won lessons and perspectives about what seems to work (and what doesn't) when it comes to connecting teachers and students around the world to each other so that they can achieve whatever it is they hope to achieve as a result of such connections.
I don't pretend to be an 'expert' on this stuff (although I have learned from many folks whom I think probably deserve such a label), and no doubt there is at least one potential exception to every rule of thumb or guideline or piece of advice I present below. The list of things discussed here makes no claims to comprehensiveness. That said, hopefully there is something here that some of you might find useful -- or which provokes you in useful ways.
The vibrant city of Peshawar is getting ready to host the 2nd Digital Youth Summit (May 7-9, 2015, Shiraz Arena). Co-organized by the KP IT Board, Peshawar 2.0 and the World Bank, the Digital Youth Summit is a tech conference and startup expo gathering participants from Pakistan and all over the world passionate about tech entrepreneurship. While there is a lot of excitement about how technology fuels entrepreneurship, there has also been a quiet and steady rise of the ‘e-lancer’
What is e-lancing? Exactly what you think it is. E-lancing is free-lancing for the digital age. Powered by ICT tools and the internet, e-lancing allows independent tech savvy workers connected to the internet access to the global labor market. Over the past years, even ‘physical’ workspaces have started to get virtual through tele-conferencing, video meetings etc. Many are very convinced by the benefits of ICT-enabled remote work and the flexibility that comes with it while others caution that it may not be the holy grail people tout it to be. However everyone is in agreement about one thing: ICT reduces barriers and distances making the global market more accessible than ever.
All you need is a computer and an internet connection. Thanks to ICTs, e-lancing is booming and there are multiple platforms where employers and e-lancers can “meet” and do business. These virtual marketplaces functions like a Craigslist for skilled tasks: employers post tasks and e-lancers respond to posted tasks and submit offers. Once selected, the e-lancer starts working remotely for his/her client. In most cases, the e-lancing platforms remain the center for all main interactions (payments, reviews, messaging, etc.) between the employer and the on-line worker so to ensure transparency and avoid frauds.
The 2015 Education for All Global Monitoring Report – Education for All 2000-2015: Achievements and Challenges– will be launched at the World Bank in Washington today, bringing together international leaders in the fields of education, development and aid to take stock of major achievements and setbacks and discuss recommendations to support the ambitious post-2015 education agenda.
- Urban Development
- Social Development
- Public Sector and Governance
- Information and Communication Technologies
- Global Economy
- Financial Sector
- Climate Change
- Agriculture and Rural Development
- South Asia
- East Asia and Pacific
- Sri Lanka
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.