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Translating and implementing the Khan Academy in Brazil

Michael Trucano's picture
Khan has come to Brazil -- here's what's on offer
Khan has come to Brazil -- here's what's on offer
Last month saw the release of the latest annual Survey of ICT use in Brazilian Schools. Now in its fourth year, this initiative from Brazil's Center of Studies on Information and Communication Technologies (or CETIC, to use its acronym in Portuguese) is emerging as a model for how many other countries are considering conducting -- and funding -- regular data collection activities related to the increasing availability and use of various educational technologies within their education systems. The survey results, as well as a number of accompanying essays, are presented in one volume [pdf] in both Portuguese and English.

(Hint: If you're just looking for the data, start from the back of the report. And: Here's an earlier EduTech blog post about the first such survey effort in Brazil.)

In addition to offering a current ‘snapshot' of what's happening in schools, now that four years of data have been collected related to a number of common themes, the survey finds that some trends are becoming apparent. One trend which will come as no surprise to those who know Brazil is that there are some significant variations in many data by region. (Whereas municipal Rio de Janiero is in many regards a leader in educational technology use in South America, for example, the practical reality of ICT use in schools in northern and northeastern Brazil is much different.)

Some high level findings from this most recent survey:
  • Schools in urban areas have an average of 19 computers, serving an average of just over 650 students. Most of these are in administrative offices and dedicated computer labs. While classroom and mobile access are growing quickly, with 30% of teachers reporting that classrooms are now the main venue for computer use in their school, labs remain the main point of access to computing facilities overall. (For what it's worth, almost half of Brazilian households report having a computer.)
  • 95% percent of schools with computers are connected to the Internet (no word if any computer-less schools are connected!), although the speed of these connections leaves more than a little to be desired: Only 39% of schools meet the minimum target of 2 Mbps for schools in Brazil.
  • Almost half of public school teachers with their own laptops brought them to school, and most professional development related to technology use for teachers is a result of their own efforts (and thus not the result of government training programs).
For the first time, teachers were surveyed on the reasons behind their use of digital teaching and learning resources, and it appears that most of this use is self-motivated (i.e. a result of personal choice by teachers, and not something mandated, or necessarily even encouraged, by official education authorities). As the report states, "The ICT Education survey presents a scenario of relative autonomy for teachers in terms of educational content, given that the proportion of teachers that combine isolated contents such as images and texts is higher, surpassing access to video lectures and readymade presentations. The data indicate the importance of teacher initiative in the use of digital content in their teaching practices, as well as a concern for the demands of and benefits to students and colleagues. The reduced mention of institutionalized incentive – whether from the school administration or government authorities – indicates an important field for the development of public policies in the area."

As public policies in this area continue to evolve across Brazil, the actions of a number of private foundations in supporting innovative uses of educational technologies are helping to suggest possible ways forward. A notable group in this regard is the Sao Paulo-based Fundação Lemann. Denis Mizne, who heads the Lemann Foundation (to use its English language name, which is how I'll refer to it here), stopped by the World Bank back in September and shared emerging lessons from initiatives supported by his foundation and partners to translate and implement the Khan Academy for use in Brazilian schools.

Support for the Khan Academy is one of a number of projects from the Lemann Foundation that are exploring innovative answers to the question, "How can we make sure we are making the best use of the short time available for instruction within schools in Brazil?"

I have transcribed my notes from the Mizne talk below, together with some short explanatory background as might be relevant, in case they might be of interest to a wider audience than just those who attended the related presentation in person at the World Bank.

Building on Central America’s Strengths

Oscar Calvo's picture

Soon will be January 1, 2015. Most of us will make New Year’s resolutions and most of us will fail to keep them. Keeping New Year’s resolutions is hard. But it turns out that we are much more likely to make good on our resolutions if we decide to build upon our strengths rather than focus on fixing what’s wrong. This insight is all the more important if we combine it with the intriguing view that it is the depth of our strengths, not the absence of weaknesses, which makes us successful. People are successful not because they are perfect but because they have deep strengths. What if this was also the case for countries?

With this in mind I turn my attention to some of the strengths of El Salvador, Guatemala, and Honduras, three countries that have recently put together their Plan of the Alliance for Prosperity in the Northern Triangle.” The Plan is in part a response to the well-known security challenges facing those countries and the challenges posed by the surge in unaccompanied migrant children but it is also an opportunity to focus on the strengths of the Northern Triangle of Central America and how to develop them even further. And when one goes beyond the headlines one discovers a variety of success stories.

Five ways technology is improving public services

Ravi Kumar's picture

If you live in a country where electricity never or rarely goes out, you are lucky. In my country, Nepal, we are pleased when we get uninterrupted electricity for even eight hours a day.

Like Nepal, many countries around the world struggle to deliver basic services to their citizens. But things are slowly improving.Here are five examples of how technology is improving public services.

1. Participatory budgeting

Community health worker at the Marechal Health Center
Photo Credit: Dominic Chavez/World Bank

In the Democratic Republic of Congo, citizens of South Kivu Province are using “mSurvey” to obtain information about budget meetings. Using just their mobile phones, they can actively monitor, discover what was decided at meetings, and evaluate those decisions via online voting. The Participatory Budgeting project encourages accountability by actively reminding local authorities of their commitments while ensuring that citizens are getting services they deserve.

Collecting data about educational technology use in *all* countries in the world

Michael Trucano's picture
at least part of the picture is becoming a little more clear
at least part of the picture is
becoming a little more clear

What's the impact of technology use on education, and on learning?

This simple question is rather difficult to answer, for a number of reasons. The quick answer -- that 'it depends on how you are using it, and to what end' -- may be unsatisfying to many, but is nevertheless accurate. That said, before you attempt to assess impact, it can be rather helpful first to understand how technologies are being used (or not used) in actual practice. And before you can do this, it is useful to know what is actually available for use today, as well as some of the key factors which may influence this use. Being able to compare this state of affairs with those found in other countries around the world can help you put this knowledge into some comparative context. (Are we typical, or an outlier? Are we ahead, or behind?)

Back in December 2009, the UNESCO Institute for Statistics (UIS), the specialized agency within the UN system responsible for collecting data related to education (the World Bank's EdStats initiative is a close partner of the UIS in this regard) published a very useful Guide to Measuring Information and Communication Technologies (ICT) in Education [pdf] that has since been used to guide regional data collection efforts in much of the world.

(The EduTech blog has looked at results from a number of these efforts, including in Asia, the Arab states, and Latin America, as well as more generally about what these efforts tell us about the state of school connectivity around the world; a regional report from the UIS on ICT and education in Africa is due out in the first half of 2015.)

Building on these efforts, it is expected that the first comprehensive global initiative will commence next year to regularly collect basic data related to technology use in education in *all* countries, big *and* small, rich *and* poor.

What sort of data might be important to collect, and what can be collected in practice?

Are the existing set of 'indicators' put forward by the UIS relevant and useful, or should they be reduced/enlarged/amended, based on what has been learned as part of efforts to collect and analyze them in recent years?

To help explore such questions, the UIS brought together a 'technical advisory panel' comprising an acronymic soup of organizations (including ADEA, ALECSO, CETIC, European Schoolnet, ITU, KERIS, OECD, TAGI, UNESCO, World Bank) earlier this month to review lessons from the first set of regional data collection efforts and to provide comments on, and suggest possible changes to, a consolidated list of related ICT/education 'indicators' and related questionnaire [pdf]. A new global survey of technology use in education, meant to be part of the regular, on-going data collection efforts of UIS in the education sector coordinated through national statistical offices, is due to launch in September 2015.


#9 from 2014: Exit, Voice, and Service Delivery for the Poor

Robert Wrobel's picture

Our Top Ten blog posts by readership in 2014.
This post was originally posted on January 08, 2014

Inspired by Jeremy Adelman’s wonderful biography of Albert Hirschman (Worldly Philosopher: The Odyssey of Albert O. Hirschman, Princeton University Press, 2013), I’ve read and reread Hirschman’s masterpiece, Exit, Voice and Loyalty: Responses to Decline in Firms, Organizations, and States, (Harvard University Press, 1970) and his follow up essay “Exit, Voice, and State” (reprinted in The Essential Hirschman, Princeton University Press, 2013). Although Hirschman produced these works over 40 years ago, his simple model of flight (“exit”) or resistance (“voice”) in the face of unsatisfactory economic, political or social conditions remains highly relevant for policymakers and development practitioners concerned with eliminating extreme poverty, reducing inequality, and improving basic services accessible to the poor.

Hirschman’s ideas provide much cause for reflection within the context of present-day Indonesia. Indonesia has enjoyed over a decade of macroeconomic stability and economic growth. From 2000 to 2011 GDP expanded by 5.3 percent per year, and the official poverty count halved from 24 percent in 1999 to 12 percent in 2012. This period also saw notable improvements in health and education. Access to education has become more widespread and equitable. Girls are now as likely as boys to graduate from secondary school. In health, Indonesia is on track to meet Millennium Development Goals for reducing both the prevalence of underweight children under five years old, and the under-five mortality rate.

How many schools are connected to the Internet?

Michael Trucano's picture

As we near the halfway point of the second decade of the 21st century, it is difficult not to marvel at all of the new technologies that have insinuated their way into daily lives of increasing numbers of people around the world. An upcoming publication from the World Bank, the World Development Report for 2016, will explore the Internet's "impact on economic growth, on social and economic opportunity, and on the efficiency of public service delivery". The EduTech blog regularly features and comments on specific projects and research about how the Internet (as well as related technologies, technology platforms and technology-enabled approaches) is being utilized to benefit education in developing countries around the world (as well as some instances where it is having no benefit at all).

As insightful as lessons from efforts like those related to using mobile phones to promote literacy in Papua New Guinea or providing all students with their own laptops in Uruguay might be, however, it is worthwhile to take a step (or two, or twenty) back in an attempt to see the outlines of the big(ger) picture. While it is true that groups around the world continue to implement innovative solutions to simulate Internet connectivity in places where it still doesn't exist in schools (through the caching of content on local servers or portable drives, for example), this is almost always a stop-gap measure until something better comes along, namely: reliable, robust, fast, inexpensive connections to the Internet.

On-the-ground, practical experiences with introducing and using new digital technologies in education systems around the world over the past two decades have led many to conclude that a 'second digital divide' has emerged, separating those with the skills and competencies to benefit from the use of these new technologies from those who are not benefitting, or not benefitting to the same extent. There can be little doubt that such a second divide exists, and that this divide, which is focused on the impact of technology use, may well be more difficult to bridge than the original 'digital divide', which related primarily to access to technology. While in the end we are rightly concerned with outcomes, and impacts, inputs still matter. With this in mind, and with full acknowledgement that connectivity is not an end in itself, but rather a means to a larger end, it might be worth asking:

How many schools around the world are connected to the Internet?

Until recently we had little hard (or even soft) data to help us answer what would appear, on its face, to be a rather simple question. Things are improving in this regard, however. As it stands today, your best source of insight in this regard is probably a document with the delightfully bureaucratic title, Final WSIS Targets Review: Achievements, Challenges and the Way Forward, that you may have missed when it appeared last June. In case it may be of interest (a former boss of mine used to say: We pay you to read this stuff so that we don't have to!), I thought I'd take a quick look at it here.


How Well did We Forecast 2014?

Shanta Devarajan's picture

A year ago, we polled Future Development bloggers for predictions on the coming year (2014).  Looking back, we find that many unforeseen (and possibly unforeseeable) events had major economic impact. 

We missed the developments in Ukraine and Russia, the spread of the Islamic State in Iraq, the outbreak of Ebola in West Africa, the collapse in oil prices and their attendant effects on economic growth.  At the same time, we picked the winner of the soccer World Cup, and got many of the technology trends right. Perhaps economists are better at predicting non-economic events.

Here’s the scorecard on the seven predictions made:

Where Health and Education Meet, Children Win

Carolyn Miles's picture

Every mom wants a healthy baby. And in the early days of a child’s life, parents and doctors understandably focus on how the baby’s physical development—is she gaining weight? Is he developing reflexes? Are they hitting all of the milestones of a healthy and thriving child?
But along with careful screenings for physical development, there is an excellent opportunity to tap into those same resources and networks to promote early cognitive, socio-emotional, and language development. This helps children everywhere have a strong start in life, ensuring that they are able to learn as they grow and fulfill their potential throughout childhood.

Investing in Young Children: Two New Resources on ECD

Quentin Wodon's picture

In recent years, a broad consensus has emerged on the fact that investing in young children is one of the best investments countries can make. And yet while investments in early childhood development (ECD) should be a priority, many countries fall short.  Tomorrow, the World Bank will release two new publications to serve as resources for those aiming to invest in ECD, whether they are government agencies, nongovernmental organizations (NGOs), or private firms. 

Raising the Quality of Education in Yemen

Wael Zakout's picture

When I first arrived in Sana’a in early 2012, I met with many segments of Yemeni society; including political leaders, civil society organizations, youth, and women leaders and, of course, the new government. From the conversations I had, it was clear that education was always foremost on everyone’s mind.