Africa’s population grew at an average annual rate of 2.6 percent between 1950 and 2014, much faster than the global average of 1.7 percent as estimated from UN population projection data. During this time, the region experienced a demographic transition, moving from a period of high mortality and fertility rates to one of lower mortality, yet still high fertility rates. Other regions, most notably East Asia, took advantage of their transitions to accelerate growth, and reap a so-called ‘demographic dividend’. Africa is now being presented a similar opportunity.
How did a new training college in Jamaica win a Caribbean-wide award that recognizes the best innovations for solving complex problems?
Jamaica’s National College for Education Leadership (NCEL) was just established in 2011 but it has already bagged a Bright Spot Award in innovations by the Canadian Department of Foreign Affairs, Trade and Development.
We need to connect our schools to the Internet. While it may not (yet) be viable to do so in many countries, few education policymakers would question this general aspiration.
Of course, questions related to the speed and nature of this connection are being articulated and considered in different ways around the world, with answers determined by a mix of factors, including what is technologically feasible, what is pedagogically useful and, in the end, what is affordable. Calculations around what it may cost to connect schools to the Internet, and to keep them connected, in ways that are useful and relevant to learners and teachers (as well as to administrators and families), differ widely from place to place -- as do approaches on how to pay for these costs.
Over the past two decades, I have spent a lot of time helping to facilitate policy planning sessions with governments around issues related to technology use in education. Whether this work was part of efforts by the World Links program, linked to the use of the ICT in Education Toolkit supported by infoDev and UNESCO, or as part of more mainstream World Bank advisory activities, mechanisms and approaches by which countries can connect their schools to the Internet have always been a major area of discussion.
It may seem like a small thing, but one of the signature successes of many of these planning efforts wasn't the development of a related policy document outlining a vision and approach for how new technologies could and would be used to support a variety of education objectives. That was almost always the stated goal, but, as anyone who has worked in policymaking circles knows well, committing something to paper is no guarantee that what was drafted will ever actually be implemented -- nor that what's implemented will in the end have any beneficial impact 'on-the-ground'. No, in many cases the most important thing that happened in practice was to connect a diverse set of actors from outside the education sector together with the 'usual suspects' from within education ministries. The fact that you had, in the same room and at the same time, education officials sitting together with officials from the telecom authority, and the IT and finance ministries, as well as representatives from civil society and the private sector -- often times we found that this was the first time ever that all of these groups had talked collectively about how they might work in coordination to help meet some of the shared goals that all of them had related to technology use and education.
One mechanism that is integral to initiatives to connect schools in some countries (and thus which features prominently in these sorts of planning discussions), but which is largely unknown in others (and thus doesn't feature at all), is the use of so-called Universal Service Funds to help pay for such efforts.
For those not familiar with the concept or practice:
This post is also available in French and Spanish .
“I’ve seen some of the highest performance bicycles in the world, but I believe the most powerful bicycle is the one in the hands of a girl fighting for her education, or a mother striving to feed her family.”
- F.K. Day, Founder of World Bicycle Relief
The rainbow jersey, Giro d’Italia, Tour de France, or Vuelta a Espana—that’s what usually comes to mind when we think of cycling. However, elite cycling is only one small spoke of a much larger wheel.
By some estimates, there are already more than two billion bikes in use around the world. By 2050, that number could be as high as five billion. Over 50 percent of the human population knows how to ride a bike. In China, 37.2 percent of the population use bicycles. In Belgium and Switzerland, 48 percent of the population rides. In Japan, it is 57 percent, and in Finland it’s 60 percent. The Netherlands holds the record as the nation with the most bicycles per capita. Cyclists also abound in Norway, Sweden, Germany, and Denmark. The Danish capital, Copenhagen, is considered the most bicycle-friendly city in the world. It’s known as the “City of Cyclists,” where 52 percent of the population uses a bike for the daily commute. Bicyclist commuters are generally healthier than those who drive motor vehicles to work. They also remain unaffected by OPEC decisions about crude oil production or the price per barrel.
Due to the size of China’s population, and the need for bicycle transportation, statistics on the country’s bikeshare program are staggering. In a database maintained by Russell Neddin and Paul DeMaio, more than 400,000 bikeshare bikes are used in dozens of cities on the Chinese mainland, and the vast majority of those bikes have been in operation since 2012. There are an estimated 822,000 bikeshare bikes in operation around the world. China, therefore, has more bikeshare bikes than all other countries combined. The country with the next-highest number of bikes is France, which has just 45,000.
After completing a course on becoming a beautician from the Ahsania Mission Training Center, Sonia Akter wondered how she would use her newfound skills to find employment. Luckily, she attended a job fair organized by STEP and quickly started a new career. “At the job-fair, I got an offer to join as a beautician in one of the beauty parlors. I accepted the offer and currently earning BDT 6,000 a month. “
Sonia is not alone. Out of the 2,000 job seekers who submitted their CVs, employers committed to hire an astounding 1,220 employees. Nazma Akter joined at Maroof Tailors & Cloth Store as a tailor, Md. Junayed Islam joined Voice Mail Mobile as a cell phone service technician, Pulok Roy joined Sigma Digital Electronics as an electrician, with each of them are earning currently around BDT 7,000 per month!
Career development is not just about what someone knows. It is also about how they sell their knowledge and skills to the job market and opportunities to engage with potential employers. Realizing the changing job market and help graduates seek competitive jobs matching their skills and interest – Skills and Training Enhancement Project (STEP) is organizing job fairs to boost the Technical and Vocational Education and Training (TVET) in Bangladesh.
A sizeable gap still exists between the employers’ requirement and the curriculum of the vocational training institutions in Bangladesh.The STEP project aims to provide linkages between the job market demand and student’s skill set. Many students who completed short-training courses or job seeking graduates benefited by communicating directly with the employers at the fair. Through job fairs, STEP has promoted the relationship between the job seekers and potential employers and helped them to understand the market demand and supply of the required knowledge and skills.
I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on a daily basis knows, change is a constant when working in the technology sector. (In contrast, while rhetoric about change is a constant in the education sector, change itself is much slower in coming ....) While the technologies themselves may change quite often, though, many of the most common questions related to their introduction and use remain largely the same.
I remember working with teachers in Ghana in the late 1990s as part of a pilot initiative to introduce computers and the Internet into a select number of schools in a few of the major cities. Towards the end of the third day of a five day workshop, we had a teacher show up at the door to our classroom, apologizing for his tardiness and asking if he could join the course. He explained that he had traveled for a few days to reach the small school outside Accra where out training activity was taking place, hitching rides on trucks and then transferring between long haul buses, because he had heard about this thing called the Internet that was going to "change education forever" and just had to see it for himself. Given how many people had wanted to take the course, we had a strict policy not to allow latecomers into the workshop, but we waived it for this gentlemen, because we were so taken by his story and by the hardship he had endured to join us.
We waived the policy for another reason as well. It is decidedly not politically correct to say so, but we also allowed this teacher into the class because he was ... old. He claimed to be over 70, but said he wasn't exactly sure of his exact birthdate, other than that it had occurred on a Friday. While my Ghanaian colleagues expressed some skepticism that this fellow was actually as old as he claimed, there was no doubt that he was decades older than any of us in the room. He was an English teacher, he said, noting that he had heard that it was possible to get access to all of Shakespeare's plays on the Internet, for free, and wanted to see how this was possible. A computer became available (the teachers using it had been frustrated that poor bandwidth kept interrupting their CU-SeeMe session and so decided to return to the dormitory before dinner), so we sat down, fired up Alta Vista, and typed in <<Shakespeare's plays>>.
After scanning the search results, one of the young teachers grabbed a mouse and pointed, clicked and scrolled her way through play after play after play. The older teacher was simply flabbergasted. He said something to the effect of, "Now I have seen everything. It has been my dream as an English teacher to be able to read all of Shakespeare's plays. Now all teachers will be able to do this. Education will change forever." We kept the computer lab open for a while so that he could be assured that all of them were indeed there ("There's Hamlet! The Tempest. Coriolanus!"); he promised that he would be the first one at the lab door once we opened the following morning. As we were shutting things down, he articulated a concern that I would hear voiced hundreds of times in the coming years, in many variations:
It would be very exciting for me to be a young teacher today now that the Internet is coming. But I am glad that I am not a young teacher, because I fear that these computers will eventually replace us teachers.
Will technology replace teachers?
Today, as the Millennium Development Goals draw to a close and the development community is thinking of new development targets, many children are not learning in school. But, in addition, more than 120 million children and young adolescents still remain out of school. That is almost one in ten children of primary school age, and one in seven children of lower secondary school age. For these children, the right to education remains a distant dream.
In many countries in the Middle East and North Africa, and in fact around the world, teachers—who play a pivotal role in any effort to improve education quality—have not been officially represented in the design of key government programs aimed at education reform.
The latest evidence on the private rates of returns to schooling shows that the returns to primary education are no longer the highest, having been surpassed by tertiary education. In my blog, Make the Rich Pay for University: Changing Patterns of Returns to Schooling, I argue that this suggests three things: