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Education

The G7 Summit and Education for Shared Prosperity

Harry A. Patrinos's picture


Today marks the beginning of the G7 Summit, during which the leaders of Canada, France, Germany, Italy, Japan, the United Kingdom, the United States, the President of the European Council, and the President of the European Commission will convene in Brussels to discuss matters of the global economy.

Lebanon’s help for Syrian refugees is inspirational, but it needs our help

Jim Yong Kim's picture

Jim Yong Kim visits classrooms filled with Syrian refugee students in Beirut, Lebanon. © Dominic Chavez/World Bank

The Lebanese are generous people – that was clear to me when I visited an elementary school in Beirut attended by many Syrian children who fled their war-torn nation with their parents. The children greeted me warmly and told me that Lebanon was very similar to Syria, but that they really missed their homes. It’s inspiring to see how the Lebanese have opened up their doors, their schools, their health clinics, and their communities for more than 1 million Syrian refugees.

Sachet educational publishing in a digital and mobile world

Michael Trucano's picture
I'll take one packet of Pythagorean Theorem and one packet of verb conjugations, please
I'll take one packet of Pythagorean Theorem
and one packet of verb conjugations, please

In the course of my job at the World Bank helping ministries of education in middle and low income countries think about, analyze, plan for, implement and evaluate issues, ideas and projects at the intersection of the worlds of technology and education, I spend a fair amount of time considering issues related to the digital publishing of educational materials. The World Bank has over the years funded the purchase of lots of textbooks around the world and we maintain active dialogues with scores of education ministries, helping to provide related advice and technical assistance.

In many countries, especially poor ones where disposable income is very low and where there is not an established culture of leisure reading, the educational publishing industry is sometimes largely indistinguishable from the publishing industry as a whole, and government purchases of textbooks (and/or government directives about which textbooks families or schools should purchase, where such things are not centrally procured) have huge, often determining influence on the direction of the publishing industry in general. In order to better understand how all of this impacts educational publishing, I talk regularly with lots of 'traditional' educational publishers, big and small, both international and local. I also talk a lot with technology companies who do things that look a lot like educational publishing to me, or who provide the tools and services to enable and support related activities.

Last year I participated in two fascinating events a few weeks apart, the EdTech Industry Summit in San Francisco and a symposium convened by the International Publishers Association (IPA) at the London Book Fair. (I was lucky enough to be at the IPA symposium this year as well.) At these meetings, the agendas and items discussed were largely the same, but were often approached from quite different perspectives. For the sake of argument here -- and I admit I am greatly oversimplifying things by making this characterization -- EdTech Summit participants were mainly 'tech companies', while the London Book Fair event was mainly attended by 'traditional publishers'. (I concede that such distinctions are increasingly difficult, and less useful, to make as time goes on; in my opinion all publishers are technology companies these days, whether they self-identify as such or not and/or whether outsiders see them that way.)

At both events, a data point that was quoted quite often was that '1% of national education budgets around the world are devoted to the purchasing of textbooks and other learning materials'. While I have never been able to find this assertion supported by hard data, I have heard it expressed so many times over the years by people who work in or around the educational publishing industry that I have taken it as almost 'conventional wisdom'. Whether this figure is actually .5% or 2% or 4% (or whatever), what has struck me when in conversation with many vendors is that many traditional publishers have, in the face of the steady rise in many countries around the world of large scale purchases of laptops and tablets for students and teachers, worried that technology purchases are eating into traditional budgets for the purchases of textbooks.

As one traditional publisher put it to me at the London event in 2013, "we need to figure out how to protect this 1% so that it is not tapped to buy iPads". Contrast this with a statement made to me by an enthusiastic founder of an edtech start-up in San Francisco, who said that the goal of firms like his was to "eventually capture 20% of education budgets" by transforming the way education is delivered as a result of the use of new technologies. Whether or not such figures are accurate, they for me exemplify a difference in perspective and ambition that is consistent with many stereotypical characterizations of brash young tech entrepreneurs in their hoodies (and/or khakis) versus the tweedy old-school booksellers whose business model that I have been told on many occasions -- especially by those not that business -- was one for "dinosaurs".

(While conceding that the business models for selling books will have to change rather radically going forward, a concession to which no educational publisher I know would object in the age of e-readers and hypertext, of apps and APIs, I am fairly confident that extinction rates for edtech startups will remain much greater than that of book publishers for the foreseeable future, although in the end I wouldn't be too surprised if the most successful 'tech' firms doing business in this space end up buying up a lot of the 'publishers' -- some of whom will themselves be buying and merging with 'tech' firms along the way.)

If we accept the premise that educational publishing industry in the 'developed' countries of Europe and North America are being, and will continue to be, increasingly radically disrupted -- a contention with which I expect few people would disagree -- what might this mean for business models for educational publishing in less developed, 'poor' countries? Will the related business models from OECD contexts simply, and eventually, be transplanted to middle and low income countries? Or: Might some new business models for digital educational publishing emerge from less developed countries, based on specific local contexts and consumer demands in an increasingly digital -- and mobile -- age?

A development e-story: Estonia

Swati Mishra's picture

"Once upon a time in the faraway Baltic region was a tiny nation of Estonia. Newly independent, with a population of 1.3 million, and with 50 percent of its land covered in forests, it was saddled with 50 years of under development. While it was operating with a 1938 telephone exchange, it’s once comparable neighbor across the gulf, Finland, had a 30 times higher GDP per capita and was waltzing its way into new technological advances. Estonia was faced with the challenge of catching-up with the rest of the world. It too embarked upon the technology bandwagon, but revolutionized it’s progression, by creating identity, secured digital Identity for its citizens. And finally, Estonia became a country teeming with cutting-edge technology. The end. “

How to Take Control of your Personal Finances

Rekha Reddy's picture


​Many of our aspirations revolve around improving our personal finances—keeping better track of spending, saving towards a goal or perhaps getting out of debt.  How can we work towards these goals and follow through on these changes? 

A Happier Story about Education in Nigeria

Elizabeth King's picture


A few weeks ago news broke about another horrendous attack in schools in Nigeria. More than 200 teenage girls were abducted from a school in the remote north-east of the country. In November last year more than 40 schools were burned and destroyed in an attack that also killed around 30 teachers. Those attacks belie strong national support for education and its strong link to the country’s economic growth and poverty reduction. This support was expressed compellingly by students, employers and national leaders at the Nigerian Economic Summit in Abuja in March. The message was that transforming education will determine Nigeria’s place in Africa and in the world.

Research to Turn Fallow Land into Rice Farms in Bangladesh

Shiro Nakata's picture


Fallow lands in the coastal areas during the dry season


Such large areas of fertile lands are left fallow in spite of ample water available right there in the channels near the farms,” exclaimed Prof. M. Abdul Halim Khan in disbelief during our journey in mid-April to Patuakhali and Barguna. We were taking a trip to his agricultural research sites in the coastal region of Bangladesh.
 
Agriculture is one of the most important sectors of Bangladesh and its performance has tremendous impacts on poverty reduction, food security as well as overall economic development of the country. This is especially true for people in the coastal areas – mostly small rice farmers whose livelihood depend on the production of rice and other crops.

Despite that, most of the farm lands in the coastal areas remain unused in the dry season for as long as 6 months a year. The main causes of such underutilization of lands include: seasonal natural calamities such as cyclone and tidal surges as well as rising water salinity. There are two peak season for the formation of tropical cyclone in the Bay of Bengal; one in May and another in November. Likewise, salinity in drinking and irrigation water peaks from April to May. As a result, farming in the coastal areas is largely constrained to mono-cropping while double or triple cropping are common practices in other parts of Bangladesh.

To address this issue, Prof. Halim – a prominent professor at the Bangladesh Agricultural University (BAU) – launched a research project, “Strengthening Postgraduate Research Capability and Adaptation of Climate Resilient Cropping System in Vulnerable Coastal Region”, with funding of Taka 23 million (US$ 280,000) from the Academic Innovation Fund (AIF) program under the Higher Education Quality Enhancement Project (HEQEP).

If I Were 22: Travel And See How People Live

Jim Yong Kim's picture

 Jim Yong Kim with Father Jack in PeruPhoto: Jim Yong Kim with Father Jack in Peru


When I turned 22, I was struggling a bit. I was just two months into my first year at Harvard Medical School, and I had gone from an undergraduate environment at Brown University where I was an activist with a diverse group of peers to a situation where I was memorizing anatomy out of a textbook each and every night. It seemed a real letdown.

Over the next months and years, I met fellow activists including Paul Farmer, with whom I co-founded Partners In Health, and that opened up new possibilities. A few years later, I entered a PhD program in anthropology. Both connected the lessons from medical school to real passions of mine.

When I was 22, one thing naturally led to another. Even so, I wish I knew then what I understand better now about preparing myself for the future. I have three suggestions that I wish someone had told me when I was younger.

May 16, 2014: This Week in #SouthAsiaDev

Mary Ongwen's picture
We've rounded up 18 tweets, posts, links, and +1's on South Asia-related development news, innovation and social good that caught our eye this week. Countries included: Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka.

Eliminating Child Marriage to Boost Girls’ Education

Quentin Wodon's picture


Child marriage in developing countries remains pervasive. One-third of girls are married before age 18. That’s 39,000 girls each day, with 1 in 9 marrying before age 15.  Among countries with the highest prevalence of child marriage, girls with three years of schooling or less are up to six times more likely to marry young than girls with secondary education. The causality runs both ways: child marriage reduces educational attainment, and, conversely, girls with less access to quality education are more likely to marry early.


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