"Culture never came from the sky or came out from the earth. Humans created their own culture, and that’s why humans have the right to change it. And the culture should be of equality – it should not go against the rights of women, it should not go against the rights of anyone.”
- Malala Yousafzai, an education activist from Swat, Pakistan. She is known for her activism in support of universal education and in support of women, especially in the Swat Valley, where the Taliban have, at times, banned girls from attending school.
As we mark International Women’s Day, women and girls are better off than just a few decades ago. Boys and girls are going to school in equal numbers in many countries. Women are living longer, healthier lives.
But even with the steady progress we’ve seen over the past few decades, one of our biggest challenges today is to avoid falling prey to a sense of self-satisfaction. We don’t deserve to, not yet.
We need a renewed sense of urgency and a clearer understanding of the remaining obstacles. When it comes to improving the lives of women and girls, we have blind spots. In fact, we know of three shocking inequalities that persist in education, the working world, and women’s very security and safety.
Blind Spot No. 1: Education of Girls.
We have made impressive gains in achieving universal access to education, but what we’re failing to see is that girls who are poor—those who are the most vulnerable—are getting left behind.
While wealthier girls in countries like India and Pakistan may be enrolled in school right alongside boys their age, among the poorest 20 percent of children, girls have on average five years less education than do boys. In Niger, where only one in two girls attends primary school, just one in 10 goes to middle school, and stunningly only one in 50 goes to high school. That’s an outrage.
In light of International Women’s Day coming up on March 8th, I would like to share some two inspiring stories of young women that I met in Sri Lanka. They showed incredible entrepreneurialism and innovation in integrating ICT skills in creative teaching and learning at a university.
The first woman that I met was a young Information Communications Technology (ICT) training teacher, Kamani Samarasinghe, from the University of the Visual & Performing Arts. She creatively taught her class (both regular university classes and distance learning classes) through integrating a career development course into an ICT skills development class, holding virtual training sessions connecting with professor Ramesh Sharma from Indira Gandhi National Open University, and leveraging various free open education resources into her training such as YouTube videos and free typing training courses like GoodTyping. She also creates various tutorial materials (how to search, how to use Google Drive, and etc) on Google Doc and share with students.
Back in 2003, when we were writing the 2004 World Development Report, Making Services Work for Poor People, we had no idea that it would spawn so much research, innovation, debate and changes in the delivery of basic services. Last week, we had a fascinating conference, in collaboration with the Overseas Development Institute, to review this work, and chart the agenda for the coming decade. Being a blogger, I wanted to speak about what WDR2004 got wrong, but some of my teammates suggested I should start by describing what we got right. So here are three ways WDR2004 changed the conversation about service delivery (what we got wrong will be the next post).
Two days before the world observes International School Meals Day, I’m here sitting in the U.K. Houses of Parliament thinking about the unexpected evolution of school meals programs in recent years.
'Mobile devices' are increasingly to be found in schools, and utilized for learning purposes, around the world. In most cases, related discussions taking place in ministries of education focus on the use of portable tablets and small laptops as complements to, and extenders of, existing approaches to the use of technology to help meet a whole host of education and learning objectives. At the same time, mobile devices of many other sorts -- most notably the mobile phone -- are proliferating at a much greater rate in larger society. Linkages between the devices being used outside of schools, and the technology to be found within schools, are often quite tenuous, where they exist at all.
Policies and plans related to the use of our current generation of electronic mobile devices are sometimes considered in ways distant or divorced from the way that the previous generation of 'mobile devices' were used in education: books, notebooks, pencils. At other times, they are considered in exactly the same way, as if the new opportunities and affordances appearing as a result of technological advances are best considered as mere adjuncts to, or continuations of, some of the approaches and practices which have marked and defined what has happened in schools over the past one hundred years or so.
Is there really anything different (potentially) going on now,
and if so, what might this be,
and why (and how) might we care about this difference)?
I just returned from the Mobile World Congress in Barcelona, the world's largest exhibition and conference for the mobile industry, in which over 75,000 people representing mobile phone network operators, device manufacturers, technology providers, vendors and content owners from across the world gather to do business, announce new products and services, and discuss What's Next. In addition to walking through the acres of exhibition space, attending briefing sessions and meetings on activities and developments all over the world, and listening to lots of well-rehearsed marketing messages, the specific reason for my attendance at this year's event was to make a speech at the MWC's official ministerial programme, an event for senior government officials featuring debates and knowledge sharing sessions on a variety of topics of related interest. In case it might be of any interest to a wider audience (the ministerial programme itself was a closed event, not open to the public), I present below my speech below. One of the animating impulses behind the EduTech blog is to try, in a decidedly small and modest way, to promote greater transparency and openness by sharing some of the conversations and themes and perspectives that are being discussed 'behind closed doors' in various places in a more public forum. With that in mind ...
In education, perhaps even more than in other social sectors, not every parent is looking for the same standardized service. All parents want their children to learn and benefit from a great education.
But for some parents, other dimensions matter as well. In many developing countries faith and values are important for families and local communities. It is therefore not surprising that the number of faith-inspired schools appears to be growing, with various types of schools within a tradition providing different services (for example, madrasas usually focus on religious education while Franco-Arab schools also teach secular topics).
Giving Cash Unconditionally in Fragile States
There have been many recent press articles, a couple of potentially seminal journal papers, and some great blogs from leading economists at the World Bank on the topic of Unconditional Cash Transfers (UCTs). It remains a widely debated subject, and one with perhaps a couple of myths associated with it. For example, what is cash from UCTs used for? Do the transfers lead to permanent increases in income? Does it matter how the transfers are labelled or promoted? I am particularly interested in whether UCTs could be a useful instrument in countries with low institutional capacity, such as fragile and conflict-affected states (FCS).
Why UCTs in FCS? UCTs present a new approach to reducing poverty, stimulating growth and improving social welfare, that may be the most efficient and feasible mechanism in FCS. A recent evaluation of the World Bank’s work on FCS recognized, “where government responsiveness to citizens has been relatively weak, finding the right modality for reaching people with services is vital to avoiding further fragility and conflict”. Plus there is always the risk of desperately needed finances being “spirited away” when channeled through central governments. UCTs may present a mechanism for stimulating the provision of quality services, which are often lacking, while directly reducing poverty at the same time. As Shanta Devarajan’s blog puts it, “But when they (the poor) are given cash with which to “buy” these services, poor people can demand quality—and the provider must meet it or he won’t get paid.” We should explore more about this approach to tackling poverty: where and when it has worked, what made it work, and whether we can predict whether it will work in different contexts.
- unconditional cash transfers
- Cast Transfers
- Fragile and Conflict Afflicted States
- Social Development
- Public Sector and Governance
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- Syrian Arab Republic