Another one of the fascinating case studies dug up by Sophie King for my recent UN paper on ‘The Role of the State in Empowering Poor and Excluded Groups and Individuals’. This one looks at how Chile manages its integrated social protection programme and is based on a paper by the excellent Stephanie Barrientos. Reading it really brings home the rapid erosion of any real distinction between North and South. Not at all sure UK provision is as good as this.
The Chile Solidario integrated anti-poverty programme was introduced by Government in 2002 as part of a wider drive to eradicate extreme poverty. It was designed according to a multi-dimensional understanding of poverty and capabilities to target 225,000 indigenous households using national socio-economic survey data.
People, Spaces, Deliberation bloggers present exceptional campaign art from all over the world. These examples are meant to inspire.
Much of the discussion related to how new technologies can be used in classrooms in low and middle income countries focuses on the use of PCs, desktops and tablets. Less discussed, I often find, is the strategic potential of various so-called peripheral devices, which are (in my experience) typically only considered within the context of how they can be used to enhance or extend the functionality of the 'main' computing devices available in schools.
Many education systems (for better or for worse) have specific 'hardware' budgets, and, when they are looking to tap these budgets to introduce more hardware into schools, in my experience they often look to buy more of what they already have, supplemented in places by things like interactive whiteboards, or networked printers, as a complement to what is already available in a school.
When talking with educational planners contemplating how to use funds specifically dedicated to purchase computer hardware, I often counsel them to think much more broadly about what they may wish to buy with these monies, within a larger context of discussing things like how such equipment can be utilized to meet larger educational objectives, what sorts of training and maintenance support may be needed, and how the use of this technology can complement other, non-technology-enabled activities in a classroom. As part of such discussions, I often find myself attempting in various ways to challenge policymakers and planners to think beyond their current models for technology use.
One general type of gadget that I only rarely hear discussed is so-called 'probeware', which refers to set of devices which are typically used in science classes to measure various things -- temperature, for example, or the pH level of soil, or the salinity of water. Despite the increasing emphasis in STEM subjects in many countries, and what is often a rhetorical linkage between the use of computers in schools and STEM topics, I rarely find that World Bank client countries are considering the widespread use of probeware in a strategic way as part of their discussions around ICT use in schools. That said, one suspects that such an interest is coming, especially once the big vendors direct more of their attentions to raising awareness among policymakers in such places (much like the interactive whiteboard vendors began to do a half-decade or so ago).
While probeware is a new type of peripheral for many education policymakers, there is another peripheral that policymakers are already quite familiar with, and which is already used in ad hoc ways in many schools, but which rarely seems to be considered at a system level for use in strategic ways. Once you have a critical mass of computers is in place, and in place of buying one additional PC, might it be worth considering (for example) utilizing video cameras instead? Video can be put to lots of productive uses (and some perhaps not-so-productive uses). Considering three concrete examples from around the world may shed some light on how video can be used to improve teaching -- and support teachers.
Young woman working on a computer. Tunis, Tunisia. Photo: Arne Hoel / World Bank
“Girls programming isn’t just a cool thing; it’s also doubling the chances of developing innovative tools and making the world a better place for everyone.” These words are from my friend Julie, who has been working as a web developer for the last four years. She has also been involved in a few volunteer programs in Africa, mainly to train young women on IT tools.
There is much to be discouraged by in Transparency International’s recently-released 2013 Global Corruption Barometer, the biennial global survey that gauges popular perceptions about the extent of corruption in public life. More than half of 114,000 people in 107 countries polled for the 2013 survey believe that corruption has increased over the last couple of years. And 27 per cent of the respondents reported having paid a bribe when accessing public services and institutions, an increase from the 10 per cent that reported similar incidents in the 2009, 2007, and 2005 surveys.
The intransigence of the challenge might not be news to international agencies, but it is certainly a cause for introspection. For a few decades now, aid agencies (including the Bank following the 1997 Cancer of Corruption speech by then President Wolfensohn), have aimed to help stem corruption through regulatory tools such as codes of conduct, access to information laws, standards for procurement and public financial management, conflict of interest and asset disclosure regulations, and by establishing oversight institutions such as anti-corruption agencies, audit institutions, and parliamentary oversight committees. More recently, in response to a recognition that such technical fixes are only half a solution, the “demand side” of governance has received much attention, and there are several examples of successful programs, as chronicled, for instance, by retired Bank staffer, Pierre Landell-Mills, in a recent compendium.
Success Story from Nawalparasi District of Nepal
[also available in Thai]
Recent headlines from places as diverse as Kenya ("6,000 primary schools picked for free laptop project") and California ("Los Angeles plans to give 640,000 students free iPads") are just two announcements among many which highlight the increasing speed and scale by which portable computing devices (laptops, tablets) are being rolled out in school systems all over the world. Based on costs alone -- and the costs can be very large! -- such headlines suggest that discussions of technology use in schools are starting to become much more central to educational policies and planning processes in scores of countries, rich and poor, across all continents.
Are these sorts of projects good ideas? It depends. The devil is often in the details (and the cost-benefit analysis), I find. Whether or not they are good ideas, there is no denying that they are occurring, for better and/or for worse, in greater frequency, and in greater amounts. More practically, then:
What do we know about what works,
and what doesn't (and how?, and why?)
when planning for and implementing such projects,
what the related costs and benefits might be,
and where might we look as we try to find answers to such questions?
- European Schoolnet
- Plan S@armiento BA
- Conectar Igualdad
- Plan Ceibal
- One Laptop Per Child
- 1-to-1 computing
- Information and Communication Technologies
- Europe and Central Asia
- United States
If you saw how poor I was before, you would see that things are getting better.
When I hear stories like that of Jean Bosco Hakizimana, a Burundian farmer whose life was transformed by a cow, I get excited about the change we can all make. Jean Bosco’s income is improving, his kids are eating better, his wife has some nice clothes, and his manioc fields are yielding better harvests — all thanks to the milk and fertilizer from this one cow.
A similar story is playing out in more than 2,600 communities across Burundi, offering new life to a people once decimated by civil war. These community agricultural programs sponsored by the International Development Association (IDA), the World Bank’s fund for the poorest, show that development doesn’t have to be that complicated and that collective effort can make all the difference.
Given confusion around the phrase “science of delivery,” it’s important to state that delivery science is not a “one-size-fits-all” prescription based on the premise that what works somewhere can work anywhere. And it does not profess that research and evidence ensure a certain outcome.
A few weeks ago, the World Bank and the Korea Development Institute convened a global conference on the science of delivery. Several development institutions assembled including the Gates Foundation, the Grameen Foundation, UNICEF, the Dartmouth Center for Health Care Delivery Science, and the mHealth Alliance. We discussed development opportunities and challenges when focusing on the extremely poor, including experiments in health care, how technology is reducing costs and increasing effectiveness, and the difficulty of moving from successful pilots to delivery at scale.
The consensus in Seoul was that a science of delivery underscores the importance of a data-driven and rigorous process to understand what works, under what conditions, why, and how. Too often in international development, we jump to conclusions without understanding counterfactuals and assume we can replicate success without understanding its constituent elements.
- World Bank Institute
- health care
- mHealth Alliance
- Dartmouth Center for Health Care Delivery Science
- Grameen Foundation
- The Gates Foundation
- Korea Development Institute
- world bank
- Science of Delivery
- Private Sector Development
- Labor and Social Protection
- Climate Change
- Korea, Republic of