At the 2013 Global Social Venture Competition held at Berkeley’s Haas School of Business, two African students, Moctar Dembele and Gérard Niyondiko, won the first prize for creating an anti-malarial soap bar. They tested and developed this product at the International Institute of Water and Environmental Engineering in Burkina Faso, a small country in West Africa.
Imagine what the world would look like if there were no teachers, what our life would be like, and what your surroundings would look like. Is it a modern world like today or just jungles with no civilization? Take your time and imagine.
This list certainly isn't comprehensive. As with all posts on the EduTech blog, the standard disclaimers should apply (e.g. these are the views of the author and do not necessarily represent official views of the World Bank, etc.). It is perhaps worth noting that these sorts of suggestions are typically made and discussed within a specific context: A country has decided, for better or for worse, that it will consider significant new investments in digital teaching and learning materials. With this decision already made, policymakers are looking for some additional perspectives and inputs to help guide their thinking as they move forward.
In other words: These sorts of recommendations typically are not meant to inform higher level discussions about fundamental strategic priorities in the education sector (although, where they may help trigger reconsideration of some broader decisions made at higher levels, that may not always be such a bad thing). They are not meant to help, for example, policymakers assess whether or not to spend money on digital textbooks versus buying related hardware, let alone whether or not investments in digital learning resources should be made instead of spending money on things like school feeding programs, improvements in instruction at teacher training colleges, or hiring more teachers. Rather, they are more along the lines of:
Here is some potential food for thought.
With that context and those caveats in place, here are ten general recommendations that education officials contemplating the use of digital teaching and learning materials at scale across a country’s education system may wish to consider during their related planning processes:
Think back to when you were a child. Do you remember spending hours building and creating? Did you play with LEGO™s? Maybe you even participated in a robot building contest? How did this experience affect your curiosity and creativity skill?
Today, Transparency International releases The Global Corruption Report: Education, and its message is clear: When there is corruption in education, the poor and disadvantaged suffer most. Education is critical if we are to meet the goal of ending poverty and boosting shared prosperity by 2030. Corruption undermines the equally critical goal of ensuring that all children and youth go to school and learn.
While corruption hampers all development efforts, it is a debilitating presence in the education sector. In my contribution to the report, I highlight the damage from corruption in one of the most important aspects of education, teacher absenteeism.
Across Africa, a variety of devices are increasingly being used to disseminate and display teaching and learning materials in electronic and digital formats. As costs for such devices continue to fall, and as the devices themselves become more widely available and used across communities, the small pilot, and largely NGO-led, projects that have characterized most efforts to introduce educational technologies in schools across Africa will inevitably be complemented, and in many cases superseded, by large-scale national initiatives of the sorts now taking place in Rwanda and Kenya, where hundreds of thousands of devices are being, or will soon be, distributed to schools.
Few would argue that the use of such devices do not offer great promise and potential to improve the access to and quality of education by providing access to more educational content than is currently available inside and outside of schools. Internet connectivity can provide access to millions of educational materials available on the Internet; low cost, handheld e-reading devices can hold more than a thousand books. Depending on the availability of connectivity, or local resourcefulness in transferring materials to devices manually, digital content used in schools can be updated more regularly than is possible with printed materials. Depending on the device utilized, this content can be presented as ‘rich media’, with audio, video and animations helping content be displayed in ways that are engaging and interactive. It is possible to track electronically how such content is used, and, depending on the technologies employed, to present content to teachers and learners in personalized ways. In some cases , this content can be delivered at lower costs than those incurred when providing traditional printed materials.
Given the increased availability and diffusion of consumer computing technologies across much of the continent in less than a decade, it is perhaps not surprising that a number of widespread misconceptions about the promise and potential of using digital technologies and devices across Africa to increase access to learning materials appear to have taken hold. On one level, this is consistent with the ‘hype cycle’ model of technology diffusion in which, according to Gartner, a technology breakthrough is soon followed by a period of time of “inflated expectations” about what sort of changes might be possible as a result.
Female students from the University of Laos during a Library Week event on campus.
It’s not great to be young, said Chris Colfer, a 23-year-old American actor, singer, and author to Esquire magazine for their The Life of Man project.
It’s hard to disagree with Colfer. Youth are usually considered reckless, restless, and aimless. But in recent years things have changed. The change seemed more apparent last Sunday at the Social Good Summit, an annual event that celebrates technology and social action.
A few countries across Africa are considering rather ambitious initiatives to roll out and utilize digital textbooks, a general catch-all term or metaphor which I understand in many circumstances to be ‘teaching and learning resources and materials presented in electronic and digital formats’.
How much will such initiatives cost?
Reflexively, some ministries of education (and donors!) may think this is a pretty straightforward question to answer. After all, they have been buying textbooks in printed formats for a long time, they have a good handle on what such materials traditional cost, and so they may naturally presume that they can think about the costs of ‘digital textbooks’ in pretty similar ways.
Many people are surprised to discover that calculating costs associated with the introduction and use of digital teaching and learning materials is often a non-trivial endeavor. At a basic level, how much an education system spends will depend on what it intends to do, its current capacity to support such use – and of course what it can afford. As they investigate matters more deeply (and sit through many presentations from publishers and other vendors, sometimes wowed at what is now possible and available while at the same time rather confused about what is now possible and available), education officials seeking to acquire digital teaching and learning materials for use at scale across an education system may find costing exercises to be, in reality, rather challenging and (surprisingly) complex when compared to their ‘standard’ textbook procurement practices.
Do you believe that information & communication technologies and innovation can help end poverty in your country? Share your reflections and get your voice counted by policymakers and development professionals.
What does open data and development mean for Afghanistan?
Last November, the first open data mission revealed Afghans’ interest and commitment to foster knowledge sharing, collaboration and openness for a broader and targeted engagement in Afghanistan. In my blog, Afghanistan’s First Open Data Dialogue Delivers, I described my first-hand experience on Afghans enthusiasm about improving data dissemination, national dialogue and partnership between users and producers of statistics, and the drive for more effective aid and technical assistance through better coordination and alignment to the agreed National Statistical Plans.