In preparation for the February 28 ICT Solutions Day, the World Bank ICT team is piloting a crowdsourcing initiative to develop innovative ICT-enabled solutions for client countries.
Information and Communication Technologies
“We are in the midst of a technology crisis. Disruptive technologies now appear less frequently than steady economic growth requires. Even bankers complain about a dearth of new technologies in which to invest.”
Andre Geim, 2010 Nobel Prize Winner for Physics and Research Professor at the School of Physics & Astronomy, University of Manchester
A quote from the article, Be afraid, be very afraid, of the world’s tech crisis, Financial Times, February 6, 2013
|Axel talks about his trip to Myanmar in a video below.|
You can feel the energy in Myanmar today—from the streets of Yangon, in the offices of government ministries and in rural villages. Dramatic political and economic changes are sweeping the country.
Do you think Fortune 500 CEOs care about Africa? In the past, frankly, with the exception of oil and gas giants, they didn’t. But this is changing… and fast.
This week, IBM is opening its Africa innovation hub in Nairobi. To demonstrate the significance of the occasion, IBM has brought along all its senior team, led by CEO Ginni Rometty (named #1 most powerful woman in business by Forbes in 2012). Like other ICT companies, IBM wants to ride the wave of Africa’s ICT revolution. In this area, Africa has not only been catching up with the West, but is in fact overtaking it in areas such as mobile money.
Schools should be connected to the Internet. Most people, I suspect, would agree with that statement (although a few dissenters may contend that such a statement does not go far enough, and that all schools *must* be connected to the Internet.) Indeed: Lots of countries around the world have been, and are, engaged in efforts to connect all of their schools to the Internet -- and for those schools that are already connected, to connect them faster.
The efforts of the United States in this regard that began under the 'e-rate' program in the 1990s have been much studied and emulated around the world, and countries as diverse as Malaysia, Morocco and Turkey have sought in various ways to utilize Universal Service Funds to help connect the un-connected. Korea has perhaps gone the furthest in rolling out very fast connectivity to all of its schools. Armenia will soon (if has not done so already) have completed connecting all of its schools to the Internet; when I last checked (in late 2012), Uruguay had almost done so as well. Given current technology infrastructure and available funds, not all countries are of course yet able to connect all schools, even if they consider this to be a priority. (Even in a country as developed as Uruguay, 70 schools were reported still to be without electricity in early 2012 -- not being connected to the electrical grid can make efforts roll out connectivity to all a little more difficult ....) In countries where almost all schools can be connected via existing means, a lack of supporting government policies and/or incentives for groups to connect the unconnected schools can mean that, even where connections to the Internet are technically feasible, they may not be commercially or practically feasible. Some recent work by the World Bank found that 95% of all schools in Indonesia could theoretically be connected to the Internet now, if the political will could be found and provided certain policies and incentives were put into place. (Connecting the remaining 5% of schools -- no small number, in a country as large and diverse as Indonesia, with over 13,000 (!) islands and 250,000 schools -- would be much more difficult, as many of the schools in this 5% category are quite remote, and there are as a result often significant, and very costly, infrastructure challenges to overcome.)
OK, if all schools should (or must) be connected to the Internet, what should be the nature of that connection?
Again, most people would probably agree that, in 2013, all schools should have broadband connections to the Internet. This is, in fact, a common theme in many of the national policies related to ICT use in education one encounters around the world, especially in the more 'advanced' (OECD) countries, and increasingly in middle income countries as well. Reasonable people may (and do!) disagree about the extent to which school connectivity should be prioritized compared with other pressing needs in the education sector, but, while there may be a lack of consensus on the relative importance, the general importance of connecting schools, and indeed in doing so at broadband speeds, is a widely held goal in much of the world (even if it is not always practical in the near term). That said:
What exactly does 'broadband' mean when we are talking about connecting schools to the Internet?
It turns out there is no simple answer to this query. Indeed, there are lots of different answers, depending on where you are and the context in which you are posing such a question.
It will soon be nearly four years since then San Francisco mayor, Gavin Newsom visited Twitter headquarters. He told Biz Stone (one of the Twitter founders) about how someone from the city had sent him a Twitter message about a pothole. A discussion about "how we can get Twitter to be involved in advancing, streamlining, and supporting the governance of cities," led to the creation of @SF311 on Twitter that would allow live reporting by citizens of service needs, feedback, and other communication. Perhaps the most innovative aspect at that time was that citizens would be able to communicate directly and transparently with the Government. San Francisco was the first US city to roll out a major service such as this on Twitter.
Twitter offers several advantages over phonecalls or written requests made by citizens, some of which I have mentioned before:
When you think of Afghanistan, what thoughts come to mind—suicide attacks, insurgency, women wearing burkas, the Taliban, or probably, dusty dirt roads? These images, while still relevant in much of the country, often miss exciting development happening in another side of Afghanistan, the side where Afghans are beginning to engage in dialogues and exchanging ideas about data and development. Opening up data provides access and availability, universal participation and further enables the reuse of data in a transparent and innovative manner in the search for development solutions. Sounds nice, but what does this mean in the context of Afghanistan?
Africa is advancing by leaps and bounds in adoption and use of information and communication technologies (ICTs) in the private and public sectors. A new report, “eTransform Africa”, shows how innovations that began in Africa – like the use of dual SIM card cellular phones or using mobile technologies for remittance payments – are now spreading across the continent and beyond.
Most of the literature about Africa’s growth, “Africa Rising”, “Lions on the Move”, etc., refer to the present or the future. An oft-quoted World Bank report said, “Africa could be on the brink of an economic takeoff, much like China was 30 years ago and India 20 years ago.”
Meanwhile, Alwyn Young has recently published a paper that claims that per-capita consumption on the continent has been growing at 3.4-3.7 percent a year for the last two decades—about three to four times the growth rates documented in other studies. Instead of using national accounts data (which, as we know, suffer from several deficiencies), Alwyn adopts the Demographic and Health Surveys (DHS), which calculate the households’ ownership of assets and other indicators of well-being (ownership of a car or bicycle; material of the house floor; birth, death or illness of a child, etc.).
I have recently been involved in discussions with three countries that are considering *huge* new investments to introduce lots of new technologies in their primary and secondary education systems. Such discussions typically focus quite a bit on what technologies will be purchased; what additional products, services and support will need to be provided if the technology is to be used effectively; and how to pay for everything. Increasingly (and encouragingly), there is also talk of how to measure the impact of these sorts of investments. To measure 'impact' (however you choose to define it), you of course need to know what has actually happened (or not happened). When you are putting computers in all schools, or rolling out lots of new digital learning content, or training lots of teachers, how do you know that these sorts of things are actually taking place?
A recent Poverty Matters blog post in the Guardian noted that mobile technologies and social media are creating cheap ways for citizens to interact with their governments and that development projects are trying to tap into these technologies. It gave a plug to the Bank’s new Open Finances mobile app that lets users find and monitor bank-funded projects near where they live, using mapping and GPS technology.
With the advent of the New Year and given the on-going work in the Bank on the open agenda, here are three things we may accomplish in 2013:
Our Top Ten Blog Posts by Readership in 2012
Originally published on January 4, 2012
Though I work full-time on social media for the World Bank, my career started in public broadcasting. “Radio is the modern version of oral tradition,” a former journalism professor of mine would say, likening radio to the way in which people have communicated for years: using stories, narratives, to connect, to break down complex ideas into concrete pieces. That line resonated with me, summing up the power of radio to connect people using the shared experience of a broadcast.
I'm sure I'm not the only one who uses my mobile phone for almost everything but to make a call. Thanks to technological advances and the explosion of social media, we text, tweet or do Facebook posts on our devices. But beyond mere communications tools, mobile phones are also crucial for fostering economic activity and development. And I don't mean just in the U.S. and rich countries, but in developing countries.
From Africa to China, from the use of mobile phones to a big evaluation report on the OLPC project -- with a short detour down Sesame Street and a bunch of stuff about digital textbooks thrown into the mix -- the World Bank EduTech blog covered a lot of ground in 2012.
Our Top Ten Blog Posts by Readership in 2012
Originally published on April 9, 2012
The emerging concept of “Open Development” has become a topic of keen interest to citizens, policy makers, and development practitioners alike.
Opening data to enhance transparency, accountability and development outcomes sounds great. However, two main issues remain unclear: Openness for whom? And openness for what?
Two weeks ago, I participated in a fascinating panel, entitled ‘Does Openness Enhance Development?’ at the ICTD2012 Conference in Atlanta. At the center of the discussion were the following issues: (i) what do we mean by open development? (ii) Can openness close the ‘accountability loop’ between citizens, governments and international donors? (iii) Can openness lead to a more inclusive development? (iv) What is truly open and what not? and (v) What are the main barriers to opening up the development process?