That's why the United Nations theme for International Youth Day this year focuses on “Safe Spaces for Youth.” These are spaces where young people can safely engage in governance issues, participate in sports and other leisure activities, interact virtually with anyone in the world, and find a haven, especially for the most vulnerable.
Giving youth the education and skills they need remains one of the world’s most pressing challenges. Globally, more than 260 million children and youth are not in school. Worse, nearly 60 percent of primary school children in developing countries fail to achieve minimum proficiency in learning. Adding a new layer of complexity to this challenge, technology is quickly transforming the skills required to compete for jobs and access economic opportunities—as highlighted in the World Bank’s forthcoming 2019 World Development Report on the changing nature of work. And for regions with a huge youth population such as South Asia and Sub-Saharan Africa, it’s time to put digital skills training front and center.
International Youth day is August 12. This year’s theme is Safe Spaces for Youth and the contributions they make towards freedom of expression, mutual respect and constructive dialogue. Among these spaces are civic spaces, public spaces, digital spaces and physical spaces. Personally, I am very interested in the digital spaces concept, not because I am a digital engagement specialist here at the World Bank, but because I think the future of tomorrow’s work is going to be very aligned with technology.
Market conduct supervisors in the financial sector have a tough job. And it’s getting tougher.
Their core work involves collecting data from disparate sources and undertaking complex analyses to identify and assess risks. They must also determine compliance with rules that are often principles-based. For example, what do complaints data, consumer agreements and marketing materials indicate about whether a financial service provider is treating its customers fairly?
“Degrees get you the job, but they don’t help you to keep it.” Virginia Ndung’u, a trainee at Nairobi’s software developer accelerator Moringa School highlights one of the many challenges in ensuring students are prepared for the digital economy.
In my experience working with education officials around the world over the past two decades, the confidence of senior leadership in an education system's approach to computer and data security is often inversely proportional to how much time, energy and expense have been devoted to considering security issues, to say nothing of the robustness and comprehensiveness of related approaches being deployed.
As part of my job at the World Bank, I help ministries of education think through issues related to the use of new technologies in education. Along the way, there has been, in my experience and generally speaking, comparatively little attention, energy and resources paid to issues of computer and data security as part of the rollout of digital technologies in education in many parts of the world, and especially in middle and low income countries, where I spend the bulk of my time.
At a basic level, this should not be too surprising. Resources are often quite scare, as is related know-how. Most initiatives focus first on introducing computers (and later tablets and other gadgets) into schools, and on rolling out and improving connectivity. Many countries new to the use of computers in schools are challenged to adequately handle some of the most basic security-related tasks, like installing (and keeping updated) anti-virus packages on individual devices. And to be honest: The initial stakes are often quite low. Only over time, once a critical mass of infrastructure is in place -- and is being used -- do thoughts turn to any significant extent to issues of computer and data security. But still: Unlike passing out shiny new tablets to schoolchildren or cutting the ribbon on a new educational makerspace, strengthening an education system's security practices typically doesn't make for compelling photo opportunities. For education ministers who typically enjoy short tenures in their jobs, it's often quite logical to leave such issues for the next lady (or guy) to handle.
That said, as connectivity spreads and improves, and as education systems move beyond a patchwork of often small and uncoordinated pilot projects to become more dependent on their ICT infrastructure at the classroom, school and system level, 'security' is gradually added to the list of responsibilities of a few staff, related budget line items are established, and sometimes small units are formed inside education bureaucracies.
Even then, though, digital security concerns usually tend not to be prioritized by ministries of education, and much of what is done is reactive in nature. In my experience, only when one of two types things take place do computer security issues get real attention: (1) when there is a move to computerized, especially online, testing; and/or (2) when something important is 'hacked'. (There is a third catalyst for action -- government regulation -- but that typically occurs only after one or both of these first two things have occurred.)
During dialogues with government around 'edtech issues', it's been my standard practice to try to insert a bullet point related to 'security' onto the formal agenda. For the most part, this has been tolerated ("of course we think security is important!"), but (if I am being honest) not always particularly welcome, and it is often the last agenda item, the kind of thing where the related discussion gets cut short and people close by saying, "We wish we had more time to discuss this."
In the past two years, however, things have begun to change a bit. While still never the focus of our discussions, people from a number of ministries of education with which I have worked have begun to bring up this issue proactively. Often, related exchanges begin with some form of the question, "We are thinking about introducing online testing but are wondering if we might get hacked -- how worried should we be, and what can we do to prevent this from happening?"
My response to this sort of question is usually is something along the lines of, "You are right to be worried, and there are a lot of things you can and should be doing as a result." (Whether or not online testing is actually a good idea is a separate question, and discussion.) We then quickly talk through a number of the standard high level issues, topics and concerns, touch on the feasibility and cost of a number of related first (and second, and third, and fourth ...) steps that need to be taken, and at the end draw up a list of names and organizations for potential follow-up. Before the discussion 'ends' (a discussion about computer security never actually 'ends', of course; once opened, Pandora's Box can never be fully closed), I make sure to make the following statement, and pose a related question:
Prevention is important. Obviously! I am glad to see that this is increasingly prominent on your agenda. If you have a checklist of things you are concerned about, and a list of how you are addressing them, we can take a look at it and talk through some potential related issues, to the extent that this might be useful. We can also talk about some other countries where some bad things have happened, in case any of those stories might be of interest.
But, no matter how successful you are when it comes to protecting your digital infrastructure and your data, if you are using connected digital technologies in your education system, at some point in the future:
Sri Lanka’s traditional lacework famously known as Beeralu is slowly moving into the spotlight of the global fashion industry. Udeni, who is a traditional Beeralu lace maker from Galle, learned the technique from her mother and developed it into a part-time business.
At the moment, she sells to buyers from Colombo who then sell her product internationally. She would like to export directly one day, but for the time-being, she must rely on “middlemen” because of the complexity of the export process. A major barrier is the lack of information on what government procedures apply in Sri Lanka before her product can even reach a foreign buyer.
Being unable to access information related to export and import procedures isn’t just a problem for entrepreneurs like Udeni, but a significant barrier for the entire Sri Lankan trading community. In a recent set of interviews conducted by the World Bank, every business interviewed said that personal experience was the leading source of information on import and export procedures. Only half said that they turn to government agencies for information, with concern expressed that the little information available online is often out of date, and spread across many websites.
There’s no question that agriculture is critical to Africa’s biggest development goals. It is fundamental for poverty reduction, economic growth and environment sustainability. African food market continues to grow. It is estimated that African food markets will triple to US$1 trillion from its current US$300 billion value. Farming accounts for 60% of total employment in Sub-Saharan Africa—and food system jobs account for even more. In Ethiopia, Malawi, Mozambique, Tanzania, Uganda and Zambia, the food system is projected to add more jobs than the rest of the economy between 2010 and 2025.
And yet, Africa’s agriculture sector is facing serious challenges. Agricultural productivity in Africa lags behind other regions. One in four people in Sub-Saharan Africa are chronically undernourished. Africa’s food system is further strained by rapid population growth and climate change. The food security challenge will only grow as climate change intensifies, threatening crop and livestock production. If no adaptation occurs, production of maize—which is one of Africa’s staple crops—could decline by up to 40% by 2050. Clearly, business as usual approaches to agriculture in Africa aren’t fit for transforming the sector to meet its full potential.
Our starting point is to deal with what we know – and the biggest challenge that the future of work faces – and has faced for decades – is the vast numbers of people who live day to day on casual labor, not knowing from one week to the next if they will have a job and unable to plan ahead, let alone months rather than years, for their children’s prosperity. We call this the informal economy – and as with so much pseudo-technical language which erects barriers, the phrase fails to convey the abject state of purgatory to which it condemns millions of workers and their families around the world.
Ventures that promise to make insurance more fun with technology attract considerable attention and funding. In mature markets, that is. More than half of the $2.3 billion InsureTech funding in 2017 went to the US and the UK, where the average person spends more than $5,000 on insurance every year (that includes newborns). In a country like Bangladesh, by comparison, insurance premium per capita is $8, and this statistic fails to show that most people have no insurance at all, so that insurable events such as accidents end the progress out of poverty for too many. The obstacles that prevent these people from including insurance in their risk management toolkit are surprisingly similar to the obstacles that InsureTech wants to remove to better serve American Millennials. They include lack of trust in insurance companies and lack of understanding of insurance, but also the frustration caused by annoying processes (think filling long forms and waiting for mailed responses) and products that don’t fit.
IT’S robots that mostly come to mind when you ask people about the future of work. Robots taking our jobs, to be specific. And it’s a reaction that’s two centuries old, in a replay of Lancashire weavers attacking looms and stocking frames at the start of the first Industrial Revolution. A secondary reaction, among a much smaller group, is the creation of new jobs in the coming fourth Industrial Revolution.
Professor Ed Glaeser at Harvard neatly summarizes this dichotomy in one figure: