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.
Information and Communication Technologies
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.
The cool thing about working in infrastructure is everyone knows your business.
We’ve all paid bills, lost power during storms, and worried about the quality of the water we’re about to drink. We’ve all been on a dead phone line sputtering, “Hello? Hello?” having just confessed, “I love you,” to a disconnected piece of plastic.
And if we in the professional world care about these basic services that are so fundamental to our lives, we know their reliable and affordable delivery is even more crucial for the poor. When a long wait for a new phone connection means no link to the outside world, no power means no study, and tainted water means sick children, then utility services are the difference between stagnation and growth, poverty and opportunity.
Everyone knows when services work and when they don’t. But infrastructure economists have long struggled to understand why some utilities work well and others don’t. Is there a package of reforms that will get us more connections, higher levels of efficiency, better quality service and cheaper rates?
The World Bank is the largest international funder of education.
Education is one of the most important tools young people need to get good jobs. That’s why the Bank works with national governments, United Nations agencies, civil society organizations, and other partners in developing countries to ensure everyone has access to education.
- Biodiversity Conservation
- Children & Youth
- end poverty
- Information and Communication Technologies
- Global Economy
- Climate Change
- The World Region
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- international development
New developments and curiosities from a changing global media landscape: People, Spaces, Deliberation brings trends and events to your attention that illustrate that tomorrow's media environment will look very different from today's, and will have little resemblance to yesterday's.
This week's Media (R)evolutions: The Internet's Impact on Growth
“Economically speaking, I profited handsomely from the destruction of the media as we knew it. The rest of the world did not make out so well, and society certainly got the worse end of the bargain.”
Sean Parker, an American entrepreneur who cofounded Napster and served as the first president of Facebook
As quoted in the Financial Times, June 28, 2013, Napster Co-founder Attacks Online Media Jackals
These are some of the views and reports relevant to our readers that caught our attention this week.
International development according to Hollywood
“International development is just about at the bottom of the list of things that the average American thinks about each day.
Foreign bureaus are closing for major US news sources. One of the big television networks turned down more money for global health reporting after a series, entirely funded by grants, led to a dip in viewers. In other words ratings were so bad that the network turned down millions of dollars. It is that tough.
Aside from advocacy efforts like Kony 2012 and Oxfam advertisements, how are people learning about the world around them if they are not reading the news? The answer could be Hollywood.” READ MORE
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.
One of the winning 'startup' teams at Pivot East2013 (Credit: PivotEast)
Innovation competitions of all sorts have become prevalent throughout Africa, from hackathons to ideation challenges, demo days, code jams, bootcamps, roadshows, and pitch fests, the list is endless. This development is almost parallel to the rise of tech hubs (BongoHive counts about 100 African hubs) that have sprung up from Dakar to Dar Es Salaam.
While it’s evident that events and competitions are valuable opportunities—especially for young innovators looking to leave their mark—more advanced ecosystems, like Nairobi’s, have already begun to show signs of competition fatigue and competition hopping.