For some time now, I have been fascinated with the concept of social remittances, a term coined by sociologist Peggy Levitt, who argued that, in addition to economic contributions, migrants export ideas, behaviors, identities, and social capital back to their home communities. These exchanges occur in a number of ways: through the interpersonal communication, letters, videos, blogs, phone calls, television and other forms of communication. This concept has not received as much attention as economic remittances, as pointed out in an interesting piece published by the Migration Policy Institute (MPI) entitled, “It’s Not Just About the Economy, Stupid: Social Remittances Revisited.” The paper provides some compelling examples of how social remittances have contributed to development, including influencing ideas around good governance. In this blog post, I will examine the impact that social remittances can have on diaspora communities that are using communication technologies to develop their home countries, especially those engaged with social media and other online forums.
Information and Communication Technologies
Microwork presents a unique opportunity for jobs and income for sections of Palestinian society that face high levels of unemployment, such as youth and women. It is a new phenomenon in the digital economy: anyone anywhere can work through an online platform equipped with just a computer and internet access.
After months of coding away during the Sanitation Hack@Home challenge, 10 teams of innovators were selected as Finalists.
Few projects to introduce ICTs at scale across an entire education system have received as much global attention as that of Plan Ceibal in Uruguay, which has (among other things) provided free laptop computers to all public school students.
Anticipating that some of the lessons learned in Uruguay may be relevant to scores of other countries (developing and developed alike) in the years to come, we at the World Bank have been keenly following related developments in this small South American nation over the past half-decade. In additional to maintaining the typical sorts of on-going dialogues we have with countries around the world on education issues, last year the World Bank sponsored a study tour for policymakers from Armenia and Russia to visit Uruguay and see with their own eyes what has been going on, and to talk directly with some of the people who have helped make it all happen. We also helped coordinate an online 'ideas festival' to help connect educators across Latin America to share lessons about 1-to-1 computing initiatives, with a special focus on Uruguay. A presentation on Plan Ceibal by the president of the initiative, Miguel Brechner, at one of the previous global symposia on ICT use in education that the World Bank co-sponsors each year with the Korean Ministry of Education and KERIS each year in Seoul, remains one of the highest rated sessions in the six year history of that event.
That said, there has not been a terrific amount of information available in English about the project for global audiences. Those handy with online translation tools can perhaps make their way around the information-rich Plan Ceibal site (and may stumble across the occasional report in English, like this one [pdf] summarizing official results from the first national monitoring and evaluation exercise). Dedicated readers of the EduTech blog, as well as sites like the independent OLPCnews.com web site, will probably have read some of periodic posts looking at various aspects of the Ceibal program. YouTube fans may have come across some of the related subtitled videos available on that popular site (like this one), many of them on the dedicated Canal Ceibal channel, or of presentations by Miguel Brechner at events like WISE 2012 or ALT-C.
Such information sources, while certainly useful, are by their very nature backward looking. A fascinating new report commissioned and recently released by Plan Ceibal aims to help chart the way forward for the project. Ceibal: Next Steps [pdf], written by Michael Fullan, Nancy Watson and Stephen Anderson, provides very useful short summaries of the first two phases of pioneering Uruguayan initiative before offering four concrete recommendations to help guide the project as it enters its 'third phase' of activity, which Fullan and company have labeled "focused implementation".
This report is highly recommended for people with an interest in learning more about the Ceibal project, as well as for those wondering about potential examples of what might most usefully come 'after' the initial period rolling out and supporting hardware and software infrastructure that defines most large scale 'big bang' attempts to introduce ICTs across an education system.
Considering potential 'next steps' for Uruguay may help shed some light on emerging issues and options potentially relevant to other countries. This may be especially true for middle and low income countries which, while perhaps currently not as far along in the process in rolling out ICTs and connectivity as Uruguay is, would do well to consider what they may want to do after they have declared their initial large scale roll-outs of hardware, software, digital content and initial teacher training to be a 'success' -- and are then faced with the more difficult ongoing challenges of utilizing these investments to help bring about more fundamental and long-lasting changes to teaching and learning practices inside and outside of schools.
Join an online discussion with Sri Lankan youth entrepreneurs on Friday, 22nd March at 3-5pm on the World Bank's Sri Lanka Facebook page and learn from their experiences in the online field.
The internet is now an indispensible part of our lives for most of us. Whether it be checking email or Facebook or looking up something on Google or Wikipedia, we just can’t live without it (or at least, we feel that way!). However, it’s the way in which the Internet, by converging audio-visual, telecom, and computer networks into what we now call Information and Communications Technology (ICT), has made it easier for anyone with an idea or a dream to go out there and use these tools to create solutions, services, and products and create value, that makes it so powerful and empowering.
The Library of Congress recently announced a set of literacy awards to recognize and honor pioneering efforts in the United States and around the world. That's all well and good, you might say, literacy is certainly a worthy cause, but what does this have to do with ICT use in education in developing countries, the topic explored on the EduTech blog? Potentially a lot.
Much is made these days of the need to foster the development of so-called '21st century skills'. Indeed, for the past few years I have sat through few presentations where this particular three word phrase has not been mentioned prominently at some point. Reasonable people may disagree about what these skills are, exactly (but there are lots of ideas), and/or about some of the groups promoting related discussions and initiatives. Whatever one's opinion on such things may be, however, there is no denying that ICTs -- and the ability to use ICTs (productively, effectively) -- are often prominently considered in many related conversations and advocacy efforts, which often also highlight the increasing importance of the acquisition of so-called 'new literacy' skills (variously defined, but often related to the use of ICTs in ways integral and tangential: computer literacy, media literacy, etc.) to ways of life that are increasingly impacted by the emergence of new information and communication technologies.
What it means to be 'literate' in 2013 may be different than it was in 1913 or 1963 (and it will perhaps be different still in 2063). That said, there is little argument that, whatever the year, and wherever you are, basic literacy skills are fundamental to one's education and ability to navigate successfully through life.
What do we know about the use of ICTs
to help promote and develop literacy?
(I am not talking about such things like 'computer literacy', mind you, but rather literacy of the old-fashioned sort: the ability to read and write.)
Let's think together: Every Sunday the World Bank in Tanzania in collaboration with The Citizen wants to stimulate your thinking by sharing data from recent official surveys in Tanzania and ask you a few questions.
The mobile phone is a truly novel device. It comes in just as handy and as easily when we need to communicate about the serious things as to chat about the simpler things in life. Mobiles are not only being used as radios and flashlights but they are also delivering banking and financial services to those who urgently need them.
Increasingly, people around the world, especially in Africa, are paying their school fees, healthcare and utility bills using mobile phones today. Businesses use mobile money phones to pay their staff and suppliers. Poor people who have never entered a bank are using mobile services to send or receive remittances and to save their money.
Can factivism push us closer to the edge of ending extreme poverty? This was the subject of Bono’s latest TED Talk on ending poverty. Simply put, according to Bono, technology can help us end extreme poverty in a variety of ways, from creating new drugs for AIDS to empowering people via openness and transparency. And numbers from the World Bank’s Research Group show this shift: 22% of the developing world’s population – or 1.29 billion people – lived on $1.25 or less a day in 2008, down from 43% in 1990 and 523% in 1981.
So how do we accelerate this progress? One answer may be in moving the focus to empowering people to develop their own solutions using new technologies and using data to make better decisions. We’re hoping that the Data Dives for our “Big Data Exploration” this weekend—being done jointly with UNDP, Global Pulse, and Qatar Computing Research Institute – will help us get a little bit closer to solving larger development questions. This pilot will explore whether the Bank and other development organizations can use big data to deliver better operational results and increase development effectiveness.
Read this post in: Español
Calls for increased citizen empowerment are heard from across the spectrum, ranging from governments and donors to CSOs and multilateral efforts such as the Open Government Partnership.
The World Bank Group, in partnership with CIVICUS, the Government of Finland and InterAction will host a conference on citizen engagement on March 18, 2013 to highlight the value of engaging with citizens for effective development.
The Citizen Voices conference will focus on citizen engagement and feedback systems that strengthen the quality of policy making and service delivery, where the impact on the poor is most direct. The conference aims to explore how citizen engagement is essential for effective development, move from knowledge to action, and establish concrete partnerships for scaling up at global and national levels.
But while the claims for citizen engagement abound, less discussion is dedicated to how to design and implement participatory processes that deliver their expected benefits, such as increased accountability and better delivery of policies and services. As part of this problem, not enough attention is paid to the various outcomes that participatory processes may engender and what they mean for policy and development.
In 2011, the Philippines launched the Specialista Technopreneurship Program to stimulate economic growth and help provide employment to graduates of Technical Vocational Education and Training (TVET), especially in the rural areas. We learned more about the program works from Maria Susan Dela Rama, Executive Director for Planning of the Technical Education and Skills Development Authority (TESDA)—the government agency that regulates TVET.