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Information and Communication Technologies

The Highs and Lows of the Global ICT Landscape

Uwimana Basaninyenzi's picture

For the last twelve years, the World Economic Forum and INSEAD have been publishing The Global Information Technology Report (GITR), which features a Network Readiness Index (NRI) that measures the ability of countries to leverage information communication technologies (ICTs) for growth and well-being. This year’s GITR, which focuses on jobs and growth, covers 144 countries. The assessments are based on a broad range of indicators that include Internet access, adult literacy, and mobile phone subscriptions. As noted in the report, the growing availability of technology has empowered citizens of both developed and developing countries with good access to the digital world. However, this year’s GITR has some sobering news about the state of ICTs in many parts of the developing world. Despite some positive trends, the report shows a sharp digital divide between impoverished nations and richer economies.

Debating MOOCs

Michael Trucano's picture
MOOOOOOOCs
MOOOOOOOCs

Three recent posts on MOOCs (MOOCs in Africa, Making Sense of MOOCs -- A Reading List & Missing Perspectives on MOOCs -- Views from developing countries) have generated a large amount of traffic and 'buzz' over the past week on the EduTech blog, and so we thought we'd interrupt our normal Friday publishing schedule to bring you one more.

Over the past month, the EduTech Debate site has been featuring posts and comments from authors exploring various issues and opportunities presented by the phenomenon of so-called Massive Online Open Courses. While perhaps it hasn't been a 'debate' per se, it has featured responses and reactions from the authors to each other's posts, and I thought I'd quickly highlight the conversation that has been occurring over there, in case you may have missed it and doing so might be useful.

Missing Perspectives on MOOCs -- Views from developing countries

Michael Trucano's picture
some different perspectives, perhaps? please?
some different perspectives, perhaps? please?

Excited discussions about 'MOOCs' are reaching a fever pitch in some quarters. Separating the hope from the hype related to the phenomenon known as Massive Open Online Courses, in which tens, and in some cases hundreds of thousands of students from around the world participate in (or at least register for) the same university course over the Internet, is not an easy task. There is, to be sure, much here to be potentially excited about.

That said, most of news (and hype) is coming out of North America, and the prominent perspectives on MOOCs are, to a great extent, coming out of North America as well. While voices from Silicon Valley and elite educational institutions in the United States (amplified by prominent media personalities) have been the loudest to date, a fair component of the 'hope' surrounding MOOCs has to do with their potential to improve educational opportunities for students in so-called 'developing countries'.

Trying to keep up with MOOC-related announcements and news stories, let alone all of the opinions on them and speculations on their future, could be a full time job. (I suspect it probably is a full time job for some people, actually. If you are interested in this sort of thing but don't have that much time, you may be interested in a recent EduTech post on Making Sense of MOOCs -- A Reading List.) Wander through this din of excitement, however, and you discover pockets of relative silence.

What are some of the emerging perspectives of key groups in developing countries related to MOOCs?

Can the Internet Make Elections Fair and Efficient?

Shamiela Mir's picture

Can the internet help make elections fair and efficient in developing countries?

A presentation “eParticipation: Citizen Consultation ePlatform –Mexico City Case Study” was given by Edgardo Torres-Caballero, the General Manager for Latin America for Scytl who talked about how ePlatform developed by the company helped Mexico City successfully conduct an electronic consultation through which the city residents cast their votes on-line to select public projects.

Brazil’s Single Registry Provides a Backbone for Social Programs

Claudia Baddini's picture

For Brazil, the Single Registry — called Cadastro Unico — serves as the backbone for its social programs (such as Bolsa Familia). It was introduced in the early 2000s and stands out as an example of best practices for countries eager to use Management Information Systems to identify the socio-economic profile of their poor people. We recently asked Claudia Baddini, Director of Cadastro Unico, about lessons learned so far. She stresses the importance of integrating job generation programs with social assistance and creating an anchor program that encourages people to register.

Making Sense of MOOCs -- A Reading List

Michael Trucano's picture
reading about MOOCs
reading about MOOCs

A few years ago I participated in a fascinating online course. I had earlier read a thought-provoking article called Connectivism: A Learning Theory for the Digital Age by a Canadian academic named George Siemens, and was intrigued to stumble across references to a related online discussion that was taking place, led by Professor Siemens and another Canadian researcher named Stephen Downes. OK, to be honest, I am not sure that I actually participated in the course (and I wasn't actually sure if it was a course in the traditional sense ... although it was certainly a community), given that my 'participation' consisted of a haphazard scanning of emails and RSS feeds being generated by people whose were much more engaged in the effort than I was. That said, both the content and approach piqued my curiosity, and I spent enough time browsing through related materials that I was able to tell my boss with a straight face that I was doing some 'online learning'.

I saw Siemens speak at eLearning Africa, was suitably impressed, and later tried to figure out a way to bring him to the World Bank to talk about his work as part a new series we were trying to put together on 'eduradicals'. I was particularly interested in learning more about, and exposing colleagues to, the concept of a 'massive open online course', which (it turns out) was the label that was being applied to what Siemens and Downes (and a few thousand other people) had been engaged in. In this I rather spectacularly failed, as most people with whom I spoke thought that the whole enterprise I was trying to describe, while conceptually quite interesting, was unlikely to be of practical interest or relevance in the near term to the policymakers with whom we were engaged in developing countries. My failure in this instance was, I believe, more a consequence of my inability to articulate to my colleagues in a convincing way just what exactly the possibilities were of this 'connectivist' learning theory and of one a 'model' by which this theory might be explored and put into practice -- which was one of the first (and possibly the very first) MOOCs.

The Power of Mobile: Saving Uganda's Banana Crop

Luda Bujoreanu's picture

Through my work on the Uganda Agricultural Technology and Agribusiness Advisory (ATAAS), managed by Rasit Pertev, I have learned that Banana is a major staple in Uganda consumed by over 14 million people – the highest annual consumption of bananas in the world at about 0.7kg per person per day.

MOOCs in Africa

Michael Trucano's picture
those aren't moos you hear on the African horizon, but MOOCs
those aren't moos you hear on
the African horizon, but MOOCs

MOOCs? MOOCs!

The excitement about the promise and potential of Massive Open Online Courses is white hot in many quarters. For those who aren't familiar with the phenomenon:

A MOOC is an online course, usually at the university level, offered for free over the Internet which aims for large-scale (some courses have enrolled over 100,000 students at a time), 'open' (anyone can join) participation over the Internet. 

Daphne Koller, the co-founder of Coursera, one of the largest and best-known MOOCs (the two other 'leaders in this space are Udacity and edX) stopped by the World Bank in late February to talk about what Coursera is doing, and learning. While MOOCs have enrolled students from developing countries pretty much from the start, there have not yet been many attempts to systematically include MOOCs as part of targeted education efforts in low income countries. What might such an attempt look like?

With support from the World Bank, a new pilot initiative in Tanzania is seeking to incorporate Coursera offerings as part of a broader initiative to help equip students with market-relevant IT skills. Employers in Tanzania complain that there is a mismatch of skills in the local labor market. Many jobs go unfilled because there are deficits of people with the relevant skills in the local market. There is a growing need for IT and ICT knowledge and skills necessary meet growing demand for technically skilled workers across Tanzanian corporations. For this and other reasons, Tanzania is trying to improve the quality of its higher education system. Currently a very small number of highly capable African students go abroad to meet their related educational and training needs. At the same time, Tanzania is hoping to improve its capacity to attract high caliber students from across the region to study at Tanzanian universities. What, then, to do?

The Key’s in the Keyboard: New Technologies Can Help Enhance India's Agricultural Productivity

Abhilaksh Likhi's picture

Agriculture in India still remains the main source of livelihood for the majority of the rural population and more importantly the small holding farmers. With an average annual growth rate of 3.3%, the major challenges facing this sector include a shrinking land base, dwindling water resources, the adverse impact of climate change, shortage of farm labour, increasing costs and uncertainties associated with the volatility of international markets.

A pertinent factor that continues to impinge upon these challenges is the lack of timely information about market prices, crop varieties, production techniques, seasonal risk and disease control strategies. The critical question thus is — how can we effectively apply information and communication technologies (ICTs) in agriculture to mitigate the factors that lead to the physical isolation of the rural smallholder during the ensuing 12th Five Year Plan period.

A new wave of educational efforts across Africa exploring the use of ICTs

Michael Trucano's picture
young men on the move in Bobo-Dioulasso
young men on the move in Bobo-Dioulasso

A delegation of French businesses, together with some of their African partners, visited the World Bank last month to share lessons emerging from their recent efforts to utilize "digital technology to provide quality education for all", and to outline some of their related upcoming initiatives and activities.

The focus of much of the small workshop, which included World Bank staff working in the education sector and the ICT sector (and a few of us whose work straddles both areas), was on the activities of 2iE, an international, nonprofit higher education and training institute which provides training programs, courses and degrees in the areas of water and sanitation; the environment; energy and electricity; civil engineering and mining; and managerial sciences. 2iE, which the World Bank has supported in various ways over the years, is affiliated with the French network of “grandes ecoles” and trains 2000 students from Africa at its campuses in Burkina Faso.


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