Information and Communication Technologies
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.
These two slides describe the active monthly users and registered users of popular social messaging sites. Social messaging is loosely understood to be a "set of tools and platforms which permit people to exchange messages with groups
(communities) or individuals, sometimes in combination with SMS but most frequently using a web platform and browser."
We are curating a new monthly series on Digital Gov in developing countries seeking fresh perspectives and insights into the policy, institutional, and technical dimensions of using technology and public management to make services work for businesses and citizens.
Over a cup of tea, on a January afternoon of freezing rain, Emily, who works on Digital for the US Government, and I met to exchange perspectives on what it takes for governments to get digital right. Although our contexts are vastly different, we agreed that there remain similar pain points in the developed and developing world. In the first edition of the Digital Gov. blog, we consider factors common to good digital service delivery.
Each January, about 85 government ministers or so -- together with some members of their staffs, leaders of the education departments in international organizations, large NGOs and multinational companies, and other 'high level decision makers' -- gather in London to speak informally about topics of common interest during the Education World Forum, which bills itself as the 'world's largest gathering of education and skills ministers'. It's a rather unique and impressive collection of people with the power to make decisions affecting hundreds of millions of students and teachers around the world. This annual meeting was previously called the 'Learning and Technology World Forum'; despite dropping the word 'technology' from its official title a few years ago, talk of tech was inescapable during this year's Forum, whether onstage or in the hallways. If I were asked to identify three general themes that permeated discussions throughout this year's three-day event, they would be 'technology', 'systems' and 'data'.
For many groups, the Education World Forum offers a high profile venue to announce new initiatives, launch new publications, and present findings from recent research. My boss at the World Bank, Elizabeth King, for example, officially launched a new 'SABER' education data technology tool during her keynote speech on the second day ("When it comes to learning, education systems matter"). While the links between these three themes were perhaps not always explicit in Beth's speech, the important role that new technologies will play in helping education systems to collect and analyze key data about the health of the education system, especially as pertains to whether or not students are learning (and, if so, how), was echoed and amplified by many of the other speakers in both EWF plenary sessions and related side events.
While the Forum has become increasing open over the years, embracing the use of social media throughout much of the agenda, for example, and quickly making available on YouTube key speeches and presentations, the off-the-record ministerial exchange sessions that happen on the second day are, as per the EWF social media policy, meant to be a largely Twitter-free zone. The hope is that, if/when/where given space to ask the 'dumb' questions of their peers, and freed from having it reported that someone, in response, provided some 'dumb' answers, Forum participants might feel comfortable enough to have what turn out to be some rather smart conversations about topics for which they had not been prepped, and about which no formal position papers had been prepared back home.
At one of the informal Forum ministerial exchange sessions a few years ago, rather exasperated that much of the conversation was concentrated on discussions of the lowest costs that various countries had paid for student laptops, I posed the following scenario, and question, as a sort of 'thought experiment':
Increased hurricane activity and rising sea levels are well-known effects of climate change, and they prompt solemn head-shaking when we read about them in reports. But in the Caribbean they are part of a terrifying reality that is happening now: This reality was demonstrated again by recent flooding and landslides in the Eastern Caribbean that left 20 dead and hundreds of millions of dollars in damage.
These are some of the views and reports relevant to our readers that caught our attention this week.
How women will dominate the workplace BRIC by BRIC
Despite recent wobbles in the BRICS economies, most economists agree that the majority of world economic growth in the coming years will come from emerging markets. The story of their rise to date has been one in which women have played a large and often unreported role. I believe that as the story unfolds, women's influence will rise further and emerging markets' path to gender equality may follow a very different route to that of most developed countries. READ MORE
James Harding: Journalism Today
BBC Media Center
To so many journalists, Stead has been the inspiration, the pioneer of the modern Press. His zeal and idealism, his restless fury at inequality and injustice; his belief that dogged, daring investigations could capture the public’s imagination and prompt society to change for the better; his muscular opinions, his accessible design and his campaigning newspapers – and, no doubt too, a dab of ego, showmanship, and human folly – has made him the journalist’s editor. I remember standing in the newsroom of The Times in late 2010 when the then Home Editor told me of a story that Andrew Norfolk, our correspondent based in Leeds, was working on. It was about child sex grooming: the cultivation of young, teenage girls by gangs of men who plied them with drink and drugs and passed them around middle-aged men to be used for sex. And I remember thinking: ‘This can’t be true, this feels Dickensian, like a story from another age.’ READ MORE
In response to a recent EduTech blog post on “the 'ideal’ educational technology devices for developing countries”, I received numerous responses that effectively said: “We already know what this ideal device is: the mobile phone”. While the use of mobile phones in education is a regular topic explored on this blog, and the mobile phone is a device that I regularly recommend that ministries of education consider when planning for technology use in schools more than they currently do (in my experience few education authorities do consider utilizing phones as tools for learning in any real way), I would not go so far as to say that it is the ‘ideal’ device for use in educational settings in developing countries. Context is always king.
It may be true that, in many cases, the ‘best device is the one you already have, know how to use and can afford’. In some contexts, mobile phones conform to this definition quite well (although many school systems around the world do continue to ban or severely limit their use on school property). Depending on the context and usage scenario, others do too, including the two that I used to compose the first draft of this blog post: a ballpoint pen and a notepad (the old fashioned kind with actual paper, not the one that comes bundled with Microsoft Windows).
Because I often prominently highlight the potential of mobile phones to be used in educational contexts in developing countries in the course of my work at the World Bank, I am often asked for specific examples of this use. Here’s a rather interesting one that you may not have heard much about:
If you love books as much as I do, perhaps you too cherish the sensation of holding a new book in your hands for the first time. Or the way your nose twitches when dust lifts off the pages of an old paperback you just discovered on a bookstore shelf. Books are real treasures – they appeal to many different senses and can create memories that stay with us from childhood.
Today, more and more books take a very different form to when I was a kid. The Internet now provides us access to a vast electronic library where billions of books are available digitally rather than in the old-fashioned paper form. But there are many of us who still prefer the real thing. With this in mind, my colleagues and I at the World Bank office in Astana, Kazakhstan, held a book donation on the threshold of the New Year at the National Academic Library - one of the four depositary libraries in different regions of Kazakhstan (Almaty, Astana, Ust-Kamenogorsk, and Pavlodar) back in 2005 as an effective channel for sharing of knowledge and information.
For the event, we brought a ton of World Bank publications from the country office, inviting people to walk in and take any books that appealed to them. It took just one hour to clear the shelves! As people selected multiple books from the shelves, I asked, “Are you really going to read all of those books?” Their responses surprised me pleasantly.
In two weeks I'll visit BETT, the London-based event which is sometimes referred to as the 'world's biggest educational technology trade show'. While I don't know if it is in fact the 'biggest' (ISTE's annual event is huge as well), nor how one calculates magnitude in such cases, there is no doubt that it is indeed really, really, really, big.
I attend BETT most years for a number of reasons. Doing so provides me with a chance to see all of the new cool gadgets and applications in one place. It is pretty easy to schedule meetings packed into a few days with lots of groups and people who are also at BETT; 'back home' it would take months to coordinate such meetings.
Conveniently, BETT takes place immediately after the Education World Forum, where scores of education ministers gather together each year to share experiences about challenges and successes related to education in their countries. This 'convenience' is actually no coincidence: Many ministerial delegations, especially those from middle and low income countries, stay on to tour the exhibition halls at BETT, to see the 'latest and greatest' and be (presumably in some cases) wined and dined by various vendors hoping to build relationships and do some business. While I skip the 'hospitality' stuff (not really my scene), I typically find it very educational to attach myself to, and rotate between, a few ministerial delegations each year as they tour the BETT exhibition spaces. Doing so offers me some exposure and insight into what such groups are interested (and not interested) in, and provides me with a 'fly-on-the-wall' view into the various sales pitches that are made to these sorts of government officials by companies eager to ring in the new year with some big contracts – as well as how such officials respond to such marketing.
Just as I find the questions that educational officials ask of vendors when they tour the BETT exhibition spaces to be revealing in many ways, I am often intrigued by the related questions that many of these companies then pose to me.
As a result of my work at the World Bank helping to advise on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world, I am, for example, asked from time to time by companies sets of questions that can be summarized as follows:
What would be the 'ideal' educational technology device for use in schools,
and by teachers and students, in developing countries?
These are some of the views and reports relevant to our readers that caught our attention this week.
Compare your country - Aid statistics by donor, recipient and sector
OECD Data - Aid Statistics
Compare your country is a service provided by the OECD. It is based on the OECD's Development Co-operation Report 2013. EXPLORE THE MAP
"Gallup's self-reported household income data across 131 countries indicate that more than one in five residents (22%) live on $1.25 per day or less -- the World Bank's definition of "extreme poverty." About one in three (34%) live on no more than $2 per day. The World Bank Group recently set a new goal of reducing the worldwide rate of extreme poverty to no more than 3% by 2030, but Gallup's data suggest meeting that goal will require substantial growth and job creation in many countries. In 86 countries, more than 3% of the population lives on $1.25 per day or less." READ MORE