When the concept of civil society took the international aid community by storm in the 1990s, many aid providers reveled in the alluring idea of civil society as a post-ideological, even post-political arena, a virtuous domain of nonpartisan organizations advancing a loosely defined notion of the public good. Funding civil society appealed as a way for aid providers to help shape the sociopolitical life of other countries without directly involving themselves in politics with a capital “P.” Power holders in aid-receiving countries, uncertain what to make of this fuss over civil society, were initially inclined to see it as a marginal enterprise populated by small, basically feckless groups of idealistic do-gooders.
Those days are long gone. Whether in Egypt, Turkey, Venezuela, or quite vividly in Ukraine during the final months of Yanukovych’s rule, a growing number of governments now treat the concept of civil society as a code word for powerful political subversives, usually assumed to be doing the bidding of the West. Power holders often fear NGOs more than they do opposition parties, seeing the former as nimble, technologically-savvy actors capable of activating sudden outbursts of mass protest.
In light of International Women’s Day coming up on March 8th, I would like to share some two inspiring stories of young women that I met in Sri Lanka. They showed incredible entrepreneurialism and innovation in integrating ICT skills in creative teaching and learning at a university.
The first woman that I met was a young Information Communications Technology (ICT) training teacher, Kamani Samarasinghe, from the University of the Visual & Performing Arts. She creatively taught her class (both regular university classes and distance learning classes) through integrating a career development course into an ICT skills development class, holding virtual training sessions connecting with professor Ramesh Sharma from Indira Gandhi National Open University, and leveraging various free open education resources into her training such as YouTube videos and free typing training courses like GoodTyping. She also creates various tutorial materials (how to search, how to use Google Drive, and etc) on Google Doc and share with students.
Sub-Saharan Africa is home to the world’s highest female entrepreneurial activity, according to the Global Entrepreneurship Monitor Women’s Report. Approximately 27% of African women are engaged in some form of entrepreneurial venture. Among these women is Kate Mahugu, cofounder of Shopsoko.com.
On February 18, 2014 in Tunis, the results of a diagnostic study for the development of ultra-fast broadband in Tunisia were presented to all the key actors in the sector. Financed by the Arab Financing Facility for Infrastructure (AFFI), this study (which is not yet available) proposes as a vision for Tunisia a target of 50 percent ultra-fast broadband coverage for the population in 2020 and 100 percent coverage in 2025, while focusing in the short term on priority targets for such as communities, businesses, academic institutions, health centers, and post offices.
Essentially, open data is both a concept and a category of data. It is the idea that some data should be freely available to everyone to use and repurpose without restrictions from copyright, patents, or other controls. It is defined by three characteristics: (1) ease of access to data, (2) ability to reuse and share data, and (3) universal participation- anyone can use the data. As a category of data, open data refers to data— big and small— that are comprised of anonymous and non-personal information and to content, such as images, text and music.
In terms of poverty reduction, both Pollock and Starks believe that the potential benefits of open data are numerous and powerful. As urbanization, globalization, and fragmentation all continue to shape societies, they argue that data can help governments, the private sector, and communities to be more efficient, resourceful, and effective.
'Mobile devices' are increasingly to be found in schools, and utilized for learning purposes, around the world. In most cases, related discussions taking place in ministries of education focus on the use of portable tablets and small laptops as complements to, and extenders of, existing approaches to the use of technology to help meet a whole host of education and learning objectives. At the same time, mobile devices of many other sorts -- most notably the mobile phone -- are proliferating at a much greater rate in larger society. Linkages between the devices being used outside of schools, and the technology to be found within schools, are often quite tenuous, where they exist at all.
Policies and plans related to the use of our current generation of electronic mobile devices are sometimes considered in ways distant or divorced from the way that the previous generation of 'mobile devices' were used in education: books, notebooks, pencils. At other times, they are considered in exactly the same way, as if the new opportunities and affordances appearing as a result of technological advances are best considered as mere adjuncts to, or continuations of, some of the approaches and practices which have marked and defined what has happened in schools over the past one hundred years or so.
Is there really anything different (potentially) going on now,
and if so, what might this be,
and why (and how) might we care about this difference)?
I just returned from the Mobile World Congress in Barcelona, the world's largest exhibition and conference for the mobile industry, in which over 75,000 people representing mobile phone network operators, device manufacturers, technology providers, vendors and content owners from across the world gather to do business, announce new products and services, and discuss What's Next. In addition to walking through the acres of exhibition space, attending briefing sessions and meetings on activities and developments all over the world, and listening to lots of well-rehearsed marketing messages, the specific reason for my attendance at this year's event was to make a speech at the MWC's official ministerial programme, an event for senior government officials featuring debates and knowledge sharing sessions on a variety of topics of related interest. In case it might be of any interest to a wider audience (the ministerial programme itself was a closed event, not open to the public), I present below my speech below. One of the animating impulses behind the EduTech blog is to try, in a decidedly small and modest way, to promote greater transparency and openness by sharing some of the conversations and themes and perspectives that are being discussed 'behind closed doors' in various places in a more public forum. With that in mind ...
It was only three years ago that a magnitude 9.0 earthquake hit Japan. I still remember vividly the horror of watching in disbelief as live television footage captured the tsunami rapidly moving inland. I was living abroad at the time, and tried frantically to get through to my family in Tokyo, not knowing the extent of the damage there.
These are some of the views and reports relevant to our readers that caught our attention this week.
The Mobile-Finance Revolution Foreign Affairs
The roughly 2.5 billion people in the world who live on less than $2 a day are not destined to remain in a state of chronic poverty. Every few years, somewhere between ten and 30 percent of the world’s poorest households manage to escape poverty, typically by finding steady employment or through entrepreneurial activities such as growing a business or improving agricultural harvests. During that same period, however, roughly an equal number of households slip below the poverty line. Health-related emergencies are the most common cause, but there are many more: crop failures, livestock deaths, farming-equipment breakdowns, even wedding expenses. In many such situations, the most important buffers against crippling setbacks are financial tools such as personal savings, insurance, credit, or cash transfers from family and friends. Yet these are rarely available because most of the world’s poor lack access to even the most basic banking services.
Mozilla plans '$25 smartphone' for emerging markets
Mozilla has shown off a prototype for a $25 (£15) smartphone that is aimed at the developing world. The company, which is famed mostly for its Firefox browser, has partnered with Chinese low-cost chip maker Spreadtrum. While not as powerful as more expensive models, the device will run apps and make use of mobile internet. It would appeal to the sorts of people who currently buy cheap "feature" phones, analysts said. Feature phones are highly popular in the developing world as a halfway point between "dumb" phones - just voice calls and other basic functions - and fully-fledged smartphones.
YouTube, Wikipedia, Facebook, LinkedIn, Instagram, Twitter, blogs… This list could easily go on and on for paragraphs. Today, we are so immersed in social media that we can hardly go a day without reading or watching user-generated online content. Videos like “Charlie Bit My Finger” make us laugh. Free lessons on Khan Academy, which were originally started by a hedge fund analyst at home, help us learn.
But user-generated online content is not all about entertainment and free classes. Crisis maps on crowd-sourcing platforms like OpenStreetMap and Ushahidi have demonstrated a less expected yet significant capacity of user-led content creation online: it saves lives in disasters.