“My life has totally changed. Now I am earning money from the Internet and I come to know a lot of new things. Internet is really amazing.” - Male, from Madurai, India, Age between 16-25, intermediate diploma holder
“ I am a full time independent freelancer and my 100% earning comes from online. So definitely internet is one of the most important things in my life” - Male, from Dhaka, Bangladesh, Age between 26-45, completed Bachelor and above
These quotes are just a glimpse at the power of digital technologies, coming from many amazing stories as people answered the following question online: “how has your life changed (personally or professionally) after you began to use the internet?” A key message from the responses is “Internet provides an opportunity to learn, earn, make friends, connect with family and friends, apply for jobs easily, and shop online.” As discussed in the upcoming World Development Report 2016 “Digital Dividends,” the internet, and other digital technologies, are changing the way people work, entertain, interact, and find jobs across high, middle and low-income countries.
When the Russian Empress Catherine the Great visited Crimea in the late 18th century, the nobleman Grigory Potemkin is meant to have had fake village facades erected along her travel route, as well as to have spruced up some of the existing visible buildings (and people), so that she would be fooled into thinking that things were better than they really were. While historians have expressed considerable doubt about whether this actually occurred (indeed, many place it in the category of persistent "cultural myth"), the concept of a Potemkin Village, where things are tarted up so that occasional visitors get a false sense of reality, is not too difficult to understand.
Over the years I have visited hundreds and hundreds of schools in scores of countries to get a sense how they are using (and not using) technology. Whether in rural Eritrea or highly developed, urban Singapore, as an outsider I am always conscious of the fact that there is an element of 'show' to what I am seeing -- or at least that there might be. The act of observing can often change what is being observed (social scientists refer to this as the Hawthorne effect). As an employee of the World Bank, I know that government officials who arrange and accompany me on school visits often want to showcase what 'works', and what is 'best practice'. This is especially the case where World Bank (or other external) funding has been involved, as people are eager to show that related monies have been well spent.
This is not always the case, of course. I was once lucky enough to visit a school in Latin America for children with special educational needs in a country that was buying *lots* of technology for use by teachers and students. We arranged to meet the relevant government officials at the school early in the morning so that they could act as our guides. However, it turned out that there were actually two schools for special needs students located on the same street in different parts of the city -- and we had gone to the wrong one. After waiting for a while in the office of the headmistress (who was clearly surprised that we were there), it was decided that we should just begin the tour and start talking to people. A few hours later, after the national educational officials had finally figured out where we were, we were picked up and driven to the 'correct' school. It will probably come as little surprise that our experiences in both places were quite different. Chats with teachers, administrators and parents at the first school contrasted rather markedly with the quite sunny picture presented to us at the second 'showcase' school. This is not to say that we couldn't learn anything from the showcase school, however, just that we learned different things -- and perhaps had to work a bit harder to do so.
“Within two days, I was able to hire the right people from the right locations” -- Employer using Souktel
In West Bank and Gaza, women are 19 percent of the total labor force (figure 1). But among the users of Souktel, an online job matching platform, more than one third of the users are women. This is one of the many promises of digital technologies for development.
Figure 1: Share of the labor force, nationally and in Souktel
Source: Souktel and Palestinian Central Bureau of Statistics, prepared for World Development Report 2016.
People, Spaces, Deliberation bloggers present exceptional campaign art from all over the world. These examples are meant to inspire.
Most of us are familiar with the “hot seat”, a game in which an individual is asked a series of questions in rapid-fire with limited time to respond. The game tries to get the person being quizzed to answer without thinking too much so his/her responses are more candid. But what if the answers are a matter of life or death? What if the choices we make decide our future?
This is the message of Transport for London: life is made up of a series of small decisions, and one bad decision one on the road can be fatal.
According to the World Health Organization, around 1.25 million people worldwide die each year as a result of road traffic crashes. Distracted driving is a common cause for traffic accidents, with mobile phones becoming increasingly more problematic. Indeed, drivers using a mobile phone are approximately 4 times more likely to be involved in a crash than drivers who are not. Texting or calling while driving leaders to slower reaction times— notably in braking reaction— impaired ability to keep in the correct lane, and shorter following distances.
Rosie Parkyn explores the opportunities and challenges online media presents in addressing the gender equality gap.
‘If you see it, you can be it’ could have been the unofficial slogan of the International Development Cooperation meeting onGender and Media, where I was invited to talk about the opportunities created by the internet and online media to counter gender stereotyping, or the assignment of particular characteristics and roles according to sex. This is a theme touched on by our Policy Briefing, Making Waves: Media’s Potential for Girls in the Global South.
Much has been said about the need to achieve better visibility for girls and women in the media if gender equality is to be realised. This year’s Global Media Monitoring Project reported that women make up only 24% of people heard, read about or seen in news reporting. That coverage is often characterised by gender bias and extensive stereotyping.
So could the onward expansion of digital spaces fast track the process of ensuring girls and women are seen in a diversity of roles? The short answer is yes of course, it has transformative potential. But there are significant caveats.
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.
Despite a widely documented global decline in Internet freedom, people around the world still embrace fundamental democratic values, including the right to free speech.
A new Pew Research Center survey finds that majorities in 32 of 38 countries polled state it is important to live in a country where people can use the internet without government censorship. Pew interviewed 40,786 people between April 5 - May 21, 2015 and found that even though internet freedom ranks last among the six broad democratic rights included on the survey, a median of 50% believe it is very important to live in a country with an uncensored internet. The strongest support for internet freedom is found in Argentina, the U.S., Germany and Spain, where about 70% of the populations consider it very important, and it the lowest support can be found in Burkina Faso and Indonesia, where only 21% in both countries think it’s important.
There is a strong correlation between the percentage of people in a country who use the internet and the percentage who say a free internet is very important, demonstrating that as people gain access to the Web, the salience and desire for freedom in cyberspace also grows.
Testing: For better and/or for worse, many education systems are built around it (although some perhaps not as much as others). In numerous countries, a long-standing joke asks whether 'MOE' stands for 'Ministry of Education', or 'Ministry of Examination'? (This joke is not meant to be funny, of course.)
'Testing' is a source of and trigger for controversies of all different sorts, in different places around the world. The word 'standardized' is considered negative by many people when it is used to modify 'testing', but it is perhaps worth noting that a lack of 'standardized' tests can have important implications for equity. Within the U.S., the Obama administration recently declared that students should spend no more than 2% of classroom instruction time taking tests. However one feels about the wisdom of setting such hard targets (one could argue, for instance, that it's not 'testing' per se that's the problem, to the extent that it is indeed a problem, but rather 'bad testing') and the various types of time accounting shenanigans that might predictably emerge so that the letter but not the spirit of such declarations are met (a school could be creative about what it feels constitutes a 'test' or 'instruction time', for example), there is no denying the centrality of testing to approaches to education in schools around the world.
'Testing' means different things to different people. There are important distinctions between assessments that are formative (i.e. low stakes means to provide feedback to teachers and students on how much students are learning, as a way to identify strengths and weaknesses and act accordingly) and those that are summative (e.g. high stakes final exams).
The point here is not to get into a debate about testing, as illuminating and energetic (or frustrating and political) as such a debate might be. Rather, it is to shine a light on some related things happening at the frontier of activities and experiences in this area that are comparatively little known in most of the world but which may be increasingly relevant to many education systems in the coming years.
The nature of tests and testing is changing, enabled in large part by new technologies. (Side note: One way to predict where there are going to be large upcoming public sector procurement activities to provide computing equipment and connectivity to schools is to identify places where big reforms around standardized testing are underway.) While there continues to be growing interest (and hype, and discussion, and confusion) surrounding the potential for technology to enable more 'personalized learning', less remarked on in many quarters is the potential rise in more personalized testing.
The science fiction author William Gibson has famously observed that, The future is already here, it's just not evenly distributed. When it comes to educational technology use around the world, there are lots of interesting 'innovations at the edges' that are happening far away from the spots where one might reflexively look (like Seoul, Silicon Valley or Shanghai, to cite just a few examples that begin with the letter 'S') to learn practical lessons about what might be coming next, and how this may come to pass.
When it comes to testing, one such place is ... Georgia. This is not the Georgia in the southern United States (capital = Atlanta, where people play football while wearing helmets), but rather the small, mountainous country that borders the Black Sea which emerged as a result of the breakup of the Soviet Union (capital = Tbilisi, where people play football with their feet).
Georgia is the first country in the world to utilize computer adaptive testing for all of its school leaving examinations.
What does this mean,
what does it look like in practice,
what is there to learn from this experience,
and why should we care?
In the current migration and refugee crisis, is scale trumping humanity?
Something about the way the story of the ongoing epic migration and refugee crisis is being told perturbs. Scale trumps humanity. Overwhelmingly, the focus is on the sheer girth and amplitude of the crisis. Mind-numbing statistics tumble from the mouth of broadcasters, and the cameras pan over and around scenes of multitudes on the move almost the same way that documentary makers film the flight of sky-darkening flocks of migratory birds or the earthquake mimicking stampede of wild bulls across a great river. The tragedies that occur with saddening frequency are anonymous: another boat sinks in the Mediterranean, hundreds are dead. We don’t see victims; we don’t know them. We see pictures of the flotsam and jetsam, of the foul detritus of failed voyages. And the cameras move on.
What is this truth? It is this: while this migration and refugee crisis might be on a biblical scale, it is still about discrete, distinct, singular human lives. Each one of these people on the move is an individual, a bundle of consciousness, a brain, emotions, feelings, deep needs and aspirations, parents, families, friends, the whole nine yards. Above all, the truth is that each one of these individuals has chanced, gambled her life. In other words, each life caught up in this crisis is a life adventured. And when a human life is adventured a tragic ending is often the result.
This week over a million students around the world will participate in the Hour of Code, an annual event designed to excite interest in computer science and computer programming. This reflects a growing interest in some quarters to promote efforts within schools to broaden awareness of what it means to 'code' (i.e. write a set of step-by-step directions that instruct computers to do something) and to help students develop related skills.
Perhaps not surprisingly, many leadingtechnologyfirms have been keen proponents and supporters of this educational coding 'movement'. While such support has been particularly pronounced and high profile in the United States -- many of the prominentorganizations have close ties to and/or roots in Silicon Valley -- this is long past being only a North American phenomenon.
Citing the increasing importance of coding skills, and IT jobs more broadly, to their national economies, policymakers in many countries are considering national coding education efforts of various sorts – and a few education systems have already begun to implement related initiatives. From Trinidad and Tobago to Indonesia to Nigeria, 'coding' is being introduced into classrooms and curricula around the world in various ways, both informally and (increasingly) formally as well, for better and/or for worse (depending on your perspective, and the particular nature or rigor of the specific initiatives).
This phenomenon is notably observable across Europe, where, rather famously (at least within the communities of people who care about and pay attention to such things), Estonia and the United Kingdom have introduced coding curricula for students beginning in early primary grades (the UK has actually made this mandatory – as has Slovakia, for what that’s worth). Each year in October, CodeWeek.eu serves as a continental focal point and showcase for many of these sorts of national and regional efforts. A recent report from the European Schoolnet (Computer programming and coding - Priorities, school curricula and initiatives across Europe [pdf]) features results from a survey of 21 ministries of education about their current coding-related initiatives and plans for the future. To date, 16 European countries have integrated coding into their curricula at some level (with Finland and the Flemish part of Belgium expected to do so in 2016). While the focus of most of these countries has been at the upper secondary level, coding is increasingly to be found (or soon to be found) at the primary level at a majority of these countries as well. The report highlights a number of important related pedagogical questions that are emerging out of European experience:
How to design effectively the learning processes and outcomes involving coding?
Which concrete activities (and programming languages) are most appropriate for different students, according to their age, interests and capacities?
What are the particular merits (and limits) of adopting a cross-curricular approach to teaching coding or a discrete computer science subject?
How to refine assessment, in particular where coding is integrated in a cross-curricular approach in other subjects?
It also highlights many challenges related to training and support for teachers. While many of the startups developing the tools and services that make the coding movement possible are in the United States, Europe is in many the ways at the center of actual related activities in schools.
“Coding”, it is said by some, is the “new literacy”. The ability to write and understand computer code, some contend, is increasingly fundamental to understanding how to navigate one’s way through, to say nothing of succeeding in, a modern society where more and more of our lives are enabled and/or constrained by the actions of devices and information systems that run on computer code.
I expect that few people would argue that efforts to expose some students to ‘coding’ (and to develop some related skills) is a bad thing. That said:
Should *all* students learn how to code? All? That’s ridiculous! some would answer. All? Absolutely! others respond.
I’ve sat in on a number of related discussions in ministries of education and at education policy forums around the world. At times, it can seem like members of these two groups are not only on different pages, but reading from totally different books. Those people just don’t get it, I’ve have heard representatives from both groups lament about each other after the conclusion of such meetings.
For what it’s worth, and in case it might be of any interest to others, here are, in no particular order, some of the most common arguments I hear made both in support of, and against, educational coding initiatives:
How many bank accounts do you have? One, two or more? For people in developed countries, a bank account is a fact of everyday life. A constant presence. Something that is pivotal to your home, your work and your family. But imagine if you didn’t have one. How would you be paid? How could you pay for your rent or mortgage, your food, utility bills, and so on?