Let me tell you when magic happens. It transpires when few brilliant minds, optimistic hearts, energetic young people, and a fantastic facilitator meet. The Ideashop: Coding your way to opportunity organized by the World Bank in partnership with the Bangladesh StartUp Cup on June 14th at its Dhaka Office showed us glimpses of such magic. And it is only the beginning of our journey together.
Confident that the solutions to many of the challenges facing youth can come from within themselves, the World Bank and Microsoft has launched a regional grant competition in four South Asia countries – Bangladesh, Nepal, Maldives and Sri Lanka. The regional grant competition titled Coding your way to opportunity invites innovative ideas from youth led organizations and NGOs that will expand coding knowledge amongst youth and help them secure gainful employment.
Information and Communication Technologies
As part of our work advising such groups over the years, we have observed that national ICT/education agencies -- the organizations found in many countries which serve as the focal groups coordinating large scale efforts to introduce, use and support new technologies in schools -- pass through a general ‘life-cycle’ over the course of their existence, with five semi-distinct stages of development.
Each stage may bring with it a new set of functional responsibilities and mandates, different staffing (including leadership) and budgeting requirements, and entail varied levels of oversight and relationships with other groups, causing organizational structures to adapt, and be adapted, over time.
This life-cycle hypothesis has been proposed as a simple tool to help people who play critical roles in the planning for large scale national educational technology initiatives to develop an understanding of how their organizations may compare with other organizations doing similar sorts of things in other parts of the world, and how they might expect that their organizations may evolve and change over time. Such an evolution can potentially have a profound impact on a variety of key decisions that policymakers may have to make related to funding, staffing, functions and coordination with a variety of key stakeholder groups over time. There is no right or wrong answer as to whether it is 'good' or 'bad' that a particular organization finds itself at one of these five identified stages. There also appears to be no hard and fast rule about how long individual institutions may stay at a particular stage in the life cycle. Some organizations may move quickly from one stage to another, others may stay in a particular stage for many years, even (potentially) decades. Most organizations observed around the world, especially those in middle and low income countries, find themselves today somewhere between the stages of 'childhood' and 'adolescence', with a heavy focus on the technology itself (buying it, rolling it out, supporting and maintaining it) and less of a focus on trying to integrate the technology into standard or transformed teaching and learning practices. While it is worth noting that this technology focus is not necessarily bad (or good) -- judgments of this sort are presumably more useful when made relative to certain specific contexts, and not in the abstract -- it is usually true that this focus is a direct consequence of the views of policy makers about how technology can and should be used in education.
Imagine the case of Julio: A young father in a low-income country who has just been told his wife and baby are dead. He hears what the physician is saying but can’t believe it. He had been assured that his wife would be OK. He accompanied her on prenatal visits as he was told to do, so how could this have happened?
In most countries around the world, a single institution is core to the implementation of national initiatives related to the use of new technologies ('ICTs') in education. Whether we are talking about large scale rollouts of things like tablets or laptops, or educational computing efforts of the more 'traditional' variety, a single organization often serves as a focal point for many related efforts to introduce, support, maintain direct, coordinate, fund, manage and/or evaluate national efforts to utilize information and communications technologies (ICTs) in innovative -- and, if we are honest with ourselves, perhaps not so innovative -- ways in schools.
A few years ago, the World Bank, in partnership with the government of Korea, convened a meeting in Seoul to bring together the heads of many of these sorts of organizations to share experiences about what has worked, what hasn't, what people wish they had done differently, and what new challenges might lie ahead.
It turns out that this topic was of very immediate relevance in a number of countries which were considering starting up a 'national ICT/education agency', for lack of a better term, but were searching about for useful models and lessons that might help them in their efforts. We'll publish some related analytical work later this year, including a set of ten cases studies documenting efforts in this regard around the world.
As we finalize this work, and in case it might be of relevance to anyone, we thought it might be useful share some of the varied answers we are finding to a question that many countries have asked themselves in the recent past, and which many more countries are considering right now:
Why, and how, might a country decide to establish
a single organization dedicated to the use of ICTs in education?
For the past decade, the Partnership on Measuring ICT for Development has worked toward putting together a framework to improve the availability and quality of official ICT statistics, including use of computers, the Internet and mobile phones by people around the world. The World Bank and 12 partner organizations have led this effort, and will celebrate 10 years of achievement on June 12, 2014.
My recent blog "Tech hubs across Africa: Which will be the legacy-makers?" generated a long list and a wide range of comments, many suggesting tech hubs we hadn't noted on the map. As a result of your feedback, we've updated the list and created a new map.
Here are also two helpful new links that were sent my way as a result of this ongoing dialogue:
As efforts to distribute low cost computing devices and connectivity to schools pick up steam in developing countries around the world, many ministries of education are systematically thinking about the large scale use of digital educational content for the first time. Given that many countries have already spent, are spending, or soon plan to spend large amounts of money on computer hardware, they are often less willing or able to consider large scale purchases of digital learning materials -- at least until they get a better handle on what works, what doesn't and what they really need. In some cases this phenomenon is consistent with one of the ten 'worst practices' in ICT use in education which have been previously discussed on the EduTech blog: "Think about educational content only after you have rolled out your hardware". Whether or not considerations of digital learning materials are happening 'too early' or 'too late', it is of course encouraging that they are now happening within many ministries of education.
As arguably the world's highest profile digital educational content offering in the world -- and free at that! -- with materials in scores of languages, it is perhaps not surprising that many ministries of education are proposing to use Khan Academy content in their schools.
The promise and potential for using materials from Khan Academy (and other groups as well) is often pretty clear. Less is known about the actual practice of using digital educational content in schools in middle and low income countries in systematic ways.
Imagine that you’re a citizen of a country that has just experienced one of the worst earthquakes in history. You, your neighbors, and fellow country-men are immediately thrown into danger, chaos, and destitution. As one of the fortunate survivors, you wait for authorities to provide medical care, shelter, food, and other immediate needs, but you receive little or no help. Yet, to your surprise, a large group of ordinary citizens begin organizing a massive disaster response by using blogs, twitter, Facebook, and other social media networks. Their efforts have provided you with life-saving resources. And all of a sudden, within days, digital technologies have facilitated an entire social movement around this earthquake. These are the types of stories that Steven Livingston and Gregor Walter-Drop examine in their new edited series, Bits and Atoms: Information and Communication Technology in Areas of Limited Statehood.
If you are interested in digital media and politics, there is a plethora of literature on the role of ICTs in powerful political systems in the industrialized world. However, there has been very little focus on the role of digital technology in weak states with inadequate governance systems. Bits and Atoms is a comprehensive volume that examines the extent to which ICTs can help fill governance voids in a number of countries in Eastern Europe, Sub-Sahara Africa, and the Middle East. A distinguished group of scholars attempt to answer some important questions like, “Can ICTs help fill the gap between pressing human needs and weak states’ ability to meet them? Can communities use ICTs to meet challenges such as indiscriminate violence, disease, drought, famine, crime, and other problems arising from deficient and non-responsive state institutions? How does ICT affect the legitimacy of the state?”