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Information and Communication Technologies

Ideashop – Codes for Jobs and Opportunities

Sumdany Don's picture



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. 

Video: Area C and the Future of the Palestinian Economy

Miles McKenna's picture
World Bank trade economist Massimiliano Calì recently broke down how conflict, the destruction of capital, and restrictions can lead fragile states into large trade deficits and aid dependence. He called it "The Fragile Country Tale." The video below illustrates this tale in Area C of the Palestinian West Bank, and shows us how things could be different. Check it out...
 
Area C and the Future of the Palestinian Economy

The Development and Evolution of National Educational Technology Agencies Over Time

Michael Trucano's picture
a different sort of life cycle
a different sort of life cycle

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.

Linking Providers, Patients and Health Systems: Are We Ready for a Data Revolution?

Fernando Montenegro Torres's picture



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?

Why Establish a National Educational Technology Agency?

Michael Trucano's picture
OK, you go this way, we'll go that way ... no, wait a minute, that isn't working ... maybe we need some formal organization here ...
OK, you go this way, we'll go that way ...
no, wait a minute, that isn't working ...
maybe we need some formal organization here ...

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?

Weekly Wire: The Global Forum

Roxanne Bauer's picture

These are some of the views and reports relevant to our readers that caught our attention this week.

Show Them the Money, Why Giving Cash Helps Alleviate Poverty
Foreign Affairs
Every year, wealthy countries spend billions of dollars to help the world’s poor, paying for cows, goats, seeds, beans, textbooks, business training, microloans, and much more. Such aid is designed to give poor people things they can’t afford or the tools and skills to earn more. Much of this aid undoubtedly works. But even when assistance programs accomplish things, they often do so in a tremendously expensive and inefficient way. Part of this is due to overhead, but overhead costs get far more attention than they deserve. More worrisome is the actual price of procuring and giving away goats, textbooks, sacks of beans, and the like. Most development agencies either fail to track their costs precisely or keep their accounting books confidential, but a number of candid organizations have opened themselves up to scrutiny. Their experiences suggest that delivering stuff to the poor is a lot more expensive than one might expect.

2015: The year there will be more cellular connections than people
GIGAOM
At the end of March, there were 6.8 billion mobile connections around the globe, meaning there were more than 9.3 cellular links for every 10 people living on the planet, according to Ericsson’s latest Mobility Report. That puts the world on pace to reach 100 percent mobile penetration in 2015, meaning the number of mobile connections will surpass the population. That doesn’t mean we’ll see every man, woman in child in the world’s estimated population of 7.2 billion using a mobile phone. Mobile penetration is definitely increasing in developing markets – Africa and India led the way in new connections in Q1 – but the concentration of mobile devices is still centered on developed markets. Europe, Asia, the Middle East and North America have already exceeded the 100 percent penetration mark.

Celebrating 10 years of Partnership on Measuring ICT for Development

Roger Burks's picture
Over the last several years, information and communication technologies (ICTs) have been a critical component of human and social development around the world. ICTs have helped drive economies, revolutionize education, and improve government’s service delivery and citizens’ engagement. But who collects and measures the data to show the crucial impact of the expanding information society?

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.

We've updated the Africa tech hub map using your suggestions

Tim Kelly's picture


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: Of course, since the technology landscape is always changing, the list will never be complete. We request your ongoing help to add value by making new comments. Thank you for being part of our global community.

Evaluating the Khan Academy

Michael Trucano's picture
this is fascinating, but wouldn't it be better online?
this is fascinating, but wouldn't it be better online?
Over the past five years, there has perhaps been no educational technology initiative that has been more celebrated around the world than the Khan Academy. Born of efforts by one man to provide tutoring help for his niece at a distance, in 2006 the Khan Academy became an NGO providing short video tutorials on YouTube for students. It is now a multi-million dollar non-profit enterprise, reaching over ten million students a month in both after-school and in-school settings around the world with a combination of offerings, including over 100,000 exercise problems, over 5,000 short videos on YouTube, and an online 'personalized learning dashboard'. Large scale efforts to translate Khan Academy into scores of languages are underway, with over 1000 learning items currently available in eleven languages (including French, Xhosa, Bangla, Turkish, Urdu, Portuguese, Arabic and Spanish). Founder Sal Khan's related TED video ("Let's use video to reinvent education") has been viewed over three million times, and the Khan Academy has been the leading example cited in support of a movement to 'flip the classroom', with video lectures viewed at home while teachers assist students doing their 'homework' in class.

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.
 
What do we know about how Khan Academy is actually being used in practice, and how might this knowledge be useful or relevant to educational policymakers in developing countries?

Bits and Atoms: ICTs in Areas of Limited Statehood

Uwimana Basaninyenzi's picture

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?”


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