There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to digital resources to improve the education system (like Rio de Janeiro’s school management system). As public and private school systems continue to integrate technology into their classrooms, remember that education technology comes with risks.
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Scott Ozanus, guest blogger, is the Deputy Chairman and Chief Operating Officer at KPMG. He is also a member of the ReadyNation CEO Task Force on Early Childhood
Better workers. Better communities. Better lives for our citizens.
Why is a company that employs over 189,000 people around the world, and hires about 40,000 people every year, concerned with early childhood?
It’s because all over the globe, countries and companies face a common challenge: How best to strengthen their economy and workforce, while also taking societal concerns into consideration. Early childhood is key to a productive current workforce as well as nations’ future success.
When Wenceslaus Mushi watches the evening news on the television at his home in Dar es Salaam, he often finds himself shouting out tips to the reporters. “They aren’t asking the right questions,” says Mushi, a 40-year news veteran and former managing editor of the government-owned Daily News.
Ed’s note: This guest blog is by Dirk Wouters, Ambassador of the Kingdom of Belgium to the United States of America in Washington DC
A Kenyan mother seated in the hallway of a hospital, holding a newborn. She looks troubled, the baby has one thin arm up in the air. An Indian mother is resting after giving birth to twin girls. She already has two daughters at home. A Cambodian family looks to the future with hope as they take their newborn child back to their village. Nine babies, wrapped in colorful blankets, have been placed on a hospital bed in Kenya’s Pumwani hospital just after their birth. In this hospital, a 100 children are born every day.
This blog originally appeared in the Brookings Institute blog on December 7, 2016.
As 2016 draws to a close, few questions are asked with greater urgency in Europe than this: How can countries tackle inequality? Education usually tops the list of most promising solutions to inequality between rich and poor or between advanced and lagging regions. Education equips children and youth, regardless of their social background, with the skills to get a good job. As such, it is an engine of social mobility. So goes the theory. But what about the practice?
Education is one of the most powerful instruments for reducing poverty and inequality. It also lays the basis for sustained growth. Better schooling investments raise national income growth rates. In nearly all countries, though to varying degrees, educational progress has lagged for groups that are disadvantaged due to low income, gender, disability or ethnic and/or linguistic affiliation. However, there is an on-going education revolution occurring.
Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).
Natalie Roschnik was a newly minted graduate student when she accepted her first job with Save the Children in Mali. Nearly 20 years later, Roschnik knows Mali well: it’s one of the countries she travels to often as a Senior Research and Impact Advisor for Save the Children.
The International Association for the Evaluation of Educational Achievement (IEA) released the results of its latest Trends in International Mathematics and Science Study (TIMSS) yesterday, November 29. TIMSS 2015 assessed more than 600,000 students in grades four, eight, and the final year of secondary school across 60 education systems.
Ed’s note: This guest blog is by Ben Durbin, Head of International Education for the National Foundation for Educational Research (NFER).
In September this year, the International Initiative for Impact Evaluation (3ie) published an impressive new review of education programmes in low and middle-income countries. It is a rich resource, which stands out in its sheer scope, covering studies investigating a diverse set of interventions and educational outcomes.