En el salón de clases, junto con sus compañeros de sexto grado, Yudeisy nos cuenta que a ella lo que más le gusta hacer durante el día es ver videos y tutoriales en YouTube. También le gusta usar la computadora y el celular porque puede ver videos de música, clips de influencers y entrevistas con sus artistas favoritos. Ella, junto con sus otros compañeros de sexto grado en una escuela pública primaria en Santo Domingo, han participado en un piloto durante los últimos cuatro meses para reforzar el aprendizaje de las matemáticas usando software adaptado al nivel de matemáticas de cada estudiante.
In the classroom, along with her sixth-grade classmates, Yudeisy tells us that what she likes doing the most during the day is watching videos and tutorials on YouTube. She also likes to use her computer and cell phone because she can watch music videos, influencers' clips and interviews with her favorite artists. Yudeisy, along with her classmates in a public elementary school in Santo Domingo, is part of a four-month pilot to reinforce mathematics using software that adapts to the math level of each student.
Statistics. Either you love or hate them. We certainly need them to compare and measure data, as well as to make informed decisions. Here at the World Bank, we often get calls from researchers, students and journalists asking for education data: Is there an increase in the number of tertiary education students in Brazil in 2017? How much are governments in South Asia spending on education? Where can we find a database of World Bank education projects?
We try to help answer these, as much as we can, but a quicker and easier way of finding this data is to visit the World Bank’s revamped EdStats website. EdStats – the World Bank’s portal for accessing education-related data – has been around since 1998 and is one of the most used websites by education specialists at the World Bank and partner organizations. User feedback has been highly positive: the interface looks neater, highly mobile and tablet-friendly. Allow me to give you a “tour” of the revamped website.
Last Wednesday, the World Development Report 2018, Learning to Realize Education’s Promise (WDR) was released. It argues that there is a learning crisis: in many developing countries, children learn very little, educational opportunities are unequal, and educational progress is still very slow. What do we need to change this? We need prepared learners, who receive adequate nutrition and stimulation in their early years. We need well managed schools that create an environment conducive to learning. We need adequate inputs so that schools can operate effectively. But above all, we need motivated and well-prepared teachers. In classrooms around the world, white boards and screens have replaced black boards and notebooks are increasingly commonplace. But in this 21st century, with increased use of technology, there is one constant that determines, more than anything else, whether children learn at school: teachers. Indeed, teachers remain central to the classroom experience. And yet in many countries, the teaching profession needs attention and reform.
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.
Turkey’s remarkable economic growth over the last decade has been a much quoted success story. One often hears that the country trebled its per capita income, and has become the 16th largest economy in the world. One hears less often that this economic growth has been inclusive, accompanied by reduced poverty and expanded access to social services in health and education. And yet even these debates on expanded social services rarely move beyond quoting the headline numbers to look at the dynamics of change in the sector(s). This omission is unfortunate because the dynamics of change in the social sectors can be a harbinger for future progress. I want to draw the reader’s attention to the unheralded progress in the education sector.
When I heard the news last autumn that 15-year-old Malala Yousafzai of Pakistan had been shot simply for standing up for her right as a girl to get an education, I was horrified.
It also reminded me how lucky I was.
When I was offered a rare scholarship to study abroad, it wasn’t acceptable for me, as a young married Indonesian woman, to live apart from my husband. My mother laid out two options: Either he would join me, which meant giving up his job, or I had to decline the offer.
I know it was her way to advocate for my husband to support me, which he did without hesitation. We both went to the United States to complete our master’s degrees. I combined it with a doctorate in economics, and we had our first child, a daughter, while we both were graduate students.
In his recent Huffington Post blog, World Bank President Jim Kim spoke about how the learning crisis is one of the greatest obstacles to development. According to the United Nations, an estimated 171 million people can lift themselves out of poverty if all students in poor countries acquired basic reading skills.