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Now is the time to strengthen disaster risk reduction in East Asia and the Pacific

Axel van Trotsenburg's picture
In PDF: Korean | Khmer

Every time I learn of another natural disaster – the people killed and injured, homes destroyed, livelihoods lost – I know we must act to reduce the tragic impact instead of waiting for the next disaster strikes.

We have that chance with this year’s World Conference on Disaster Risk Reduction in Sendai, which seeks to finalize the successor to the Hyogo Framework for Action (HFA2) that guides policymakers and international stakeholders in managing disaster risk. The conference is an opportunity to set new milestones in disaster risk reduction and fighting poverty.

The cost of natural disasters already is high – 2.5 million people and $4 trillion lost over the past 30 years with a corresponding blow to development efforts.

In Asia, rapid urbanization combined with poor planning dramatically increases the exposure of cities, particularly those along densely populated coasts and river basins. Typhoon Haiyan, which killed more than 7,350 people in the Philippines in 2013, directly contributed to a 1.2 percent rise in poverty.

Road crashes have more impact on poverty than you probably thought

Nak Moon Sung's picture
Road crashes are becoming a global health crisis and, as such, require comprehensive measures to prevent them, including a better understanding of the social impacts of road-related deaths and injuries.

Several indicators aim to illustrate the impact of traffic crashes. The most common ones are the number of fatalities and injuries.  Globally some 1.3 million people die on the road every year and up to 50 million suffer injuries. And overall economic costs of road crashes range from 2-5 percent of GDP in many countries. These economic costs provide a basis for transport safety improvement projects such as hazard location treatments, road audits, school zones and other preventive measures.

It is important, however, to turn our eyes on the impact of road crashes at the household level.  The impact on a family in losing a loved one is enormous, both in terms of emotional trauma and/or loss of income or caused disability, especially when many poor countries do not have strong enough safety nets for victims of road crashes. The impact of road crashes is less understood, and lack of strong data or evidence on these is a challenge in many countries.

If a member of a family is involved in a road crash, what kind of changes are likely to occur in that particular family? If the head of household or breadwinner is killed or severely injured, the impact to that household can be devastating. There are scarcely plausible surveys that show the effects of road crashes on households because it is presumably difficult to trace victims of road crashes.

Despite expectations, cities in East Asia are becoming denser

Chandan Deuskar's picture

When we think of urban expansion in the 21st century, we often think of ‘sprawl’, a term that calls to mind low-density, car-oriented suburban growth, perhaps made up of single-family homes. Past studies have suggested that historically, cities around the world are becoming less dense as they grow, which has prompted worries about the environmental impacts of excess land consumption and automobile dependency. A widely cited rule of thumb is that as the population of a city doubles, its built area triples. But our new study on urban expansion in East Asia has yielded some surprising findings that are making us rethink this assumption of declining urban densities everywhere.

Tracking Urbanization: How big data can drive policies to make cities work for the poor

Axel van Trotsenburg's picture

Every minute, dozens of people in East Asia move from the countryside to the city.
The massive population shift is creating some of the world’s biggest mega-cities including Tokyo, Shanghai, Jakarta, Seoul and Manila, as well as hundreds of medium and smaller urban areas.

This transformation touches on every aspect of life and livelihoods, from access to clean water to high-speed trains that transport millions of people in and out of cities during rush hour each weekday.

There is No Middle Income Trap

Ha Minh Nguyen's picture

Concerns about the so-called “middle-income trap” have recently emerged among many middle-income countries, particularly after the term was coined in 2007 by two World Bank economists.  Worried that they may become “trapped” at the middle-income level, these countries are seeking a set of policies that can help them achieve strong and sustained growth and eventually help them join the league of high-income countries.

 In our recent paper, we try to shed some light on both issues. First, we do not find that countries are trapped at middle income. “Escapees” – countries that escaped the middle-income trap and obtained a per capita income higher than 50% of the U.S. level – tend to grow fast and consistently to high income, and do not stagnate at any point as a middle-income trap theory would suggest. In contrast, “non-escapees” tend to have low growth at all levels of income. In other words, while the existence of a middle income trap implies that growth rates systematically slow down as countries reach middle-income status, no such systematic slowdown is apparent in the data. Second, we provide some descriptive and econometric evidence for a different set of “fundamentals” that enable middle-income countries to grow faster than their peers. We find that faster transformation to industry, low inflation, stronger exports, and reduced inequality are associated with stronger growth.

Ten observations about 1-to-1 educational computing efforts around the world

Michael Trucano's picture
I do not fear computers,  I fear the lack of them
I do not fear computers,  I fear the lack of them

This year's Global Symposium on ICT use in education in Gyeongju, Korea focused on "Transforming Education with 1:1 Computing: Learning from Practical Experiences in Providing Students with Their Own Individual Computing Devices".

Many countries are investing enormous amounts of resources and effort to increase the availability of information and communication technologies (ICTs) across their education systems. So-called "1-to-1 computing" initiatives are increasingly prominent as part of such efforts. In some places these are important components of larger educational reform processes that seek to enable and support teaching and learning processes in ways both mundane and profound, traditional and (to adopt a common related buzzword) transformative. In other places these are largely 'hardware dumps', dropping in lots of shiny new devices with little attention to how to integrate them into teaching and learning practices. Common to both circumstances is often an intense belief that 'change' of some sort is necessary if students are to be able to thrive in increasingly technology-saturated, and technology-determined, global economies and societies. While the vision behind many large-scale 1-to-1 educational computing projects may be rather hazy or muddled, they do represent potent symbols for change in many countries. Even if the end goals are not always clearly defined, these efforts are in part a reflection of the belief, as proclaimed by one participant at this year global symposium, that "the status quo is more dangerous than the unknown".

To help set the stage for the discussions that were to follow, I opened the first session at this year's global symposium on ICT use in education by sharing a short series of general, broad observations about trends and lessons from 1-to-1 educational computing efforts around the world. In case they might be of any interest or utility to a wider audience, I thought I would share them here on the EduTech blog. These comments are not meant to be comprehensive in scope, nor are they meant to be focused (like so much of the research and rhetoric around 1-to-1 easily available on the Internet) on the experiences and realities of what 1-to-1 currently looks like in 'highly developed' countries (especially the United States).


Trends and Lessons from
1-to-1 Educational Computing Efforts Around the World:
Ten observations

A Ranking of Adult Workers and Their Skills

Stefano Scarpetta's picture

Elementary school, Gimhae, Korea. Photo: Flickr/65817306@N00 (Jens-Olaf Walter)

In the world’s richest countries, those with greater inequality in skills proficiency also have higher income inequality, according to the first OECD Survey of Adult Skills (also known as PIAAC), which measures the skills of 16-65 year-olds across 24 countries. The survey includes assessments of adult reading, numeracy, and place in the digital divide. The OECD's Stefano Scarpetta (Director of Employment, Labour and Social Affairs) tell us that this is the first ever comprehensive survey of the actual competencies of OECD adult workers.

1-to-1 Educational Computing -- A report from Korea

Michael Trucano's picture
no, we are talking about  1-to-1 (educational computing), not (five) won to Juan (Mata)
no, we are talking about
'1-to-1' (educational computing),
not (five) 'won to Juan' (Mata)

Not too long ago I did some advisory work in a country considering the purchases of lots of educational tablets. Previously this country had funded lots of computer labs in schools, but they had experienced great difficulties in integrating these facilities into 'normal' teaching and learning activities. Buying devices as part of a '1-to-1 educational computing' initiative, it was felt, would get around many of the difficulties they had experienced with desktop computers in dedicated school computer labs. (I had my doubts about this.)

When observing a class, I noticed that all of the students had the same backpacks. "What's up with that?", I asked.

"Oh, it is very interesting," came the reply. "Those backpacks are purchased by the state for use by low income students. You can see from the fact that all of these backpacks are in the room that the children here are from very low socio-economic levels in society."

I then asked how many of the students had a phone in their backpack. All of them but one (who said he forgot his at home, someone else told me later it had been stolen) said that they did, and most students pulled them out to show me.

After asking a few follow-up questions about what they did with them (Facebook! and texting! were the two most common answers) and once class had resumed, I turned to my counterparts in government and observed that I also "found this all very interesting. You are going to buy lots of small computing devices for these students to use by spending public funds, in part because they are not using the devices that you purchased for them before. Despite the fact they are all poor enough to qualify to receive free government backpacks, all of their families have somehow found the money to buy them mobile phones, which they obviously all use quite heavily. Have you thought about taking advantage of this personal computing infrastructure that is already installed in the pockets and pocketbooks (or backpacks) of the students, and orienting some your investments for different purposes, like upgrading connectivity and/or spending more funds on content and/or training?"

This phenomenon, known as 'bring your own device' (BYOD) or 'bring your own technology (BYOT) in educational technology circles, was just one of many topics discussed and debated at the most recent Global Symposium on ICT Use in Education, which took place in the provincial Korean city of Gyeongju.

How to Break the Curse of Unemployment: Jobs First or Skills First?

Omar Arias's picture

Some Skills should Come Before Jobs, Others Develop with the Job
Students work on an engine at Sisli Vocational High School To be clear from the onset: I will not oversimplify the unemployment (or inactivity) problem in the Western Balkan countries as solely due to a lack of skills in the population. Low employment rates result from both insufficient creation of jobs by enterprises and too-high a fraction of the workforce that is ill-equipped to take on the jobs that a modern economy creates. Both issues are intertwined. Solutions, therefore, require efforts on several fronts to enable a more vibrant private sector –including improvements in the business environment, enterprise restructuring, integration in global markets and promoting entrepreneurship— as well as to prepare workers for new job opportunities.

Education for a Creative Economy: The Case of Korea

Claudia Costin's picture

As countries strive to grow, build well-being and fight inequality, it is clear that education must adapt to changing global needs. This is true in all country contexts, including in advanced economies such as the Republic of Korea, where a high-performing education system already turns out skilled students who top the charts in international learning assessments such as PISA and TIMMS.