When the Organization for Economic Cooperation and Development (OECD) launched the results from the most recent assessment of mathematics, reading, and science competencies of 15 year-olds (the Program for international Student Assessment, PISA) last December, it held encouraging news for the European Union’s newest members. Estonia, Poland, Slovenia, and the Czech Republic scored above the OECD average and ahead of many richer European Union neighbors. Compared to previous assessments, the 2012 scores of most countries in Central Europe and the Baltics were up (as they were in Turkey, as Wiseman et al highlighted in this blog recently). Improvements were particularly marked in Bulgaria and Romania, traditionally the weakest PISA achievers in the EU, as well as well-performing Poland and Estonia. Only Slovakia and Hungary saw declines (see chart with PISA mathematics scores).
A number of places around the world have made very large, (hopefully) strategic investments in technology use across their formal education systems featuring so-called "1-to-1 computing", where every student has her own laptop or tablet learning device.
(I provided an annotated list of such places in an earlier EduTech blog post on Big educational laptop and tablet projects -- Ten countries to learn from).
One of the largest national initiatives of this sort is largely unknown outside that country's borders. To the extent that Turkey's ambitious FATIH project is known around the world, it is probably as a result of headlines related to plans to buy massive numbers of tablets (news reports currently place the figures at about 11 million) and interactive whiteboards (over 450,000 will be placed in classrooms, labs, teacher rooms and kindergartens). The first big phase of the project began in 2011 with 52 schools receiving tablets and interactive whiteboards as a sort of pilot project to test implementation models, with results (here's one early evaluation report) meant to inform later, larger stages of (massive) roll-outs.
The project's acronymic title, FATIH (which stands for Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi, or 'Movement to Increase Opportunities and Technology'), deliberately recalls the conqueror of Istanbul, Fatih Sultan Mehmet. Speaking at the project's inauguration, Turkish Prime Minister Recep Tayyip Erdoğan noted that, “As Fatih Sultan Mehmet ended the Middle Ages and started a new era with the conquering of İstanbul in 1453, today we ended a dark age in education and started a new era, an era of information technology in Turkish education, with the FATİH project.”
What do we know about FATIH,
how might it develop,
and how might lessons from this development
be of interest and relevance to other countries
considering ambitious plans of their own to roll out educational technologies?
Over the last decade, Turkey has achieved relatively high economic growth at just over 5% per year. As was discussed in a recent blog post, this translated into broadly inclusive growth- not only did income grow for all segments of the population, but there were also improvements in a number of non-income indicators of well-being, including in health and education. Last week the OECD launched the latest results from its Program for International Student Assessment (PISA), a triennial international assessment that evaluates education systems worldwide by testing the skills and knowledge of 15-year-old students. This new data allows us to revisit the question of how Turkey has fared in terms of the performance of its education system in general and with regards to inclusiveness in particular. So what does the data tell us?
Because the penetration of high speed internet is strongly correlated with economic growth, governments around the world are eager to promote the diffusion of broadband technologies. The Turkish Government recently set out ambitious roll-out and take up targets for broadband: 60 million subscriptions in 2023 (up from 33.7 in September 2013), at least 100 Mbps connection for every household, with fiber-optic cables deployed to most homes or buildings (in short: FTTH (Fiber to the Home) or FTTB (Fiber to the Building), diffusion of next generation mobile broadband technologies (such as 4G/LTE), and a vision of the country being a regional hub for telecommunications infrastructure.
The issue of social inclusion in Turkey is a controversial one. In this blog, I want to present some data that suggest Turkey experienced inclusive growth over the past decade or so. My colleagues and I have shared this basic story with a number of audiences in Turkey and often the reaction is disbelief. So what does the data say?
The bottom 40 percent can look up
I use three pieces of evidence to make my case. The first is based on recent work by Joao Pedro Azevedo and Aziz Atamanov of the World Bank on shared prosperity. Joao Pedro and Aziz’s work is ongoing and much richer than what I want to present here. So let me just focus on the following chart, which shows the growth of consumption of the bottom 40 percent in Turkey between 2006-2011 and in a number of other countries during roughly the same period. Turkey looks reasonably good albeit not exceptional. The rate of consumption growth of the bottom 40 percent was just over 5 percent, around 0.2 points below the rate of growth for the average. What this means is that during this period of significant global economic turbulence the average welfare of the bottom 40 percent improved by more than one quarter. This was better than India, Indonesia, or Mexico, albeit worse than Brazil, China and Russia.
ISTANBUL — On my first trip to Turkey, I met the country's political leaders, business executives, and civil society organizers — and some of the World Bank Group staff. We have 250 staff in Turkey, of which 200 are in the regional hub of IFC, our private sector arm.
While Turkey faces many challenges, I came away very impressed with many of the nation's accomplishments during the last decade. To learn more, watch this video blog.
Talk about timing! This week has seen back-to-back initiatives that underscore the growing importance of Islamic finance – and the significant role that the World Bank Group can play in unleashing its potential for financing international development.
This Tuesday, October 29, Prime Minister David Cameron of the United Kingdom announced that the U.K. will become the first non-Muslim country to issue a Sukuk or Islamic bond, with a £200 million issue planned for early 2014. Cameron also announced plans for a new Islamic index on the London Stock Exchange. These initiatives are all part of a grand plan by the U.K. government to turn London into a global capital of Islamic finance.
The very next day, on Wednesday, October 30, World Bank Group President Jim Kim inaugurated the World Bank Global Islamic Finance Center in Istanbul. Envisioned as a knowledge hub for developing Islamic finance globally, the center will conduct research and training as well as provide technical assistance and advisory services to World Bank Group client countries interested in developing Islamic financial institutions and markets.
A recent regional study that focused on Roma and non-Roma in nearby communities from five Eastern European countries finds between 28 and 45 percent of Roma children attend preschool in four of the five study countries. However, the Roma preschool rate jumps to 76 percent in Hungary, where targeted policies have been in place; and this is about the average for non-Roma preschool rates across the five countries. Hungary’s experience offers promise because surveys show that preschool matters greatly to completing secondary school and staying off social assistance.
[also available in Thai]
Recent headlines from places as diverse as Kenya ("6,000 primary schools picked for free laptop project") and California ("Los Angeles plans to give 640,000 students free iPads") are just two announcements among many which highlight the increasing speed and scale by which portable computing devices (laptops, tablets) are being rolled out in school systems all over the world. Based on costs alone -- and the costs can be very large! -- such headlines suggest that discussions of technology use in schools are starting to become much more central to educational policies and planning processes in scores of countries, rich and poor, across all continents.
Are these sorts of projects good ideas? It depends. The devil is often in the details (and the cost-benefit analysis), I find. Whether or not they are good ideas, there is no denying that they are occurring, for better and/or for worse, in greater frequency, and in greater amounts. More practically, then:
What do we know about what works,
and what doesn't (and how?, and why?)
when planning for and implementing such projects,
what the related costs and benefits might be,
and where might we look as we try to find answers to such questions?
- European Schoolnet
- Plan S@armiento BA
- Conectar Igualdad
- Plan Ceibal
- One Laptop Per Child
- 1-to-1 computing
- Information and Communication Technologies
- Europe and Central Asia
- United States