I just returned from the Education World Forum with its tied-in British Education Technology Trade (BETT) show. This is an annual, London-based conference focusing on the use of technology for education, bringing together 63 ministers of education from across the world, along with educators, politicians, researchers, and lots of executives from firms producing some of the most innovative products and solutions on the use of technology in schools and school systems.
I’ve been having a look at business communications in the UK this month – with some surprising discoveries for our brilliant 21st Century connected world.
Twenty-five years ago, as an office junior, I would marvel at the wonders of a fax-machine. The speed that a written message could be pushed down a telephone line and be printed out at the other end in curls of warm paper was wonderment. Colleagues would actually rush to the machine when it rang, to see what would come out and from whom. Today fax-machines are rarely used, and when they are, their pace appears exhaustingly slow and eyes roll to the sky as a whole bundle of papers gets dragged into the jaws of the machine, meaning the exercise needs repeating. It feels inefficient.
The following piece appeared as a guest blog in the UK's Guardian this past week.
A good public education system means public spending – but not necessarily public provision.
In OECD countries, more than 20% of public education expenditure goes to private institutions – communities, non-governmental organisations (NGOs), faith-based organisations, trade unions, private companies, small informal providers and individual practitioners – and about 12% is spent on privately-managed institutions.
But does private participation mean higher quality education? Does it bring better exam results? Can it encourage greater equality?
Challenges for educators in the Internet age
Wherever there are rules, there are almost inevitably people looking to break them, especially where a compelling incentive exists for those willing to risk getting caught. When I was a classroom teacher in Czechoslovakia and the United States, I often found that some of the most 'innovative' practices I witnessed over the course of a school year fell under the heading of what I (and the school) considered 'cheating'.
Recent events in North Africa have intensified speculations about the role of traditional mass media as well as communication technologies in shaping political events and cultures across the world. Media influence on policy, foreign or domestic, has been the subject of some research, but is not generally taken seriously in the relevant disciplines. We have discussed on this blog before that the lack of systematic research and acknowledgement of media influence on policymaking may be due to the indirect nature of this effect. Media do not necessarily influence policymakers directly, but may work through public opinion by shaping what people know and believe about foreign politics. Public opinion, embodied in predominant political views or in election results, can have considerable influence on policymakers that need approval from the electorate.
I recently had the honor of contributing a book review on media influence on foreign policymaking to the foreign policy journal IP Global Edition, published by the German Council on Foreign Relations. I discussed three relevant books: "Unreliable Sources" by John Simpson, "The Al Jazeera Effect" by Philip Seib, and Bella Mody's analysis of "The Geopolitics of Representation in Foreign News." You can find the full review here.
- United Kingdom
- Egypt, Arab Republic of
- Middle East and North Africa
- Europe and Central Asia
- Information and Communication Technologies
- War Reporting
- Unrealiable Sources
- The Geopolitics of Representation in Foreign News
- Public Opinion
- Philip Seib
- Media Influence
- media effects
- John Simpson
- IP Global Edition
- International Public Opinion
- German Council on Foreign Relations
- Foreign Policy
- Conflict Reporting
- Book Review
- Bella Mody
- Al Jazeera Effect
In this period of fiscal crisis and tightening of public expenditure budgets, it is especially interesting to look at the extent to which public expenditures are wasted.
Earlier this month, I was invited to be a keynote speaker on the theme of "Education for Economic Success" at the Education World Forum, which brought education ministers and leaders from over 75 countries together in London.
Education is fundamental to development and growth. The human mind makes possible all development achievements, from health advances and agricultural innovations to efficient public administration and private sector growth. For countries to reap these benefits fully, they need to unleash the potential of the human mind. And there is no better tool for doing so than education.
There was a good reason for the recent Global Symposium on Building national ICT/education agencies to have taken place in Seoul. South Korea has demonstrated that making a single specialized agency responsible for integrating ICTs in the education sector to implement the ambitious goals of government can bring high rate of return. Since its inception in 1999, KERIS (the Korean Education Research & Information Service) has made a significant contribution into helping build a knowledge and information-based society in Korea, helping to enhance the nation's education system and research competitiveness through its work at the secondary and primary education levels. Increasingly looking to share lessons from its experience with other, KERIS has established many partnerships in other East Asia and Pacific countries, and is developing partnerships with countries in other regions as well. Numerous countries invited to the Seoul Global Symposium were explicitly interested in how they 'might set up their own KERIS', and saw the forum as an opportunity to learn firsthand from the Korean experience. For four days, over 120 representatives from 32 countries discussed a variety of issues related to organizational structures, staffing, funding schemes, institutional evolution, and other challenges along the way when building and developing ICT in education agencies.
Co-authored by Lesley Drake, Director of the Partnership for Child Development
As leaves crackled and autumn closed in on Washington DC at this time last year, the Brookings Institution played host for a special event focused on global hunger. At that time, World Bank President, Robert B. Zoellick, joined Executive Director of the U.N. World Food Programme, Josette Sheeran, for a pre-Thanksgiving discussion on the fight against food insecurity that continues to wage on for millions around the globe.
Many of those hungry are the most vulnerable—particularly children.
In early 2009, the U.S.-based multinational Halliburton paid $579 million to the U.S. government to settle charges it had bribed Nigerian officials to win a contract. In late 2008 the German telecommunications giant Siemens paid $1.6 billion in fines, penalties and disgorgement of profits to the German and American governments for bribing officials.