Back in 1997, World Links for Development began as a pilot program of the World Bank Institute exploring ways that information and communications technologies (ICTs) could be effectively used to help "prepare youth in developing countries to enter an information age". Most of the country programs (there were eventually 26 of them), especially those in Africa, represented the first organized attempt to provide schools with Internet connectivity and a suite of related teacher training and professional development support activities.
The national programs typically started quite small, with initial cohorts of 10-20 pilot schools, growing to a few hundred schools in some cases. A number of the programs were later absorbed into larger national educational technology efforts, and the global program itself gradually evaporated, its purpose to help kick start organized efforts to utilize educational technologies within participating countries no longer needed.
Over a decade later, many of the initial pilot schools remain leading examples in their countries of how schools, teachers and students are utilizing new technologies in various ways to help support teaching and learning. While many of the challenges related to the successful and effective introduction of technologies in schools remain (the exploration of these challenges is of course a common topic explored on the World Bank's EduTech blog), a number of things have changed quite a bit.
The once strong links between such schools (and between the teachers and students in them), and the sense that they were essentially working laboratories where new innovations could be introduced and tested before later being considered as components of larger rollouts of large scale educational technology projects, have for the most part disappeared in many places, as the use of ICTs in education has become more mainstream across an education system and the uniqueness of the individual schools -- at least related to the fact they had computers and were connected to the Internet -- has gradually eroded.
In other words, what were essentially national leagues of schools doing innovative things with new technologies, with school leaders, teachers and students networked together to share experiences and support collaborative teaching and learning activities, ceased to exist in many countries in dedicated, structured, organized ways.
What models exist today to help in establishing and maintaining
a national league of innovative schools?
Where such leagues exist, what value might there be
in them connecting them with each other across borders
so that students, teachers and school leaders can share experiences
and pursue collaborative learning activities and research?