In recent chats with officials from [an un-named country], I learned of the desire of educational policymakers there to leap frog e-learning through m-learning. This made an impression on me -- and not only because it succinctly was able to encapsulate four educational technology buzzwords within a five-word "vision statement". In many ways, this encounter helped confirm my belief that a long-anticipated new era of hype is now upon us, taking firm root in the place where the educational technology and international donor communities meet, with "m-" replacing "e-" at the start of discussions of the use of educational technologies.
While some of you might be familiar with the term, transport logistics refers to the services, knowledge and infrastructure that allow for the free movement of goods and people.
In today’s globalized economies, logistics is recognized as a key driver of competitiveness and economic development. And as policy making turns its attention to promoting sustainable growth paths, valuing scarce resources, and minimizing environmental impacts, sustainable logistics is indeed a key nexus point.
Efficient logistics systems are a precondition for regions, countries, cities and businesses to participate in the global economy, boost growth, and improve the living conditions of millions of people.
That’s why this topic is so important for the World Bank’s mission and our client countries in the transport sector. And that’s why this week in The Hague we organized, together with the government of The Netherlands and partners like Dinalog, the Dutch Institute for Advanced Logistics, our first Conference on Sustainable Logistics.
Back in 2008, a World Bank study on Textbooks and School Library Provision in Secondary Education in Sub-Saharan Africa [pdf] noted that "There is little or no evidence in any of the 19 countries reviewed of any systematic approach to, or consideration of, the full range of secondary textbook cost reduction strategies", adding that "Only 1 out of 19 countries studied (Botswana) had adequate textbook provision at close to a 1:1 ratio for all subjects and all grades."
In other words: There aren't enough textbooks for most students in Africa, and what is available is too expensive.
A number of groups are looking at this reality and wondering if the use of inexpensive e-book readers may be able to help. One such group at the World Bank is exploring an e-book pilot initiative in Nigeria (which has been examined previously on the EduTech blog). This pilot is looking at what it might take to deliver textbooks in digital formats for reading by secondary school students on dedicated e-readers, and what might happen as a result. It is not just looking at the use of official textbooks, however. The project team is also seeking to investigate the potential impact on educational achievement of making small libraries of digital books available to students on e-readers. In doing so, it is intrigued by studies such as Family scholarly culture and educational success: Books and schooling in 27 nations, which found that