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Media & Information Literacy is Gaining Momentum

Johanna Martinsson's picture

In recent years, Media & Information Literacy (MIL) has been increasingly recognized as a critical element in good governance and accountability. This is partly due to the rapid growth in technologies, which has contributed to a changing media landscape and new forms of citizen engagement.  To thrive in this environment, citizens need the critical abilities and communicative skills to effectively access, analyze, and evaluate information.  These skills will help citizens make informed decisions and form opinions that can impact their daily lives and the communities they live in, as well as minimize risks associated with the very same technologies, such as security, safety, and privacy. With its empowering effect, MIL can foster a citizenry capable and aspired to demand better services, hold leaders accountable and engage as active stakeholders in governance reform. Yet, MIL has struggled to gain the momentum needed to become part of the development agenda. However, this might be about to change.

The Wellspring of Ideas: Tacit Knowledge

Maya Brahmam's picture

Tacit knowledge has emerged as the “holy grail” of sorts, with many organizations (including the World Bank) seeking a way to capture and deliver it.  Tacit knowledge is a difficult concept, which I thought was worth exploring a bit.

The origin of this idea has been widely credited to Michael Polanyi, a Hungarian scientist of the 20th century. In his book, Personal Knowledge: Towards a Post-Critical Philosophy, Polanyi examines how individuals gain knowledge and share it, arguing that knowledge is highly personal, saying “into every act of knowing there enters a passionate contribution of the person knowing what is being known.” He goes on to say that we can see personal knowledge (tacit knowledge) at work in the area of skills and connoisseurship and that some types of knowledge have limited capability for transfer – hence the difficulty of this quest for tacit knowledge. A useful analogy for this kind of knowledge transfer is the master-apprentice relationship, where the master’s knowledge is passed along to the apprentice in practical ways. What’s more, there is a wide body of evidence to show that tacit knowledge is substantially correlated with job performance. 

What skills are employers looking for in Vietnam’s workforce?

Christian Bodewig's picture

Cũng có ở Tiếng việt

Last month, we asked you for your views about whether Vietnam’s workforce is ready for the future, "from rice to robots". Developing a skilled workforce for an industrialized economy by 2020 is one of the stated top priorities of Vietnam, now that it has joined the ranks of middle-income countries. Not surprisingly, education reform was on the minds of members of the Central Committee of the Communist Party during a recent meeting.  However, education is also hotly debated by Vietnam’s citizens as seen and heard in an online discussion on human resource development, organized by the World Bank and VietNamNet, a local online newspaper, and by readers of our blog.

Can you teach an aging brain new skills?

Cristian Aedo's picture

Today, employers all over the world report difficulties in finding workers with adequate skills. While much of the focus is on young labor market entrants not acquiring the right set of skills, governments also face the challenge of retooling the skills of their current workforce to reflect a changing economic environment and labor market.

From rice to robots: Is Vietnam's workforce ready for the future? Let us know what you think!

Christian Bodewig's picture

Cũng có ở Tiếng việt

As a member of the WTO since 2007 and located in the middle of fast-growing East Asia, Vietnam has earned a reputation as a smart place to invest. Its people are a major asset in attracting foreign investors: Vietnam can boast of its comparatively low wages and a large, young and hard-working labor force. Despite Vietnam’s success so far, it remains to be seen whether its workforce is ready for the next phase in the country’s development – to carry forward the transition from a largely agrarian to an industrialized economy.  Are Vietnam’s workers ready to move from low to high tech production? From rice to robots?

Voices from Former African Ministers of Education on the Challenges of Workforce Development

With contributions from:
-Haja N. Razafinjatovo, Former Minister of Finance and of Education,Madagascar
-Mamadou Ndoye, Former Minister of Education, Senegal
-Dzingai Mutumbuka, Former Minister of Education, Zimbabwe
-Birger Fredriksen, Former Sector Director for Human Development, World Bank, Africa Region

Several former African Ministers of Education attended Workforce Development: What Matters? at the World Bank. The event is part of the System Approach for Better Education Results, Workforce Development initiative (SABER WfD). Below are key takeaway messages from these former ministers regarding the initiative and the challenges of workforce development, particularly in Africa.  
 
WfD is a recognized global challenge. Countries at all levels of development are struggling to address the dual challenge of producing the skills required to achieve sustained economic growth in a rapidly changing global economy, and generating employment both for young people joining the labor force and for workers in declining industries.

Jobs and skills: more answers to your questions

Lars Sondergaard's picture

(Last week, I posted: “Wanted: Jobs and your questions about how to find them” on this blog. We received dozens of questions back through social media. Lars Sondergaard, a World Bank expert on education, answered some of them in a video and now he gets to a few more here. He throws out some questions of his own and would love to hear back from you. — Anne Elicaño)

Anonymous asked through the blog: I was wondering about job outlook for chemical and mechanical engineers in the future”

If you are just about to graduate as an engineer and worry whether you will be able to find a job, I have some good news: in most countries, too few students study engineering relative to the jobs available with the results that engineering graduates tend to have an easier time finding employment than their peers. A lot is written about this vibrant demand, check out this article in Forbes about the demand for engineers  (or the World Bank’s “Putting Higher Education to Work: Skills and Research for Growth”)

Answers to your questions on jobs and skills

Anne Elicaño's picture

 Earlier this week I asked you to send us your questions about the link between jobs and skills --which should I acquire to make it in the current job environment? Thanks for all the replies --there were so many and so interesting that Lars Sondergaard, our expert, will address in a separate blog post next week the ones that couldn't make it into the video interview. Stay tuned!

 


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