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Innovating with the past: How to create resilience through heritage

Barbara Minguez Garcia's picture
Demonstration of the firefighting system in the Ninna-ji Temple in Kyoto, Japan, by the temple staff and the R-DMUCH professors. (Photo by Barbara Minguez Garcia / World Bank)
Demonstration of the firefighting system in the Ninna-ji Temple in Kyoto, Japan, by the temple staff and the R-DMUCH professors. (Photo: Barbara Minguez Garcia / World Bank)
Bosai (防災) means disaster risk reduction or management, and it became our word of reference. As a group of professionals from disaster risk and cultural heritage management backgrounds visiting Japan, we used it in activities, as nicknames, and shouted in unison every time a group photo was taken. It represents a lesson that Japan has learned very well. Disasters have been part of the Japanese experience since the beginning of history. The Kobe Earthquake in 1995 and the Great East Japan Earthquake and Tsunami in 2011 are just two recent examples of disasters from which Japan recovered under the motto “build back better.” On November 5 we will be marking the World Tsunami Awareness Day, and I cannot think of a better word than Bosai to capture its significance.

In an environment rife with natural disasters, Japan recognizes that climate change is a tangible reality that increases the intensity and frequency of these disasters. The country knows very well the threat they pose not only to its people, economy, or infrastructure, but also to its cultural heritage.

Intangible culture is equally important, especially helping people in the recovery process and ensuring that we learn from the past. Take for instance the example of ancient local knowledge used around the world, and ask yourself: are we listening to our ancestors’ warnings?

Weekly wire: The global forum

Roxanne Bauer's picture

World of NewsThese are some of the views and reports relevant to our readers that caught our attention this week.

Culture gives cities social and economic power, shows UNESCO report
UNESCO

Culture has the power to make cities more prosperous, safer, and sustainable, according to UNESCO’s Global Report, Culture: Urban Future to be launched in Quito (Ecuador) on 18 October. The Global Report presents evidence on how development policies in line with UNESCO’s conventions on the protection and promotion of culture and heritage can benefit cities. Current trends show that urbanization will continue to increase in scale and speed, particularly in Africa and Asia, which are set to be 54 and 64 percent urban by 2050. The world is projected to have 41 mega cities by 2030, each home to at least 10 million people. Massive and rapid urbanization can often exacerbate challenges for cities creating more slums and poor access to public spaces as well as having a negative impact on the environment. This process often leads to a rise in unemployment, social inequality, discrimination and violence.

Sustainable Cities: 3 Ways Cities Can Contribute to a Renewable Energy Future
HuffPost Blog

This week, global policy makers gather in Quito for the Habitat III Conference to reinvigorate the global commitment to the sustainable development of cities. Meeting every 20 years, the Habitat Conference will this year focus on setting a new Urban Agenda. Within this context and for the first time ever, the Conference will also discuss the rapid deployment of renewable energy as a means to achieve a sustainable urban future. This could not be timelier. Dramatic cost declines and technological innovations, present cities with an unprecedented opportunity to transform and decarbonise their energy supply on the basis of a positive economic case - an option that did not exist when the Habitat Conference last convened in 1996. This is great news, considering cities are home to 54% of the global population and generate 70% of global emissions.

Weekly wire: The global forum

Roxanne Bauer's picture

World of NewsThese are some of the views and reports relevant to our readers that caught our attention this week.

Digital News Report 2016
Reuters Institute for the Study of Journalism

This year we have evidence of the growth of distributed (offsite) news consumption, a sharpening move to mobile and we can reveal the full extent of ad-blocking worldwide. These three trends in combination are putting further severe pressure on the business models of both traditional publishers and new digital-born players – as well as changing the way in which news is packaged and distributed. Across our 26 countries, we see a common picture of job losses, cost-cutting, and missed targets as falling print revenues combine with the brutal economics of digital in a perfect storm. Almost everywhere we see the further adoption of online platforms and devices for news – largely as a supplement to broadcast but often at the expense of print.

Food Security and the Data Revolution: Mobile Monitoring on the Humanitarian Frontline
Advanced Training Program on Humanitarian Action, Harvard Humanitarian Initiative

Obtaining real-time and actionable information on the needs of affected populations has long been a priority for humanitarians; so keeping up with new technologies that could improve existing data collection systems is also a necessity. Innovations such as mobile phones and the Internet have already profoundly changed the nature of humanitarian work. They are proving to be faster and cheaper than legacy information systems, increasing the amount of information that decision makers have, and ultimately enabling them to save more lives. However, what is truly transformative is their potential to reach previously ‘invisible’ populations.
 

Reflections on the last five years of 'mobile learning'

Michael Trucano's picture
papyrus: the original mobile technology for learning?
papyrus: the original
mobile technology for learning?

Mobile Learning Week 2016 begins on Monday, March 7 at UNESCO headquarters in Paris. The fifth such annual international gathering, #MLW2016 will feature a great lineup of speakers who will share information and perspectives on the use of 'mobile technologies' in education around the world, with specific attention to contexts, initiatives, perspectives and innovations in middle- and low-income countries. The program of the event itself looks to be great, with a mixture of workshops, a policy forum (together with the ITU) and a two-day symposium, all kicked off by a special online 'debate' at 6pm Paris time organized by the folks at Education Fast Forward ("Innovation & Quality: Two sides of the same coin?"). I expect the real attraction of the event for many won't be found on the official program itself. Rather, it will be the opportunities to meet like-minded folks from around the world who are asking lots of useful questions and doing cool stuff 'on-the-ground'. A lot of this stuff is largely under the radar of the press and blogosphere, which directs most of its attention to what's happening in the 'developed' countries of Europe and North America and so is often not clued into some of the fascinating 'innovations at the edges' that are emerging.

Mobile Learning Week is in many ways a companion event to the annual meeting of the mEducation Alliance, the USAID-led initiative which includes many of the same international institutions as sponsors and participants. The mEducation Alliance has also been bringing together people to talk about what is happening in the 'mobile learning' space in so-called 'developing countries' for five years. As someone who has worked in this area for some time, it is clear that we all really live in 'developing countries' when it comes to 'the use of small mobile devices in education', but there have been some notable changes in the nature of related discussions over the past half-decade. In case anyone might care to listen, here are a few of them that I've observed:

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Education 2030 and the road ahead

Claudia Costin's picture

​I just returned from Paris where I had the pleasure of participating in a defining moment for the global education community: the adoption of the Education 2030 Framework for Action.
 
This Framework will guide countries through the implementation of the new Sustainable Development Goal 4 (adopted at the United Nations in September), which says that all girls and boys should complete free, equitable and quality primary and secondary education by 2030.

Surveying ICT use in education in Africa

Michael Trucano's picture
I have a better sense of where things stand today, but the more important question is: Where are things headed?
I have a better sense of where things are today,
but the more important question is:
Where are things headed?
I began my career exploring the uses of information and communication technologies (ICTs) in education in Ghana, Uganda and a number of other places in Africa in the late 1990s, and have continued to stay engaged with lots of passionate and innovative groups and people working with ICTs in various ways to help meet a variety of challenges related to education across the continent. Because of this history, and continued connections to lots of folks doing related cool stuff, I am from time to time asked:
 
"So, what's happening with technology use in education in Africa these days?"

 
Periodically one comes across press reports asking general questions of this sort, such as this one from Germany's Deutsche Welle news service: Can tech help solve some of Africa's education problems? Of course, 'Africa' is a rather large place. Related generalizations (while catnip for headline writers, especially those outside the continent) obviously can obscure as much as they illuminate, perpetuating certain stereotypes of Africa as a single, monolithic place with certain common characteristics.(Binyavanga Wainaina's satirical How To Write About Africa remains sadly spot on in too many instances.)

That said, while the impulse from some corners to refer to 'Africa' may be both unfortunate but nevertheless predictable, being asked this sort of question at least provides an opportunity to unpack this question in ways that are (hopefully) useful and interesting. The EduTech blog was conceived in part, and in a decidedly modest way, to help direct the gaze of some folks to some of the interesting questions and challenges being addressed in different ways in different communities in Africa related to ICT use in education by groups who are, along the way, coming up with some interesting answers and solutions.

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The UNESCO Institute for Statistics (UIS), the arm of the United Nations charged with collecting global data related to education (and some other sectors as well), recently came out with a report that provides some useful data that collectively can help outline the general shape of some of what is happening across the African continent when it comes to the availability and use of educational technologies. Information and Communication Technology (ICT) in Education in Sub-Saharan Africa: A Comparative Analysis of Basic e-Readiness in Schools is certainly not the first such report that has taken a continent-wide perspective, but it is notable in a number of regards -- not only because it is the most recent such effort, but also because it is intended as a precursor to more regular data, systematic data collection efforts going forward.
 
Written by Peter Wallet (with the assistance of Beatriz Valdes Melgar), the report presents data and related analysis from a survey co-sponsored by UIS, the Korea Education and Research Information Service (KERIS) and the Brazilian Regional Center for Studies on the Development of the Information Society (CETIC.br -- the group responsible for the annual Survey of ICT and Education in Brazil). The report notes that, unfortunately, "data on ICT in education in the region are sparse. Collecting more and better quality statistics will be a priority in the post-2015 development agenda given the growing role of ICT in education. In response, the UIS is working with countries to establish appropriate mechanisms to process and report data, and to better measure the impact of technology on the quality of education." With that caveat and announcement out of the way, the report then utilizes the UIS Guide to Measuring Information and Communication Technologies (ICT) in Education as a framework with which to examine what could be discovered about the existence of related national policies, data about learner-computer ratios, school electrification and connectivity, and ICT-related instruction and curricula in ways consistent with other regional reports that the UIS has published on Asia, Latin America and a number of Arab countries. (Here's a list of international surveys of this sort from UIS and others for anyone who might be interested, as well as some general information about efforts of this sort.)
 
Some selected highlights:

Prizes, literacy and innovations in education

Michael Trucano's picture
an innovation supporting a revolution?
an innovation supporting a revolution?

"Innovation!"

The buzz around this buzzword in education (the need for it, the celebrations of it, the challenges in catalyzing it) continues to get louder and louder, and the word itself seems to get invoked with increasing (almost de facto) frequency as part of discussions about the need for change.

Indeed:

How are we to meet and overcome many of the pressing, endemic, and sometimes seemingly intractable challenges facing learners, educators, education policymakers and education systems around the world if we aren't being innovative in how we define (and redefine) our problems -- and in how we propose to go about solving them?

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There are many groups, events and activities that seek to document, share knowledge about, analyze and assess various 'innovations in education' around the world. The annual World Innovation Summit for Education (WISE) in Qatar, for example, focuses explicitly on this theme. R4D's Center for Education Innovations does as well, in partnership with many international groups, including UNICEF (which has a special initiative on 'innovations in education' and whose much-lauded Innovations unit is for many of us a model for excellence within the international donor and aid community). The OECD's widely-read report last year on Measuring Innovations in Education seeks to offer "new perspectives to address th[e] need for measurement in educational innovation through a comparison of innovation in education to innovation in other sectors, identification of specific innovations across educational systems, and construction of metrics to examine the relationship between educational innovation and changes in educational outcomes."

Some observers may feel that this explicit focus on 'innovation in education' is overblown. We don't fund a lot of things sufficiently that we already know work, why don't we first concentrate on that stuff? Others may note that some 'innovations' in education promoted today have actually been around for decades, and thus perhaps no longer really qualify as 'innovations'. Sometimes the only 'innovation' in a particular 'new' approach is to utilize some new technology to do pretty much exactly what was done before, but now 'digitally', and in a way requiring a power cable or batteries. (I am not too sure that many of these things are really all that 'innovative', but many people who keep sending me related proposals seem to be convinced that they are.) Still others detect in many discussions around the need for 'innovation in education' the guiding hand of 'corporate education reformers' and/or of technology vendors with products to sell, and, as a result of past experiences, ideological leanings, an inherent tendency towards skepticism or a satisfaction with the status quo, and/or political calculus, reflexively push back (if not indeed recoil).

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'Innovations in education' are about much more than just technology use, of course -- but there is also no denying that new information and communications technologies (ICTs) of various sorts continue to enable and catalyze many of the innovations that are being explored in the sector, whether they relate to e.g. teacher training; assessment; data collection and management; payment mechanisms; stakeholder engagement and transparency; or changes in the teaching and learning processes themselves; and whether they originate in the public, non-profit or corporate sectors (or even, as for example is the case of distributed communities of people working together to help build new software or educational content in ways that are 'free' or 'open', out of no traditional or easily definable 'sector' at all).

Sometimes the ICTs are hard to miss (as is the case with Uruguay’s pioneering Plan Ceibal), and sometimes they are behind the scenes (innovative low cost private schooling schemes like those pioneered by groups like Bridge Academies, for example, depend heavily on the use of ICTs to promote efficiency and cut costs), but increasingly they are there. Many traditional groups active in advocating for funding efforts to help end extreme poverty and promote shared prosperity (the twin goals of the World Bank) are increasingly challenged to identify, make sense of and support the diffusion of 'innovations in education' in ways that are useful and efficient and cost-effective – and potentially, from time to time, even transformative.

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Blog Post of the Month: Quest For Green, Clean, and True Sport For All

Leszek J. Sibilski's picture
Each month People, Spaces, Deliberation shares the blog post that generated the most interest and discussion.

In January 2015, the leader of the pack was Leszek Sibilski's post, "Quest For Green, Clean, and True Sport For All", which covers the corruption of international sport.

Leszek elaborates that, "Due to its size and global reach, two types of corruption plague contemporary sport:
  1. On-the-field corruption by athletes, team officials, referees, and the entourage, for example through hooliganism, doping, and match fixing; and
  2. Off-the-field corruption by sport managers, sponsoring organization officials, and operators through, for example, bribed decisions, rigged contracts, misuse of authority, influence peddling and insider information."

He believes that "both types of corruption are detrimental to the integrity of sport and create unacceptable situations for states and society at large, including money laundering, kickbacks, illegal betting, public health issues, and human trafficking."

So what can be done to alleviate this problem?  Read the post to find out!
 

Quest For Green, Clean, and True Sport For All

Leszek J. Sibilski's picture
“Sport has the power to change the world… it has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair. It is more powerful than government in breaking down racial barriers.”
- Nelson Mandela
 
I was not surprised by the reaction of the readership to my last blog on sustainable, addiction-free, fair, and ethical sport for all. I expected that the World Bank Group’s international community would react to the topic, knowing how important sport is for many of us —and I decided to expand the discussion. Here, I’d like to elaborate further on corruption in an international industry that captures the attention of billions of people, employs millions, and according to a recent A.T. Kearney study, generates $700 billion yearly, or one percent of global GDP. "With seven percent per year growth between 2009 and 2013, the sport market has grown faster than the GDP in most countries in the world, especially in major markets including the United States, Brazil, the UK, and France." It’s imperative we clean up sport now.
 
Due to its size and global reach, two types of corruption plague contemporary sport:
  1. On-the-field corruption by athletes, team officials, referees, and the entourage, for example through hooliganism, doping, and match fixing; and
  2. Off-the-field corruption by sport managers, sponsoring organization officials, and operators through, for example, bribed decisions, rigged contracts, misuse of authority, influence peddling and insider information.

Both types of corruption are detrimental to the integrity of sport and create unacceptable situations for states and society at large, including money laundering, kickbacks, illegal betting, public health issues, and human trafficking.

Collecting data about educational technology use in *all* countries in the world

Michael Trucano's picture
at least part of the picture is becoming a little more clear
at least part of the picture is
becoming a little more clear

What's the impact of technology use on education, and on learning?

This simple question is rather difficult to answer, for a number of reasons. The quick answer -- that 'it depends on how you are using it, and to what end' -- may be unsatisfying to many, but is nevertheless accurate. That said, before you attempt to assess impact, it can be rather helpful first to understand how technologies are being used (or not used) in actual practice. And before you can do this, it is useful to know what is actually available for use today, as well as some of the key factors which may influence this use. Being able to compare this state of affairs with those found in other countries around the world can help you put this knowledge into some comparative context. (Are we typical, or an outlier? Are we ahead, or behind?)

Back in December 2009, the UNESCO Institute for Statistics (UIS), the specialized agency within the UN system responsible for collecting data related to education (the World Bank's EdStats initiative is a close partner of the UIS in this regard) published a very useful Guide to Measuring Information and Communication Technologies (ICT) in Education [pdf] that has since been used to guide regional data collection efforts in much of the world.

(The EduTech blog has looked at results from a number of these efforts, including in Asia, the Arab states, and Latin America, as well as more generally about what these efforts tell us about the state of school connectivity around the world; a regional report from the UIS on ICT and education in Africa is due out in the first half of 2015.)

Building on these efforts, it is expected that the first comprehensive global initiative will commence next year to regularly collect basic data related to technology use in education in *all* countries, big *and* small, rich *and* poor.

What sort of data might be important to collect, and what can be collected in practice?

Are the existing set of 'indicators' put forward by the UIS relevant and useful, or should they be reduced/enlarged/amended, based on what has been learned as part of efforts to collect and analyze them in recent years?

To help explore such questions, the UIS brought together a 'technical advisory panel' comprising an acronymic soup of organizations (including ADEA, ALECSO, CETIC, European Schoolnet, ITU, KERIS, OECD, TAGI, UNESCO, World Bank) earlier this month to review lessons from the first set of regional data collection efforts and to provide comments on, and suggest possible changes to, a consolidated list of related ICT/education 'indicators' and related questionnaire [pdf]. A new global survey of technology use in education, meant to be part of the regular, on-going data collection efforts of UIS in the education sector coordinated through national statistical offices, is due to launch in September 2015.

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