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Education

Girls’ education and the future of a nation

Sri Mulyani Indrawati's picture
School girls in Berastagi, North Sumatra, Indonesia. © Axel Drainville via CreativeCommons
School girls in Berastagi, North Sumatra, Indonesia. © Axel Drainville via Creative Commons

In 1978, we both started our high school education in our home city of Semarang. Our alma mater is located on a major artery in the heart of the city, and occupies a beautiful Dutch colonial building. The robustness of its architecture befits the reputation of our school at that time: a school led by a passionate principal who promoted discipline and effective learning.

In our school, every boy and girl had an equal opportunity to learn and thrive. This is something Raden Ajeng Kartini –national heroine and a pioneer for girls and women’s rights in Indonesia– had fought for. The school was fully equipped with labs for chemistry, physics, biology, and foreign languages. We were fortunate to have the opportunity to receive quality education at one of the best public schools in Semarang. Our school also fared well at the provincial and national level. 

20 innovative edtech projects from around the world

Michael Trucano's picture
Also available in: Español | Français 
what did I miss?
what did I miss?
For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've been an advisor to, evaluator of, and/or working-level participant in, educational technology ('edtech') initiatives in over 50 such countries. When it comes to ICT use in education, the promised revolution always seems to be just around the corner. Indeed: I am regularly pitched ideas by people who note that, while many past promises about the potential of the use of new technologies in education have failed to pan out, they are confident that "this time, it's different".

At the same time, I am quite often asked to help other folks identify intriguing initiatives that might, individually and/or collectively, illuminate emerging trends and approaches in this sector:

"I'm interested in examples of innovative educational technology projects from around the world, especially those primarily focused on helping teachers and learners in developing countries. In other words: Not the usual suspects. Can you suggest a few projects and companies that I might not know about -- but should?"

I receive a version of this request most every week (sometimes even multiple times in a single day). Given the frequency of such inquiries, I thought I'd quickly highlight 20 such efforts from around the world, in the hope that people might find this useful. The hope is to point readers in the direction of some interesting projects that they might not know much about, but from which there is much we can learn. 

While I am not sure if, indeed, things will turn out to be 'different this time around', the overall volume of such projects, and the sophistication of many of them, are quite notable. There is more happening, in more places, than ever before. A number of efforts have been informed (in good ways) by past failures. That said, others will no doubt attempt to 'reinvent the flat tire' and display a characteristic common to Einstein's definition of insanity: "doing the same thing over and over again and expecting different results". Hopefully none of the groups profiled below will fall into that trap, but I suspect that a few of them might.

The list here, a mix of for-profit and non-profit initiatives, is deliberately idiosyncratic and non-representative (see the many caveats and explanations that follow below the list). Some of these projects are no doubt doomed to 'fail'; others will most likely be restructured more than once as they try, to borrow the words of Deng Xiaopeng, to "cross the river by feeling the stones". And maybe, just maybe, a few of them might actually turn out to be as 'transformative' as they hope to be. 

With that said, and in alphabetical order, here are:
 
20 innovative edtech projects from around the world

How can we routinize disruption?

Maria Amelina's picture
Allô École! training for parents, primary school, Tshikapa, DRC. (Photo: Ornella Nsoki / Moonshot Global, Sandra Gubler / Voto Mobile Inc., Samy Ntumba / La Couronne)


Mobile solutions for better governance in education

Let’s look at these pictures together: villagers examining a poster, teachers putting a similar poster on the wall, adding a number to it; government officials choosing designs for a dashboard with a help of a technician.  None of these can be described as “cutting-edge technology” but these photos show moments in the life of a cutting-edge, disruptive project.

It’s the kind of project that works technical innovation into the lives of citizens and incentives to respond to the needs of these citizens into the workflows of government officials. 

Allô, École! is a mobile platform funded by Belgian Development Cooperation and executed by the Ministry of education of the Democratic Republic of Congo (DRC), with the help of the World Bank.

Expanding the conversation in education around 'access' to the Internet

Michael Trucano's picture
I don't know exactly what's wrong, I feel like we're not connecting anymore
I don't know exactly what's wrong,
I feel like we're not connecting anymore
Few would argue with the contention that access to the Internet will be increasingly important to teaching and learning (and to learners and teachers) in the future.

Yes, we all know that there was learning before the Internet, and that you can learn without using the Internet. Let's stipulate all of this up front. And yes, there are plentiful examples of the Internet being used in ways that are harmful or which degrade the learning environment -- as well as examples of the Internet not being used at all, even though it is available and paid for. 

That said, it is 2017. No matter where you are, conversations about broadening the access to the Internet to help meet the needs of learners and educators are growing louder in ministries of education, part of broader, related discussions around connectivity in the communities and populations that they serve.

When it comes to providing access to the Internet within educational settings, and for educational purposes:
  • What should we be talking about in 2017 that we haven't talked about in the past?
  • To what extent should we be expanding the access debate -- and to what extent should we be having different debates entirely?
Some technologies are maturing and others are emerging, past failures (of omission and commission) are becoming more apparent, and political will is increasingly in evidence in many places.
 
With this in mind, might a 're-think' be in order?
 
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The Giant of Africa takes bold strides to invest in early years

Amaka Momah-Haruna's picture



A year ago, if you had asked me how best a child could reach its potential, I would have looked through my myopic, public health, physician’s lens, and responded that making sure children (0-5years) are healthy and well-nourished is all it takes.

However, six months into the World Bank’s “Africa Early Years” fellowship and I realize I would have been abysmally wrong.

The Chief Information Officer position at the Ministry of Education (A CIO in the MOE?)

Michael Trucano's picture
I like drawing boxes, what (and who) should I put in them?
I like drawing boxes,
what (and who) should I put in them?

When, two decades ago, I first started helping people who were investigating the uses of new technologies in education, many of the initial inquiries I received were quite similar. Whether it was from governments in some of the most developed countries in Europe or Asia, or from non-profit groups (and some governments) in some of the least developed countries in Africa or Latin America, people had very specific questions about hardware. What processor should we buy for our computer? How much memory do we need? Over time, as we all became more experienced and savvy about choices related to where to invest scarce resources, questions about devices and their specific attributes gave way to those about processes and approaches -- and about people and institutions.

Recent work at the World Bank has investigated a specific type of institution -- the national educational technology agency -- and its often critical role in support of large scale ICT/education efforts in many countries around the world. Often times, such an institution operates at arm's length from (for example) the ministry of education, with the ministry providing the agency with strategic direction (and funding). Models vary (we document a number of them in a recent book), but, generally speaking, these tend to be organizations focused on >> doing <<. Over time, such institutions become centers of technological competence that can far outstrip what is found within the leadership of their country's ministry of education. They are technical organizations, staffed in large part (but not exclusively) by technical people.

During a series of off-the-record discussions with groups of education ministers earlier this year who were 'struggling with the ICT stuff’, one of the ministers (who had previously worked in the private sector, and whose spouse had worked for a tech firm) shared his interest in creating a CIO (Chief Information Officer) position within his ministry. He wanted someone with dedicated resposbility to help him make sense of all of the things that were changing as a result of new technologies, to help set related strategic directions within the ministry, and to oversee this implementation. About the only thing that the ministers in both ministerial discussions agreed on that day (other than that they were having challenges in dealing with teachers unions -- always a common topic for bonding and commiseration for these sorts of folks, I find) was that they liked the idea of having a CIO.

What exactly does a Chief Information Officer (CIO) do,
and why might ministries of education consider creating such a position?

Could Reforming the State Owned Enterprise Sector be a Big Deal for Ghana?

Errol Graham's picture
Should Ghana shed some ballast to free up money to spend on goods like education?

At the beginning of September, Ghana’s Ministry of Finance brought the heads of State-owned Enterprises (SOEs) to deliberate how to reform SOEs, some of them loss-making, in order to have them play a more strategic role in Ghana’s development.

As reported in the local press, the Vice President of Ghana, Mahamudu Bawumia (who gave the keynote address to the Policy and Governance Forum) was very candid in his directive: “Share with government not your many challenges, which we all know [about], but your strategies,” he is reported to have said, referring to strategies for ensuring financial discipline, for exploring access to new sources of capital, and for improving commercial viability.

Sri Lanka: When girls outpace boys in schools

Harsha Aturupane's picture
Despite evidence that girls outperform boys in educational achievement, a common perception was that boys were naturally smarter than girls, and did not need to work as hard. (Photo: Harsha Aturupane/ World Bank)


When we speak of gender equity in education in developing countries, and particularly in the South Asian context, we immediately think of the disadvantages girls face in access to education. The case in Sri Lanka, however, will make you think twice.

While most of South Asia still faces the gender gap challenge in favor of boys, we think that Sri Lanka’s educational gender gap favors girls. Like their counterparts in most high-income countries, Sri Lankan girls are consistently outpacing boys both in terms of educational access and achievement.

Why sustainable mobility matters

Hartwig Schafer's picture
Photo: Mariana Gil/WRI
In the 1960s, the vision of future mobility was people with jet packs and flying cars – we believed these innovations wouldn’t be far off after the moon landing in 1969. Obviously, the reality in 2017 is somewhat different.

Today, we have congestion in cities, rural areas cut off from the rest of the world, and too many people without access to safe, efficient, and green transport. This stifles markets and hinders people from the jobs that will help them escape poverty. Without access to sustainable mobility, it will be much harder—if not impossible— to end poverty and achieve the Sustainable Development Goals (SDGs).

And perhaps the most tragic reality is this: that approximately 1.3 million people die each year in traffic-related incidents. Young people, those between the ages of 15-29, are the most affected by road crashes. This heartbreaking and preventable loss of life should be a clear signal that road safety matters.

At the same time, how we change transport is vitally important and will impact generations to come.

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