After the New Year arrives, most of us have the habit of making New Year resolutions. Whether it is a higher salary, a promotion, world travel or even weight loss, some wishes are similar among us and our friends. This year, after meeting the students attending the 11th South Asia Economic Students Summit (SAESM), I realized how New Year wishes can be vastly different from one corner of the world to another.
Here’s a sample of New Year “wish lists” of the South Asian students who attended the 11th SAESM in Thimphu, Bhutan held between Dec. 23-28, 2014.
“I hope South Asia can have a similar program to ERASMUS in Europe, where students are allowed to spend one year or a semester working or interning in a different South Asian country."
- Phalguni, Kirorimal College, India
Guest post by Abhijeet Singh
Last week on this blog, David wondered whether we should give up on using SDs for comparing effect sizes across impact evaluations. I wish that question was asked more often in the field of impact evaluations in education, where such comparisons are most rife. In this post, I explore some of the reasons why such comparisons might be flawed and what we might do to move towards less fragile metrics.
With 95 percent of its population of 10 million under age 65, Haiti’s most abundant asset is its human capital. Given this large share of children, youth and working-age adults, education is both an ongoing challenge and policy priority for the Government of Haiti. Yet decision-making on education has been hampered by a lack of reliable data, with even basic information such as enrollment rates being difficult to estimate reliably.
Higher education is more popular than ever in Latin America and the Caribbean (LAC), where gross enrollment rates have risen dramatically , according to World Bank estimates. But are these higher education students getting their money’s worth in terms of better jobs and higher incomes? To investigate this, we carried out an empirical study of two countries: Columbia and Chile. Our findings suggest that investing in higher education isn’t always profitable.
On Dec 24th 2014, Christmas Eve, I went into the reception room of Hotel Namgay Heritage in Thimphu, Bhutan to look for some students to interview for my story on the 11th South Asia Economic Students Meet (SAESM). To my surprise, I saw five sofas filled with students, as if they were waiting for me. The cruel reality was, the students from India, Nepal, Pakistan, Bangladesh and Afghanistan were singing without even noticing my entrance into the room.
They were playing an Indian parlor game (later explained to me by an Indian student) called Antakshari, where each team grouped by the sofa sings the first verse of a Bollywood movie song that begins with the consonant on which the previous team's song selection ended. Though Bollywood movies and songs are often in Hindi; somehow the Afghans who speak Pashto and Dari, Pakistanis who speak Urdu, Bangladeshis speaking Bengali and the Nepali speaking Nepalese were all able to understand each other and sing along.
This post was originally posted on February 19, 2014
Learning is a key accelerator for development. In fact, knowledge and learning are intricately connected. As a global development institution, we produce world class knowledge on development issues. However, the impact of this knowledge can only be fully realized when we transform it into learning for our development partners, practitioners, policy makers, our staff and, in fact, the public at large. Barely two percent of our knowledge products get translated into bite-sized practical learning.
Today, we are seeing a revolution in education and learning. Digital and on-line learning is helping us to scale up and reach thousands of people who are eager to learn and apply new knowledge and continue their learning as they progress through their careers, face new challenges, and acquire new competencies. This outreach and democratization of learning takes on greater importance as we endeavor to provide the best possible solutions for vexing development problems. Learning today is thankfully not a matter of sitting in a class room and listening to a lecture. It is available to us at our fingertips, just-in-time, and conveniently sized to our needs.
Today, innovations in learning technology enable us to take cutting edge knowledge to our development partners, our staff, and the public at large to create an action cycle of learning and applying learning to solving development challenges. We must seize this new technology, be creative, and use it to our advantage. This matters because, at the moment, most of our own learning efforts are based on expensive face-to-face (F2F) learning that is resource intensive and difficult to scale. If we want to provide continuous learning to our staff and clients to enhance performance and grow our talent – we must step out of the four walls of F2F learning and move away from a “one-workshop-at-a-time“ approach.
Since 2009, the World Bank's EduTech blog has attempted to "explore issues related to the use of information and communications technologies (ICTs) to benefit education in developing countries".
While the 30+ posts in 2014 spanned a wide range of topics, a few themes emerged again and again. The emerging relevance and use of mobile phones (in various ways and to various ends) in the education sector continued to be a regular area of discussion, as were efforts to collect (more, better) data to help us understand what is actually happening around the world related to technology use in education, with a specific interest in circumstances and contexts found in middle and low income 'developing' countries.
While technology use is typically considered a characteristic of more 'advanced' countries and education systems, the EduTech blog deliberately sought in 2014 to complicate this belief and bias a bit by looking at efforts specifically meant to be relevant (and which were in some cases indigenous) to some of the 'least advanced' places in the world.
Before getting on to this year's 'top ten' list, a few reminders (which might be familiar to some of you who have read the earlier annual EduTech blog round-ups: I've copied some of this verbatim):
- Posts on the EduTech blog are not meant to be exhaustive in their consideration of a given topic, but rather to point to interesting developments and pose some related questions that might be of interest.
- These blog posts should not be mistaken for peer-reviewed research or World Bank policy papers (although some of the content may later find its way into such publications). The views expressed on the EduTech blog are those of the author(s) alone, and not those of the World Bank. (In other words: Blame the guy who wrote them, and not his bosses or institution, for anything you find inaccurate or disagreeable here.)
- The blog itself is animated by a belief that, by 'thinking aloud in public', we can try (in an admittedly very modest but hopefully useful way) to open up conversations about various themes to wider audiences, sharing emerging thinking and discussions on topics that often have been, and regrettably often remain, discussed largely 'behind closed doors' within small circles of people and institutions.
OK, now on to the ...