The most recent International Women’s Day focused on accelerating gender parity, which makes it a perfect time to highlight the urgent need to boost women’s economic participation worldwide. One way of doing that is by tapping into the power of digital payments and digital financial services.
Information and Communication Technologies
While countries around the world reap the benefits of an expanding digital environment, development challenges persist, adversely impacting low-income countries from achieving that same rate of growth.
The 2016 World Development Report (PDF) recently highlighted these findings in addition to three factors that contribute to a government’s responsiveness towards these digital changes.
According to the report, public services tend to be more amenable to improvements through digital technologies if the proposed system allows for fluid feedback, a replicable development process, and an outcome that can be easily measured and identified.
The organization Refugee Open Ware is on a mission to empower refugees by giving them access to new technologies, such as 3D-printing. “We want to raise awareness about what 3D-printing can do,” explains Loay Malahmeh, a co-founder of the Jordanian company, 3D Mena and a partner in Refugee Open Ware. “How it can not only solve real problems, but also unleash immense, untapped potential.”
Over the past dozen years or so, I have seen and/or heard dozens (probably hundreds) of education project proposals that have sought in some way to include the use of text messages. Whether to send reminders to teachers about what they are meant to teach on a given topic, provide students with a 'learning fact of the day', disseminate exam results, inform parents of student absences, or make available simple SMS quizzes for language learners, many of these proposals have shared a common approach to financing one type of related expense.
"We'll ask the mobile phone company to give us lots of text messages for free. Since we are an education project, we are sure that they will do this." ("By the way," some of these project proponents subsequently asked me, "do you know anyone at the mobile provider we can talk to make this happen?")
Only in very rare cases does this approach to funding seem to work, however. When I explain this to people, noting that phone companies typically don't give away airtime for free and then ask, 'what makes you think they will do so for text messages?', most folks tend to explore a wider variety of potential financing options. (A few clever people will note that text messages don't really cost mobile providers anything to send; this may be true, but it doesn't change the fact that just because something costs very little, or even nothing at all, doesn't mean that someone is willing to give it away for free.) Most providers (and many third-parties) offer bulk ('high volume') SMS rates that can dramatically lessen the costs incurred when sending out thousands of emails, but in my experience those costs are very rarely waived entirely by mobile providers as part of their corporate social responsibility efforts. (You can always try, though!)
Whether it is the sender or the mobile provider that ends up covering the cost of sending a text message, pretty much all of the education-related project proposals insist that the cost to the beneficiary (a teacher, a student, a parent) should be *zero*.
The cost of receiving text messages in many countries is already zero, of course, and sending SMS is typically quite cheap as well. When it comes to Internet access, however, standard data rates and packages in most of the world can be quite expensive -- prohibitively so for people with low incomes. Paying so that you can receive information via text message on your mobile phone is one thing -- paying to access the Internet using your phone (or other device), can be another matter entirely.
Recognizing this, for a few years there has been a movement to make certain types of educational content available for use by people on mobile networks without incurring any costs related to data transfer. When it comes to education, the Wikipedia Foundation famously pioneered this sort of thing by offering a way for people to receive information from Wikipedia via a free text message. Free text messages: Sounds great, you might say, but there's something that would be even better: free access to educational content directly on the Internet itself – even where such content is already available for ‘free’ on the Internet, users often have to pay their mobile or Internet provider in order to be able to download the content!
Networked devices of various sorts (phones, tablets) are increasingly cheap, and powerful, and in the hands of more and more teachers and students. Improvements in connectivity however -- more bandwidth, greater reliability, lower costs -- are not happening anywhere near as quickly. Wouldn't it be great if people could use these devices to get access to the wealth of educational resources on the Internet (many of which are provided for free) and not have to pay for the bandwidth that would enable this?
As it turns out, this has actually been happening in some places around the world, a development that has been greeted by different people in different ways -- with delight, with debate, and, in some quarters: with disdain.
Not many educational policymakers have entered into related debates, however, perhaps because they are scared away by some of the language and technical focus that characterize discussions around so-called ‘net neutrality’ issues. In fact, in my experience, few education policymakers are even aware of such discussions, nor of why they should care about so-called 'zero-rating', and its potential relevance to, and application in, education.
Today we look at 2006, the 16th year of the 25 year partnership between Mongolia and the World Bank. The economy continued to grow, checking in at 8.6% for the year, as did industry’s share of GDP which peaked that year at 43%.
The year 2006 was a banner year for the World Bank’s program in Mongolia, with several iconic projects approved that year, starting with one in rural education.
An institutional and governance review of budget expenditure for education found that the pupil-per-teacher ratio is higher in urban schools. Among other findings, the Public Expenditure Tracking Survey (PETS), on which the report was based, illustrated that students in rural schools obtained significantly lower test scores than those from urban schools, consistent with “a pattern where the more disadvantaged — and therefore lower-performing students — systematically fail to advance their schooling and drop out at a younger age in the rural areas.” The need to provide rural children better education opportunities, which had been a theme for years, had further evidence.
What do you do when facing a tough decision, like buying a home or selecting the right location for your new business? What about decisions that affect entire communities, or countries? How are those decisions made?
If you’re like most people, you rely on facts and advice from experts. You might look for data in studies, reports, or seek the advice of people you trust. You may also conduct a bit of critical analysis of the data you collect and the advice you receive. Ideally, policy-makers responsible for making decisions which impact our communities and our lives are collecting reliable data and conducting critical analysis, as well.
The world is witnessing the greatest information and communications revolution in human history. Digital technologies provide access to huge amounts of information at all times, allow us to stay in touch with friends and relatives much more easily, and offer new opportunities for business and leisure. The sky is the limit!
The information revolution has reached billions of people around the world, and more people get connected every day. However, many others are not yet sharing in the benefits of modern digital technologies. There are the digital “haves” and digital “have nots”.
Today, 95% of the global population have access to a digital signal, but 5% do not; 73% have mobile phones, but 27% do not; slightly less than half of all people (46%) have internet, but the majority do not; and only 19% of the world’s population has broadband. There also are persistent digital divides across gender, geography, age, and income dimensions within each country.
Why should we care about overcoming this digital divide, and what can we do?
Advances in earth observation, computing power, and connectivity have tremendous potential to help governments, and us at the World Bank, support better land management, and ultimately reduce poverty and promote shared prosperity.
There are three ways in which these technologies profoundly change the scope of our work.
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The global expansion and near ubiquity of the internet is now taken for granted in many spaces in upper- and middle-income countries. The number of internet users has more than tripled over the past decade—from 1 billion in 2005 to an estimated 3.2 billion at the end of 2015. Mobile phones are the most pervasive way for people to access the internet, and their use has spread through developed and developing countries alike.
However, this is still not the case for everyone. Nearly 2 billion people do not own a mobile phone, and nearly 60 percent of the world’s population has no access to the internet. The World Bank’s recent World Development Report 2016 (WDR) on “Digital Dividends” notes that “For digital technologies to benefit everyone everywhere requires closing the remaining digital divide, especially in internet access.”
Moreover, the digital divide within countries can be as high as that between countries, and one reason for that is that women are less likely than men to use or own digital technologies. According to a recent Pew Global Survey, “There are gender gaps on many aspects of technology use. For example, in 20 nations, men are more likely than women to use the internet. These differences are especially stark in African nations. Elsewhere, equal shares of men and women use the internet. But large gender gaps also appear on reported smartphone ownership (men are more likely to own a smartphone) in many countries, including Mexico (+16), Nigeria (+13), Kenya (+12) and Ghana (+12).”