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Information and Communication Technologies

What can satellite imagery tell us about secondary cities? (Part 1/2)

Sarah Elizabeth Antos's picture

The buzz around satellite imagery over the past few years has grown increasingly loud. Google Earth, drones, and microsatellites have grabbed headlines and slashed price tags. Urban planners are increasingly turning to remotely sensed data to better understand their city.

But just because we now have access to a wealth of high resolution images of a city does not mean we suddenly have insight into how that city functions.

The question remains: How can we efficiently transform big data into valuable products that help urban planners?

In an effort a few years ago to map slums, the World Bank adopted an algorithm to create land cover classification layers in large African cities using very high resolution imagery (50cm). Building on the results and lessons learned, the team saw an opportunity in applying these methods to secondary cities in Latin America & the Caribbean (LAC), where data availability challenges were deep and urbanization pressures large. Several Latin American countries including Argentina, Bolivia, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama were faced with questions about the internal structure of secondary cities and had no data on hand to answer such questions.

A limited budget and a tight timeline pushed the team to assess the possibility of using lower resolution images compared to those that had been used for large African cities. Hence, the team embarked in the project to better understand the spatial layout of secondary cities by purchasing 1.5 meter SPOT6/7 imagery and using a semi-automated classification approach to determine what types of land cover could be successfully detected.

Originally developed by Graesser et al 2012 this approach trains (open source) algorithm to leverage both the spectral and texture elements of an image to identify such things as industrial parks, tightly packed small rooftops, vegetation, bare soil etc.

What do the maps look like? The figure below shows the results of a classification in Chinandega, Nicaragua. On the left hand side is the raw imagery and the resulting land cover map (i.e. classified layer) on the right. The land highlighted by purple shows the commercial and industrial buildings, while neighborhoods composed of smaller, possibly lower quality houses are shown in red, and neighborhoods with slightly larger more organized houses have been colored yellow. Lastly, vegetation is shown as green; bare soil, beige; and roads, gray.

Want to explore our maps? Download our data here. Click here for an interactive land cover map of La Ceiba.

Data on firms by firms: how companies like Gap could remove investment barriers

Andreja Marusic's picture
To invest or not to invest? When determining whether to enter a new market, businesses must fully understand the potential risks and opportunities. To do so, they need access to information on relevant market players, such as potential suppliers, customers or competitors. While governments require businesses to supply data when registering as well as throughout their operation, these repositories of data held by business registries, tax authorities, statistical offices and other registries are often not updated properly nor are they made available to the general public in a comprehensive way.

Spotting fires from space helps India’s foresters

E. Vikram's picture
 Vikas Gusain (April 2017)
Almost all fires in India are set by people intentionally or unintentionally. Ground fire in Chir Pine forests in Gumkhal, Pauri Garwal District, Uttarakhand, India. Credit: Vikas Gusain (April 2017)

The three-day international workshop on forest fires organized by the World Bank and the Forest Ministry of India is a watershed event in the management of forest fires in the country (1-3rd November 2017). On the first day, discussions were held on the latest technology being used to alert foresters to fires.

Almost all fires in India are set by people intentionally or unintentionally. For instance, forest-dependent communities in central India burn the forest floor to encourage the growth of tender tendu leaves, and to collect mahua flowers which standout easily on the charred forest floor.

In the northeast and some parts of central India, forests are rotationally burnt to ashes to enrich the soil for agriculture. After a few seasons of cropping, the depleted area is left to nature and the trees grow back once again. In the western Himalayas, pine needles are cleared every year to encourage the growth of grass for cattle-fodder. When pine needles full of resin pile up year after year, it takes just one spark from a careless smoker to burn down an entire forest of enormous value.

In remote areas, forest fires may not be detected for hours or even days, leading to an irreversible loss of forest wealth. Like any other hazard, the earlier one gets to know about the outbreak, the better it is for both the authorities and the people. Since traditional ways of gathering information from people perched on watch towers are not very effective, satellite sensors that can detect heat and smoke from space have now come to the rescue of foresters across the country.   

Today, the Forest Survey of India, in partnership with the National Remote Sensing Centre, uses these satellite detections to alert foresters across the country about the exact location of forest fires. All steps in the detection and dissemination process have been fully automated – including the processing of satellite data, filtering out fires that burn outside forests, composing personalized SMSs to relevant people, as well as sending them across. This system has helped fire alerts to reach people within 45 minutes to 1 hour of detection, enabling foresters to reach the spot quickly and contain the damage.

The Internet of Things – from hype to reality

Prasanna Lal Das's picture
DOWNLOAD THE REPORT HERE

Sensors in elevators that alert government agencies to public safety risks; data from school bags to keep children safe; garbage trucks with the smarts to save cities money… The Internet of Things (IoT) will change everything. That is the conventional wisdom. We set out to look for evidence of this change in the government. How fast is it coming? Is it real? And our findings were mixed – sobering, but also encouraging.

On the plus side, we found government agencies keen to apply IoT to improve their business environment or reduce the burden on businesses while simultaneously increasing compliance. On the downside, very few IoT initiatives have been scaled beyond pilots, the business models to sustain IoT infrastructure are under-developed, and the policy landscape is woefully inadequate. There’s significant potential but it requires systematic, informed work by the government, private sector, and civil society.

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

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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Project monitoring in fragile places does not have to be expensive

Andre Marie Taptue's picture



Conflict and violence are shrinking the space for development at a time when donors are scaling up their presence. To reconcile the conflicting objectives of staff safety with a need to do more (or a greater volume of investment), and doing it better (through higher quality projects), many development workers have started to rely on third party monitoring by outside agents, an approach that is costly and not always effective.
The case of Mali demonstrates that alternatives exist.

Less than a decade ago Bank staff could travel freely around in Mali, even to the most remote communities in the country. But today, a mix of terrorism and armed violence renders field supervision of projects impossible in many locations.

To address this challenge—and in the wake of the 2013/14 security crisis in northern Mali—a monitoring system was designed that is light, low cost, and suited for monitoring in insecure areas, but also problem oriented and able to facilitate improvements in project implementation.

Five years of investments in open data

Tim Herzog's picture
 
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This year marks the fifth anniversary of the World Bank’s efforts to help countries launch their own open data initiatives, and harness the power of open data to benefit their citizens. A new report provides insights into how open data is benefitting countries, what strategies are working well, what could be improved.

The report provides the most comprehensive snapshot of Bank-funded open data activities to date. In the last five years, the Bank has provided technical assistance and funding for open data activities in over 50 countries, conservatively estimated at more than $50 million from a variety of sources. In many cases Bank funding has leveraged support from other partners or co-sponsorship by countries and other institutions. Within the Bank, the Trust Fund for Statistical Capacity Building (TFSCB) has been the most significant source of funding for open data. The TFSCB has financed over 20 projects in 16 countries, as well as 6 grants for regional and global activities.

Supporting over 45 countries with national and sector-specific open data

Support for open data has taken a variety of forms. To date, 45 Open Data Readiness Assessments (ODRAs) have been completed at national and sub-national levels, which have helped raise awareness and catalyze public and private efforts to advance open data within countries. There are now sector-specific ODRA tools for business, energy, and transport. The Bank has invested in a range of open data learning and knowledge products, including data literacy courses and the Open Data Toolkit, and collaborated with its global partners to support academic research, a series of regional conferences, and open data implementation. The report also found that these initial efforts have catalyzed longer-term project investments, i.e., IBRD loans and IDA credits, with open data implementation components in at least 14 countries.

Pipeline to Work: Including persons with disabilities in skills development and employment projects

Charlotte McClain-Nhlapo's picture
Photo: Dane Macri/The Advocacy Project via Flickr CC
Photo: Dane Macri/The Advocacy Project via Flickr CC.

The relationship between poverty and disability goes both ways: disability increases the risk of poverty, and the conditions of poverty increase the risk of disability.

Yet, little attention has been given to the employment readiness of persons with disabilities. This is of concern given that the employment rates of persons with disabilities are a third to half of the rates for persons without disabilities, with unemployment rates as high as 80%-90% in some countries.

[Learn more: Disability Inclusion]

Disability is a complex, evolving, and multidimensional concept. Currently, it is estimated that 15% of the world population experiences some form of disability, with prevalence rates higher in developing countries. As opportunities for sustainable income generation are directly tied to a person’s access to finance, markets, and networks, persons with disabilities usually face significant challenges in accessing these, due to:

  • non-inclusive regulations and policy,
  • lack of resource allocation,
  • stigma and societal prejudice,
  • low educational participation, and
  • inability to access their own communities and city spaces.
To continue building inclusive cities, research tells us that countries cannot achieve optimal growth by leaving behind a large group of their citizens – persons with disabilities – with economic losses from employment exclusion ranging from 3 to 7 % of the GDP. We also know that when you combine gender and disability, the challenges facing women with disabilities compound. Women with disabilities are more likely to earn less than men with disabilities and they are affected by inaccessible sanitation, smaller social and professional networks, and gender-based violence – see, for example, labor force data from the UK.

We need to do much more to ensure that women with disabilities are mainstreamed into projects that seek to empower women as entrepreneurs and change agents.

Expanding equitable opportunities for persons with disabilities is at the core of the World Bank’s work to build sustainable and inclusive communities. So, what might a disability-responsive moonshot look like for development projects addressing work for persons with disabilities? Here’s what we’re doing at the World Bank:

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?


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