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Information and Communication Technologies

Hoping for a cloudy future for Caribbean statistics

Michael M. Lokshin's picture
Photo Credit: Lou Gold

Hurricanes Irma and Maria recently devastated the Caribbean region. Infrastructure in Dominica was severely damaged and the country suffered a total loss of its annual agricultural production. The entire population of Barbuda had to be evacuated to Antigua and other islands. Estimates by the World Bank indicate that Irma caused damages equivalent to 14 percent of GDP for Antigua and Barbuda, and up to 200 percent of GDP for Dominica. The increasing frequency of hurricanes poses a threat to the economic development and wellbeing of 40 million people living in the region.

The World Bank and other development institutions acted quickly by offering support to assess damages and losses, respond to the disaster, and assist with recovery by delivering financial packages and supporting emergency operations. However, in the longer term, the focus is on building the resilience of these small island states to natural disasters.

Data: critical for responding to disasters, but also vulnerable to them

Systems of national statistics can provide critical information about the extent of a disaster, help guide recovery operations, and assess the preparedness of countries to future shocks.  At the same time, the reliance of National Statistical Offices (NSOs) on local IT infrastructure makes them highly vulnerable to natural disasters. Computers, servers, and networks cannot operate without power; flooding and high humidity destroys hardware and storage media; looting and breaking into abandoned buildings puts sensitive information at the risk of falling into the wrong hands. Fortifying NSO buildings to withstand Category 5 hurricanes and enabling the offices to continue functioning afterwards is prohibitively expensive. Even if such structures were built, staffing would remain an issue, particularly if the entire population of the country was evacuated (as in case of Barbuda).

Cloud computing provides a very effective way to resolve that problem at a small fraction of the cost.

The Edtech Edifice Complex

Michael Trucano's picture
doomed by fate ... or is there another way forward?
doomed by fate ... or is there another way forward?
Opinions and approaches vary regarding how to ‘best’ utilize new technologies to support teaching and learning in ways that are engaging, impactful and ‘effective’.

A recent paper from J-PAL (Education Technology: An Evidence-Based Review) finds that rigorous evidence about what works, and what doesn’t, in this area is decidedly mixed. While what works seems to be a result of many factors (what, where, when, by whom, for whom, why, how), what doesn’t work is pretty clear: simply buying lots of equipment and connecting lots of schools.
 
Why does this continue to happen, then?


Many in the ‘edtech community’ feel that policymakers simply don’t understand that buying lots of equipment won’t actually change much (aside from its impact on the national treasury), and that if they did understand this, they’d do things differently.

In my experience, the reason that many places end up just buying lots of equipment, dumping it into schools and hoping for magic to happen (a widely acknowledged and long-standing ‘worst practice’ when it comes to technology use in education) isn’t necessarily that the people making related decisions are dumb or uninformed or corrupt (although of course those scenarios shouldn’t be dismissed out of hand in some places).

Sustainable mobility: Who's who and who does what?

Shokraneh Minovi's picture


Some might call it an existential question. Some may be surprised that the answer is not clear. When it comes to sustainable mobility initiatives and stakeholders, who is who, and who does what? Addressing these questions is a key pre-requisite to the transformation of the transport sector and the realization of the Sustainable Development Goals.

The SDGs, the Global Decade of Action for Road Safety, the Nationally Determined Contributions (NDCs), the Vienna Programme of Action for Landlocked Developing Countries, over 100 different organizations and initiatives… It’s enough to make your head spin! As the world increasingly recognizes the importance of mobility to the overall sustainable development agenda, the number of stakeholders in this arena has been growing steadily. Although many established groups have been warning us for years about the role of transport in the fight against climate change—the sector accounts for some 23% of all energy-related greenhouse gas emissions—many newer players are now adding their voice to the global conversation.

From public transport agencies to car companies and ride-sharing platforms, clean fuel advocates, maritime transport groups, and electric vehicle proponents, a dizzying array of sector-specific initiatives have emerged over the last few years. Newer city-specific coalitions, such as the C40 Cities Climate Leadership Group and the Compact of Mayors, have played a critical role in relaying these concerns at the local level. However, global initiatives have been the ones that have seen the most impressive growth. Also in the mix are globally minded, from UN entities to smaller NGOS, as well as region-specific organizations such as regional development banks.

What’s the solution to untangling this web of stakeholders? Over the past six months, the World Bank, with support from the World Economic Forum, has mapped out major transport initiatives and organizations as comprehensively and systematically as possible.

Building and sustaining national educational technology agencies: Lessons, models & case studies

Michael Trucano's picture
Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world

For over a decade, the World Bank and the Government of Korea have enjoyed a strong strategic partnership exploring a wide range of issues related to the use of information and communications technologies (ICT) in education around the world.

One high profile activity under this partnership is the annual Global Symposium on ICT use in Education (GSIE), which has helped to establish Korea as a global hub for insight, knowledge sharing and networking for high level government officials, practitioners and experts around topics related to the use of new technologies in education.

GSIE organizers planned from the beginning to support knowledge exchanges around a few ‘evergreen’ general topics (e.g. like the use of new technologies to support teachers; monitoring and evaluation; and digital competencies for learners) in which KERIS, Korea’s national educational technology agency, has notable experience and expertise.

What organizers did not initially anticipate, however, was the extent to which policymakers were interested not only in learning about what KERIS itself knew, and was learning, about uses of new technologies in education, but also in learning about the institution of KERIS itself – as well as institutions like it.

As it happened, people responsible for starting, leading and/or overseeing national institutions in their countries which performed similar sorts of functions to that of KERIS increasingly made the trek to Korea to participate in the GSIE (as they are doing this week), sharing information and insights with their counterparts about national institutions emerging in countries around the world to help introduce, support, fund, share information about, and evaluate the use of ICTs in education at a large scale.

A new World Bank publication, Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world, attempts to document, analyze and take stock of this phenomenon:

Measuring South Asia’s economy from outer space

Martin Rama's picture
New technologies offer an opportunity to strengthen economic measurement. Evening luminosity observed from satellites has been shown to be a good proxy for economic activity.
New technologies offer an opportunity to strengthen economic measurement. Evening luminosity observed from satellites has been shown to be a good proxy for economic activity.
Economic growth is a key concern for economists, political leaders, and the broader population.

But how confident are we that the available data on economic activity paints an accurate picture of a country’s performance?

Measuring Gross Domestic Product (GDP), the most standard measure of economic activity, is especially challenging in developing countries, where the informal sector is large and institutional constraints can be severe.

In addition, many countries only provide GDP measures annually and at the national level. Not surprisingly, GDP growth estimates are often met with skepticism.
 
New technologies offer an opportunity to strengthen economic measurement. Evening luminosity observed from satellites has been shown to be a good proxy for economic activity.

As shown in Figure 1, there is a strong correlation between nightlight intensity and GDP levels in South Asia: the higher the nightlight intensity on the horizontal axis, the stronger the economic activity on the vertical axis.
Figure 1 Nightlight intensity increases with economic activity
Figure 1 Nightlight intensity increases with economic activity

However, measuring nightlight is challenging and comes with a few caveats. Clouds, moonlight, and radiance from the sun can affect measurement accuracy, which then requires filtering and standardizing.

On the other hand, nighlight data has a lot advantages like being available in high-frequency and with a very high spatial resolution. In the latest edition of South Asia Economic Focus, we use variations in nightlight intensity to analyze economic trends and illustrate how this data can help predict GDP over time and across space.

Are you reaping the full benefits of the technology revolution?

Sara Sultan's picture

 
About 17 years ago, I began preparations for applying to colleges in America. One of the prerequisites to qualify for an undergraduate program was the Test of English as a Foreign Language (TOEFL), administered at testing centers around the world. I vividly remember calling the number given to see how I faired in the test, standing at an international call center booth on a sunny afternoon in Islamabad, Pakistan, my heart beating fast with anticipation. The call cost Rs.100/minute at the time ($1.05/min at the current rate). But despite the expensive price tag, the service delivered information I desperately needed.

Fast forward to the age of Google Voice, WhatsApp, Viber… You’ll agree that technology has not only advanced but services have become cheaper as well. Technology is entrenched in our everyday tasks—from communication to financial transactions, from expanding education to building resilience to natural disasters, and from informing transport planning to expanding energy to the unserved.

So, ask yourself: am I—a student, teacher, business owner, or a local government representative—reaping the full benefits of the greatest information and communication revolution in human history? With more than 40% of the world’s population with access to the internet and new users coming online every day, how can I help turn digital technologies into a development game changer? And how can the world close the global digital divide to make sure technology leaves no one behind?

Questions for policymakers seeking to create or restructure a national educational technology agency

Michael Trucano's picture
before you offer your stamp of approval, here are a few more things you might want to consider
before you offer your stamp of approval,
here are a few more things you might want to consider
This week, policymakers and practitioners from around the world are gathering in Korea at the 11th annual Global Symposium on ICT Use in Education to discuss areas of emerging common interest related to the effective (and ineffective) uses of new technologies in education systems around the world. As in the past, KERIS, Korea's famous national edtech agency, is the host and organizer of this event.

Many of these participants represent institutions key to the implementation of educational technology efforts in their countries; many others are government officials responsible for developing the policy environments within which these institutions operate.

A new World Bank publication, Building and Sustaining National Educational Technology Agencies: Lessons, Models and Case Studies from Around the World, documents and analyzes a diverse set of implementation models and experiences from around the world related to national initiatives supporting the use of technology in schools of relevance to many of the participants at this year's symposium.

Drawing on interviews and discussions with government policymakers in scores of countries around the world during the course of writing this book, my collaborator Gavin Dykes and I developed a set of ten short, thematic questions to help catalyze discussions during the initial stages of planning for the development of national educational technology ('ICT/education') agencies. These questions are meant to highlight potential areas of critical importance (and confusion), based on the experiences of more than two dozen national ICT/education agencies over time in a diverse set of places. It is hoped that these questions, and the conversations that they provoke, can serve as entry points into deeper, more fundamental discussions, providing a bridge of sorts between the recognition of specific educational needs and priorities in one country with practical experiences in others.

No matter how brilliant or 'visionary' a country's educational technology policies and plans might be on paper, or when expressed as a set of bullet points in a PowerPoint presentation, transforming such policies and plans into practical actions 'on the ground' is what is important. It doesn't really matter what you want to do if you don't have the institutional capacity to do it. In the hope that presenting them here might be useful to countries considering, and re-considering, various models to help develop and sustain this capacity, here are:
 
Ten discussion questions for policymakers seeking to create or restructure
a national educational technology agency
 

A new generation of CEOs: Running a business in West Africa as a woman

Alexandre Laure's picture

Also available in: Français

What is it like to set up and run an incubator as a woman? The answer, much like anywhere else in the world for working women, is that it’s complicated.

In many countries, it’s still unusual to see women working in certain sectors. Regina Mbodj, CTIC Dakar CEO, knows very few women in Senegal who studied ICT. “When I came home and told people about my studies, a lot of people responded, 'I thought only men did that!'"

Mariem Kane, an engineer by training and now president of Mauritania’s incubator Hadina RIMTIC, said that career development can be difficult for women who have been trained in hard skills. “It’s tough for women to find opportunities in these sectors and, because we’re considered more suited to softer skills, we aren’t given the opportunity to prove ourselves.”

Let’s harness the data revolution to promote agriculture and create jobs

Aidan Constantine Nzumi's picture



Agriculture is the backbone of many African economies, employing the most citizens in most countries, citizens who produce food for consumption and raw materials for industries. With the current data revolution, and the explosion of new data sources available in Tanzania, we can push for the integrated use of mechanization, fertilizers, and digital technologies to get more efficiency and productivity in our agriculture.


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