Creating an Educational Heritage: The WBI Experience Third Annual Glocalization Conference Rome 16 – 17 May 2004 Rome 16 – 17 May 2004 Frannie Léautier.

Creating an Educational Heritage:

The WBI Experience

Third Annual Glocalization Third Annual Glocalization ConferenceConference

Rome 16 – 17 May 2004Rome 16 – 17 May 2004

Frannie LéautierWorld Bank Institute

Digital Divide vs. Knowledge Divide

Digital Divide describes differences in Information and Communications Technologies (ICTs) access & consequent usage between countries

Knowledge Divide describes differentials in abilities of countries to create, adapt and use knowledge

The knowledge divide is not just about differences in technological capabilities. It is also about: Education and skills, particularly those of the youth Institutional capabilities, which provide incentives

for acquiring and using knowledge effectively.

Is the Digital Divide Shrinking?

Evidence from World Bank research indicates that ICT growth rates are higher in developing countries

Private investments in cyber cafes, mobile telephones, optic fiber increase public access to ICTs

However, concerns remain: Productivity gains lower (implying a knowledge

divide) Access is inequitable (implying the poor are the

losers)

Average annual growth of Internet Users/Capita

0

50

100

150

200

250

1992 1993 1994 1995 1996 1997 1998 1999

% G

row

th

High income Middle income Low income

752% 1450%

Source: W(hither) the digital divide?, Carsten Fink and Charles Kenny, Info, Vol.5 # 6.

Real Challenge: Bridging the Knowledge Divide

Knowledge divide goes beyond “digital divide.” It is more pervasive and more worrying, than

digital divide, which can be remedied by investments in infrastructure and technologies.

The key issue is capability and capacity to adapt and absorb the vast knowledge available.

It is likely to get wider as creation and diffusion of global knowledge accelerates.

Educating the youth is a critical entry point to address the knowledge divide.

The Knowledge Gap Rich and Poor Countries, 2001

0

5

10education

acquisition

creation

diffusion & use

low income

high income

Source: WBI Knowledge Assessment Index

Learning Strategies for Youth

Young people learn through interactivity, through peers, through games and informal experiments.

A well designed learning environment is key to encouraging and instilling innovation and a scientific approach to learning.

IT is a key enabler in this regard.

BeninCôte d'IvoireEthiopiaGhana(+1*)MozambiqueMauritaniaSenegalTanzaniaUgandaTotal=9

China (3)South Korea(Malaysia*)MongoliaPhilippinesSingaporeThailandTimor LesteVietnamAustraliaTotal=11

BoliviaBrazilChileCosta Rica (2)ColombiaDominican RepublicEcuadorEl SalvadorGuatemalaMexico (2)NicaraguaPeru Venezuela Total=15

Canada (2)Washington, DCTotal=2

Belgium, FranceGermanyNetherlandsPortugal, SpainItaly, (UK*)Total=7

BosniaLatviaLithuania (2)Russia (2)PolandRumaniaUkraineTurkey (2)(+1*)(Yugoslavia*)Total=11

JordanEgyptSaudi ArabiaTotal=3

AfghanistanIndia (+1*)Sri LankaTotal=3

Total=62

* Centers that are part of the British Council’s Network of Knowledge Learning Centers and therefore connect to GDLN

Addressing the Divide: CapacityEnhancement through GDLN

Burkina FasoKenyaMalawiMaliMadagascarNamibiaSudan(Tanzania*)ZambiaTotal=8

ArgentinaCaribbeanHondurasPanamaUruguayTotal=5

AlgeriaDjiboutiKuwaitMoroccoOman(Syria*)TunisiaUAEYemenW.Bank/Gaza (+1*)Total=9

ItalyGermanySwitzerlandFrance (Marseilles)Total=4

Canada (1)

Bulgaria(Romania*)Russia (+1*)MoldovaCentral Asia (5)Total=8

Papua New GuineaChinaCambodiaIndonesia (4+1*)JapanTotal=8

Additional DLCs=44

* Centers that are part of the British Council’s Network of Knowledge Learning Centers and therefore connect to GDLN

Future Total=105

Further Centers to join in the next years

The GDLN Experience

A mix of ICT/media:• synchronous – videoconf.• asynchronous - Internet, Web and Print

• Group learning• High interactivity & dialogue• Structured learning activities• Local facilitation• Learner support

Lessons from World Bank Distance Learning Experience: Delivery Mode

Training Days by Mode of Delivery

Lessons from World Bank Distance Learning Experience: Gender Differences

Breakdown of participants by Gender

Lessons from World Bank Distance Learning Experience: Regional Differences

46

20

41

9

5

37

24

4 0

140

1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Distance Learning Face to Face

Per

cent

of r

espo

nden

ts

SAR

MNA

LAC

ECA

EAP

AFR

Regional Composition-DL vs F2F

Lessons from World Bank DL Experience: Usefulness of Learning

Figure 5. Participant Ratings ofUsefulness: Distance Learning vs. Face to Face

23.6 28.3 23.8

2628 40 40

5143 39 37

21

0%

20%

40%

60%

80%

100%

Research/Teaching P olicy/P ractices Research/Teaching P olicy/P ractices

Distance Learning Face to Face

Per

cent

of R

espo

nden

ts

4-5

3

1-2

Rating of Usefulness - DL vs. F2F

Lessons from World Bank DL Experience: Cost of Delivery

2003 2004

Average Unit Cost per offering

$38,200

$21,400

Average unit cost/training day

$97 $54

Introduction of DL has reduced unit costs

As

yn

ch

ron

ou

s

Distributed

Video Conferencing

(184)

Computer & Internet (35)

Print (89)

__

DL activities can include face-to-face

Blended Learning

Blended Learning: Video Conferencing

Lecture to Multi-Sites

Visual Aids (ppt, data, doc, tapes)

Interaction (Q&A, exchange among sites, phone/fax in questions)

Videotape (Archive)

Video Conferencing

Distributed

Print

Computer & Internet

Desktop VC, Webcast (live streaming)

As

yn

ch

ron

ou

s

Print

Digital Library

Computer & Internet

Asy

nch

ron

ou

s

Video Conferencing

Distributed

Desktop VC, Webcast (live streaming)

Internet (online)

Text/Graphics/streaming video/audio

Hyperlinks, Email, Discussion Forum

Online survey, evaluation, Quiz,

CD-ROM (off-line)

Blended Learning: Internet

Print

As

yn

ch

ron

ou

s

Video Conferencing

Distributed

Digital Library; pdf files

Computer & Internet

Desktop VC, Webcast (live streaming)

Text/Graphics in print

Brochure and Poster

Course Agenda,

Study Guide, Workbook,

Facilitator and Instructor Manual

Blended Learning: Print

Types of E-Learning

Self-Paced Learning Modules & CD-ROMs (73)

Virtual Classroom (35)

Moderated e-discussions with peers & experts(Development Forum) (110)

Communities of Practice (42)

Digital Video Libraries (B-Span - 187)

Knowledge & Learning Objects (Library of Learning Objects)

Thematic Web Pages(14.4 million unique visitors)

Hea

dH

eart

For

mal

Lea

rnin

gIn

form

al L

earn

ing

Development Education Program

The Development Education Program (DEP) produces tools and resources for teachers and young people to explore social, economic, and environmental issues of sustainable development in their classrooms, communities, and around the world.DEPweb: Teaching and learning materials on social, economic, and environmental issues of sustainable development.For Schools:Selections from the World Bank learning portal designed to help learners explore the extensive content available on the World Bank main web site. Development Challenge:An interactive "edu-tainment" web site that invites visitors to "take the Development Challenge" and find ways to ensure sustainable development.

Kids DevNews

Kids DevNews

Taming nature's furyOne of the most drastic changes that has taken place in the world over the last 100 years has been where and how people live, and how they earn their living. ...more

           Read: Full Story

Earthquake in BamImagine: you and your parents set off on a short camping vacation. You pack your tent and a few essential belonging. Living in a tent without electricity, running water ... more

           Read: Full Story

Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change.

The Early Child Development approach is based on the proven fact that young children respond best when caregivers use specific techniques designed to encourage and stimulate progress to the next level of development.

Early Child Development Program

Program DesignsProgram Designs

Needs Assessment & Indicators: Assessment of Child Status; Child Development Indicators; Setting Goals and Objectives;

Program Options: Delivering Services to Children; Training Teachers; Educating Parents; Educating Through the Mass Media;

Planning: The LogFrame Matrix; Identifying Critical Assumptions and Risks;

Monitoring and Evaluation: Choosing the Indicators; Impact Evaluation;

Implementation: Project Preparation and Design; Supervision;

Early Child Development Program

The Partnership on Sustainable Strategies for Girls Education

The Partnership on Sustainable Strategies for Girls Education is an international, inter-agency group dedicated to improving educational opportunities for girls in the developing world.

The Partnership supports education policy research and analysis in developing countries with the objective of identifying policy measures which will improve girls' educational opportunities. The Partnership works collaboratively with country governments in examining policy issues relating to girls' educational opportunities.

Invest in The Future:

Educating all the Children

Providing girls with the opportunity to attend school continues to be a considerable challenge in the

developing world. Of the estimated +112 million children aged 6 to 11

not in school in the developing world, over two-thirds are girls.

In many developing countries, children's primary school completion rates are very low, and tend

particularly low for girls.

The Partnership on Sustainable Strategies for Girls Education

Youth and Good Governance

The aim of this World Bank Institute website is to stimulate a dialogue on governance issues among youth by emphasizing the role they can play in demanding accountability from their government.

By exposing youth to various empirical data showing the negative relationship between governance and poverty, this website aim to raise their awareness to become more involved in participating in improving the quality of governance in their countries.

Youth and Good Governance

Role of Youth in Fighting CorruptionRole of Youth in Fighting Corruption

The approach aims at educating and sensitizing youth to:

- refuse to pay bribes and/or report requests for bribes from public officials;

- send articles on corruption to the media or start a newsletter by youth;

- form anti-corruption clubs in schools/colleges that organize social events, stimulate group discussions, request that courses on anti-corruption, good governance and ethics be included in the school curriculum, publicly declare schools a “corruption-free zone,” and monitor and report any violations.

- research and disseminate information on government procedures and entitlements to the citizenry.

Successful Impacts

Created a global learning community of practitioners through a worldwide facility for knowledge exchange

Improved decision-making through knowledge sharing and virtual interaction with peers

Enhanced country-to-country exchanges among experts and practitioners through action learning

Delivered cost-effective courses Disseminated global sectoral knowledge to

country-level practitioners on a timely basis

Challenges for E-learning

Access to appropriate technology: uneven & unpredictable

Design: maintaining pedagogical quality is expensive & time consuming and requires multi-disciplinary teams

Reducing learner drop-out: need to have learner supports including learner & facilitator training

Content: needs to be relevant for policy makers & sector specialists in developing countries

Scalability: need to increase the rate of delivery & access to activities

Challenges (continued…)

Shareability: need standards that promote the sharing and scaling up of e-learning assets

Measurement: need an improved system to measure the impacts both in terms of learning & return on investment

Partnership: sharing of costs with beneficiaries, so that resources are available for scaling-up the program

Changed governance structures: development of franchise model for promoting long term, sustainable growth.

Summing Up

Bridging the knowledge divide poses challenges that need collaboration among all stakeholders and donors.

The current distribution of the knowledge divide across age groups, gender, and regions is a critical concern.

Standards that ensure quality & sustainability of e-learning are critical.

While the digital divide may have been overstated, the issue of access to technology is a serious concern.

Creative solutions using existing technology can make high impacts.

Solutions for young people have been tested and bring hope that we can make a difference.

Questions & comments

?