World Bank EduTech Podcast: Recent Episodes
World Bank EduTech
In today's episode, we explore the concept of AI literacy to understand what it means and how it can help students and teachers in navigating the disruptions that AI will likely pose to education systems.
Maria Barron, Education Technology Specialist at the World Bank, speaks with Pati Ruiz, Senior Director of EdTech at Digital Promise, and Jennifer Rubin, Principal Investigator of the Digital Technologies and Education Lab at foundry10.
foundry 10:
- Digital Technologies and Education Lab: https://www.foundry10.org/digital-technologies-and-education-lab
- Thoughtful and Ethical Approaches to Using AI in Schools: https://www.foundry10.org/stories/thoughtful-and-ethical-approaches-to-using-ai-in-schools
- Student Perceptions of AI: Use, Trust, and Literacy: https://www.foundry10.org/stories/student-perceptions-of-ai-use-trust-and-literacy
- Student Perceptions of AI: Ethics and Policy at School: https://www.foundry10.org/stories/student-perceptions-of-ai-ethics-and-policy-at-school
- Student Perceptions of AI: Recommendations for Schools and Teachers: https://www.foundry10.org/stories/student-perceptions-of-ai-recommendations-for-schools-and-teachers
- Navigating Ethical AI: A Professional Development Resource for K-12 Educators: https://www.foundry10.org/stories/navigating-ethical-ai-a-professional-development-resource-for-k-12-educators
Digital Promises:
- Artificial Intelligence in Education: https://digitalpromise.org/initiative/artificial-intelligence-in-education/
- AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology - Full Report: https://digitalpromise.dspacedirect.org/items/6d15adcd-5a84-47fa-b6d0-1310154eee02
- AI Literacy Framework - Executive Summary: https://digitalpromise.org/wp-content/uploads/2024/06/24cLSR0009-Exec-Summary-AI-Literacy-Framework-Paper_FINAL.pdf
- AI Literacy Practices: https://digitalpromise.org/wp-content/uploads/2024/04/24cLSR0009-Infographic-AI-Literacy-Framework-Paper_FINAL.pdf
- Strategies to Promote AI Literacy in K-12: https://digitalpromise.org/initiative/artificial-intelligence-in-education/ai-literacy/strategies-to-promote-ai-literacy-in-k-12/
- AI and Digital Equity: https://digitalpromise.org/initiative/artificial-intelligence-in-education/ai-and-digital-equity/
A podcast produced by Lucía Blasco.
Bienvenidos al podcast de EdTech del Banco Mundial. En este episodio, continuamos con la serie 'Youth Voices', dedicada a explorar las opiniones de los jóvenes sobre la integración de las nuevas tecnologías en la educación, centrándonos en el uso de la inteligencia artificial dentro y fuera de las aulas.
Hoy contamos con la participación de dos expertos del Banco Mundial en el campo educativo: Cristóbal Cobo, especialista senior del equipo de EdTech, y Juan David Barón, economista senior en la Práctica Global de Educación. Además, nos acompañan dos jóvenes que están aplicando la IA de manera significativa en sus estudios: Yomaira Antonella Arizábal Muñoz, de 18 años, estudiante de Ingeniería de Software con Inteligencia Artificial en el SENATI de Arequipa, Perú, y Diego Mendoza Contreras, de 19 años, estudiante de Ingeniería Mecatrónica en la Universidad Tecnológica de León, México. La conversación está moderada por la periodista Lucía Blasco.
Enlaces:
- Inteligencia artificial para promover el progreso en el mundo - Cumbre de la Juventud del Grupo Banco Mundial 2024: https://www.youtube.com/watch?v=DRVBG0HPjcA
- Jóvenes liderando la transformación digital - Cumbre de la Juventud del Grupo Banco Mundial 2024: https://www.youtube.com/watch?v=db0XJF13qHE
- Más información sobre la Cumbre de la Juventud 2024 del Grupo Banco Mundial: https://envivo.bancomundial.org/es/evento/2024/cumbre-de-la-juventud-grupo-banco-mundial-2024-impulsando-progreso-transformacion-digital
- Sobre la herramienta para hacer música con inteligencia artificial mencionada por Cristóbal Cobo en el podcast: https://suno.com/
Un podcast producido por Lucía Blasco.
Welcome to a special episode on how to better choose EdTech solutions. Today, we're discussing the development and use of Tulna, an innovative tool that was created through a partnership between the Educational Technology department at IIT Bombay and the Central Square Foundation (CSF) in India. Tulna provides a framework to help governments choose better EdTech solutions. Join Juan Barón, Senior Economist at the World Bank, and Haani Mazari, Global Country Engagement Lead for Asia at the EdTech Hub, as they engage in conversation with Gouri Gupta, Director of EdTech at the CSF.
- Learn more about the Central Square Foundation (CSF): https://www.centralsquarefoundation.org/
- Explore EdTech Tulna: https://www.edtechtulna.org/
- Visit the EdTech Hub website: https://edtechhub.org/
- Discover the collaboration between the World Bank and the EdTech Hub: https://www.worldbank.org/en/topic/edutech/brief/edtech-hub
A podcast produced by Lucía Blasco.
Welcome to a special episode of our new series that puts youth voices front and center. Today, we're discussing Artificial Intelligence (AI) in education and employment from the perspective of students. This conversation is particularly relevant as the World Bank's EdTech team focuses on leveraging technology to improve education, bringing students essential digital skills for the future, especially in light of emerging technologies like AI.
Join Robert Hawkins, Global Lead for Technology and Innovation in Education at the World Bank, as he engages in conversation with Momo Bertrand, Education Specialist at the World Bank, alongside Rahel Gezahegn Mamo from Addis Ababa University, and Damilare Oyedele from the African Leadership University.
Learn more about the World Bank's work to prioritize STEM skills for youth in Africa: https://blogs.worldbank.org/en/education/empowering-africas-future-prioritizing-stem-skills-youth-and-economic-prosperity
Read our Knowledge Pack (KP) on Technology for Literacy: https://documents1.worldbank.org/curated/en/099118104132241674/pdf/P174252041cdd605a0b94c0e783c0bba0ec.pdf
A podcast produced by Lucía Blasco.
In today's episode, we will explore how the World Bank and the Mastercard Foundation are joining efforts to tackle challenges and seize opportunities in Africa's evolving EdTech landscape, with a focus on engaging the broader ecosystem. Join us as we discuss the innovative and inspiring approaches across different countries to navigate this dynamic reality, guiding youth towards a better education and employment prospects.
Robert Hawkins, Global Lead for Technology and Innovation in Education at the World Bank, speaks with Suraj Shah, Lead for Strategic Partnerships at the Center for Innovative Teaching and Learning at the Mastercard Foundation.
Links:
Learn more about the Mastercard Foundation Center for Innovative Teaching and Learning (the Centre): https://mastercardfdn.org/our-approach/
Learn more about the Mastercard Foundation EdTech Fellowship: https://mastercardfdn.org/all/centre-for-innovative-teaching-and-learning-in-ict/the-mastercard-foundation-edtech-fellowship-expands-to-five-additional-tech-hubs/
About the World Bank's partnership with the Mastercard Foundation: https://www.worldbank.org/en/programs/tes/partners
Read our blog: https://blogs.worldbank.org/en/education/new-tertiary-education-and-skills-program-prepares-youth-and-adults-future-work-and
A podcast produced by Lucía Blasco.
In today's episode, we will explore the complexities of teaching digital and 21st-century skills in emerging markets. We'll delve into how technology can redefine traditional classroom boundaries, examining its potential to enhance student engagement and learning outcomes. We'll discuss the importance of digital and data literacies, along with computational thinking, in preparing students for the future.
Cristóbal Cobo, Senior Education Technology Specialist at the World Bank, speaks with Taylor Sihavong, President and Co-founder of Code.X, and Arnon Hershkovitz, Associate Professor at Tel Aviv University's Mathematics, Science and Technology Education Department, School of Education.
Learn more about Code.X: https://www.codedotx.org/
More about Prof. Arnon Hershkovitz's work: https://sites.google.com/view/arnon-hershkovitz
A podcast produced by Lucía Blasco.
Today, on the occasion of International Women’s Day theme for 2024 'Invest in Women, Accelerate progress,' we explore the critical importance of STEM education and careers, drawing insights from a recent report: 'Engendering STEM Access in Education and Careers in South Asia’ to improve female labor force participation. María Barrón, Research Analyst and Core Member of the World Bank EdTech Team, explores with Luis Benveniste, Global Director for Education at the World Bank, and Nicole Klingen, Regional Director for Human Development for the South Asia Region at the World Bank, how to champion inclusion and diversity in STEM to foster women’s advancement and tackle gender challenges.
Learn more about the World Bank's approach on engendering access to STEM education here: https://www.worldbank.org/en/region/sar/publication/engendering-access-to-stem-education-and-careers-in-south-asia
Download the full report here: https://elibrary.worldbank.org/doi/epdf/10.1596/978-1-4648-1966-7
Read the executive summary: https://elibrary.worldbank.org/doi/10.1596/978-1-4648-1966-7_es
Explore the World Bank's blog post on investing in girls and women for the green transition: https://blogs.worldbank.org/education/investing-girls-women-agents-change-green-transition
From the horse’s mouth: Technical education is a changer for girls interested in STEM: https://blogs.worldbank.org/nasikiliza/horses-mouth-technical-education-changer-girls-interested-stem
We need more girls and women in science. What are three ways in which we can support them?
https://blogs.worldbank.org/education/we-need-more-girls-and-women-science-what-are-three-ways-which-we-can-support-them
A podcast produced by Lucía Blasco.
In this new episode, 'Cultivating Critical Thinking in an AI World', hosted by Cristobal Cobo, Senior Education & Technology Specialist at the World Bank, we venture into the world of GenAI with key considerations for policymakers and educators, and critical thinking as a core value. Guests include Mike Trucano, Senior Education & Technology Policy Specialist, and longtime Global Lead for Innovation in Education at the World Bank; currently a Visting Fellow at the Brookings Institution, and Maria Rebeca Barron Rodriguez, a research Analyst and core member of the World Bank EdTech team, whose expertise adds valuable insights to our discussion.Some relevant links to explore:https://www.teachai.orghttps://craft.stanford.edu/https://ai-for-education.org/https://aiadvisoryboards.wordpress.com/2024/02/08/professional-development-for-teachers-in-the-age-of-ai-european-schoolnet-academy-thematic-seminar-report/A podcast produced by Lucia Blasco.
In today's episode, we will dive into a game-changing technology: Generative Artificial Intelligence (GenAI), one of the most influential innovations of our time. We'll explore how GenAI could impact education, with a special focus on inclusion.
Cristóbal Cobo, Senior Education Technology Specialist at the World Bank, speaks with Jamie Alexandre, Learning Equality's Co-founder and Executive Director; Paul Atherton, Founder and Chief Executive Officer at Fab Inc.; and Robert Hawkins,World Bank’s Senior Education and Technology Policy Specialist and Global Lead for Technology and Innovation in Education.
Learn more about Learning Equality: https://learningequality.org/
Learn more about Fab Inc.: https://fabinc.co.uk/
World Bank's EVOKE project: https://www.worldbank.org/en/topic/edutech/brief/evoke-an-online-alternate-reality-game-supporting-social-innovation-among-young-people-around-the-world#:~:text=Evoke%20is%20a%20crash%20course,while%20developing%2021st%20Century%20skills.
A podcast produced by Lucía Blasco.
In today's episode, we will discover the transformative impact of Building Education Foundations through Innovation and Technology (BEFIT), a pioneering initiative revolutionizing early grade reading and numeracy in Malawi.
Robert Hawkins, Global Lead for Technology and Innovation in Education at the World Bank, speaks with Joshua Valeta, Director of Open Distance and e-Learning (ODeL), in the Ministry of Education in Malawi, Antoine Chigeda, Executive Director of Imagine Malawi, and Joe Wolf,CEO and Co-Founder of Imagine Worldwide. Join our discussion to find out this project's unique aspects, the main challenges of the initiative, and the ecosystem's pivotal role in its success.
BEFIT Malawi project overview: https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf
A recent video on BEFIT in Malawi: https://www.youtube.com/watch?v=LY5GJJvvL6E
More about Imagine Worldwide: www.imagineworldwide.org
About the Ministry of Education of Malawi: https://www.education.gov.mw/
A podcast produced by Lucía Blasco.
In today's special episode, we start off the year taking a deep dive into our journey as the EdTech team. We will discuss the team's evolution over time, drawing insights from the experiences of a recently departed member and the perspectives of a newcomer.
Bob Hawkins, Global Lead of Technology and Innovation in Education at the World Bank, engages in a conversation with Education Specialist Iñaki Sánchez Ciarrusta as he prepares to leave the team after over four years, and with Lucía Blasco, a former BBC World Service journalist who brings a solutions journalism approach to the team.
To learn more about Iñaki's work at the World Bank EdTech team, please visit this link: https://blogs.worldbank.org/team/inaki-sanchez-ciarrusta
If you are curious about Evoke, have a listen to this podcast episode, hosted by Iñaki (in Spanish) or read this website post (in English).
A podcast produced by Lucía Blasco.
In today's episode, we discuss the vast possibilities of digital public infrastructure (DPI), to address global challenges in education and beyond. Bob Hawkins, Global Lead for Technology and Innovation in Education at the World Bank, reflects with Dr. Pramod Varma, CTO of the EkStep Foundation and former Chief Architect of Aadhaar and India Stack, on the use of this technology approach to tackle complex societal issues at scale, including how to successfully build a digital backbone for education.
To learn more about the World Bank's efforts on Digital Public Infrastructure please visit
https://www.worldbank.org/en/results/2023/10/12/creating-digital-public-infrastructure-for-empowerment-inclusion-and-resilience
Our blog post on how DPI supports empowerment, inclusion, and resilience can be read here: https://blogs.worldbank.org/digital-development/how-digital-public-infrastructure-supports-empowerment-inclusion-and-resilience
To learn more about the EkStep Foundation, please visit https://ekstep.org/
Relevant information on Sunbird open-source DPGs can be found here: https://sunbird.org/
Dr. Pramod Varma also participates in the People+AI community, a team of experts looking for AI strategy for India, "helping a billion people on their path to potential." Learn more here: https://peopleplus.ai/
Check out India's participation in the Open Network for Education, Skilling, and Livelihood: https://onest.network/
Here is a short video from the Foundation on Digital Economy on DPI thinking that includes an interview with Dr. Pramod Varma [https://www.youtube.com/watch?v=CAIj3Q7urWs] and the second part of that interview, focused on platforms to networks [https://www.youtube.com/watch?v=bMmKWDBG4KA]
And a podcast suggested by Dr. Pramod Varma: 'Decoding Digital Public Goods & Digital Public Infrastructure.' Listen here: https://open.spotify.com.mcas.ms/episode/2VcHqdm1I7E6LmgYM3mgmB
A podcast produced by Lucía Blasco.
In today's episode, we discuss the promises and challenges of EdTech interventions in East Asia and Pacific countries, including the scale, dosage, and heterogeneity of impact to evaluate interventions, and how they can be applied both in the region and globally.
Cristóbal Cobo (Senior Education Specialist at the World Bank EdTech team) speaks with Noah Yarrow (Senior Education Specialist at the World Bank), Cody Abbey (World Bank Consultant and PhD Psychology Student at Stanford University), and Sharon Shen (World Bank Education Global Practice in East Asia and Pacific Region).
Yarrow, Abbey, and Shen used global and regional data to show that it is possible to use EdTech to improve student learning in EAP. In a new report, they present evidence that the broadcast/dual teacher model often supports leading student learning gains, while other approaches, such as assistive EdTech, show promise. What are the recommended improved approaches for future research to evaluate EdTech interventions? And what are the challenges? Listen to our podcast to learn more.
The report 'Using Education Technology to Improve Student Learning in East Asia Pacific: Promises and Limitations' can be downloaded here: https://openknowledge.worldbank.org/entities/publication/2cb32acc-7e84-429e-b664-39575d0f5a34
¿Cómo emplear la tecnología en los procesos de aprendizaje para fortalecer el carácter de los jóvenes y ayudarles a desarrollar habilidades como la empatía, la perseverancia, la gratitud o la generosidad? ¿Qué podemos aprender de las técnicas utilizadas hasta ahora? En el episodio de esta semana, exploramos esas cuestiones a través de un exitoso proyecto implementado por el Banco Mundial en Honduras en colaboración con World Vision. Gracias a este programa, 1200 jóvenes lograron "mejorar su carácter" con un enfoque constructivo y eficaz mediante la plataforma Evoke y Youth Ready.
Iñaki Sánchez Ciarrusta conversa con Marcony Meza, coordinador del proyecto; Héctor Eduardo Ruiz, especialista en evaluación de procesos; y Lourdes Martínez, quien inicialmente fue una de las jóvenes participantes y luego se convirtió en una "dinamizadora" (impulsora) del programa. El objetivo: fomentar cualidades humanas para desarrollar confianza a través de la educación, las habilidades laborales y la capacitación empresarial.
Para obtener más información sobre Evoke:
https://www.worldbank.org/en/topic/edutech/brief/evoke-an-online-alternate-reality-game-supporting-social-innovation-among-young-people-around-the-world
Para conocer más sobre World Vision Honduras:
https://www.worldvision.hn/construccion-del-caracter-en-jovenes
Today, we explore whether virtual and XR laboratories are an option to give students in developing countries pedagogical experiences necessary to develop practical skills.
Hallie Applebaum (World Bank) speaks with Robert Dean (Associate Professor of Motion Arts Design and Virtual/Augmented Reality at Namseoul University in Korea), Jimmy Vainstein (Senior Program Manager leading the Word Bank’s program on interactive media with a focus on developing XR solutions for development), Marjorie Chinen (Education Specialist and focal point for AR/VR on the World Bank EdTech team), and Diego Angel-Urdinola (Senior Economist and Global Lead for the World Bank’s Skills Global Solutions Group and Manager of the Active Training Using Virtual Reality Program, ActiVaR).
There is a strong need to provide students pedagogical experiences necessary to develop practical skills in education and workforce development programs, especially for training programs that require laboratories, such as auto-mechanics, nursing, and welding. Providing hands-on experiences and proper and up-to-date content allows students to learn technical skills, however this remains a critical challenge, mainly in developing countries. A potential solution to this is digitalization of laboratories. Employing non-immersive or immersive VR can enable learning experiences in a simulated or artificial environment so students can have personalized learning experiences.
Our knowledge pack, a short comprehensive guide, on this topic is coming soon. We'll post the link here when it is available.
Today, our World Bank EdTech team's Robert Hawkins and Cristóbal Cobo speak with the EdTech Hub, a joint initiative of the World Bank, UNICEF, and Bill and Melinda Gates Foundation to do academic research about the role of technology in education.
We previously spoke with the EdTech Hub's Tom Kaye, Global Country Engagement Lead, and Haani Mazari, Pakistan and Bangladesh Country Lead, about the organization's work. You can listen to that episode at https://open.spotify.com/episode/1u0gPFXOVzWqgHBfJ9e9J9?si=D-9DrgZFTMyOH9Ild4Mogw.
Today, Robert and Cristobal continue the conversation with Verna Lalbeharie, Executive Director of the EdTech Hub, and Jamie Proctor, EdTech Hub Country Lead for Tanzania, about how the organization is supporting edtech policies and projects. You can learn more about the EdTech Hub at https://edtechhub.org.
Related Resources:
Continuity Stories: https://blogs.worldbank.org/education/ensuring-learning-continuity-during-covid-19-related-school-closures-lessons-remotehttps://www.worldbank.org/en/topic/edutech/brief/lessons-for-education-during-covid-19-crisis-continuity-stories
Education and Technology Readiness Index (ETRI): https://www.worldbank.org/en/topic/education/brief/edtech-readiness-index
Empowering educators and learners: Insights and strategies from the EdTech Readiness Index: https://blogs.worldbank.org/education/empowering-educators-and-learners-insights-and-strategies-edtech-readiness-index
Teachers play a critical role in the introduction of adaptive learning, and technology in general, in public education systems. Today, World Bank Senior Economist Juan Baron speaks with Amy Bellinger (Education Commission), Haani Mazari (EdTech Hub), and Sophia D'Angelo (World Bank) discuss the role of teachers in delivering personalized learning at scale and how adaptive learning can help teachers in enhancing student learning.
Learn more about the team's work at https://blogs.worldbank.org/latinamerica/teachers-and-technology-together-improve-student-learning
Our World Bank EdTech team is preparing to launch the next iteration of our EdTech Policy Academy and we'll have several Francophone countries joining us. To be a resource for our participants, today's episode is in French. Our EdTech Policy Academy is a four-week hands-on clinic to engage policymakers and educators in conversations about navigating solutions to close educational gaps and prevent learning loss. This is the fourth iteration of the Academy and today four instructors from our upcoming EdTech Policy Academy discuss in French what participants can expect. This initiative is in partnership with the Mastercard Foundation.
Dans cet épisode, Sarah Kleinmann, Christiane Voufo, Souleymane Diabate et Frederico Carvalho nous éclairent sur ce qu’est la EdTech Policy Academy, et l’orientation particulière qu’elle prend cette année en se concentrant sur l’apprentissage hybride et les compétences numériques. En qualité d’instructeurs de la session de printemps 2023, ils mettent en lumière les moments forts de l’expérience d’apprentissage qui attend les participants, ainsi que les réalisations attendues par l’équipe pédagogique.
Pour en savoir plus sur la Policy Academy, vous pouvez regarder cette vidéo: https://youtu.be/2HucrXhGl2U.
Today, we're speaking about the implementation of edtech in Korea. Korea has a world-class national digital education agency that oversees the implementation of EdTech in Korea. It's called Korea Education and Research Information Services, or KERIS. KERIS was developed to introduce innovative practices within the Korean education system, such as the cyber home learning system. Today, World Bank EdTech Analyst Changha Lee speaks with Chief Sangwoon Kim, Research Fellow Mr. Min Kim, and Senior Program Specialist Ms. Jiseon Yoo from the Global EdTech Section at KERIS.
You can learn more about KERIS at https://openknowledge.worldbank.org/handle/10986/26089.
In March 2021, Cristobal Cobo, Senior Education Technology Specialist at the World Bank, spoke with Amy Klement, Managing Partner of Imaginable Futures, and Sergio Venegas Marin, Young Professional at the World Bank Education Global Practice, about monitoring countries' readiness to support education with digital technologies and the EdTech Readiness Index (ETRI). You can listen to the episode at https://open.spotify.com/episode/4bgdOg3h6xXnOypKPTQTxu.
Today, we are continuing the conversation. Cristobal Cobo speaks with World Bank ETRI team members Marie-Helen Cloutier, Emma Lambert-Porter, and Marjorie Chinen about implementing the ETRI tool in the Dominican Republic, Nepal, Ho Chi Minh City, Sierra Leone, and Niger.
Learn more about ETRI at https://documents.worldbank.org/en/publication/documents-reports/documentdetail/811011628250703800/world-bank-edtech-readiness-index-etri.
If you are interested in piloting ETRI in your country or would like to learn more, please contact the team at ETRI@worldbank.org.
As we enter a new year, our EdTech team has been discussing what we think will be some of the most common and challenging questions for 2023. Today, our team - Robert Hawkins, Alex Twinomugisha, Cristobal Cobo, and Maria Barron - explores five questions for 2023:
- What skills do youth need for employment and what role does technology play to accelerate development of these skills? A few anticipated areas of engagement include use of existing competency frameworks and relevance to developing country needs; related teacher digital skills to support student learning; measurement of skills and potential for micro credentials; verified credentials on the blockchain; and the role of AR/VR for development of technical skills in TVET.
- How will AI impact education? Areas that countries have started to explore include predictive analytics and early warning systems for identifying drop out risks; adaptive learning to bring students up to grade level and support teaching at the right level; rapid assessments for instance to provide automated feedback on writing skills; and intelligent tutors. Additionally, we anticipate new questions on how teachers can integrate AI in the classroom and policies for new tools like chat GPT (see one teacher’s policy in additional resources below) and how text to image tools could democratize content creation.
- What technologies are most appropriate and sustainable in fragile and conflict countries? Increasingly countries explore how technology can support more resilient systems to reach students who can’t reach schools. Countries such as Ukraine, Afghanistan, and Somalia are exploring appropriate low-cost options such as nudges through mobile devices and off-line access to content to support students in these emergency conditions. A spectrum of solutions will need further exploration to take into account low connectivity, limited access to devices, and nascent digital skills.
- What does hybrid learning mean and what is the most effective balance of virtual and face-to-face engagement to accelerate learning? As countries seek to leverage investments from COVID, they are exploring the lessons from the pandemic to evaluate the role of technology to create more resilient and continuous education delivery systems. A critical objective is to leverage technology both in and out of the classroom to reach out of school youth, build resilience for future shocks and accelerate learning through increasing access to sources of learning. Questions around appropriate technology for students of various ages and in what quantity and frequency will continue to be explored and debated in the coming year. Also, effective use of technology for inclusion as well as debates on costs and benefits on climate impact including curricular changes to empower youth to understand and begin to address the climate global grand challenge will emerge as critical questions.
- How should education systems sustainably finance and procure EdTech? What are the priority investments to most effectively use EdTech and how can Ministries of Education identify the resources to procure and sustain EdTech investments? What are the most effective private-public partnership models? What are the costs and benefits and how should these be measured in a world of evolving demand for skills and competencies? With 96% of World Bank projects including financing for EdTech components, this will be a critical question for the coming year.
Today, we're continuing our conversation about adaptive, personalized learning. On June 14, Juan Baron, Senior Economist in the World Bank's Education Global Practice, hosted a World Bank EduTech Podcast episode with Whizz Education and Educational Initiatives about their experience running companies focused on adaptive, personalized learning. They discussed how gain political will, access the technology, and implement programs. Listen on Apple and Spotify.
On today's episode, Juan Baron speaks with the EdTech Hub, a joint initiative of the World Bank, UNICEF, and Bill and Melinda Gates Foundation to do academic research about the role of technology in education. Juan speaks with Tom Kaye, Global Country Engagement Lead at the EdTech Hub, Haani Mazari, Pakistan and Bangladesh Country Lead at the EdTech Hub, and Diego Angel-Urdinola, World Bank Senior Economist. Diego joins us to share lessons from the World Bank's experience building adaptive, personalized learning programs in Ecuador.
You can learn more about the EdTech Hub at https://edtechhub.org.
You can learn more about topics discussed in this conversation at https://worldbankedutech.medium.com/world-bank-edutech-podcast-episode-implementing-adaptive-learning-programs-lessons-from-the-d2a4d7f95c08.
On our last episode, World Bank Senior Education and Technology Specialist Cristobal Cobo spoke with the Director of the MIT-wide Initiative on Responsible AI for Social Empowerment and Education (raise.mit.edu), Cynthia Breazeal, about RAISE and its Day of AI (https://www.dayofai.org), which seeks to engage K-12 students in a series of freely available hands-on activities designed to introduce them to AI and how it plays a part of their lives today.
This week, Cristobal Cobo speaks with Day of AI participant Betzabé Orenos about her experience introducing students to AI in Guatemala. Betzabé is a Google for Education-certified trainer and coach https://geg.gt/index.html and teaches innovation to high schoolers in Guatemala.
The World Bank EduTech team is partnering with Digital Promise and AIEngage.org to host a series of episodes about AI in Education. This week, we're exploring opportunities to advance access and inclusivity in AI education to people of all ages and backgrounds with a focus on K12 and the workforce. World Bank Senior Education and Technology Specialist Cristobal Cobo speaks with the Director of the MIT-wide Initiative on Responsible AI for Social Empowerment and Education (raise.mit.edu), Cynthia Breazeal, about RAISE and its 2022 Day of AI, which seeks to engage K-12 students across the US in a series of freely available hands-on activities designed to introduce them to AI and how it plays a part of their lives today. You can learn more about Day of AI at https://www.dayofai.org.
Cynthia Breazeal is a professor of media arts and sciences at MIT, where she founded and directs the Personal Robots group at the Media Lab. She is the MIT dean for digital learning, and in this role, she leverages her experience in emerging digital technologies and business, research, and strategic initiatives to lead Open Learning’s business and research & engagement units. She is also the Director of the MIT-wide Initiative on Responsible AI for Social Empowerment and Education (raise.mit.edu). MIT RAISE is a research and outreach effort that advances access and inclusivity in AI education to people of all ages and backgrounds with a focus on K12 and the workforce. She co-founded the consumer social robotics company, Jibo, Inc., where she served as Chief Scientist and Chief Experience Officer.
World Bank Senior Education Specialist Robert Hawkins speaks about leveraging blockchain technologies and Web3 in education with Carissa Carter, Academic Director at the Stanford d.school (https://dschool.stanford.edu), and John Goodwin, former LEGO Foundation CEO, and now Executive Chairman of the Learning Economy Foundation (https://www.learningeconomy.io). This is part two of a two-part conversation.
Our World Bank EdTech team has hosted several Blockchain for Education online workshops. You can watch these workshops at https://youtube.com/playlist?list=PLTcNIg1jN93FAsHy2Dz2WNTczJ8XIdPTr.
Carissa Carter is the Academic Director at the Stanford d.school. In this role she guides the development of the d.school’s pedagogy, leads its instructors, and shapes its class offerings. She teaches courses on the intersection of data and design, design for climate change, design for emerging tech, and maps and the visual sorting of information.
John Goodwin, former CEO of LEGO Foundation joined the Learning Economy Foundation (LEF) as Executive Chairman of the Board of Directors. In his new leadership role, Goodwin will further catalyze LEF’s mission to bring quality skills and equal opportunity to every human on Earth, using open standards and Web3 technologies. Prior to joining LEF, Goodwin spent a decade working in the LEGO ecosystem, first as EVP and CFO of The LEGO Group then later as CEO of LEGO Foundation. In addition to his position at LEF, he will continue in his capacity as Chairman of the i5 Project, an initiative led by the UN Global Compact Principles of Responsible Management in Education (PRME).
World Bank Senior Education Specialist Robert Hawkins speaks about leveraging blockchain technologies and Web3 in education with Carissa Carter, Academic Director at the Stanford d.school (https://dschool.stanford.edu), and John Goodwin, former LEGO Foundation CEO, and now Executive Chairman of the Learning Economy Foundation (https://www.learningeconomy.io).
Our World Bank EdTech team has hosted several Blockchain for Education online workshops. You can watch these workshops at https://youtube.com/playlist?list=PLTcNIg1jN93FAsHy2Dz2WNTczJ8XIdPTr.
Carissa Carter is the Academic Director at the Stanford d.school. In this role she guides the development of the d.school’s pedagogy, leads its instructors, and shapes its class offerings. She teaches courses on the intersection of data and design, design for climate change, design for emerging tech, and maps and the visual sorting of information.
John Goodwin, former CEO of LEGO Foundation joined the Learning Economy Foundation (LEF) as Executive Chairman of the Board of Directors. In his new leadership role, Goodwin will further catalyze LEF’s mission to bring quality skills and equal opportunity to every human on Earth, using open standards and Web3 technologies. Prior to joining LEF, Goodwin spent a decade working in the LEGO ecosystem, first as EVP and CFO of The LEGO Group then later as CEO of LEGO Foundation. In addition to his position at LEF, he will continue in his capacity as Chairman of the i5 Project, an initiative led by the UN Global Compact Principles of Responsible Management in Education (PRME).
Our EdTech team recently published Knowledge Packs (KPs) — short, pragmatic guides on key topics within EdTech, such as digital content, LMS, and devices — and this week, we speak to the team behind this initiative: World Bank Senior Education Specialist Cristobal Cobo and colleagues Analyst Iñaki Sánchez Ciarrusta, Research Analyst Maria Barron Rodriguez, and Consultant Sarah Kleinmann.
The KPs were developed as part of the EdTech Toolkit for Remote Learning, which aims to support policymakers and researchers in the planning and medium- to long-term design of multi-faceted remote and hybrid learning strategies in low-resource environments. The KPs have been a multi-year project led by the EdTech team, co-developed by theme experts and peer-reviewed by the World Bank colleagues, experts from partnering organizations, such as the EdTech Hub, and private sector providers with expertise in each topic. The KPs are grouped under six high-level topics to organize our work. Each topic includes its definitions and a few examples of sub-topics with hyperlinks to their corresponding KPs.
You can download all KPs here: https://www.worldbank.org/en/topic/edutech/brief/edtech-toolkit-for-remote-learning
The World Bank EduTech team is partnering with Digital Promise and the Engage AI Institute to host a series of episodes about AI in Education. This week, we're continuing our conversation about how artificial intelligence (AI) is assisting teachers in creating effective classrooms. Digital Promise Senior Researcher in STEM Teaching and Learning Dr. Judi Fusco speaks with Dr. Mmantsetsa Marope, Executive Director of the World Heritage Group, Dr. Kylie Peppler, Professor of Informatics & Education at University of California, Irvine, Sherry Loftin, Instructional Technology Trainer with the Verizon Innovative Learning Schools Initiative, and Sarah Hampton, a middle and high school math and science teacher for 15 years. In this episode, we explore how AI systems can assist teachers in the classroom, what AI systems mean for teachers, and how an AI system might help us create new methods for assessment and help us assess competencies that are difficult to assess.
AI and the Future of Teaching and Learning: Defining Artificial Intelligence
https://medium.com/ai-and-the-future-of-teaching-and-learning/ai-and-the-future-of-teaching-and-learning-defining-artificial-intelligence-f31d20628280
AI and the Future of Teaching and Learning: New Interactions, New Choices
https://medium.com/ai-and-the-future-of-teaching-and-learning/ai-and-the-future-of-teaching-and-learning-new-interactions-new-choices-c726bcf03012
Safe AI in Education Needs You
https://cacm.acm.org/blogs/blog-cacm/256657-safe-ai-in-education-needs-you/fulltext
AI or Intelligence Augmentation for Education?
https://cacm.acm.org/blogs/blog-cacm/251188-ai-or-intelligence-augmentation-for-education/fulltext
Join the Discussion
http://aiengage.org/get-involved
The World Bank EduTech team is partnering with Digital Promise and AIEngage.org to host a series of episodes about AI in Education. This week, we're exploring how artificial intelligence (AI) is assisting teachers in creating effective classrooms. Digital Promise Senior Researcher in STEM Teaching and Learning Dr. Judi Fusco speaks with Dr. Mmantsetsa Marope, Director of UNESCO's International Bureau of Education (IBE), Dr. Kylie Peppler, Professor of Informatics & Education at University of California, Irvine, Sherry Loftin, Instructional Technology Trainer with the Verizon Innovative Learning Schools Initiative, and Sarah Hampton, a middle and high school math and science teacher for 15 years. In this episode, we explore how AI systems can assist teachers in the classroom, what AI systems mean for teachers, and how an AI system might help us create new methods for assessment and help us assess competencies that are difficult to assess.
AI and the Future of Teaching and Learning: Defining Artificial Intelligence
https://medium.com/ai-and-the-future-of-teaching-and-learning/ai-and-the-future-of-teaching-and-learning-defining-artificial-intelligence-f31d20628280
AI and the Future of Teaching and Learning: New Interactions, New Choices
https://medium.com/ai-and-the-future-of-teaching-and-learning/ai-and-the-future-of-teaching-and-learning-new-interactions-new-choices-c726bcf03012
Safe AI in Education Needs You
https://cacm.acm.org/blogs/blog-cacm/256657-safe-ai-in-education-needs-you/fulltext
AI or Intelligence Augmentation for Education?
https://cacm.acm.org/blogs/blog-cacm/251188-ai-or-intelligence-augmentation-for-education/fulltext
Join the Discussion
http://aiengage.org/get-involved
Today, we're continuing our conversation about adaptive, personalized learning. On our last episode, Juan Baron, senior economist in the World Bank's Education Global Practice, began a conversation with two guests who are running companies focused on adaptive, personalized learning. On this episode, we discuss how to bring policymakers on board and, once we have the technology and the political will, how to implement adaptive learning programs.
Juan Baron, Senior Economist in the World Bank's education global practice works on analytical and operational activities in South Asia and Latin America and the Caribbean. Today, he's speaking with two guests who are running companies focused on adaptive learning. Richard Marett is co-founder and CEO of Whizz Education (https://www.whizzeducation.com), a learning outcome company that's developed, adapted, and learned over many years to improve learning outcomes at scale. Pranav Kothari is CEO of Educational Initiatives (https://www.ei-india.com), the organization that made MindSpark (https://www.mindspark.org), which is an adaptive learning software for students in schools, grades 1-10 to help them learn language, math, and science. Today, we're going to talk about what is adaptive learning and how can it help students leap forward in their learning.
This episode is part two of a two-part conversation.
Today, we're speaking about adaptive, personalized learning. This is data-driven learning that potentially moves beyond a predetermined decision tree and uses machine learning to adapt to students' behaviors and competencies. We'll talk about the implementation, the design, the cost, and other specs of running adaptive learning programs in developing countries.
Juan Baron, Senior Economist in the World Bank's education global practice works on analytical and lending activities in Latin America and the Caribbean. Today, he's speaking with two guests who are running companies focused on adaptive learning. Richard Marett is co-founder and CEO of Whizz Education (https://www.whizzeducation.com), a learning outcome company that's developed, adapted, and learned over many years to improve learning outcomes at scale. Pranav Kothari is CEO of Educational Initiatives (https://www.ei-india.com), the organization that made MindSpark (https://www.mindspark.org), which is an adaptive learning software for students in schools, grades 1-10 to help them learn language, math, and science. Today, we're going to talk about what is adaptive learning and how can it help students leap forward in their learning.
This episode is part one of a two-part conversation.
This week, World Bank Education Specialist Ekua Bentil speaks with Clara Njeru and Esther Nyauncho in Nairobi about their experiences as women in edtech in Africa. Clara and Esther are both part of the World Bank's African Women in EdTech (AWE) project to contribute broadly to women’s leadership initiatives in EdTech in Africa, as well as to build an inclusive pipeline of diverse talent for EdTech jobs and research and ensure more women have the skills and networks needed to access and advance in these career opportunities. AWE is implemented in partnership with Women’s Alliance for Knowledge Exchange (WAKE). In this conversation, Ekua, Clara, and Esther explore the multiple layers of challenges that women face working in the male-dominated field of tech and also as innovators seeking financing in an angel investing landscape where funding largely goes to male founders. Clara is developing edtech products and content with learning design firm Education Design Unlimited: KPlay, learning-at-home solutions for caregivers with low tech devices, and SheLearns, a learning platform for refugee girls and women commissioned by RefuSHE. Esther is the co-founder and managing director of Tustawi, an e-learning provider that curates and customizes adult learning solutions for organizations and individuals.
The World Bank EduTech team is partnering with Digital Promise and AIEngage.org to host a series of episodes about AI in Education. This week, we're exploring how artificial intelligence (AI) is enabling new forms of student learning. World Bank Senior Education and Technology Specialist Cristobal Cobo and Digital Promise Executive Director Jeremy Roschelle speak with Professor James Lester, Distinguished University Professor of Computer Science and Director of the Center for Educational Informatics at North Carolina State University, and Ana Paiva, Full Professor in the Department of Computer Science and Engineering at IST (“Instituto Superior Técnico”) from the University of Lisbon and coordinator of GAIPS – “Intelligent and Social Agents Group” at INESC-ID, now named “Research Group on AI for People and the Society”.
In this episode, we explore the relationship between AI and education. Our guests share current applications of these technologies in education and where there is room for adaptation. With some of the major challenges and issues related to AI and education in mind, we discuss how education systems can be prepared to effectively integrate AI to support education and what countries should be doing to be ready.
AI and the Future of Teaching and Learning: Defining Artificial Intelligence: https://medium.com/ai-and-the-future-of-teaching-and-learning/ai-and-the-future-of-teaching-and-learning-defining-artificial-intelligence-f31d20628280
AI and the Future of Teaching and Learning: New Interactions, New Choices:
https://medium.com/ai-and-the-future-of-teaching-and-learning/ai-and-the-future-of-teaching-and-learning-new-interactions-new-choices-c726bcf03012
Safe AI in Education Needs You:
https://cacm.acm.org/blogs/blog-cacm/256657-safe-ai-in-education-needs-you/fulltext
AI or Intelligence Augmentation for Education?
https://cacm.acm.org/blogs/blog-cacm/251188-ai-or-intelligence-augmentation-for-education/fulltext
This week, World Bank Senior Education & Technology Policy Specialist and Global Lead for Technology and Innovation in Education Robert Hawkins speaks with the Global Digital Library (https://digitallibrary.io) about their joint crowdsourcing campaign with UNESCO and UNHCR (https://digitallibrary.io/ukraine) to translate early grade reading resources and games into Ukrainian.
The campaign is currently recruiting translators and proofreaders to translate 200-300 books and games from the Global Digital Library to create new resources in a language that needs resources urgently. The resources that are translated will be available both in the Global Digital Library and on the Kolibri platform. Robert Hawkins speaks with Global Digital Library CTO Christer Gundersen and Curious Learning Co-founder Tinsley Galyean.
Christer will explain how the Global Digital Library works, the goals of this campaign, and how its methodology combines crowdsourcing and quality assurance. He will also speak about how the outputs of the campaign can be shared across multiple platforms.
GDL partner Curious Learning (https://www.curiouslearning.org) has been leading the work of translating the literacy game Feed The Monster, that just a few days ago was published in Ukrainian. Curious Learning Co-founder Tinsley Galyean will share their experience translating this game into more than 50 languages.
Esa semana, Iñaki Sánchez Ciarrusta habla con Santiago García, socio fundador de Qüid Lab en Colombia, a Wilmer Gallardo, especialista de innovación de World Vision en Honduras, y Galder Reguera, jefe de proyecto de la Fundación Athletic Club en Bilbao, sobre la importancia de crear contenido educativo relevante, motivador y atractivo para conectar con las y los jóvenes e inspirarlos.
Durante la conversación, ahondarán en las lecciones aprendidas de Evoke, una experiencia educativa que utiliza elementos como las novelas gráficas y otras mecánicas de juego para involucrar a los jóvenes en la resolución de los grandes desafíos globales y desarrollar sus habilidades del siglo XXI. En este episodio, Iñaki hablará con Santiago y Wilmer sobre el proceso que el Banco Mundial comenzó a desarrollar en Colombia y Honduras para crear contenido basado en la narración de historias, y Galder compartirá la experiencia de “Letras y Fútbol”, organizada por la Fundación Athletic desde Bilbao, íntimamente ligada al poder de la narración de historias y la motivación de los jóvenes.
Para más información sobre Evoke: https://www.worldbank.org/en/topic/edutech/brief/evoke-an-online-alternate-reality-game-supporting-social-innovation-among-young-people-around-the-world
Para conocer más sobre el proceso de la creación de historias: https://csi.asu.edu/category/projects/evoke/
Para saber más de Letras y Fútbol de la Fundación Athletic Club: https://athleticclubfundazioa.eus/proyectos-culturales/letras-y-futbol/
This week, Robert Hawkins (World Bank) speaks with Ruth Wylie (Assistant Director from the ASU Center for Science and the Imagination), Janhvi Kanoria (Director of Innovation Development from Education Above All), and Colin Maclay (Executive Director of the USC Annenberg School Innovation Lab) about the Evoke storytelling initiative.
The Evoke storytelling initiative aims to create a network of international creative talent -- storytellers, writers, artists, filmmakers, game designers, and digital education content specialists -- who will create the next generation of educational learning material. The network pairs industry leaders with youth and teachers from education institutions globally to create educational narratives to inspire learning and action on global grand challenges.
This week, Robert Hawkins speaks with Omar Arias, Emanuela Di Gropello, and Cristian Aedo about some of the major edtech initiatives implemented in South Asia and Latin America during the emergency phase and now in the recovery phase of COVID.
Robert Hawkins is the World Bank's Senior Education & Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world. At a practical level, Bob provides advice and technical assistance to governments seeking innovative ways to improve teaching and learning in the classroom and strategic advice on improvement of education systems and management.
Omar Arias is Manager of Global Engagement and Knowledge in the Education Global Practice. Previously, he was the Practice Lead Economist of the Social Protection and Labor Global Practice and Global Lead for skills at the World Bank. He was also the acting Sector Manager and Lead Economist in the Human Development Economics Unit for the World Bank Europe and Central Asia region; the sector leader of Human Development for Bolivia, Chile, Ecuador, Peru, and Venezuela; a senior economist in the Poverty and Gender Group of the Latin American region; and a research economist at the Inter-American Development Bank.
Emanuela Di Gropello is currently the Practice Leader for Education in Latin America and the Caribbean. Previously, she was Manager for IEGHC Human Development & Corporate Evaluations and Program Leader for Human Development in the Cameroon/Gabon/Angola/Equatorial Guinea/Sao Tome & Principe CMU and Mali/Niger/Chad/Guinea CMU of the Africa Region. She was also successively Economist, Senior Economist, and Lead Economist in Human Development Departments in the Latin America & Caribbean and the East Asia and Regions.
Cristian Aedo is Practice Manager for the South Asia Region Education Global Practice. He has led investment loans and development policy lending for strengthening human development outcomes through better accountability and relevant skills. He has managed education projects, programs and studies and in the Latin America and the Caribbean and Europe and Central Asia Regions. Cristian has also authored studies on Skills and Country Skills Patterns.
Today, we invite you to join us for a special episode where we revisit some of our favorite moments from 2021 - conversations about blockchain, early grade reading and book distribution, the edtech ecosystem, an adaptive learning effectiveness study, and digital infrastructure - moments that are inspiring our upcoming episodes in 2022.
Today, we are focusing on Open Schools, an intervention that shows promise to support second chance education and reach students at risk to dropout.
The pandemic highlighted the focus back on online learning, which was the preferred method of remote learning among high income countries but was also offered as part of multichannel strategies by middle- and low-income countries. However, online learning, a component of the idea of virtual schools, has been used across many countries, such as Namibia, Botswana, and the United States before the pandemic
To tell us more about this initiative, we are delighted to have with us Himdat Bayusuf, Tony Mays, and Alex Twinomugisha, in conversation with Maria Barron.
Himdat Bayusuf is an Education Specialist at the World Bank, focusing on higher education and skills development in the Western and Central Africa region.
Tony Mays is Education Specialist in Open Schooling at the Commonwealth of Learning.
Alex Twinomugisha is a Senior Education Technology Specialist in the World Bank working on technology in education issues.
Maria Barron Rodriguez is a Research Analyst at the World Bank Group's Global Education Practice, where she is a member of the EdTech global team.
The World Bank funds education projects – about 80% of which now have an edtech component – in low and middle income countries. Many of the Ministries of Education in these countries have a growing recognition of the importance of building education ecosystems that try to encourage private sector innovation and entrepreneurs in edtech.
Today, our World Bank EdTech team, Robert Hawkins and Dean Kline, is speaking with Victor Hu of Lumos Capital Group (https://www.lumoscapitalgroup.com) and Stavros Yiannouka of WISE (https://www.wise-qatar.org) about the state of the edtech investment environment globally. They speak about the prospects for edtech investment in low- and middle-income markets. WISE and the World Bank are leading a new Community of Practice starting with 20 EdTech Innovation Hubs from around the world and today they discuss how this Community might be of help to bring quality edtech to emerging markets and address the needs of underserved learners.
For reference, we generally define an EdTech Ecosystem as a network of actors (public, private, forprofit, non-profit) that come together to maximize the impact of technology for quality education.
Opportunities to read and learn at home are critical to improving children’s learning outcomes, but too many young children are growing up without books and opportunities to read at home. Expanding opportunities to Read@Home is essential during this crisis, but is a smart investment at any time.
Today, World Bank EdTech team member Maria Barron speaks with World Bank Read@Home team members Penelope Bender and Jennie Albone about the importance of children having access to physical books and learning materials and how this complements remote learning and EdTech approaches which are being rolled out by governments. In particular, they speak about how Read@Home is deploying technology to test and scale ‘track and trace’ systems to enable efficient book procurement and how Read@Home is contributing to open-source digital libraries to ensure suitable books are available in languages children understand. Learn more about Read@Home at https://www.worldbank.org/en/topic/education/brief/read-at-home.
Related Reading Recommendation:
Raising Kids Who Read: What Parents and Teachers Can Do: 9781118769720: Willingham, Daniel T.: Books
Recommended Reading from our Guests:
Mad Enchantment: Claude Monet and the Painting of the Water Lilies (https://www.youtube.com/watch?v=fd-Me3EBGYY&t=221s)
The High House by Jessie Greengrass (goodreads.com)
Today, World Bank Senior Education and Technology Specialist Cristobal Cobo is speaking with Maryam Akmal (Young Professional, Education Global Practice) and Alberto Munoz Najar (Consultant, Education Global Practice) about twin reports developed by the World Bank: “Remote Learning During the Global School Lockdown: Multi-Country Lessons” (https://openknowledge.worldbank.org/handle/10986/36141) and “Lessons From Remote Learning During COVID-19: Principles for today and tomorrow" (forthcoming). These reports were developed at different times during the pandemic and offer a complementary perspective of a complex and still evolving phenomena. The first one follows a qualitative research approach with the motivation to understand the perceptions of education experts regarding the effectiveness of remote and remedial learning programs implemented across 17 countries. The second one uses mixed-methods to analyze how countries implemented different remote learning strategies, whether or not these strategies were taken-up and assesses what available evidence suggests about the effectiveness of remote learning during COVID-19. These reports were developed between April 2020 and October 2021.
Today, our EdTech team members Robert Hawkins and Dean Kline are speaking with Finland's Helsinki Education Hub and Turkey's EdTech Innovation Hub ETKİM about building edtech innovation hubs and the World Bank's newly created EdTech Innovation Hub Community of Practice.
Mia-Stiina Heikkala, Lead Advisor, EdTech Start-Ups & Project Lead for Helsinki Education Hub, joins us to speak about the Helsinki Education Hub and how it brings education and the learning ecosystem actors together in Finland and globally. Finland has been at the forefront for many years and this initiative aims is to improve education and learning start ups' product development, innovations, and productivity to generate and implement new innovations. https://www.hel.fi/uutiset/en/kaupunginkanslia/the-new-helsinki-education-hub-turns-learning-and-education-ideas-into-innovations?pd=v
Mustafa Hakan Bucuk joins us from Turkey's Ministry of Education to speak about Turkey's EdTech Incubation and Innovation Hub-ETKİM and its importance as part of the Safe Schooling and Distance Education project being implemented by Turkey's Ministry of National Education and the World Bank. The EdTech Innovation Hub, as a part of ETKİM, will be the main center of innovation, collaboration, clustering, research, development, and networking endeavors for the EdTech sector and all stakeholders to support content development, training, and blended digital classroom. https://yegitek.meb.gov.tr/meb_iys_dosyalar/2021_04/01104348_SSDEP_Feasibility_Study_TermsofReference.pdf
On July 21, the World Bank, UNICEF, and EdTech Hub co-hosted a side event of the Global Education Summit: Financing GPE 2021-2025. The event featured an overview of the Reimagine Education: Digital Tools for Learning for Every Child Everywhere partnership, including UNICEF and World Bank joint ambitions to reach children with high-quality digital learning. It also included government perspectives on national EdTech priorities, and partner reflections.
Vicky Collis, EdTech Hub Interim Managing Director, moderated the event, which featured the following speakers:
· Robert Jenkins, Global Director of Education for UNICEF
· Jaime Saavedra, Global Director of Education at the World Bank
· Emmanuel Allie, GPE Coordinator at the Ministry of Basic and Senior Secondary Education, Sierra Leone
· Prof. Carolyne Nombo, Deputy Permanent Secretary, Ministry of Education, Science and Technology, Tanzania
· Chris McBurnie, Country Lead for Sierra Leone, EdTech Hub
· Martin Seychell, Deputy Director General, Directorate-General for International Partnerships, European Commission
· Paula Malan, Senior Education Adviser, Ministry for Foreign Affairs, Finland
We are facing challenging times. The pandemic has not only disrupted education globally, but has also exacerbated preexisting inequalities. On the other hand, COVID has also been time for experimentation and innovation. Today, our World Bank EdTech team member Senior Education Technology Specialist Cristobal Cobo is speaking with World Bank colleagues Senior Education Specialist Karthika Radhakrishnan-Nair, Education Specialist Diego Armando Luna Bazaldua, and Consultant Aishwarya Khurana about assessments, how assessments have been adapted to the remote education settings, and lessons can we learn from these experiences for education after the pandemic.
During the episode, our guests recommend reading materials on the topic:
Remote Learning : Evidence from Nepal during COVID-19: https://openknowledge.worldbank.org/handle/10986/36031
Practical lessons for phone-based assessments of learning https://gh.bmj.com/content/bmjgh/5/7/e003030.full.pdf
Assessing outside of the “classroom box” while schools are closed: The potential of phone-based formative assessments to support learning continuity https://blogs.worldbank.org/education/assessing-outside-classroom-box-while-schools-are-closed-potential-phone-based-formative
Guide on how to create learning content in 160 characters (SMS): https://drive.google.com/file/d/1KAPEfOLASE6qxwsIL-7oTlpL7mTv0J6Q/view
The World Bank Education COVID-19 Response Team has been monitoring the status of a school closures and remote learning modalities since the beginning of the pandemic and joined forces with Johns Hopkins University and UNICEF to launch a COVID-19 Global Education Recovery Tracker in March of this year. The purpose of the tracker is to capture ongoing information about the global status of schools, teachers, and students amid the COVID-19 pandemic. This information is intended to be of use for education and public health policy stakeholders and researchers from around the world. In this second year of the pandemic, and as many countries are starting to move from emergency responses towards policies aimed for recovery, the tracker aims to support this process by focusing on data that can help build back better and more resilient education systems. Learn more about the tracker at https://www.covideducationrecovery.global.
Today, World Bank EdTech team member Maria Barron speaks with World Bank Senior Operations Officer Kaliope Azzi-Huck and World Bank Senior Education Specialist Tigran Shmis who lead this effort alongside their colleagues Melissa Adelman, Joao Pedro Azevedo, and Maria Barron.
Our World Bank EdTech team has been actively working with Ministries of Education and multilateral organizations to provide guidance and technical assistance to maximize countries’ effectiveness in the design and execution of remote learning strategies. Between May and November 2020, we conducted an exploratory study to understand the perceived effectiveness of remote learning solutions implemented across five countries: Brazil, Kenya, Nigeria, Sierra Leone, and Peru. Then, building on key lessons learned, we identified global trends in remote learning implemented during school closures and the actions governments are taking to get ready for remedial learning in 13 countries: Afghanistan, Cambodia, Cameroon, Haiti, Kenya, Malawi, Mozambique, Nepal, Niger, Pakistan, Rwanda, Estonia, and Uruguay. We wrote a series of blog posts about key lessons learned from these experiences (available in English, Spanish and French):
- Remote learning during COVID-19 pandemic: How countries have faced the challenge of implementing multichannel education delivery strategies. https://blogs.worldbank.org/education/remote-learning-during-covid-19-pandemic-how-countries-have-faced-challenge-implementing
- The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study. https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross
- What is Hybrid Learning? How can countries get it right? https://blogs.worldbank.org/education/what-hybrid-learning-how-can-countries-get-it-right
Today, we are speaking with EdTech team members about the study: Senior Education Specialist Cristobal Cobo, Research Analyst Maria Barron, Analyst Inaki Sanchez, and Consultant Alberto Munoz Najar.
At the beginning of 2021, the World Bank EdTech Team identified as one of the main topics of interest for Ministries of Education worldwide the need to mitigate learning losses caused by the ongoing pandemic and the use of technology as a pathway to accelerate learning. One technology that has been a focus for these remedial actions is Adaptive Learning, also called Personalized Adaptive Learning (PAL). Today's episode focuses on adaptive learning and its application in countries such as Dominican Republic and Ecuador. World Bank Research Analyst Maria Barron (https://blogs.worldbank.org/team/maria-barron) speaks with World Bank Senior Education Specialist Cristobal Cobo (https://blogs.worldbank.org/team/cristobal-cobo) about the promise of adaptive learning, World Bank Senior Economist Diego Angel-Urdinola (https://blogs.worldbank.org/team/diego-angel-urdinola) about lessons in adaptive learning from Ecuador, World Bank Economist Juan Baron (https://blogs.worldbank.org/team/juan-baron) about lessons in adaptive learning from the Dominican Republic.
Related blog posts:
https://blogs.worldbank.org/education/use-adaptive-computer-assisted-remediation-programs-prevent-student-dropout-context-covid
https://blogs.worldbank.org/education/adaptive-technology-help-improve-math-learning-dominican-republic
https://blogs.worldbank.org/education/considering-adaptive-learning-system-roadmap-policymakers
Today, World Bank Senior Education Technology Specialist Alex Twinomugisha is speaking with Agatha Gikunda, Robert Fogel, and Frederico Carvalho about digital infrastructure in education - how people think about infrastructure like education management information systems, cloud, and devices, common mistakes, and questions people don't ask.
World Bank Education Specialist Ekua Bentil speaks about leveraging blockchain in education, specifically within the Africa Centers of Excellence Project, with project partners Yaz El Hakim (VerifyEd), Saleh Iliyasu Maitala (IBM), and Jerry Kponyo (KNUST).
The Africa Higher Education Centers of Excellence (ACE) Project is a World Bank initiative in collaboration with governments of participating countries to support Higher Education institutions in specializing in Science, Technology, Engineering and Mathematics (STEM), Environment, Agriculture, applied Social Science / Education and Health. It is the first World Bank project aimed at the capacity building of higher education institutions in Africa. Learn more at https://ace.aau.org.
The World Bank EdTech team recently released a paper about its edtech strategy - 5 key principles that it follows to support countries to effectively use edtech to improve the access to and quality of education globally. Today, we are speaking with the EdTech team about this strategy in Spanish. This is our first podcast in Spanish.
You can download the strategy paper (Spanish version) at https://documents.worldbank.org/en/publication/documents-reports/documentdetail/817181617183053785/reimagining-human-connections-technology-and-innovation-in-education-at-the-world-bank.
The Global Education Policy Dashboard (GEPD), funded by a partnership between the World Bank, Bill & Melinda Gates Foundation, U.K.’s Foreign, Commonwealth and Development Office and government of Japan, provides policymakers with a system for measuring the drivers of learning outcomes in basic education around the world. As part of this initiative, the Edtech Readiness Index aims to help countries assess the readiness of their ecosystems in leveraging 'edtech' to promote learning for all. The Index not only includes device availability or connectivity but also institutional capacities, school management, educational resources, quality of the learning experience, and development of digital competencies which constitute an ‘ecosystem’ essential for an effective ‘edtech’ implementation.
Imaginable Futures supports the EdTech Readiness Index and today Cristobal Cobo, Senior Education Technology Specialist at the World Bank, is speaking with Amy Klement, Managing Partner of Imaginable Futures, and Sergio Venegas Marin, Young Professional at the World Bank Global Education Practice, about monitoring countries' readiness to support education with digital technologies and the EdTech Readiness Index.
Learn more:
- Scaling Access & Impact Report: Realizing the Power of Edtech: https://www.imaginablefutures.com/learnings/scaling-access-impact-realizing-power-edtech
- Learning to Overcome podcast: https://www.imaginablefutures.com/learnings/learning-to-overcome
Amy Klement is the managing partner and a board member of Imaginable Futures. She leads Imaginable Future’s team and strategy and is responsible to the board for running the organization. Previous to spinning out into Imaginable Futures, Amy was a partner at Omidyar Network and led the Education initiative since 2013. Prior to this role, she was responsible for Omidyar Network’s work in Financial Inclusion, Property Rights and Consumer Internet & Mobile initiatives in key geographies. She has held board seats or observer roles with Teach For All, Andela, NewGlobe, Imagine Worldwide, Kiva, Living Goods, Social Finance US, Mimoni and Off Grid Electric. Prior to Omidyar Network, Amy worked for eBay where she served as vice president of product strategy and operations driving the development of the company’s long-term product vision and leading user experience and design and as well as vice president of relationship marketing, leading email, on-site and other retention marketing channels. Amy formerly worked for PayPal, joining as one of its earliest employees in 1999. As vice president of product, she and her team developed the company's payments platform, facilitated overseas expansion into Europe and Asia, and was instrumental in the launch of PayPal Mobile. Earlier, Amy worked in corporate strategy and development at Gap Inc., and as an analyst at JPMorgan. Amy received her Bachelor of Science in Mathematics from Bucknell University, where she graduated summa cum laude and Phi Beta Kappa. Amy is a proud mom of two miracles and wife of another.
In 2020, Ranjit Disale won the Global Teacher Prize, a US $1 million award presented annually to an exceptional teacher who has made an outstanding contribution to their profession.
On today's episode, Ezequiel Molina, Senior Economist in the Global Knowledge and Innovation Unit at the World Bank Education Global Practice, and Adelle Pushparatnam, Education Specialist in the Global Knowledge and Innovation unit of the World Bank Education Global Practice, speak with Ranjit about his journey as a teacher and his vision for teachers in the future.
Join us on March 23 to continue the conversation. As part of the The World Bank Global Platform for Successful Teachers panel, Ranjit will speak with Jaime Saavedra, Global Director of Education at the World Bank, about how we can support teachers in the age of the pandemic. Register to join us for the virtual event.
The World Bank EdTech team recently released a paper about its edtech strategy, "Reimagining Human Connections: Technology and Innovation in Education at the World Bank" - 5 key principles that it follows to support countries to effectively use edtech to improve the access to and quality of education globally. On last week's episode, we spoke with the EdTech team about this strategy and discussed the first three principles that animate the World Bank’s edtech work with ministries of education around the world. This week, in Part II, we examine the final two principles with the Robert Hawkins, Cristobal Cobo, Alex Twinomugisha, Mike Trucano, and Inaki Sanchez, moderated by Hallie Applebaum.
You can download the strategy paper at http://documents1.worldbank.org/curated/en/829491606860379513/pdf/Reimagining-Human-Connections-Technology-and-Innovation-in-Education-at-the-World-Bank.pdf
The World Bank EdTech team recently released a paper about its edtech strategy - 5 key principles that it follows to support countries to effectively use edtech to improve the access to and quality of education globally. Today, we are speaking with the EdTech team about this strategy. You can download the strategy paper at http://documents1.worldbank.org/curated/en/829491606860379513/pdf/Reimagining-Human-Connections-Technology-and-Innovation-in-Education-at-the-World-Bank.pdf
This is part 1 of a two-part conversation with the Robert Hawkins, Cristobal Cobo, Alex Twinomugisha, Mike Trucano, and Inaki Sanchez, moderated by Hallie Applebaum.
Many countries face several challenges when trying to select, design, adapt, and customize a learning management system (LMS) that meets the particular needs of their education system: finding a scalable, flexible and robust platform; ensuring the interoperability and integration with existing solutions; planning the sustainability over time, and facilitating local ownership are just some of them.
Today, you're listening to a conversation with the ProFuturo (https://profuturo.education/en) team (a digital educational program launched by Telefónica Foundation and "la Caixa" Foundation, present in 40 countries) about ProFuturo’s journey and how it mirrors what ministries of education are doing in terms of developing a learning management system for remote and blended learning. Robert Hawkins, Global Lead for Technology and Innovation in Education at the World Bank, and Inaki Sanchez, Analyst with the World Bank Global Edtech team, speak with Ana Delgado, Head of Product Marketing at ProFuturo Foundation, and Álvaro Ros Penche, Senior Expert in Global Partnerships and Institutional Relations at ProFuturo Foundation.
On February 18, the World Bank and ProFuturo hosted a webinar about open learning management systems. You can watch the recorded webinar here: https://1930181.mediaspace.kaltura.com/media/Webinar-%20Selecting%2C%20evaluating%20and%20adapting%20open%20Learning%20Management%20Systems%20the%20case%20of%20ProFuturo-Feb%2018%2C%202021/1_bwvl29hr.
Today, you're listening to a conversation between Dr. Staneala Beckley, Chair of the Sierra Leone Teaching Service Commission and World Bank Education Specialist Himdat Bayusuf with today's host, World Bank EdTech Consultant Sharon Zacharia. They discuss how educational radio has been used in Sierra Leone to support continuity of teaching and learning, during COVID-19 and lessons leveraged from the use of educational radio during the 2014 Ebola pandemic. The Teaching Service Commission, a part of the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE), led the work on educational radio in Sierra Leone during COVID-19.
Our World Bank EdTech team is speaking with educators globally to learn how they're innovating during COVID-19. We're drawing lessons for how we can continue learning during the pandemic and accelerate learning and build back better after the pandemic. Today's episode is produced through the support of the Global Partnership for Education’s grant to support continuity of learning during the pandemic.
Further suggested reading:
- [Knowledge Pack Slide Deck] "Education Radio as a Remote Learning Tool: Knowledge Pack" (August, 2020)
http://pubdocs.worldbank.org/en/351561596545287034/EduRadio-KnowledgePack-WorldBank
- [Blog] "Education TV during COVID-19: How to start & What to consider" (April, 2020)
https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider
- [Briefing] Rapid Response Guidance Note: Educational TV & COVID-19 (April, 2020)
https://documents.worldbank.org/en/publication/documents-reports/documentdetail/659411587145759242/rapid-response-guidance-note-educational-television-covid-19
Today, you are listening to a conversation between Yves Punie, Senior Scientist and Deputy Head of Unit at the European Commission Joint Research Centre in Seville, Unit Human Capital and Employment, and Cristobal Cobo, Senior Education Technology Specialist at the World Bank, about the potential of digital technologies to innovate education and training practices in the European context. This is Part II of a two-part conversation. Part I of the conversation focuses on the potential of digital technologies to innovate education and training practices and improve access to lifelong learning for employment, personal development and social inclusion.
Yves Punie is senior scientist and Deputy Head of Unit at the European Commission Joint Research Centre in Seville, Unit Human Capital and Employment. He is leading its research and policy activities on "Digital Learning and Skills". The research area started in 2005 with the aim to provide evidence-based policy support to the European Commission on harnessing the potential of digital technologies to innovate education and training practices, improve access to lifelong learning and to deal with the rise of new (digital) skills and competences needed for employment, personal development and social inclusion.
Recent work on capacity building for the digital transformation of education and learning, and for the changing requirements for skills and competences has focussed on the development of digital competence frameworks for citizens (DigComp), educators (DigCompEdu), educational organisations (DigCompOrg) as well as frameworks on Personal, Social and Learning to Learn (LifeComp) and entrepreneurship (EntreComp).
Before joining the JRC in 2001, he was interim Assistant Professor at the Free University of Brussels (VUB). He holds a Ph.D. in Social Sciences.
List of publications, see https://www.researchgate.net/profile/Yves_Punie
Today, you are listening to a conversation between Yves Punie, Senior Scientist and Deputy Head of Unit at the European Commission Joint Research Centre in Seville, Unit Human Capital and Employment, and Cristobal Cobo, Senior Education Technology Specialist at the World Bank, about the potential of digital technologies to innovate education and training practices and improve access to lifelong learning for employment, personal development and social inclusion. This is Part I of a two-part conversation. Part II of the conversation will be an upcoming podcast episode and will focus on digital technologies to innovate education and training practices in the European context.
Yves Punie is senior scientist and Deputy Head of Unit at the European Commission Joint Research Centre in Seville, Unit Human Capital and Employment. He is leading its research and policy activities on "Digital Learning and Skills". The research area started in 2005 with the aim to provide evidence-based policy support to the European Commission on harnessing the potential of digital technologies to innovate education and training practices, improve access to lifelong learning and to deal with the rise of new (digital) skills and competences needed for employment, personal development and social inclusion.
Recent work on capacity building for the digital transformation of education and learning, and for the changing requirements for skills and competences has focussed on the development of digital competence frameworks for citizens (DigComp), educators (DigCompEdu), educational organisations (DigCompOrg) as well as frameworks on Personal, Social and Learning to Learn (LifeComp) and entrepreneurship (EntreComp).
Before joining the JRC in 2001, he was interim Assistant Professor at the Free University of Brussels (VUB). He holds a Ph.D. in Social Sciences.
List of publications, see https://www.researchgate.net/profile/Yves_Punie
The World Bank is teaming up with HundrED and the Global Partnership for Education to launch a call for solutions from around the world to support teachers' continuous professional development in an ever-changing classroom. On this episode, World Bank Senior Education Specialist Cristóbal Cobo and World Bank Senior Education Specialist Manal Quota speak with Danny Gilliland, Head of Growth at HundrED about the initiative.
Applications open today through March 10, 2021! Apply at https://hundred.org/en/articles/hundred-the-world-bank-announce-a-new-project-transforming-teacher-professional-development#9f85e48c.
Today, World Bank's EdTech team member, Sharon Zacharia speaks with Abdal Mufti (Head of Research and Policy at Punjab School Education Department, Government of Punjab-Pakistan). They discuss lessons from deploying Punjab's province-wide education TV program called Taleem Ghar including how leveraging stakeholders and a phased roll out approach can speed up implementation to just 3 weeks. Taleem Ghar is a key arsenal of Punjab's remote learning response to COVID-19 based school closures.
Further suggested reading on Education TV during COVID-19 by the World Bank EdTech team:
[Case Study] "Pakistan: TeleSchool and Taleem Ghar (Educational TV at Home)" (September 14, 2020): A short case study on Pakistan's federal and provincial education TV programs during COVID-19: documents.worldbank.org/en/publication/documents-reports/documentdetail/421821600058352361/pakistan-teleschool-and-taleem-ghar-educational-tv-at-home
[Blog] "Education TV during COVID-19: How to start & What to consider" (April 24, 2020): A blog that summarizes key takeaways from the World Bank's policy briefing (Rapid Response Guidance Note) on education TV blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider
[Knowledge Pack Slide Deck] "Education TV as a Remote Learning Tool: Knowledge Pack" (June 1, 2020): A short, pragmatic slide deck on how to start & enhance education TV with case studies on Pakistan, China, Korea, Ubongo (Africa) and Sesame Workshop. pubdocs.worldbank.org/en/267791593613610668/Education-TV-Knowledge-Pack-WorldBank-Edtech-Team
Today, you are listening to a conversation between Valtencir Mendes, Senior Programme Lead in the Division for Policies and Lifelong Learning Systems in the Education Sector at UNESCO and Cristobal Cobo, Senior Education Technology Specialist at the World Bank about the Global Education Coalition, a public-private partnership for education bringing together more than 140 members from the UN family, civil society, academia and the private sector, including coalition members UNESCO, UNICEF and World Bank.
Valtencir Mendes is a UNESCO Senior Education Programme lead. He coordinates UNESCO’s implementation of the GPE’s Education response to COVID-19 Consortium of Grant Agents: UNESCO, UNICEF and the World Bank, as well as activities under the framework of the UNESCO Division for Policies and Lifelong Learning. He provides consultative support and strategic advice on UNESCO’s engagement with different innovative programmes and stakeholders; supporting countries in their education policy and strategic plan development and partnerships’ building; contributing to other cross-cutting emerging technologies in education projects and publications. Valtencir is European PhD in Project and Systems Engineering from UPC, Barcelona Tech, in collaboration with the University of Glasgow, UK. He pioneered research on emerging technologies, and multi-stakeholder partnerships for the achievement of the UNESCO Education for All initiative. @ValMMendes
Today, you are listening to a conversation between World Bank EdTech colleagues Michael Trucano and Alex Twinomugisha as they reflect on how educators have adapted to the coronavirus crisis in the past seven months, moderated by World Bank team member Hallie Applebaum.
Read Continuity Stories and watch webinars at https://oecdedutoday.com/coronavirus and https://www.worldbank.org/en/topic/edutech/brief/lessons-for-education-during-covid-19-crisis.
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Michael Trucano is the World Bank's Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world.
Alex Twinomugisha is a Senior Education Technology Specialist in the World Bank working on technology in education issues. Alex has spent over 20 years working on education and technology policy and program design, procurement and deployment at basic education (K-12), vocational and higher education levels. A core member of the World Bank's global edtech team, Alex’s interests and expertise focus on designing, developing and using technology to solve some of education’s most difficult challenges in developing countries.
Today, you are listening to a conversation between Stéphan Vincent-Lancrin, Senior Analyst at the OECD Centre for Educational Research and Innovation (CERI), and Cristóbal Cobo, World Bank Senior Education Specialist, about our joint initiative between World Bank Group Education Global Practice, the OECD Directorate for Education and Skills, the Harvard Global Education Innovation Initiative, andHundrEDto collect stories from countries around the world about the solutions their education systems are using and how they are adapting to different student and teacher needs during the coronavirus crisis. Read stories and watch webinars at https://oecdedutoday.com/coronavirus and https://www.worldbank.org/en/topic/edutech/brief/lessons-for-education-during-covid-19-crisis.
The OECD's work on education helps individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion.
Today, you are listening to a conversation with Ollie Bray, Director of Global Programmes at the LEGO Foundation, and Victoria Levin, Senior Economist in the Education Global Practice at the World Bank and Co-Lead of the Skills Global Solutions Group, interviewed by World Bank Global Lead for Technology Innovation in Education Robert Hawkins.
The LEGO Foundation aims to build a future in which learning through play empowers children to become creative, engaged, lifelong learners. We are dedicated to re-defining play and re-imaging learning to ensure children build the broad set of skills they need to thrive and succeed.
Today, we're speaking with Anthony Bloome, Executive Director of the Mobiles for Education Alliance, about strengthening edtech ecosystems in low-resource contexts, interviewed by Work Bank team member Robert Hawkins.
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Anthony Bloome is the Executive Director of the Mobiles for Education Alliance, a non-profit focused on strengthening edtech ecosystems, particularly in low-resource country context. From 2010 to July 2020, he served as USAID's senior education technology specialist and where he founded the mEducation Alliance as well as the All Children Reading: A Grand Challenge for Development. Prior to joining USAID, he was Peace Corps' technology for development specialist for 3 years and worked as a distance education specialist at the World Bank for 11 years.
Robert Hawkins is the World Bank's Senior Education & Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world. At a practical level, Bob provides advice and technical assistance to governments seeking innovative ways to improve teaching and learning in the classroom and strategic advice on improvement of education systems and management.
Today, we're continuing our conversation from last week with Steve Song and Mike Jensen about connectivity policy and technology adoption strategies to broaden internet access in developing countries, interviewed by Work Bank team members Robert Hawkins and Alex Twinomugisha.
Steve Song is a researcher, entrepreneur, and advocate for cheaper, more pervasive access to communication infrastructure. He is currently a Fellow at the Mozilla Foundation as well as a research associate with the Network Startup Resource Center (NSRC) where he works to expand the use of wireless technologies through shared spectrum strategies. His blog (http://manypossibilities.net) a popular destination for anyone interested in African telecommunications and Internet issues. Since 2009, Steve has been actively maintaining public maps of undersea and terrestrial fibre optic infrastructure in Africa. Steve is also the founder of Village Telco, a social enterprise that manufactures low-cost WiFi mesh VoIP technologies to deliver affordable voice and Internet service in under-serviced areas. Previously, Steve worked at the International Development Research Centre (IDRC), where he led the organization's ICT4D program in Africa, funding research into the transformational potential of ICTs.
Mike Jensen is a South African ICT specialist who co-founded Canada's first ISP for non-profit organisations - The Web - in 1987. The Web is also one of the founding members of the Association for Progressive communications (http://apc.org). Since then he has worked across the developing world to help build internet infrastructure, particularly in Africa. In 1995 he co-wrote Nelson Mandela’s inaugural speech for the ITU’s flagship event, TELCOM, and in recognition of his contributions to the development of the Internet, he was inducted into the Internet Society's Internet Hall of Fame (IHOF) in 2017. Mike's main focus is on connectivity policy and technology adoption strategies focusing on efforts to help broaden access to ICTs in developing countries. He mainly works with civil society, governments and development agencies to advise on infrastructure development strategies which increase internet access. This ranges from advising on projects which encourage governments to ensure all new roads include ducts for fibre, to raising awareness of techniques for using TV radio spectrum for wireless broadband, and assisting in the development of Universal Access strategies.
Today we're speaking with Steve Song and Mike Jensen about connectivity policy and technology adoption strategies to broaden internet access in developing countries, interviewed by Work Bank team members Robert Hawkins and Alex Twinomugisha.
Steve Song is a researcher, entrepreneur, and advocate for cheaper, more pervasive access to communication infrastructure. He is currently a Fellow at the Mozilla Foundation as well as a research associate with the Network Startup Resource Center (NSRC) where he works to expand the use of wireless technologies through shared spectrum strategies. His blog (http://manypossibilities.net) a popular destination for anyone interested in African telecommunications and Internet issues. Since 2009, Steve has been actively maintaining public maps of undersea and terrestrial fibre optic infrastructure in Africa. Steve is also the founder of Village Telco, a social enterprise that manufactures low-cost WiFi mesh VoIP technologies to deliver affordable voice and Internet service in under-serviced areas. Previously, Steve worked at the International Development Research Centre (IDRC), where he led the organization's ICT4D program in Africa, funding research into the transformational potential of ICTs.
Mike Jensen is a South African ICT specialist who co-founded Canada's first ISP for non-profit organisations - The Web - in 1987. The Web is also one of the founding members of the Association for Progressive communications (http://apc.org). Since then he has worked across the developing world to help build internet infrastructure, particularly in Africa. In 1995 he co-wrote Nelson Mandela’s inaugural speech for the ITU’s flagship event, TELCOM, and in recognition of his contributions to the development of the Internet, he was inducted into the Internet Society's Internet Hall of Fame (IHOF) in 2017. Mike's main focus is on connectivity policy and technology adoption strategies focusing on efforts to help broaden access to ICTs in developing countries. He mainly works with civil society, governments and development agencies to advise on infrastructure development strategies which increase internet access. This ranges from advising on projects which encourage governments to ensure all new roads include ducts for fibre, to raising awareness of techniques for using TV radio spectrum for wireless broadband, and assisting in the development of Universal Access strategies.
The World Bank's EduTech team is speaking with educators around the world to learn how they are innovating to support continued teaching and learning during COVID-19.
In this episode, World Bank's EduTech team member Sharon Zacharia speaks with Umbreen Arif, Technical Advisor and Umair Javed, Syed Umair Javed, (then) Joint Secretary of Education of Pakistan's Ministry of Federal Education and Professional Training. They discuss opportunities and challenges of Pakistan's rapid response to COVID-19 based school closures via a speedy one-month rollout of its national TeleSchool (Education TV) program.
Further reading/listening on Education TV as a remote learning tool during COVID-19:
- [Slide Deck] Education TV Knowledge Pack (June 1, 2020): A short, pragmatic slide deck on how to start and enhance education TV with case studies on Pakistan, China, Korea, Ubongo (Africa) and Sesame Workshop. pubdocs.worldbank.org/en/267791593613610668/Education-TV-Knowledge-Pack-WorldBank-Edtech-Team
- [Blog] 'Education TV during COVID-19: How to start & What to consider' (April 24, 2020): A blog that summarizes key takeaways from the policy briefing (Rapid Response Guidance Note) on education TV (by World Bank's EduTech team members Sharon Zacharia and Alex Twinomugisha). blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider
- [Briefing] Rapid Response Guidance Note: Educational TV & COVID-19 (April 17, 2020): A crisp four-page note that provides guidance on using educational TV as a remote learning tool with 40 current examples of countries responding to COVID-19. documents.worldbank.org/en/publication/documents-reports/documentdetail/659411587145759242/rapid-response-guidance-note-educational-television-covid-19
The World Bank's EduTech team is speaking with educators around the world to see how they are innovating to support continued teaching and learning during COVID-19. In another episode in this series, World Bank's EduTech team member Sharon Zacharia (https://blogs.worldbank.org/team/sharon-zacharia) speaks with Sesame Workshop (https://www.sesameworkshop.org) Vice President of International Projects, Daniel Labin, about what we can learn from Sesame Workshop's 50 years of experience with educational TV for children across 150+ countries and adapted in 30+ languages like Gali Gali Sim Sim (India) (https://www.youtube.com/user/GalliGalliSim) and Ahlan SimSim (Middle East) (https://www.youtube.com/channel/UC48pfslXOUx-PZTLQxZjS4g).
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Further reading on Education TV as a remote learning tool during COVID-19:
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Blog on 'Education TV during COVID-19' (April 24, 2020): A blog that summarizes key takeaways from the Rapid Response Guidance Note on education TV (by World Bank's EduTech team members Sharon Zacharia and Alex Twinomugisha). https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider
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Rapid Response Guidance Note: Educational TV & COVID-19 (April 17, 2020): A four-page note that provides guidance on using educational TV as a remote learning tool with 40 current examples of countries responding to COVID-19. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/659411587145759242/rapid-response-guidance-note-educational-television-covid-19
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Education TV Knowledge Pack (June 1, 2020): A short, pragmatic slide deck on how to start and enhance education TV with case studies on Sesame Workshop, Ubongo (Africa), Pakistan, and China & Korea. http://pubdocs.worldbank.org/en/267791593613610668/Education-TV-Knowledge-Pack-WorldBank-Edtech-Team
The World Bank's EduTech team is speaking with educators around the world to see how they are innovating and supporting continued teaching and learning during COVID-19. In this episode, World Bank's EduTech team member Sharon Zacharia speaks with Ubongo (https://www.ubongo.org) Co-founder and CEO Nisha Ligon and Ubongo Head of Education Cliodhna Ryan about what we can learn from Ubongo's work in edutainment in Africa.
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Further reading on Education TV as a remote learning tool during COVID-19:
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Rapid Response Guidance Note: Educational TV & COVID-19 (April 17, 2020): A four-page note that provides guidance on using educational TV as a remote learning tool with 40 current examples of countries responding to COVID-19. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/659411587145759242/rapid-response-guidance-note-educational-television-covid-19
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Blog on 'Education TV during COVID-19' (April 24, 2020): A blog that summarizes key takeaways from the Rapid Response Guidance Note on education TV (by World Bank's EduTech team members Sharon Zacharia and Alex Twinomugish). https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider
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Education TV Knowledge Pack (June 1, 2020): A short, pragmatic slide deck on how to start and enhance education TV with case studies on Ubongo, Sesame Workshop, Pakistan, and China & Korea. http://pubdocs.worldbank.org/en/267791593613610668/Education-TV-Knowledge-Pack-WorldBank-Edtech-Team
On August 7, World Bank Global Lead for Technology and Innovation in Education Michael Trucano spoke with World Bank Global Co-Lead for Technology and Innovation in Education Robert Hawkins about Robert's experience over the past 25 years working to improve teaching and learning in the classroom and education systems and management.
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Michael Trucano is the World Bank's Senior Education and Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world.
Robert Hawkins is the World Bank's Senior Education and Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world. At a practical level, Bob provides advice and technical assistance to governments seeking innovative ways to improve teaching and learning in the classroom and strategic advice on improvement of education systems and management.
On July 31, World Bank Global Lead for Technology and Innovation in Education Robert Hawkins spoke with World Bank Global Co-Lead for Technology and Innovation in Education Michael Trucano about Michael's journey over the past 20 years advising and evaluating educational technology initiatives in over 50 middle- and low-income countries. Bob and Mike have worked together since the mid-1990s on edtech projects around the world; their conversation here touches on some of what they’ve seen and learned along the way – and what this might mean for developments in the ‘edtech’ field in the coming years.
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Robert Hawkins is the World Bank's Senior Education and Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world. At a practical level, Bob provides advice and technical assistance to governments seeking innovative ways to improve teaching and learning in the classroom and strategic advice on improvement of education systems and management.
Michael Trucano is the World Bank's Senior Education and Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world.
On July 24, World Bank Global Lead for Technology Innovation in Education Robert Hawkins spoke with World Bank Education Specialist Alex Twinomugisha about Alex's journey from African Virtual University to the Global e-Schools and Communities Initiative (GeSCI) to Intel Corporation’s Education and Government Digital Transformation work in East Africa.
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Robert Hawkins is the World Bank's Senior Education & Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world. At a practical level, Bob provides advice and technical assistance to governments seeking innovative ways to improve teaching and learning in the classroom and strategic advice on improvement of education systems and management.
Alex Twinomugisha is a Senior Education Technology Specialist in the World Bank working on technology in education issues. Alex has spent over 20 years working on education and technology policy and program design, procurement and deployment at basic education (K-12), vocational and higher education levels. A core member of the World Bank's global edtech team, Alex’s interests and expertise focus on designing, developing and using technology to solve some of education’s most difficult challenges in developing countries.
On July 17, World Bank Global Lead for Technology Innovation in Education Robert Hawkins spoke with World Bank Education Specialist Cristóbal Cobo about Cristóbal's journey from Mexico, Uruguay, and the UK to the World Bank and his recent book, I Accept The Terms and Conditions: Uses and Abuses of Digital Technologies.
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Robert Hawkins is the World Bank's Senior Education & Technology Policy Specialist and Global Lead for Technology and Innovation in Education, working on issues at the intersection of technology use and education in middle- and low-income countries and emerging markets around the world. At a practical level, Bob provides advice and technical assistance to governments seeking innovative ways to improve teaching and learning in the classroom and strategic advice on improvement of education systems and management.
Cristóbal Cobo is a Senior Education Specialist at the World Bank, focusing on the effective and appropriate use of new technologies in education. Before joining the World Bank in 2019, where he is a core member of the World Bank's global edtech team, Dr. Cobo spent 15 years working at the intersection of future of learning, cultures of innovation and human-centered technologies across both developed and developing countries.
As part of our partnership with the Harvard Graduate School of Education, HundrED, and OECD in response to the COVID-19 crisis, are co-hosting a series of webinars focused on education response to the coronavirus. The initial webinars focused on the cases of Spain and Colombia.
On July 9, we co-hosted a webinar focusing on how Egypt is implementing digital technologies to support remote learning during the COVID-19 crisis with Dr. Tarek Shawki, Minister of Education & Technical Education, Arab Republic of Egypt. Event overview and speaker bios available here.
Learn more about the webinar series and case studies here.
Designing Distance Education Programs: Lessons from Telesecundaria in Mexico (episode in Spanish)
On April 30, 2020, World Bank Education Specialist Cristobal Cobo spoke with Dr. Germán Ruiz from Telesecundaria in Mexico. Telesecundaria is a system of distance education programs for secondary and high school students created by the government of Mexico. Learn more about Telesecundaria at https://telesecundaria.sep.gob.mx.
Using Flexible Digital Pedagogies: Lessons from Plan Ceibal in Uruguay (episode in English)
On April 8, 2020, World Bank Education Specialist Cristobal Cobo spoke with Claudia Brovetto and Gabriela Kaplan from Plan Ceibal in Uruguay. Learn more about Plan Ceibal at https://www.ceibal.edu.uy/es.
Crowdsourcing and Curating Education Content: Lessons from Educlan in Spain (episode in Spanish)
On April 7, 2020, World Bank Education Specialist Cristobal Cobo spoke with Carlos Medina (Director of INTEF), Yago Fadiño (Director of Content for children on Spanish television) and Federico Buyolo (Deputy Director Cabinet of the Minister) about the Educlan program in Spain. Learn more about Educlan at https://www.rtve.es/educlan.
Reimagining the Future of Education: Lessons from Evoke in Colombia (episode in Spanish)
On June 24, 2020, the World Bank Education Technology team hosted a conversation about the future of education in Colombia.
The Ministry of Education in Colombia, the EAN University of Bogotá, the Economic and Commercial Office of Spain in Colombia, Telefónica, and the city of Vitoria-Gasteiz joined the conversation to review lessons learned from an education program in Colombia called Evoke, focusing on:
- The role of teachers and mentors in remote learning
- Innovating in education: reflections on 21st century skills, teamwork and learning, gamification and project-based learning
- The importance of networks: opportunities and challenges of public-private collaborations in educational innovation processes
- Opportunities for leveraging blockchain technology in education as a form of conditional cash transfer