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Educational technologies have become central to higher education during the COVID-19 pandemic. The state of emergency in tertiary systems worldwide has enabled private edtech companies, global tech businesses, and the networks of promoters backing them, to define the post-pandemic future of the university.
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As we enter 2021 and wish each other a Happy New Year, the arrival of Covid-19 vaccines is a good reason for optimism regarding humanity’s most immediate threat. Unfortunately, when it comes to our most urgent long-term danger – climate change – there is no vaccine, no bright path before us in the months to come. There is instead what UN Secretary General António Guterres called last month our ‘broken planet’ and our continuing “suicidal…war on nature.”[1]
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After many years of public sector underfunding, the private tech sector has made inroads into virtually all public services. With the self-proclaimed aim to enhance the quality of public services, at a reduced cost and with greater efficiency, especially two sectors are rapidly expanding: Education Technology and Health Technology.
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As G20 world leaders meet, it is time for a fundamental overhaul of global investment policy to build for the future. That future depends on public services and the people who provide them. Crisis has brought recognition to “front-line” workers, public and private, who are both visible and essential. However, all workers are essential.
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One of the primary avenues highlighted for educational improvement in the World Bank’s World Development Report (WDR) 2018 is school-based management (SBM). This is not surprising, as SBM has been one of the World Bank’s preferred education governance reforms since the 1990s. Indeed, as Dean Nielsen, former Senior Evaluation Off...
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The World Development report 2018 (WDR2018) is right about the global learning crisis: many children not in school, educational inequity, and low quality of learning outcomes. But it often misses the point when trying to use available evidence to realize education’s promise. The problem is that there are so many ‘facts’ now avai...
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The annual World Development Report (WDR) is the World Bank’s flagship publication. The 2018 report is entitled Learning to Realize Education’s Promise. In the 40 year history of the WDR, this is the first time its focus has been on education. Many commentators have welcomed this as needed in this time when education systems...
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The World Development Report 2018 recognises, although briefly, that poor working conditions for teachers can undermine learning (p.138). It argues that the status of the teaching profession has declined over the last few decades, and that as a result, “teachers deserve more from the systems that employ them” (p.138).
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