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

2. Digital Divide vs. Knowledge Divide
Digital Divide describes differences in Information and Communications Technologies (ICTs) access & consequent usage between countries
Knowledge Divide describes differentials in abilities of countries to create, adapt and use knowledge
The knowledge divide is not just about differences in technological capabilities. It is also about:
Education and skills, particularly those of the youth
Institutional capabilities, which provide incentives for acquiring and using knowledge effectively.

3. Is the Digital Divide Shrinking?
Evidence from World Bank research indicates that ICT growth rates are higher in developing countries
Private investments in cyber cafes, mobile telephones, optic fiber increase public access to ICTs
However, concerns remain:
Productivity gains lower (implying a knowledge divide)
Access is inequitable (implying the poor are the losers)

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

5. Real Challenge: Bridging the Knowledge Divide
Knowledge divide goes beyond “digital divide.”
It is more pervasive and more worrying, than digital divide, which can be remedied by investments in infrastructure and technologies.
The key issue is capability and capacity to adapt and absorb the vast knowledge available.
It is likely to get wider as creation and diffusion of global knowledge accelerates.
Educating the youth is a critical entry point to address the knowledge divide.

6. Source: WBI Knowledge Assessment Index

7. Learning Strategies for Youth
Young people learn through interactivity, through peers, through games and informal experiments.
A well designed learning environment is key to encouraging and instilling innovation and a scientific approach to learning.
IT is a key enabler in this regard.

8. Addressing the Divide: Capacity Enhancement through GDLN
Belgium, France
Germany
Netherlands
Portugal, Spain
Italy, (UK*)
Total=7
Bosnia
Latvia
Lithuania (2)
Russia (2)
Poland
Rumania
Ukraine
Turkey (2)(+1*)
(Yugoslavia*)
Total=11
Afghanistan
India (+1*)
Sri Lanka
Total=3
Canada (2)
Washington, DC
Total=2
Jordan
Egypt
Saudi Arabia
Total=3
Bolivia
Brazil
Chile
Costa Rica (2)
Colombia
Dominican Republic
Ecuador
El Salvador
Guatemala
Mexico (2)
Nicaragua
Peru
Venezuela
Total=15
China (3)
South Korea
(Malaysia*)
Mongolia
Philippines
Singapore
Thailand
Timor Leste
Vietnam
Australia
Total=11
Benin
Côte d'Ivoire
Ethiopia
Ghana(+1*)
Mozambique
Mauritania
Senegal
Tanzania
Uganda
Total=9
Total=62
* Centers that are part of the British Council’s Network of Knowledge Learning Centers and therefore connect to GDLN

9. Further Centers to join in the next years
Italy
Germany
Switzerland
France (Marseilles)
Total=4
Bulgaria
(Romania*)
Russia (+1*)
Moldova
Central Asia (5)
Total=8
Canada (1)
Algeria Djibouti Kuwait Morocco Oman
(Syria*) Tunisia UAE
Yemen
W.Bank/Gaza (+1*)
Total=9
Papua New Guinea
China
Cambodia
Indonesia (4+1*)
Japan
Total=8
Burkina Faso Kenya
Malawi
Mali
Madagascar
Namibia
Sudan
(Tanzania*)
Zambia
Total=8
Argentina
Caribbean
Honduras
Panama
Uruguay
Total=5
Additional DLCs=44
Future Total=105
* Centers that are part of the British Council’s Network of Knowledge Learning Centers and therefore connect to GDLN

10. The GDLN Experience A mix of ICT/media: synchronous – videoconf.
Group learning
High interactivity & dialogue
Structured learning activities
Local facilitation
Learner support
A mix of ICT/media:
synchronous – videoconf.
asynchronous -
Internet, Web and Print

11. Lessons from World Bank Distance Learning Experience: Delivery Mode
Training Days by Mode of Delivery

12. Lessons from World Bank Distance Learning Experience: Gender Differences
Breakdown of participants by Gender

13. Lessons from World Bank Distance Learning Experience: Regional Differences
Regional Composition-DL vs F2F

14. Lessons from World Bank DL Experience: Usefulness of Learning
Rating of Usefulness - DL vs. F2F

15. Lessons from World Bank DL Experience: Cost of Delivery
Introduction of DL has reduced unit costs
2003
2004
Average Unit Cost per offering
$38,200
$21,400
Average unit cost/training day
$97
$54

16. Blended Learning DL activities can include face-to-face
Distributed
Video Conferencing
(184)
Asynchronous
Computer & Internet (35) __
Print (89)
DL activities can include face-to-face

17. Blended Learning: Video Conferencing
Distributed
Video Conferencing
Lecture to Multi-Sites
Visual Aids (ppt, data, doc, tapes)
Interaction (Q&A, exchange among sites, phone/fax in questions)
Videotape (Archive)
Asynchronous
Desktop VC, Webcast (live streaming)
Computer & Internet
Print

18. Blended Learning: Internet
Distributed
Video Conferencing
Desktop VC, Webcast (live streaming)
Computer & Internet
Internet (online)
Text/Graphics/streaming video/audio
Hyperlinks, , Discussion Forum
Online survey, evaluation, Quiz,
CD-ROM (off-line)
Asynchronous
Digital Library
Print

19. Blended Learning: Print
Distributed
Video Conferencing
Desktop VC, Webcast (live streaming)
Computer & Internet
Digital Library; pdf files
Asynchronous
Print
Text/Graphics in print
Brochure and Poster
Course Agenda, Study Guide, Workbook,
Facilitator and Instructor Manual

20. Types of E-Learning Head Heart
Formal Learning
Informal Learning
Self-Paced Learning Modules & CD-ROMs (73)
Head
Virtual Classroom (35)
Moderated e-discussions with peers & experts
(Development Forum) (110)
Communities of Practice (42)
Digital Video Libraries (B-Span - 187)
Knowledge & Learning Objects
(Library of Learning Objects)
Heart
Thematic Web Pages
(14.4 million unique visitors)

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

22. Kids DevNews
                                            
                   
             

23. Kids DevNews Taming nature's fury Earthquake in Bam
                                                           
Taming nature's fury
One of the most drastic changes that has taken place in the world over the last 100 years has been where and how people live, and how they earn their living. ...more
           
Read: Full Story
Earthquake in Bam
Imagine: you and your parents set off on a short camping vacation. You pack your tent and a few essential belonging. Living in a tent without electricity, running water ... more

24. Early Child Development Program
Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change.
The Early Child Development approach is based on the proven fact that young children respond best when caregivers use specific techniques designed to encourage and stimulate progress to the next level of development.

25. Early Child Development Program
Program Designs
Needs Assessment & Indicators: Assessment of Child Status; Child Development Indicators; Setting Goals and Objectives;
Program Options: Delivering Services to Children; Training Teachers; Educating Parents; Educating Through the Mass Media;
Planning: The LogFrame Matrix; Identifying Critical Assumptions and Risks;
Monitoring and Evaluation: Choosing the Indicators; Impact Evaluation;
Implementation: Project Preparation and Design; Supervision;

26. The Partnership on Sustainable Strategies for Girls Education
The Partnership on Sustainable Strategies for Girls Education is an international, inter-agency group dedicated to improving educational opportunities for girls in the developing world. The Partnership supports education policy research and analysis in developing countries with the objective of identifying policy measures which will improve girls' educational opportunities. The Partnership works collaboratively with country governments in examining policy issues relating to girls' educational opportunities.

27. Educating all the Children
The Partnership on Sustainable Strategies for Girls Education
Invest in The Future:
Educating all the Children
Providing girls with the opportunity to attend school continues to be a considerable challenge in the developing world. Of the estimated +112 million children aged 6 to 11 not in school in the developing world, over two-thirds are girls. In many developing countries, children's primary school completion rates are very low, and tend particularly low for girls.

28. Youth and Good Governance
The aim of this World Bank Institute website is to stimulate a dialogue on governance issues among youth by emphasizing the role they can play in demanding accountability from their government.
By exposing youth to various empirical data showing the negative relationship between governance and poverty, this website aim to raise their awareness to become more involved in participating in improving the quality of governance in their countries.

29. Youth and Good Governance
Role of Youth in Fighting Corruption
The approach aims at educating and sensitizing youth to:
- refuse to pay bribes and/or report requests for bribes from public officials;
- send articles on corruption to the media or start a newsletter by youth;
- form anti-corruption clubs in schools/colleges that organize social events, stimulate group discussions, request that courses on anti-corruption, good governance and ethics be included in the school curriculum, publicly declare schools a “corruption-free zone,” and monitor and report any violations.
- research and disseminate information on government procedures and entitlements to the citizenry.

30. Successful Impacts
Created a global learning community of practitioners through a worldwide facility for knowledge exchange
Improved decision-making through knowledge sharing and virtual interaction with peers
Enhanced country-to-country exchanges among experts and practitioners through action learning
Delivered cost-effective courses
Disseminated global sectoral knowledge to country-level practitioners on a timely basis

31. Challenges for E-learning
Access to appropriate technology: uneven & unpredictable
Design: maintaining pedagogical quality is expensive & time consuming and requires multi-disciplinary teams
Reducing learner drop-out: need to have learner supports including learner & facilitator training
Content: needs to be relevant for policy makers & sector specialists in developing countries
Scalability: need to increase the rate of delivery & access to activities

32. Challenges (continued…)
Shareability: need standards that promote the sharing and scaling up of e-learning assets
Measurement: need an improved system to measure the impacts both in terms of learning & return on investment
Partnership: sharing of costs with beneficiaries, so that resources are available for scaling-up the program
Changed governance structures: development of franchise model for promoting long term, sustainable growth.

33. Summing Up
Bridging the knowledge divide poses challenges that need collaboration among all stakeholders and donors.
The current distribution of the knowledge divide across age groups, gender, and regions is a critical concern.
Standards that ensure quality & sustainability of e-learning are critical.
While the digital divide may have been overstated, the issue of access to technology is a serious concern.
Creative solutions using existing technology can make high impacts.
Solutions for young people have been tested and bring hope that we can make a difference.

34. Questions & comments ?