The future development of Africa and its participation in the knowledge society will be greatly influenced by how Africa manages to deliver quality education to its citizens. Education forms the basis for developing innovation, science, and technology, in order to harness resources, industrialize, and participate in the global knowledge economy and for Africa to take its rightful place in the global community.
This case study explores the establishment and changing role of Pustekkom, the Centre for Information and Communication Technology (ICT) for Education, which is part of the Ministry of Education and Culture in Indonesia. Originally established a content development house, with a focus on audio and radio and video or film or television content, Pustekkom is currently grappling with a requirement to change its role, given a new mandate that it has been given to plan and provide ICT infrastructure, services, professional development, and resources to schools.
This report seeks to assist the Governments of Botswana, Lesotho, and Zambia to more effectively develop job ready secondary education graduates, who are better placed to increase their earnings and stay out of poverty. The report provides specific and practical suggestions for teachers, schools, and ministries to improve the job-readiness of secondary education graduates, and, in turn, is intended to facilitate a sharing of national and international experiences in the three participating countries.
The South African government is aiming to pass several reforms across core elements of the digital economy, recognizing the need for new policy directions and preparing for the fourth industrial revolution (4iR). While South Africa’s wealthy households have broad access to quality and relatively affordable internet, people earning less than South African rand (ZAR) 7000 a month are largely unconnected. This report reviews how the digital divide affects the foundations of the digital economy and provides policy options for bridging the divide.
Zambia’s seventh national development plan (7NDP) sets ambitious targets for economic growth and poverty reduction. Technology can play an important role as Zambia advances this vision for economic transformation. The introduction of digital systems can also have a transformative effect on government. Improved access to digital technologies and effective use of data and digital systems can thus be powerful tools in the quest to increase private sector productivity, enhance public sector efficiency and effectiveness, and improve the accountability of both the public and private sectors.
This assessment is aimed at identifying and assessing the current conditions and common practices under which Romanian training institutions operate and providing policy makers and training providers with key actions and recommendations to strengthen the education and training system in the country, with the intention of leading to increased economic productivity and competitiveness.
The World Bank has been implementing the Training Assessment Project (TAP) under the Systems Approach for Better Education Results (SABER) Initiative of the World Bank’s (WB) Education Global Practice to help governments assess the readiness of their training systems and institutions to support human capital development. In the case of Ukraine, the TAP seeks to support effective implementation of education reforms via the evaluation of the teacher education institutions’ performance.
The United Nations Sustainable Development Goal 4 aims to ‘ensure inclusive and equitable quality education’. Open Educational Resources (OER) have the potential to support the removal of barriers to accessing resources and supporting inclusiveness (facilitated by digital literacy and information and communication technology). There are concerns about the quality aspect of OER, and how this is ensured for users and content creators. In addition, inclusion requires OER to be available in languages in which users prefer to access and use them.