This series of informal documents presents knowledge acquired through the Bank's operational experience. They contain material that is practical rather than theoretical and include state-of-the-art reports and how-to-do-it monographs. They can also concern matters that cut across sectoral lines, such as the environment and science and technology.
This series was superseded by the World Bank Working Papers series in 2003 and the World Bank Studies series in 2010.
Link to Series page: https://publications.worldbank.org/index.php?main_page=advanced_search_result&series=World Bank Technical Papers
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries.
... See More + That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
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Working Paper (Numbered Series) 112754 FEB 01, 2017
This paper presents the findings of an impact evaluation designed to study an educational initiative called Evoke: Youth as Agents of Change in the Colombian Peace Process.
... See More + Evoke is a project-based learning model that uses storytelling, game mechanics, and global social networks, to imbue young people with the skills they need to develop social innovations that address grand challenges (e.g., refugees, poverty, climate change) in their communities. Creating novel solutions to these complex and intractable problems requires curiosity, creativity, collaboration, aggregative thinking, empathy, plus a host of other 21st century and socioemotional skills. The development of each skill individually is important but these skills are deeply intertwined and even more relevant when combined in a project-based framework. These transferable skills enable young people to see, listen, question, imagine, think, care, act, and reflect, in a fundamentally different and potentially transformative way.
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Working Paper (Numbered Series) 122451 JAN 01, 2017
National educational technology agencies ('ICT/education agencies', and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries.
... See More + That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world.
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The aim of this report is to provide guidance to governments, institutions, and development partners on how to approach the provision of advanced information and communication technology (ICT) services to the higher education and research community in Africa.
... See More + The timing is appropriate as it coincides with a transformation in the telecom infrastructure and services on the continent as fiber optic connectivity, both undersea and on land, is expanding at a rapid pace. The premise of the report that the organization of ICT services and connectivity is best provided by a dedicated organization called the National Research and Education Network (NREN) is based on international best practice and the current plans of the stakeholders in the region. In the following pages, the nature of NRENs and the case for their establishment is outlined and the story of their development in Africa up to their current status is described in operation of NRENs are discussed as a prelude to a guidance note on how to go about establishing or strengthening an NREN, with recommendations to the government, the private sector, institutions, and development partners.
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Working Paper (Numbered Series) 113114 NOV 01, 2016
Malaysia, like many countries in the region, has invested heavily in the use of ICT in schools since 1999. Unlike many other countries, Malaysia does not rely on a single specialized agency or a particular division of the Ministry of Education to implement its ICT in education programmes.
... See More + Instead, the Malaysian government rolled out a nation-wide initiative known as the 'Smart School Initiative', which is based on strategic public-private partnerships involving various stakeholders including ministry, industry, and community. This case study examines how the Malaysian Smart School Initiative (MSSI) was developed and implemented in its initial years. The study demonstrates that the MSSI was the result of a deliberate, holistic approach to incorporate the use of ICT in Malaysian schools. The MSSI involved not only the use of ICT in the teaching and learning process, but also in the management and administrators and technicians in using ICT effectively in their daily practices.
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Working Paper (Numbered Series) 113112 JAN 01, 2016
New information and communication technologies (ICTs) have long been heralded around the world for their potential to 'revolutionalize' education.
... See More + This has been true no matter the place or the specific technologies considered whether we are talking about early promises related to the use of television and radio in past decades or the laptops and tablets of today. Excitement around this 'transformative' potential is unlikely to subside in the near future: Devices will only get cheaper, and more powerful, in the coming years, and new technologies as yet un-invented will emerge to do things that were previously possible only in the realm of science fiction. That said, while connected computing devices like laptops, tablets and smartphones are increasingly to be found in the pockets and homes of many learners and teachers, slow-to-change formal education systems have led many people to observe that "technology is already revolutionizing education – just not in the classroom."
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Working Paper (Numbered Series) 113108 JAN 01, 2016
Beginning in 1996, the Department of Education (DepEd) started to implement the first large scale ICT/education initiative in the Philippines. This effort was later strengthened and expanded to become the DepEd Computerization Program and DepEd Internet Connectivity Program (DCP/DICP).
... See More + This was a huge undertaking for DepEd, both to oversee and to implement. Fortunately, many groups were willing to help – other government agencies, international and non-government organizations, private sector, local government units and higher education institutions. That said, coordinating the large scale implementation of ICT/education initiatives, as well as related donations and support from partners and key stakeholder groups, made it difficult to share information and expertise, coordinate public-private partnerships, and replicate and scale up successful projects. Many countries have created a distinct agency to coordinate and implement ICT/education. In the early stages of the introduction of ICTs in education in the Philippines, the government largely resisted this idea, although a number of related oversight and implementation models were proposed. Absent such an organization and/or related formal institutional structure education policymakers, stakeholders and practitioner groups explored other options.
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Working Paper (Numbered Series) 113217 JAN 01, 2016
The Enlaces program has been responsible for the implementation of projects exploring the use of new technologies in education in Chile for over two decades.
... See More + Born in 1992 as a small pilot project, Enlaces grew and evolved over time to become part of the permanent structure of the country's Ministry of Education. Its implementation strategy can be characterized as one 'from the periphery to the center', both in its territorial deployment and in the manner in which it was gradually institutionalized. The main focus of Enlaces has been to support the computerization of schools and to support teachers to incorporate the technology into their teaching practices. For most of its history, Enlaces has enjoyed committed political and financial support from Chile's national education authorities From its inception, Enlaces has been built on strategic alliances with regional universities, schools, and the private sector, each of which has played a leading role in the development and success of Enlaces. The program's commitment to follow a 'logical path' by supporting traditional structures and actors within the education sector, resulted in a slower implementation of new technologies in schools than in many comparator countries, and over time the program struggled to demonstrate significant impacts on educational outcomes, as traditional educational practices did not change significantly. As its program became institutionalized with the Ministry of Education, Enlaces became more embedded within, and dependent on, official bureaucratic structures and education policies, constraining the ability to innovate and remain flexible which character its early years.
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Working Paper (Numbered Series) 113221 JAN 01, 2016
The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector.
... See More + It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.
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Working Paper (Numbered Series) 112899 JAN 01, 2016
Since its creation over 25 years ago, the Omar Dengo Foundation (ODF) has played a critical role in developments related to use of educational technologies in schools in Costa Rica.
... See More + The integration of technology in Costa Rican public schools took off in 1987 with the creation by the Ministry of Public Education of the National Program of Educational Informatics, which became the flagship program of the newly created Omar Dengo Foundation. This paper explores the development of ODF as a key partner institution to the Costa Rican Ministry of Public Education and how changes in key legislation went hand-in-hand with ODF's growth and impact. It explores key lessons learned for policymakers looking for insights on how an external ICT/education agency can work productively in collaboration with the Ministry of Public Education and other government agencies to serve as main implementation agency for a large scale, national ICT in education initiative.
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Working Paper (Numbered Series) 113106 JAN 01, 2016
The Evoke project is designed to support young people as they develop an understanding of these complex challenges, acquire 21st century skills (e.g., creativity, collaboration, critical reflection), socio-emotional skills (e.g., curiosity, empathy, generosity), and gain the confidence to experiment, collaborate, and create innovative solutions.
... See More + The Social Innovators’ Framework is unique in that it brings together the fundamental principles and practices from the social innovation and educational development fields in order to create a multidisciplinary, structured, and active learning experience that is project based and problem posing. The SIF helps students understand the grand challenges and the lived experiences of people in the community by providing an educational model in which they can learn about the social innovation cycle through research and from first-hand experience in the field. The Social Innovators’ Framework” is the first paper in this three-part series. In this paper, we present the Social Innovators’ Framework. In the first section of this paper, we provide an overview of the SIF and the Evoke project. In the second section, then explain the theoretical and empirical foundation that underpins the framework and connects cognitive and socio-emotional skills development to social innovation and social change. In the final section of this paper, we outline the way in which the SIF was designed, provide the detailed framework, and describe how the framework has been developed as part of the Evoke project. This includes: defining the skills, describing how these skills are operationalized in activities and measured using concrete evidence, illustrating how skills are grouped into an integrated and iterative project-based learning process, and articulating the assessment approach.
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Working Paper (Numbered Series) 112721 JAN 01, 2016
More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries.
... See More + Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs.
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Working Paper (Numbered Series) 114274 JAN 01, 2016
Thailand's national initiative on ICT usage in schools was launched in 1995 by the country's National Electronics and Computer Technology Center (NECTEC) under the pilot project known as the Thailand School Communication Network (more commonly referred to as 'SchoolNet').
... See More + The main objectives of SchoolNet were to network schools inside and outside Bangkok; to connect them to the Internet; and to promote the use of the Internet for teaching and learning in schools. After operating for eight years, the project was transferred from NECTEC to the Ministry of Education (MOE) and served as the foundation for the country's national educational network. Experience from SchoolNet Thailand provides useful lessons related to what can be achieved by small groups with vision and passion; how to operate without dedicated budget allocations from government in the start-up phase; the important role of support from widely respected and influential people outside the particular line ministries in starting something new; how to transition from a small and dynamic pilot initiative into a large government bureaucracy; and the importance of cooperation among related agencies across ministries.
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The British educational communications and technology agency (Becta) was established in 1998 and finally closed in 2011. The government in England set out Becta’s priorities in annual remit letters, and the agency’s changing role is traced through the content of these letters.
... See More + Becta primarily addressed school-based and technical and vocational education and it acted as the key agency in taking forward England’s e-learning strategy, harnessing technology. In Becta’s lifetime, technology changed dramatically, and the agency played an important role in building the capacity of schools and colleges to support their work and the learning of students through technology. Becta played an important role in conducting research and gathering evidence in use of technology for learning and in developing education leadership and teacher capacity to use technology across the school curriculum. While every national context is different, some of the experience associated with Becta’s existence may provide a starting point for reflection on the development of similarly focused information and communication technology (ICT) in education agencies.
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Working Paper (Numbered Series) 112900 JAN 01, 2016
Information and communications technologies (ICTs) are developing fast and triggering fundamental changes in education system. This case study focuses on institution building, which can manage such a fundamental transition in education system on a national scale.
... See More + Following a short introduction, a theoretical framework is discussed. This case study attempts to investigate the birth and growth of Korea Education and Research Information Service (KERIS) and explores the role of KERIS in planning and implementing one quite prominent strategic initiative to introduce innovative practices within the Korean education system - the cyber home learning system (CHLS). The objective of this case study is to find out key factors that the government needs to consider for successful institution building and those that determines the accomplishments of the missions assigned to KERIS. Using the CHLS policy case, in addition, the authors explore how KERIS implemented the CHLS policy in cooperation with regional offices of education, which are autonomous and in charge of education policy in each region in Korea. This case study will provide rich experiences that policy makers can refer to when they plan to build a similar institution or restructure an existing one.
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Working Paper (Numbered Series) 112903 JAN 01, 2016
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.
... See More + 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. Thus, this case study explores the challenges facing Pustekkom, as well as how it is responding to a common challenge facing education systems around the world: how do well established systems and organizations that have operated on a relatively stable set of assumptions for many years cope with the institutional transformation that is being forced on them as growing ICT penetration within societies challenges traditional ways of operating and disrupts entrenched power structures in education? This exploration of a national ICT in education agency with a transforming mandate yields some key lessons of potential relevance globally.
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Working Paper (Numbered Series) 112902 JAN 01, 2016
The National Center for Education Technology (NaCET) has for nearly ten years served as the primary support for education technology in Armenian schools.
... See More + NaCET manages the Armenian Schools Internet Network (ASIN), plus school information management, content development and dissemination, training in information technology, and development and dissemination of education content. NaCET was founded to meet urgent needs for technical capacity and contract management with the Ministry of Education and Science (MoES). In meeting these needs, NaCET has overseen the extension of internet connectivity to more than 99 percent of schools as of 2013. This milestone is accompanied by new pressures - the need to begin the process of upgrading hardware - and by a new opportunity for broader assessment of the role of education technology in schools.
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Working Paper (Numbered Series) 112898 JAN 01, 2016
The aim of this report is to provide guidance to governments, institutions, and development partners on how to approach the provision of advanced information and communication technology (ICT) services to the higher education and research community in Africa.
... See More + The timing is appropriate as it coincides with a transformation in the telecom infrastructure and services on the continent as fiber optic connectivity, both undersea and on land, is expanding at a rapid pace. The premise of the report that the organization of ICT services and connectivity is best provided by a dedicated organization called the National Research and Education Network (NREN) is based on international best practice and the current plans of the stakeholders in the region. In the following pages, the nature of NRENs and the case for their establishment is outlined and the story of their development in Africa up to their current status is described in operation of NRENs are discussed as a prelude to a guidance note on how to go about establishing or strengthening an NREN, with recommendations to the government, the private sector, institutions, and development partners.
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Working Paper (Numbered Series) 113114 JAN 01, 2016
Despite many initiatives that were introduced beginning in 1990, Uruguay had had trouble implementing a national policy to introduce ICT in schools, especially in primary education.
... See More + However, in 2006, a new initiative – 'Plan Ceibal' – was announced to provide laptops for all students and teachers in government- supported primary schools over a three-year period. Plan Ceibal had three pillars: (1) equity, social inclusion and equality in access to technology; (2) technology as a means to achieve these goals; and (3) education, universal law that aims to equal opportunities. The implementation phase of the Plan Ceibal was carried out in four stages, including a pilot phase that began in early 2007, As a result of the initial phases of Plan Ceibal, all of these primary schools (with subsequent stages of the project focusing on all secondary schools, teachers, students and their families) had the opportunity to use and learn with ICTs.
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Working Paper (Numbered Series) 113107 JAN 01, 2016
This publication describes a set of techniques for creating digital spatial databases, atlases, and wall maps. When applied to mapping these techniques form a small subset of geographic information systems (GIS) technology, which deals with using computing equipment to acquire and use spatial data.
... See More + The book describes a specific body of practical methods that have proved to be relatively inexpensive, quick, and easy to learn, and to have delivered usable products. The techniques make use of general-purpose, low-cost desktop computing hardware and software. Appendixes include: a glossary, recommendations on how to maintain a digital database, some very specific information on digital satellite data, background information on the hardware and software used in developing the techniques, and selected readings.
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Working Paper (Numbered Series) 37592 MAY 30, 1993
