Countries need skilled and talented people to generate the innovations that underpin long-term economic growth. This is as true in developed as it is in developing economies. However, it will not happen without investment in education and training. If we are to end poverty, reduce unemployment and stem rising economic inequality, we must find new, better and cheaper ways to teach — and on a vast scale.
This goal may seem to be beyond even wealthier countries’ means, but the intelligent collection, analysis and use of educational data could make a big difference. And, fortunately, we live in an age in which information technology gives us the right tools to broaden access to high-quality, affordable education. Big data — high-volume, complex data sets that businesses use to analyze and predict consumer behavior — can provide teachers and companies with unprecedented amounts of information about student learning patterns, helping schools to personalize instruction in increasingly sophisticated ways.
The World Bank Group and its private-sector lending arm, the International Finance Corp (IFC), are trying to harness this potential to support national education systems. A recently launched initiative, called the Systems Approach for Better Education Results (SABER), collects and shares comparative data on educational policies and institutions from countries around the world.
In the private sector, the ability to collect information about teacher-student interaction, and interaction between students and learning systems, can have a profound impact. In Kenya, for example, Bridge International Academies is using adaptive learning on a large scale. An IFC client founded by three US entrepreneurs, Bridge runs 259 nursery and primary schools, with monthly tuition averaging US$6. It is a massive learning laboratory for students and educators alike.
Bridge tests different approaches to teaching standard skills and concepts by deploying two versions of a lesson at the same time in a large number of classrooms. The lessons are delivered by teachers from standardized, scripted plans, via tablets that also track how long the teachers spend on each lesson. Exam results are recorded on the teacher’s tablet, with more than 250,000 scores logged every 21 days. From these data, Bridge’s evaluation team determines which lesson is most effective and distributes that lesson throughout the rest of the academy’s network.
We know that a host of issues can cause a student’s performance to decline — scorching summer heat in classrooms without air conditioning, problems at home or poor-quality teachers, to name a few. However, when one gathers results on a large scale, variables flatten out and the important differences emerge. That is the great value of big data.
Another case is SABIS, a provider of K-12 education in the US, Europe, Asia, the Middle East and North Africa. SABIS mines large data sets to ensure high standards and enhance academic performance for more than 63,000 students. Continuous tracking of annual student academic performance yields more than 14 million data points that are used to shape instruction, achieve learning objectives and ensure consistency across the company’s network of schools in 15 countries.
Knewton, an adaptive learning platform that personalizes digital courses using predictive analytics, is another company at the forefront of the data revolution. With tailored content and instruction, even classrooms without private-school resources can provide individual learning. As a result, teachers spend their time in the most effective way possible — solving problems with students — instead of delivering undifferentiated lessons.
These benefits do not come without risk. We are only beginning to grapple with how big data’s tremendous potential for learning can be harnessed while protecting students’ privacy. In some cases, data-collection technology is outpacing our ability to decide how it should be collected, stored and shared. No matter how rigorously data are secured, there is still a need for a clear licensing structure for its use. In many developing countries, there are no regulations for data privacy at all.
The interface between data and education holds the promise of new educational products for improved learning, with large potential benefits, especially for the poor. To realize those benefits — and to do so responsibly — we must ensure that data collection is neither excessive nor inappropriate and that it supports learning. The private sector, governments and institutions such as the World Bank Group need to formulate rules for how critical information on student performance is gathered, shared and used. Parents and students deserve no less.
Jin-Yong Cai is chief executive of the International Finance Corp.
Copyright: Project Syndicate
Recently, China launched another diplomatic offensive against Taiwan, improperly linking its “one China principle” with UN General Assembly Resolution 2758 to constrain Taiwan’s diplomatic space. After Taiwan’s presidential election on Jan. 13, China persuaded Nauru to sever diplomatic ties with Taiwan. Nauru cited Resolution 2758 in its declaration of the diplomatic break. Subsequently, during the WHO Executive Board meeting that month, Beijing rallied countries including Venezuela, Zimbabwe, Belarus, Egypt, Nicaragua, Sri Lanka, Laos, Russia, Syria and Pakistan to reiterate the “one China principle” in their statements, and assert that “Resolution 2758 has settled the status of Taiwan” to hinder Taiwan’s
Singaporean Prime Minister Lee Hsien Loong’s (李顯龍) decision to step down after 19 years and hand power to his deputy, Lawrence Wong (黃循財), on May 15 was expected — though, perhaps, not so soon. Most political analysts had been eyeing an end-of-year handover, to ensure more time for Wong to study and shadow the role, ahead of general elections that must be called by November next year. Wong — who is currently both deputy prime minister and minister of finance — would need a combination of fresh ideas, wisdom and experience as he writes the nation’s next chapter. The world that
Can US dialogue and cooperation with the communist dictatorship in Beijing help avert a Taiwan Strait crisis? Or is US President Joe Biden playing into Chinese President Xi Jinping’s (習近平) hands? With America preoccupied with the wars in Europe and the Middle East, Biden is seeking better relations with Xi’s regime. The goal is to responsibly manage US-China competition and prevent unintended conflict, thereby hoping to create greater space for the two countries to work together in areas where their interests align. The existing wars have already stretched US military resources thin, and the last thing Biden wants is yet another war.
As Maldivian President Mohamed Muizzu’s party won by a landslide in Sunday’s parliamentary election, it is a good time to take another look at recent developments in the Maldivian foreign policy. While Muizzu has been promoting his “Maldives First” policy, the agenda seems to have lost sight of a number of factors. Contemporary Maldivian policy serves as a stark illustration of how a blend of missteps in public posturing, populist agendas and inattentive leadership can lead to diplomatic setbacks and damage a country’s long-term foreign policy priorities. Over the past few months, Maldivian foreign policy has entangled itself in playing