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Colombo: Beyond concrete and asphalt

Darshani De Silva's picture
To ensure their city remains sustainable, Colombo’s citizens need to co-exist and build harmonious relationships with natural ecosystems and the biodiversity that thrives in them
To ensure their city remains sustainable, Colombo’s citizens need to co-exist and build harmonious relationships with natural ecosystems and the biodiversity that thrives in them

Protecting nature in Sri Lanka’s capital for resilience and sustainability

The world is urbanizing at a very fast pace – but it seems like Sri Lanka is an exception.

In 2014, the island was listed as one of the least urbanized countries in the World Urbanization Prospects (WUP),  with less than 20 percent of the population in urban areas. By 2050, WUP projected that number would rise to only 30 percent.
 
Does this mean we still have to worry about the country’s urbanization? The short answer is yes.

This is, after all, an island nation with one of the highest population densities, complex and evolving social systems and intricate ecosystems.

Meanwhile, urbanization, even at relatively slower pace, is still changing migration patterns, altering the way urban populations consume resources, and impacting the affordability of land and other assets.

These, in turn, are increasing the demand for resources. Growing inequality can be seen as a result of the displacement of less affluent communities, while the loss of important ecosystems has negatively affected resilience and sustainability.

How to capture public life in public spaces?

Fen Wei's picture
Photo credit: Lois Goh/ World Bank
Urbanization and economic growth go hand in hand.  Cities are turning into centers of attraction in developing countries and their population is rising constantly. In such cities, we often see in a city a mix of old and new, slow and fast: Street vendors hawking their wares by luxury shopping malls; highways segmentizing parks and walkways; high-rise crowding out traditional neighborhoods, etc. However, we do not often see a well-balanced mix that serves all urban dwellers with a wide array of needs, economically and socially.
 
What are the ingredients of a good urban life, or rather, what does it take for a city to make the public happy? The answer to this is multifaceted. Cities need to be accessible, vibrant, and create safe public spaces to meet public needs.
 
As UN-Habitat’s Charter of Public Space states, public spaces are a key element of individual and social well-being, the places of a community’s collective life, particularly in situations of poverty and limited public resources, such as those in the developing countries. The Charter also highlights that participation of citizens and in particular of communities of residents is of crucial importance for the maintenance and management of public spaces. While there might be no objection to this statement, it is also true that it has been easily overlooked, especially in developing countries, for the sake of “economic efficiency.”

How to manage urban expansion in mega-metropolitan areas?

Philip E. Karp's picture
 


As the world becomes increasingly urbanized, the number of megacities is growing rapidly.

Today there are 37 cities worldwide with populations of greater than 10 million, and 84 with populations greater than five million. More than three quarters of these cities are in developing countries. Together with their surrounding metropolitan areas, these cities produce a sizable portion of the world’s wealth and attract a large share of global talent.

These megacities face a series of common challenges associated with managing urban expansion, density, and livability—in a manner that takes advantage of the benefits of productive agglomerations, while mitigating the disadvantages of such high degrees of congestion and urban density.

Moreover, like other metropolitan areas, megacities face challenges of effectively coordinated planning, infrastructure development, and service delivery across multiple jurisdictions. Indeed, the New Urban Agenda issued at the Habitat III conference in 2016 identified metropolitan planning and management as one of the most critical needs to ensure sustainable urbanization.

Innovation in the air: using cable cars for urban transport

Leonardo Canon Rubiano's picture
Also available in: Español
Photo: Andy Shuai Liu/World Bank

Invented over a century ago for exploring mountainous regions, aerial cable cars have recently made an appearance in several big cities, where they are being used as an alternative to conventional urban transport modes. This technology uses electrically-propelled steel cables to move suspended cars (or cabins) between terminals at different elevation points.
 
The tipping point. The emergence of cable cars in urban transport is fairly new. Medellín, Colombia pioneered the use of cable cars for urban transport when it opened its first “Metrocable” line in 2004. Since then, urban cable cars have grown in popularity around the world, with recent projects in Latin America (Rio de Janeiro, Caracas, Guayaquil, Santo Domingo, La Paz, and Medellín), Asia (Yeosu, South Korea, Taiwan, Hong Kong), Africa (Lagos, Constantine), and Europe (London, Koblenz, Bolzano).  Cable cars can be an attractive urban transport solution to connect communities together when geographical barriers such as hills and rivers make other modes infeasible.

The implications of automation for education

Harry A. Patrinos's picture
Also available in: Français | Español | 한국어
Will workers have the skills to operate new technology? Education can help. (Photo: Sarah Farhat / World Bank)​


Automation is heralding a renewed race between education and technology. However, the ability of workers to compete with automation is handicapped by the poor performance of education systems in most developing countries. This will prevent many from benefiting from the high returns to schooling.

Schooling quality is low
 
The quality of schooling is not keeping pace, essentially serving a break on the potential of “human capital” (the skills, knowledge, and innovation that people accumulate).  As countries continue to struggle to equip students with basic cognitive skills-  the core skills the brain uses to think, read, learn, remember, and reason- new demands are being placed.

Building and sustaining national educational technology agencies: Lessons, models & case studies

Michael Trucano's picture
Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world

For over a decade, the World Bank and the Government of Korea have enjoyed a strong strategic partnership exploring a wide range of issues related to the use of information and communications technologies (ICT) in education around the world.

One high profile activity under this partnership is the annual Global Symposium on ICT use in Education (GSIE), which has helped to establish Korea as a global hub for insight, knowledge sharing and networking for high level government officials, practitioners and experts around topics related to the use of new technologies in education.

GSIE organizers planned from the beginning to support knowledge exchanges around a few ‘evergreen’ general topics (e.g. like the use of new technologies to support teachers; monitoring and evaluation; and digital competencies for learners) in which KERIS, Korea’s national educational technology agency, has notable experience and expertise.

What organizers did not initially anticipate, however, was the extent to which policymakers were interested not only in learning about what KERIS itself knew, and was learning, about uses of new technologies in education, but also in learning about the institution of KERIS itself – as well as institutions like it.

As it happened, people responsible for starting, leading and/or overseeing national institutions in their countries which performed similar sorts of functions to that of KERIS increasingly made the trek to Korea to participate in the GSIE (as they are doing this week), sharing information and insights with their counterparts about national institutions emerging in countries around the world to help introduce, support, fund, share information about, and evaluate the use of ICTs in education at a large scale.

A new World Bank publication, Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world, attempts to document, analyze and take stock of this phenomenon:

Questions for policymakers seeking to create or restructure a national educational technology agency

Michael Trucano's picture
before you offer your stamp of approval, here are a few more things you might want to consider
before you offer your stamp of approval,
here are a few more things you might want to consider
This week, policymakers and practitioners from around the world are gathering in Korea at the 11th annual Global Symposium on ICT Use in Education to discuss areas of emerging common interest related to the effective (and ineffective) uses of new technologies in education systems around the world. As in the past, KERIS, Korea's famous national edtech agency, is the host and organizer of this event.

Many of these participants represent institutions key to the implementation of educational technology efforts in their countries; many others are government officials responsible for developing the policy environments within which these institutions operate.

A new World Bank publication, Building and Sustaining National Educational Technology Agencies: Lessons, Models and Case Studies from Around the World, documents and analyzes a diverse set of implementation models and experiences from around the world related to national initiatives supporting the use of technology in schools of relevance to many of the participants at this year's symposium.

Drawing on interviews and discussions with government policymakers in scores of countries around the world during the course of writing this book, my collaborator Gavin Dykes and I developed a set of ten short, thematic questions to help catalyze discussions during the initial stages of planning for the development of national educational technology ('ICT/education') agencies. These questions are meant to highlight potential areas of critical importance (and confusion), based on the experiences of more than two dozen national ICT/education agencies over time in a diverse set of places. It is hoped that these questions, and the conversations that they provoke, can serve as entry points into deeper, more fundamental discussions, providing a bridge of sorts between the recognition of specific educational needs and priorities in one country with practical experiences in others.

No matter how brilliant or 'visionary' a country's educational technology policies and plans might be on paper, or when expressed as a set of bullet points in a PowerPoint presentation, transforming such policies and plans into practical actions 'on the ground' is what is important. It doesn't really matter what you want to do if you don't have the institutional capacity to do it. In the hope that presenting them here might be useful to countries considering, and re-considering, various models to help develop and sustain this capacity, here are:
 
Ten discussion questions for policymakers seeking to create or restructure
a national educational technology agency
 

Transforming urban waterfronts

Fen Wei's picture
HafenCity, Hamburg. Photo Credit: ELBE&FLUT / Thomas Hampel at http://www.hafencity.com
HafenCity, Hamburg.
Photo Credit: ELBE&FLUT / Thomas Hampel at http://www.hafencity.com
“The waterfront isn’t just something unto itself. It’s connected to everything else,” said Jane Jacobs, a prominent urbanist.
 
This connection is twofold; it refers to the relationship between cities and their waterfronts – as ever-changing as cities themselves.
 
Evolving from its past definition during the industrial era as a city’s service yard, the urban waterfront has, in recent decades, taken on new meanings.

On one hand, the waterfront is playing a more significant role in transforming the urban fabric of a city or even reshaping a city’s identity.
 
On the other hand, successful urban waterfronts have also demonstrated how city resources – such as available land, cleaner water, historic preservation, and urban revitalization – can be unlocked and realized, and how these elements can be integrated into the city and public life.
 
[Read: Regenerating Urban Land: A Practitioner's Guide to Leveraging Private Investment]

Pending homework: More teachers who inspire

Jaime Saavedra's picture

In India, Jaime spoke to teachers who have dedicated their lives to the education of students with special needs at the Dharabi Transitional Municipal School Corporation College. (Photo: Marcela Gutierrez Bernal/ World Bank)


Last Wednesday, the World Development Report 2018, Learning to Realize Education’s Promise (WDR) was released. It argues that there is a learning crisis: in many developing countries, children learn very little, educational opportunities are unequal, and educational progress is still very slow. What do we need to change this? We need prepared learners, who receive adequate nutrition and stimulation in their early years. We need well managed schools that create an environment conducive to learning. We need adequate inputs so that schools can operate effectively. But above all, we need motivated and well-prepared teachers. In classrooms around the world, white boards and screens have replaced black boards and notebooks are increasingly commonplace. But in this 21st century, with increased use of technology, there is one constant that determines, more than anything else, whether children learn at school: teachers. Indeed, teachers remain central to the classroom experience. And yet in many countries, the teaching profession needs attention and reform.


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