Senior Research Fellow Sujata Gamage‘s op-ed in today’s Daily FT concludes thus: Sri Lanka and most developing countries have come a long way from a situation where owning a phone was a luxury to where, for example in Sri Lanka, 97% of households have access to a mobile phone. However, access to the internet is available for less than 50% of households in Sri Lanka. If parents see the benefits of their children learning to learn using supplementary content and note that children with better access to the internet have more and better content, those parents will go the extra mile to secure internet access for their children. According to the 2016 Household Income and Expenditure Survey of Sri Lanka, parents in Sri Lanka already spend 50% of their education expenditure on tuition. If the need for tuition is reduced through fewer number of examinations to be faced by children and students are required to learn on their own supplementing textbooks with e-content, it could well be that education will be the driver of digitalisation of Sri Lanka.
Inspired by LIRNEasia's Hackathon for Accessible and Inclusive ICTs in Kathmandu, Nepal, Rajat Acharya, went looking for his childhood neighbor, a self-taught deaf man. What resulted was an gamified learning app with a wide range of use, first runner-up at the hackathon.
The Learning Organization (and International relations) Monica Kerretts-Makau (PhD) Course on Regulatory Design and Practice Nay Pyi Taw September 2017
Yesterday, we were discussing how a regulatory agency could become a learning organization. I was thinking of a parsimonious indicator. Why not resources spent on learning/training activities? How much did the organization spend on activities associated with training/learning? Actual money spent on fees, travel, per diems etc.