Education and Culture

Tackling digital illiteracy in Bogotá

The illiteracy rate in Bogota is slightly below 2 percent, according to official reports. This represents the best rate in Colombia. The real rate might, nevertheless, be somewhat higher, due to the constant inflow of immigrants from rural areas, where illiteracy rates are much higher, into the capital. In addition, the 2011 PIRLS report (Progress in International Reading Literacy Study) suggests that the rate of functional illiteracy is quite high in the country as a whole. These problems are aggravated by an elevated rate of digital illiteracy, as high as 50 percent as suggested by a 2010 survey by the Ministerio de Tecnologías de la Información y las Comunicaciones. Digital illiteracy is a pressing challenge in large Latin American cities. It affects more severely the populations already at a higher risk of social exclusion, and makes it harder for them to benefit from current economic prosperity. It also affects negatively the competitiveness of local economies, which are unable to meet the challenges of an increasingly open and technology-driven world economy. Read more or join the discussion.

Submitted by Jorge Bela — Mon, 09/02/2013 - 00:00

Alfabetización digital en Bogotá

La tasa de analfabetismo en Bogotá, según datos oficiales, está ligeramente por debajo del 2 por ciento, el mejor dato en todo el país. Sin embargo, es posible que la cifra real esté por encima de la oficial, debido al constante flujo migratorio desde las zonas rurales, donde la tasa de analfabetismo es considerablemente superior, hacia la capital. El informe PIRLS (Progress in International Reading Literacy Study) de 2011 apunta además hacia una elevada tasa de analfabetismo funcional en Colombia. A estos problemas hay que sumar una mucho más elevada tasa de analfabetismo digital, superior al 50 por ciento según un informe del Ministerio de Tecnologías de la Información y las Comunicaciones, que está lastrando el acceso, generalmente de las personas en mayor riesgo de exclusión social, a la revolución tecnológica. El analfabetismo digital es un reto acuciante en las grandes ciudades latinoamericanas, pues aumenta la brecha que impide a los más desfavorecidos el acceso a la prosperidad económica, y reduce la competitividad de las economías locales en un mundo cada vez más conectado tecnológicamente. Leer más o discutir.

Submitted by Jorge Bela — Mon, 09/02/2013 - 00:00

Education for empowerment

In Bangladesh, where unemployment is rising and women's participation in the labor force is low compared to other developing countries, it is clear that very basic literacy (the capacity to read and write only a few simple words) is not enough to empower Dhaka's residents. The government of Bangladesh recognizes this and is therefore implementing the Post Literacy and Continuing Education for Human Development (PLCEHD) project, which includes educational programs and skills development trainings. Read more or join the discussion.

Submitted by Editor — Mon, 09/02/2013 - 00:00

Analfabetismo digital: más allá de saber leer y escribir

El alfabetismo, entendido como el saber leer y escribir, no representa un gran reto para la Ciudad de México. No obstante, las nuevas tecnologías y comunicaciones han orillado a la población a un analfabetismo digital. El analfabetismo digital es más que saber cómo utilizar una computadora básicamente ya que está ligado actualmente a las tecnologías de información que funcionan como canal de interlocución, y así es como se crea un medio de exclusión social en un sentido negativo. Esta falta de destreza para acceder y utilizar las herramientas disponibles es una limitación para los habitantes del D.F. y un gran obstáculo para ejercer la ciudadanía y la voz de una comunidad organizada. Leer más o discutir.

Submitted by Maria Fernanda Carvallo — Mon, 09/02/2013 - 00:00

Digital illiteracy: More than just reading and writing

Literacy, the ability to read and write, does not pose a big challenge for Mexico City. Instead, it is new and constantly changing technology and methods of communication that have pushed the population to suffer from a new kind of illiteracy: digital illiteracy. The fact that certain Mexico City residents are unable to communicate and receive information makes social inclusion impossible. In addition, basic computer skills are not enough to be digitally literate nowadays. The lack of skills needed to access technological tools limits the inhabitants of Mexico City from having their voices heard, which makes it difficult for them to fully exercise their democratic rights. Read more or join the discussion.

Submitted by Maria Fernanda Carvallo — Mon, 09/02/2013 - 00:00

Memandirikan anak jalanan

Fenomena anak jalanan (Anjal) merupakan permasalahan sosial yang hadir terutama di kota-kota besar. Menurut data Kementerian Sosial RI (Kemensos) saat ini di Indonesia secara keseluruhan terdapat sekitar 4,5 juta anak terlantar. Untuk Jakarta sendiri anak terlantar mencapai lebih dari 230.000 anak. Mereka dengan mudah ditemui setiap traffic light, halte bis, pasar dan berbagai tempat-tempat umum lainnya. Umumnya mereka bekerja sebagai pengamen, penyemir sepatu, peminta-minta maupun penjual makanan kecil di jalanan dan bahkan beberapa dari mereka membentuk geng yang kerap membuat onar dan meresahkan masyarakat. Baca lebih lanjut atau bergabung dalam diskusi.

Submitted by widya anggraini — Mon, 08/05/2013 - 00:00

Mentoring program guides Bangalore's most at-risk youth

India's landmark Right to Education Act shows the country's increasing investment in, and emphasis on, free education for all. The goals are to improve the school system, quality of teaching and student attendance. At the primary school level, significant strides have been made in enrollment, particularly in urban areas. However, many at-risk youth forego secondary school, opting instead to work or attend night school. If they do continue their education, their job prospects rarely stretch beyond avenues they have seen their parents or local community members take: tailors, carpenters, drivers, maids or factory workers. Read more or join the discussion.

Submitted by Carlin Carr — Mon, 08/05/2013 - 00:00

Encouraging productive, empowered, and employed youth through alternative education

Education is crucial for a bright future, but Nigeria's 2012 unemployment rate was 23.9 percent. The nation's youth, both educated and uneducated, bears the brunt of this unemployment. The problem arises not only from lack of employment opportunities, but from lack of employable skills. Lagos has a large population but has managed to have the lowest level of unemployment amongst the nations' 36 states: 7.6 percent. The city has been able to attain this rate due to a number reasons: some might attribute it to the wealth of companies and industries, which is plausible. However, the contributions of the government and civil society organisations that encourage youth entrepreneurship, job placements, skills acquisition, and education schemes are an important piece of the puzzle. Read more or join the discussion.

Submitted by Wura — Mon, 08/05/2013 - 00:00

Schools of Tomorrow: Investing in high quality education in Rio's most violent neighborhoods

Even though Rio de Janeiro offers good coverage of basic public education, there are important gaps in terms of quality. Historically, low-income and violent neighborhoods in Rio have suffered from the highest school drop-out rates and the worst scores in standard tests. But this situation is changing, and faster than expected, thanks to the "Schools of Tomorrow" program, known locally as Escolas do Amanhã. Read more or join the discussion.

Submitted by Catalina Gomez — Mon, 08/05/2013 - 00:00

Escolas do Amanhã: Investindo na educação de qualidade nos bairros mais violentos do Rio

Embora Rio de Janeiro apresente boas taxas de cobertura de ensino básico, ainda existem importantes desafios na melhora da qualidade. Historicamente os bairros de baixa renda e aqueles afetados pela violência são aqueles que apresentam maiores taxas de evasão escolar e pior desempenho no Índice de Educação Básica (IDEB). Felizmente, esta situação está mudando principalmente com o apoio do programa Escolas do Amanhã. Leia mais o discutir.

Submitted by Catalina Gomez — Mon, 08/05/2013 - 00:00

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