Listed below are a variety of publications either by World Bank staff or commissioned by the World Bank on topics related to ICT use in education. In some cases this work was overseen by the World Bank's education sector anchor unit, in other cases by regional staff, and in still others by other parts of the World Bank, including the Bank's ICT group, infoDev, and the (former) World Bank Institute. These publications come in a variety of formats, and have been subjected to varying degrees of internal review -- in some cases these documents have been subject to intensive internal and external peer review, in others the documents have received little or no 'official' review, but have been made public in the hope that doing so will help enrich our global knowledgebase on the use of ICTs in education in developing countries. A number of these papers are part of the World Bank's SABER-ICT Technical Paper series. A larger list of over 100 World Bank publications which touch on ICT/education issues in various ways is also available.
|note: The World Bank publishes a popular blog on ICT and education issues, EduTech, which highlights and comments on ongoing projects, new research, and a number of emerging key topics, trends and activities.|
Notable World Bank publications on ICT/education topics
Building and sustaining national educational technology agencies: Lessons, Models and Case Studies from Around the World
Trucano & Dykes. (eds.) 2017.
Building and sustaining national ICT/education agencies: Lessons from international experiences.
Trucano & Dykes. 2016.
Building and sustaining national ICT/education agencies: Lessons from Armenia (NaCET).
Gaible & Shahverdyan. 2016.
Building and sustaining national ICT/education agencies: Lessons from Indonesia (PUSTEKKOM).
Butcher & Bodrogini. 2016.
Building and sustaining national ICT/education agencies: Lessons from the Philippines.
Vergel De Dios. 2016.
Building and sustaining national ICT/education agencies: Lessons from Australia (EdNA)
White & Parker. 2016.
Teachers and tablets, mobile devices and 'MOOC Times': Innovations in technology use in education in developing countries. Excerpts from the World Bank’s EduTech blog (Volume VII)
Getting Textbooks to Every Child in Sub-Saharan Africa : Strategies for Addressing the High Cost and Low Availability Problem.
Fredriksen, Brar, Trucano. 2015.
Chapter 8 is on "Digital Teaching and Learning Materials: Opportunities, Options, and Issues"
Mobile Phones & National Educational Technology Agencies, Sachet Publishing & the Khan Academy: What's happening with educational technology use in developing countries. Excerpts from the World Bank’s EduTech blog (Volume VI)
Tablets & MOOCs, Digital Textbooks & Matthew Effects: What's new (and what isn't) in technology use in education in developing countries. Excerpts from the World Bank’s EduTech blog (Volume V).
The collected posts from the fifth year of the World Bank's EduTech blog.
ICTs for Education in Africa.
Souter, Lishan, Sibthorpe, Tusubira. 2014.
Mobile learning and textbooks of the future, e-reading and edtech policies: Trends in technology use in education in developing countries. Excerpts from the World Bank’s EduTech blog (Volume IV)
The collected posts from the fourth year of the World Bank's EduTech blog.
The Jordan Education Initiative: A Multi-Stakeholder Partnership Model to Support Education Reform
Bannayan, Guaqueta, Obeidat, Patrinos, Porta. 2012.
Working paper examining the Jordan Education Initiative, a public-private (or multi-stakeholder) partnership that integrates information and communication technologies into the education process as a tool for teaching and learning.
Separating the Hope from the Hype: More perspectives on the use of information and communication technologies (ICTs) to benefit education in developing countries. Excerpts from the World Bank’s EduTech blog (Volume III)
The collected posts from the third year of the World Bank's EduTech blog.
"Information and Communications Technologies". Chapter 9 in Strengthening Education Quality in East Asia: System Assessment and Benchmarking for Education Results (SABER).
Short essay as a result of pilot data collection activities in East Asia & the Pacific.
Transformation-Ready: The strategic application of information and communication technologies in Africa. Education Sector Study.
Adam, Butcher, Tusubira, Sibthorpe. 2011
Includes the complete education study from the World Bank's eTransform Africa initiative; executive summary; landscape analysis; opportunities and challenges; case studies; conclusions and recommendations. [executive summary]
Worst Practices in ICT Use in Education, Low-Cost Gadgets, e-Books in Africa and a Hole in the Wall: Investigating the use of educational technologies in developing countries. Excerpts from the World Bank's EduTech blog (Volume II)
Trucano et al. 2011.
The collected posts from the second year of the World Bank's EduTech blog.
Project EVOKE: Evaluation
Gaible, Dabla. 2010
External evaluation of EVOKE, a multiuser online game created under the auspices of the World Bank Institute to engage players in social-innovation activities that addressed global challenges.
Survey of ICT for Education in India and South Asia
Includes a general summary document, country-level studies, sub-national reports for five Indian states, two detailed essays on distance education and teacher training in Pakistan, and five thematic essays on cross-cutting issues.
ICT in Education Strategy and Implementation Plan for Education in Papua
World Bank. 2010
A five-year program to use ICTs in support of educational objectives in the Indonesian province of Papua.
Perspectives on the use of information and communication technologies (ICTs) to benefit education in developing countries, Excerpts from the World Bank’s EduTech blog
Michael Trucano. 2010
Featured writing from the first year of the World Bank's EduTech blog
Survey of ICT and Education in the Caribbean: Regional Trends and Analysis (Volume 1)
Edmond Gaible. 2009
This Survey provides a general overview of current activities and issues related to ICT use in education in individual Caribbean countries and territories. It is intended to address the information needs and interests of donor organizations as well as Caribbean education policymakers, strategists, and implementers.
Survey of ICT and Education in the Caribbean: Country Reports (Volume 2)
Edmond Gaible. 2009
These short reports provide general overviews of current activities and issues related to ICT use in education in individual Caribbean countries. The preliminary data presented here, drawn from a quick survey process conducted in 2007, should be regarded as illustrative rather than exhaustive.
The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia (pdf, 3MB)
Felipe Barrera-Osorio, Leigh L. Linden. 2009
This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students' test scores and other outcomes.
Complement or Substitute? The Effect of Technology on Student Achievement in India
(infoDev working paper #17)
Leigh Linden, 2008.
This report provides an initial assessment of the pilot computer assisted learning program implemented by Gyan Shala, implemented in an in-school and out-of-school model.
Survey of ICT and Education in Africa (Volume 2) - 53 Country Reports
By Glen Farrell (Lead Editor), Shafika Isaacs (Editor) & Michael Trucano (Editor). 2007
These short reports provide general overviews of current activities and issues related to ICT use in education in individual African countries.
Survey of ICT and Education in Africa - A Summary Report, Based on 53 Country Surveys
By Glen Farrell and Shafika Isaacs. 2007
InfoDev is helping coordinate a comprehensive study surveying the current landscape of ICT in education initiatives in Africa, and is interested in collaborating with partner organizations who may wish to be involved in this work... more
Information & Communications for Development (IC4D) - Global Trends and Policies
The World Bank, 2006
The publication provides a global overview of ICT trends and policies in developing countries, covering issues such as financing infrastructure, the importance of public-private partnerships and effective competition to extending access, using ICT in doing business and formulating national e-strategies.
Knowledge and Skill Development in Developing and Transitional Economies
The World Bank & DFID. 2006
Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries
By Edmond Gaible, Mary Burns. InfoDev, 2005
This handbook is intended to help decision makers in developing-country governments and donor agencies in their efforts to utilize information and communication technologies (ICT) to improve and expand teacher professional development (TPD) activities.
Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries
By Daniel A. Wagner, Bob Day, Tina James, Robert B. Kozma, Jonathan Miller, Tim Unwin. InfoDev, 2005.
This short handbook provides guidance for policymakers struggling with two key issues: What is the impact on student achievement of introducing ICTs in educational settings in developing countries? How should this impact be measured, and what are the related issues, especially as they relate to Education For All and other Millennium Development Goals?
Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A Toolkit for Educators and Planners
The World Bank, 2005
This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization.
Improving Educational Quality through Interactive Radio Instruction
Development Research Group, The World Bank, 2005
This toolkit is intended for African policymakers, education planners, and pedagogical specialists who may be considering the feasibility of using IRI in their education systems. Although, as is documented in the appendixes, considerable use had been made of IRI in Africa, there has been relatively little application of it in francophone countries. The recent successful implementation of IRI in Guinea could serve as a catalyst for countries with similarly structured education systems. The growing interest in IRI has contributed to increased regional cooperation and collaboration as countries share experiences and resources.
Chapter 6: Responding to the Twin Challenges: Teacher, Teaching, and Technologyin Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education
The World Bank, 2005
This 2005 World Bank policy paper explores the key issues facing secondary education in the 21st century, including the use of ICT in education.
Knowledge Maps: ICTs in Education (pdf - 852KB)
InfoDev: the Information for Development program. 2005
This series of “knowledge maps” outlines what is known – and what isn’t – about ICT use in education. The “maps” address ten key topics in ICT and education.
Global Network Readiness for Education (pdf - 1.05MB)
By Colin M. Maclay, Robert Hawkins and Geoffrey S. Kirkman. 2005
Published as a joint effort between the Berkman Center for Internet & Society at Harvard Law School and the World Bank Institute (WBI). This paper presents preliminary findings from a Pilot Project to Evaluate the Impact of Computers and the Internet on Learning in Eleven Developing Countries.
Technology in Schools: Education, ICT and the Knowledge Society (pdf - 1.71MB)
By Pedro Hepp K., Enrique Hinostroza S., Ernesto Laval M., Llucio Rebién F., 2004.
This document describes experiences and offers analyses from ICT in education initiatives in Latin America in general, and from the Chilean “Enlaces” project in particular. The document offers examples and insights on issues relevant to policymakers in developing countries.
Closing the Gap in Education and Technology (pdf - 16.2MB)
By David de Ferranti, Guillermo E. Perry, Indermit S. Gill, J. Luis Guasch, William F. Maloney, Carolina Sanchez-Paramo, Norbert Schady. 2003
Investing in education, opening up to new technologies through foreign trade and investment, and encouraging private sector research and development (R&D) are the keys to unlocking the potential of technology to speed up economic growth in Latin America and the Caribbean (LAC).
(available for purchase)
Engendering ICT: Ensuring Gender Equality in ICT for Development
The World Bank, 2003
The toolkit is divided into 10 sections and it contains checklists, evaluation tools, examples of good practices, and resources that can be used to incorporate gender into ICT projects and project components. The toolkit has been designed for general distribution to researchers, educators, and development practitioners.
ICT and MDGs: a World Bank Group Perspective. 2003
This World Bank Working Paper examines ICT in relation to the Millennium Development Goals, including a chapter about ICT and education.
Enhancing Learning Opportunities in Africa - Distance Education and Information and Communication Technologies for Learning
By Paud Murphy, Steve Anzalone, Andrea Bosch, Jeanne Moulton. 2002
This paper examines the experience of distance education and ICTs in Africa. It reviews the supportive infrastructure, human resources, and organizational requirements for successful applications, as well as the cost implications and policy options.
Information Infrastructure: The World Bank Group's Experience
The World Bank, 2001
The study recommends that: (a) the Bank Group restate its strategy in the broader information infrastructure, transcending its traditional focus on telecommunications, with a particular focus on optimizing the use of its instruments (lending and nonlending) and expert skills; and (b) gaps in the existing monitoring and evaluation systems be filled, at both the project and global level, to provide the necessary framework to assess the future effectiveness of the revised strategy.