March 26, 2021 last updated 15:12 ET Workers produce clothing items on the assembly line at an apparel factory in Accra, Ghana, Nov. 13, 2007 (AP photo by Olivier Asselin).
Innovation, Not Development Aid, Is the Key to Tackling Poverty The Editors Thursday, Feb. 25, 2021
The modern development aid industry is fundamentally flawed, writer and researcher Efosa Ojomo argues, because it is based on “the idea of seeing a need, seeing that a community lacks a resource, and then leaning in with the best of intentions to provide that resource
without the fundamental mechanism that will sustain it.” That mechanism is what Ojomo and his co-authors call a “market-creating innovation” an advance that spurs the creation of new businesses, customers and tax revenues that allow for improved public services.
March 26, 2021 last updated 15:12 ET A woman walks by a market in Lagos, Nigeria, Dec. 31, 2020 (AP photo by Sunday Alamba).
Why Innovation Will Be Key to Africa’s Post-COVID Rebuilding The Editors Wednesday, Feb. 24, 2021
Most African countries have fared relatively well in their responses to the coronavirus pandemic, reporting rates of infection and mortality that are far below those seen across much of Europe and the Americas. Yet Africa is expected to take a huge economic hit from the pandemic and its associated containment measures, with the African Development Bank forecasting that an additional 50 million people could be pushed into extreme poverty across the continent.
COLUMBIA - The Columbia Public School Board voted to send middle and high school students into a hybrid learning model last Monday night.
The board previously ruled out hybrid as an option but said advances in technology created a situation where a hybrid model is possible.
Since the pandemic sent many students around the country home last March, researchers have tracked the decisions school districts have made and how learning in-seat or virtually has affected students.
Hybrid has become notably less popular.
In December, 12% of districts around the country were in hybrid, while 44% were in-person and 31% were remote.
CPS is also in the minority of districts nationally that went from remote learning to in-person. Only 3% of districts who made a change between November and December went to a model with more in-person options. About 15%, on the other hand, moved into a more remote learning model.
COLUMBIA - The Columbia Public School Board voted to send middle and high school students into a hybrid learning model last Monday night.
The board previously ruled out hybrid as an option but said advances in technology created a situation where a hybrid model is possible.
Since the pandemic sent many students around the country home last March, researchers have tracked the decisions school districts have made and how learning in-seat or virtually has affected students.
Hybrid has become notably less popular.
In December, 12% of districts around the country were in hybrid, while 44% were in-person and 31% were remote.
CPS is also in the minority of districts nationally that went from remote learning to in-person. Only 3% of districts who made a change between November and December went to a model with more in-person options. About 15%, on the other hand, moved into a more remote learning model.
Education Secretary Betsy DeVos resigned last week in the wake of the rampage on the Capitol, becoming one of the highest profile Cabinet members to do so. Her departure on Friday, after criticizing President Donald Trump’s rhetoric, was a dramatic finale for one of the longest-serving, and most controversial, members of the president’s senior administrative team. It closes out one of the most highly charged tenures in the history of the Education Department.
This notoriety could now have implications for the American school system – and for the person who soon steps into the role she has vacated. Pundits were already comparing President-elect Joe Biden’s nominee for the role, Connecticut Education Commissioner Miguel Cardona, to Ms. DeVos, whose central message during her time in office was that “public education” did not need to mean “public schools.” She championed educational innovation and giving families the ability to decide where and how to educate thei