New Report: We’re Not As Connected As We Think


 

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We recently released the DHL Global Connectedness Index 2012, which tracks the depth and breadth of trade, capital, information, and people flows across 140 countries that account for 99% of the world’s GDP and 95% of its population. Based on data covering the period from 2005 to 2011, it charts how globalization has evolved since the onset of the financial crisis at the global, regional, and national levels. The full report is available as a free download and, to whet your appetite, here are some of its most striking findings:

 

Global connectedness declined sharply at the onset of the financial crisis from 2007-2009, and despite modest gains has yet to recapture its 2007 peak. Capital markets are fragmenting and while merchandise trade recovered strongly since 2009, the intensity of services trade has remained stagnant. We compare trends across 10 distinct types of flows within its 4 pillars: trade (merchandise and services), capital (FDI and portfolio equity), information (internet bandwidth, telephone calls, trade in printed publications), and people (tourism, international education, migration).

The world’s most globally connected country (the Netherlands) is hundreds of times more connected than the least connected country (Burundi). Our report provides full country rankings and explains how the depth and breadth of countries’ connectedness varies with factors such as countries’ levels of economic development, population sizes, and geographic locations. It also summarizes patterns of connectedness at the regional level. Europe is the world´s most globally connected region and sub-Saharan Africa the least, but it is encouraging to note that sub-Saharan African countries averaged the largest increases in global connectedness from 2010 to 2011. Leer más “New Report: We’re Not As Connected As We Think”

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Solution Revealed: Economist Ideas Economy Cyberschool Challenge Winner – Andrew Deonarine

In locations such as South Asia and sub-Saharan Africa, children, teens, and adults do not have access to education. Many are illiterate, and cannot make use of books and other learning material. While some technologies, such as inexpensive laptops and tablets have been proposed to address the educational needs of this population, the devices are too expensive, require some degree of literacy, and are difficult to implement in resource poor areas. However, cellular phones have significant penetration in the world’s poorest countries, since they provide a means to make a living. In essence, they comprise a global, untapped computer network. [Más…]

In this solution, I have presented a cellular phone based technology called EduCell that develops and distributes educational material using a method called PhoneCasting. PhoneCasting allows someone to write their own educational program using their phone and distribute it to other devices. EduCell consists of a piece of software that that runs small multi-lingual “scripts”, easily developed by local teachers in developing countries. Scripts are then assembled with multimedia to create interactive modules that teach reading, writing, arithmetic, etc. Modules can then distributed (PhoneCasted) to millions of other phones via an Internet server, or pre-loaded, at no cost. The benefits of the PhoneCasting technology are significant: a software programmer or knowledge of English is not required to produce content, which democratizes software development. This would, for the first time, make basic literacy and educational material accessible to hundreds of millions of cellular phone users, and their children, around the world.


http://blog.innocentive.com/2010/09/30/solution-revealed-economist-ideas-economy-cyberschool-challenge-winner-andrew-deonarine/

I’m a Solver | Andrew Deonarine

Andrew Deonarine is the winner of the first Economist-InnoCentive Challenge, 21st Century Cyber Schools.

Earlier this month, The Economist announced a winner in the 21st Century Cyber Schools Challenge.  There were many strong submissions, and the team decided that the two runners up also deserved recognition for their outstanding solutions.  We will be posting solution summaries from the Challenge winner, Andrew Deonarine, as well as the two runners up in this Challenge, Tristram Hewitt and Daniel Rasmus.  Congratulations Andrew, Tristram and Daniel.

Below is a summary of the winning solution from Andrew Deonarine.  To see a larger version of the image, right click and select “view image”

CyberSchools Schematic for Blog

In locations such as South Asia and sub-Saharan Africa, children, teens, and adults do not have access to education. Many are illiterate, and cannot make use of books and other learning material. While some technologies, such as inexpensive laptops and tablets have been proposed to address the educational needs of this population, the devices are too expensive, require some degree of literacy, and are difficult to implement in resource poor areas. However, cellular phones have significant penetration in the world’s poorest countries, since they provide a means to make a living. In essence, they comprise a global, untapped computer network. Leer más “Solution Revealed: Economist Ideas Economy Cyberschool Challenge Winner – Andrew Deonarine”