Can Mobile-Linked Bank Accounts Bolster Savings? Evidence from a Randomized Controlled Trial in Sri Lanka

We introduce a new mobile money interface that permits Sri Lankans to deposit mobile airtime balances directly into a formal bank account. Randomizing access and prices, we find a small increase in savings deposits with the partner institution and formal banks more generally, but no change in overall savings. When the deposit transaction costs are completely removed, only 26 percent use the mobile deposit service, and only 7 percent use it frequently. Our results imply that deposit transaction costs are not a significant barrier to increasing savings, limiting the potential gains of mobile-linked savings products for financial inclusion.

The Sustainable Implementation of a Master’s Programme in IT for Education in a Developing Context

This article gives an account of the joint implementation by the sponsor, the host institution and the partner institution of a master’s programme in Information and Communication Technology for Education at a leading African university in 2005. The success of the programme was such that it became a flagship programme at the institution. In the context of many failed joint implementations of such programmes, the question that arose and that prompted the writing of this article was, “Why did this programme succeed?” The literature indicates two elements that contribute to successful implementations: the individuals responsible for the course, and the support the institution gives. Interviews with the course coordinator, university administrators, alumni and current students, and an analysis of course documents and students’ research output revealed the nature of the activities of certain individuals and also of the institutional support factors that led to the success of the programme. Based on the study conducted, this article provides some suggestions that other implementers of similar projects may find useful.

Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Pada POS Pendidikan Anak Usia Dini (PAUD)

Pos TPAI Bermain dan Belajar Imamul Kholil and Pos Taman PAUD Melati that are Pos PAUD located at RW 007, Banyuajuh Village on Kamal District. Both Pos PAUD aforementioned are declared on the initiative of citizens who care about the presence of children who are unable to attend school at PAUD level. Both partners have the same problems, especially the incomplete operational licenses of the institution, the unorganized management of the institution and the unstructured learning plan. The proposer provides advice on problem solving through the activity of mentoring and counseling of the institution. Based on the situation analysis of the existence of Pos PAUD in Banyuajuh, the operational license of the institution has not been officially processed. The result of agreement with the manager of partner institution, the management will be facilitated by the assistance and guidance of the proposer team in some stages. Based on the initial coordination results, the implementation team prepares the training material by taking into account the institution’s proposal or as required by the institution. In addition to preparing the materials, the team also conducted briefing to students and teams of facilitators to alleviate the implementation of the training. The materials provided in the training are the preparation of the lesson plan, the management of the institution and the producing of teaching media from the used materials. During the training process, the team has monitored and interviewed the trainees regarding the materials, methods and presenters in this activity. Generally, the teachers stated the training was very excellent and the material provided was indispensable material in early childhood learning and management.

Challenges facing the ministerial formation in Uniting Presbyterian Church in Southern Africa: A critical reflection

Following the union of the Presbyterian Church of Southern Africa (PCSA) and Reformed Presbyterian Church in Southern Africa (RPCSA) to form the Uniting Presbyterian Church in Southern Africa (UPCSA) in 1999, it was necessary to consolidate theological education of a united church. This was a wise and bold decision by UPCSA, as a first attempt to integrate the training of both black and white students, but more importantly to give institutional expression to the advancement of unity. University of Pretoria (UP) became a major training centre of the UPCSA. Collaboration in ministerial formation between UPCSA and UP, its partner institution, has been plagued by manifold challenges. The challenges which will come under the spotlight are ecumenism, relationship between the university and the UPCSA, curriculum and spirituality.

Improving International Manufacturing Projection: Double Degree with a German University

At the Alcoy Campus of the Universitat Politècnica de València, we were challenged to obtain the first double degree for our campus. This double degree was established for a Mechanical Engineering major, and our partner institution was Ostfalia Hochschule für Angewandte Wissenschaften, located in Wolfenbüttel campus. The agreement between the schools was signed in 2012, after three years of work. Students from either university could get an official diploma in Mechanical Engineering at both universities if they spent two consecutive semesters in the partner institution. This has many benefits for students and professors, which will be discussed in this paper, along with the main process followed to arrive to the final agreement.

European Ultrasound Education: Harmonics and Harmonisation

This is an account of a two week introductory programme in abdominal ultrasound run at and by the University of Salford (UoS) in the UK, jointly planned and delivered by four European institutions, and funded as an ‘intensive programme’ by the EU Lifelong Learning Programme, in order to promote development of education and practice in diagnostic ultrasound throughout the EU member countries. The course syllabus was embedded within existing modules at UoS. Each partner institution was asked to supply a cohort of students and a teacher to assist with delivery of the programme: 30 students from the four institutions attended the course. The course did not in any way confer or imply any measure of clinical competency and this was clear to all participants. The success of the course proves the value of international healthcare education and brings us a step closer to harmonisation of ultrasound education and practice across Europe.

CONDUCTING BIOLOGICAL SCIENCE PRACTICUM AT A DISTANCE AT UNIVERSITAS TERBUKA, INDONESIA

Conducting biological science practicum at UT involves a series of activities, ranging from registration, implementation, practicum learning support, and evaluation of student learning. Some important factors to consider in conducting science practicum at a distance include location, student conditions, and availability of the needed resources. UT science practicum involves the use of resources of partner universities, so the practicum is conducted during the semester break of the partner institution. In order to be financially viable, practicum is conducted when there are a minimum of 8 participating students, otherwise students will have to meet the minimum quota of the practicum cost.

Delivering subject choice and quality assurance in specialised disciplines

Using a new model of subject delivery, the University of New England (UNE–Armidale, Australia) offers specialist subjects at partner or host institutions. The model is a modified version of distance education. It is designed to meet the needs of on-campus students who wish to study a subject that their university is unable to offer as a full internal program. Students are enrolled as students of the partner institution, but the content of the courses, the teaching and assessment are the responsibility of UNE staff. The model is attractive to students and to tertiary administrators of both the host and provider universities. For students the model offers greater subject choice and flexibility; for tertiary administrators at the host institution there is built-in quality assurance and continuity of subject offerings, and for UNE an opportunity to develop a new market for distance education and to ensure the survival of low enrolment specialist language subjects