Experiences with: Computer System Sustainability Toolkit; Student Support Technician Clubs; and School-based Videos Eric Rusten & Josh Woodard, AED

Some Underlying Principles Sustainability is not a static state – It is a growth state! Sustainability is desirable and attainable Computers are a Trojan Horse enabling greater levels of educational change Schools as social & educational enterprises Educational development as investments requiring ROI / SROI Structured, step-by-step process, learning to think and act differently Networking and competition supports & enables change Autonomy, Mastery and Purpose Identify barriers to success and design around them

Arman, Principal of SMAN 1 Buay Bahuga Public School, Southern Sumatra, Indonesia It is a simple formula and it works! The sustainability program really works in my computer lab. … All computers are working and are well maintained by the SSTC…. The SSTC is phenomenal; it is just amazing how this simple idea is so effective. The members of the SSTC are enthusiastic because they gain more skills. This idea of the SSTC is like a tipping point which is responsible for making our school’s computer lab run well without extra expenses. … We’d like to now expand to build a training center and cyber cafe to achieve stronger sustainability through a business model.

Computer System Sustainability Toolkit Table of Contents (2 nd Edition) :  Overview  Establishing a Team  Establishing Your School’s First Computer System  Obtaining, Optimizing and Sustaining Internet Access  Evaluating Your Current Computer System  Creating Your Sustainability Plan  Generating Income  Maintaining Your Budget  Monitoring Your Plan Available at:

Toolkit Overview Engages with schools as social & educational enterprises Leverages role schools play in their communities Designed for use by school staff w/o outside help Questions guide a learning process to create, implement, monitor and improve a sustainability business plan Includes video learning guides for tools Impact increases with outside facilitator Results improve when clusters 0f schools collaborate Designed for use over one school year Units as individual documents Does not provide answers; schools create their answers Designed for low-cost localization

Some Lessons Students are assets -- not just learners Broad-based team required to achieve sustainability Schools working in a network enhances success Data driven decision-making improves results Quality school leadership is essential Planning for sustainability is a continuous process Multiple strategies for revenue are critical SSTCs: win-win strategy for schools & students Accurate cost & revenue tracking is essential School-wide effort positively impacts education The process towards sustainability takes time Each school will have different plans & levels of success

Why does it work? Autonomy: Mastery: Purpose:

Student Support Technician Clubs (SSTCs) “First line of defense” for computer maintenance Club is special, best students, greater access to computers, learn special skills, employability, self-confidence, etc. Students run the club & organize computer system maintenance program Two teacher sponsors Self-sustaining strategy Entrepreneurship in action Identity item(s) Half girls Youth gain job skills

Year 1 of SSTC SSTC Self-Sustaining Process Year 2 of SSTC start here Senior Technicians Junior Technicians recruit & train

Different SSTC Applications General preventative maintenance & repair Supporting teachers use of the lab Support teacher laptop ownership programs Primary schools; secondary schools; colleges; and technical schools Enables stronger school-community partnerships Catalyzes greater community investment in schools Enables school-based public access systems Supports school-based IT learning programs School-to-career transition programs Entrepreneurship preparation programs Starting point for partnerships with private companies

SSTC Outcomes Critical non-ICT competencies for success: Associating Questioning Observing Experimenting Networking Why are these competencies so important?

SSTCs Outcomes:

SSTCs: Do they work? Macedonia: Started in 2007, 12 public schools, $10,000 from Microsoft as part of USAID Primary Education Project Now, active in at least 34o schools Self-managed & virally marketed, program blog, FAQ, & help desk Formally recognized by Ministry Indonesia: Self-sustaining in 6 public schools (5 of which are poor rural schools)

Critical Educational Challenges Global Challenge 1: a) schools have difficulty retaining staff with IT skills; b) replacements lack skills to manage computer system; c) training programs lacking; and d) school labs degrade. Global Challenge 2: a) Low ROI for conventional professional development (PD); b) peer & external observation rare; c) reflective self-assessment uncommon; d) good practices not shared; e) school- based PD infrequent; and f) teaching quality degrades. How can we address these challenges at scale, at low cost and with high impact?

A Solution: Low-Cost Video Indonesia – a) schools identify most important components of managing labs; b) schools create video stories introducing management approaches; and c) videos distributed via CDs and will be online. Macedonia – a) teachers film themselves teaching; b) teachers use guide to assess practice; c) teachers discuss videos with peers; d) continuous filming and practice improvement; e) teacher-based scaling; f) video integrated into teaching; g) online sharing with SchoolTube; and h) creating Association of School- based Professional Development.

Proof is in the pudding... 1 st Prize Video from Buay Bahuga School, Southern Sumatra Indonesia

Elements for Success Determine if video is a useful means for addressing the challenge Provide a complete video camera kit Provide learning materials & model video Enable self discovery & demystify technology Provide limited technical support (localize) Create an enabling environment – desire to share and compete Catalyze scaling

To Learn More: Contact:  Eric Rusten:  /   Josh Woodard:  /