Brian Gutterman Shahreen Rahman Jorge Supelano Laura Thies Mai Yang ICT (Information & Communication Technology) in Education for Development Brian Gutterman Shahreen Rahman Jorge Supelano Laura Thies Mai Yang

Objectives of GAID Initiated by United Nations Secretary-General in 2006 Multi-stakeholder approach to tackle the various challenges in bringing ICT to the developing world To achieve Millennium Development Goals (MDGs)

Objectives of White Paper Focus on ICT & it’s impact in education for development Comparative Country Case Studies: Azerbaijan, Bangladesh, Brazil, Ghana, Malaysia, Mali, Namibia, Rwanda, Sweden & Uruguay Challenges & Solutions Recommendations for various stakeholders

Role of ICT in Education (ICTE) Survey Result by International Institute for Communication & Development (IICD) 80% feel empowered by ICT 60% feel ICT had a positive effect on teaching & learning

Role of ICTE Improved Quality of Education Shift to more learner-centered methods Improvement in Education leadership, management & governance Increased Access Increased access for the disabled Reduce Gender Gap Distance Learning Dual Mode Universities Virtual Classrooms Digital Divide

Providing Access to ICTE Factors inhibiting access to education: Gender Ethnic background Socioeconomic status Geographical location

Providing Access to ICTE Avenues providing access: Distance Learning E-Learning Community-based IT facilities Private Sector / NGO Initiatives

Plan CEIBAL: One Laptop Per Child Case Study: Uruguay Plan CEIBAL: One Laptop Per Child First country to commit to large scale nationwide deployment Fully implement by 2010 Provide 340,000 students & 16,000 teachers with a laptop Target all public primary children from 1st – 6th grade

Teachers & ICT Challenges to capacity building: Lack of adequately trained teachers Lack of administrative support Loss of instructional time

Teachers & ICT Integrating ICT in Education: Enables teachers to transform their practices Improves the learning process Develops a critical mass of knowledge workers

Difficulties in Transition to ICTE Financial costs Government-owned telecommunication companies Corruption Accessibility of technology Infrastructure especially in rural areas New technology Localized & don’t follow trends Language barrier Teacher training to develop own materials

Difficulties in Transition to ICTE What can we do? Strong, sustainable partnerships between government, private sector & civil society Goodwill, dedication & flexibility of all stake holders

Case Study: Malaysia Commitment of government towards ICTE: Smart School Project Electronic Book Project Availability of electronic software in national language Commitment of non-government agencies: Chinese Smart Schools Private Smart Schools

Government Cooperation & Policy Implementation Lack of: Cooperation & coordination Infrastructure & staff Need to: Government cooperation Willingness to integrate ICTE Evaluation of social context, availability of ICT, needs & desires of the country Adaptation of national policy across sectors & ministries LACK corporation & coordintion bet nat gov’t policies & use of ICT in educational systems Infrastructure: institutional infrastructure & right tools to address technology & educational issues dealing with learning & teaching Staff: technicians, programmers, engineers, computer scientists (Those who are available may not underst& or are ill-trained to undertake policy & strategic planning for the inclusion of learning purposes within an educational setting. ) NEED gov’t corporation is necessary for ICT programs to be sustainable, to support educational curriculum system -> survival of ICTE, gov’ts need to evaluate social context, & realities & availability of ICT of the country should be made accordingly to accommodate needs & desires. Adoption of national policy across sectors & ministries since intertwined, which must be aligned with nat dev goals & frameworks Willingness to integrate ICTE

Case Study: Namibia No advisory on implementation Several different platforms No connectivity & technical support Inability of MoE to oversee whether projects & organizations worked towards their educational goals 2004 – Education Steering Committees Implement ICT policy Create framework 2004 – Education Steering Committeesj: ministry officials, ICT project managers & NGOs: oversee implementation of ICT policy focused on ICTE Create comprehensive framework for implementation of ICT across the education sector. 9 key components in 4 sectors Strength: concentrates on actions rather than institutions -> can be used by all levels

Case Study: Namibia 2004 – Education Steering Committeesj: ministry officials, ICT project managers & NGOs: oversee implementation of ICT policy focused on ICTE Create comprehensive framework for implementation of ICT across the education sector. 9 key components in 4 sectors Strength: concentrates on actions rather than institutions -> can be used by all levels

Monitoring & Evaluation Need: Identify indicators Ensure impact Ensure sustainability Involve all stakeholders Critical to ensure that projects make intended impact & will be sustainable in the long run Appropriate indicators must be identified for every ICTE project that can be monitored in order to effectively track progress Stakeholders at all level must be part of this process to ensure transparency & to avoid potentially corruptive practices throughout the projects. PDA: Personal digital assistant Data can be calculated within hours Connect to internet -> transmitted from field to headquarter Improves quality & reliability of survey, more consistent data Lower cost: no paper, reusable, change & make new surveys Rw&a Information found Students benefited from exposure to computers Families were thought by them since they were able to bring laptops home -> gained importance important Students learned faster than teachers -> contant teacher training is necessary Information missing: how do students use computers How are they being taught in the schools to use them Use of personal digital assistant (PDA) for M & E

Case Study: Rwanda M & E showed: Information found: Students benefitted Families benefitted Laptops gained importance Students learned faster than teachers Information missing: Knowledge on usage Teaching methodologies at school Critical to ensure that projects make intended impact & will be sustainable in the long run Appropriate indicators must be identified for every ICTE project that can be monitored in order to effectively track progress Stakeholders at all level must be part of this process to ensure transparency & to avoid potentially corruptive practices throughout the projects. PDA: Personal digital assistant Data can be calculated within hours Connect to internet -> transmitted from field to headquarter Improves quality & reliability of survey, more consistent data Lower cost: no paper, reusable, change & make new surveys Rw&a Information found Students benefited from exposure to computers Families were thought by them since they were able to bring laptops home -> gained importance important Students learned faster than teachers -> contant teacher training is necessary Information missing: how do students use computers How are they being taught in the schools to use them

Recommendations Access : Bandwidth & spectrum of radio & television wavelengths Digital libraries Region collaboration Teachers: Increased focus on training Public & private stakeholders Cost: Important to lobby for investment from stakeholders Increased advocacy for support from private ICT companies, UN & World Bank, other development agencies

Recommendations Government Policy & Implementation: Establish partnerships between government, private sector, civil society Encourage national ICTE policies Eliminate government corruption Monitoring & Evaluation Stakeholders involved must concentrate on M&E

Methodology/Results - Periodic meetings with client - Individual & group research - Collaborative effort writing paper - Extensive revisions/drafts - Exploration of several themes from GPIA coursework throughout the project & paper - Issues of social & economic development through ICTE, poverty and inequality reduction strategies

Continued collaboration with GAID on future GPIA practicum Methodology/Results Future of Project? Paper to be presented & distributed at upcoming GAID forum scheduled to be held in Monterrey, Mexico in September 2009. Continued collaboration with GAID on future GPIA practicum

Thank You.