…opening a world of learning

Table of Contents Introduction to World Links World Links Products and Services Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations Introduction to World Links World Links Products and Services Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations

World Links Objectives ð …to improve Educational opportunities and learning outcomes ð …to prepare youth for success in the 21st century and help build knowledge-based Economies in developing countries ð …to build global awareness and mutual Cultural understanding between youth in industrialized and developing countries

World Links Institutional History l Began in World Bank Institute in 1997 l Spun off as independent non-profit organization in 1999 l Ongoing close partnership with World Bank Institute in 2002

Today Since 1997:  programs in over 22 developing countries  collaborating schools in over 20 developed countries  over 180,000 teachers and students, in 800 schools per year  hundreds of projects Equity: more than 2/3 of program schools are outside capital cities World Links Partner Countries

Table of Contents Introduction to World Links World Links Products and Services Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations Introduction to World Links World Links Products and Services Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations

An End-to-End Suite of Offerings Monitoring and Evaluation Connectivity Solutions Professional Development for Teachers, School Administrators, Policy Makers, and Students International Tele- Collaborative Projects World Links’ Suite of Offerings (offered in conjunction with strategic partners) World Links’ Suite of Offerings (offered in conjunction with strategic partners)

World Links’ Core Competency: Professional Development Program 1.Introduction to the Internet for Teaching and Learning 2.Integration of Technology into the Curriculum 3.Tele-Collaborative Project-Based Learning 4.Using Technology to Create New Curricular Content 5.Schools as Community Learning Centers 6.Education Technology Policy Makers Course Available in English, French, Spanish, Portuguese and Turkish World Links’ proprietary professional development training program includes six 40-hour training modules:

International Collaborative Projects Examples:  Environmental Awareness  Women and Tradition  Water Quality Project  HIV/AIDS  Global Arts Project  The Refugee Project  The Impact of Industrialization on the Environment  Science Review  Learning Through Literature

Table of Contents Introduction to World Links World Links Offerings Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations Introduction to World Links World Links Offerings Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations

World Links External Evaluator: SRI International l Evaluation conducted in 12 of 15 World Links countries in 2000 l Surveys administered to 400 teachers in 100 World Links schools and 160 teachers in 40 “control” non- World Links schools l Quantitative Evaluation focused on implementation of program, differences between World Links and non- World Links schools, and impact on teachers and students

Participation by Female Students Percentage of Female Students Participating in Computer/Internet Activities Source: SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Impact of World Links Program on Students Improved attitudes towards technology Improved communications skills Improved knowledge or awareness of other cultures Improved school attendance Increased scores on national tests Improved ability to get better jobs upon graduation Percentage of Teachers Responding “Large Impact” or “Great Impact” Percentage of Teachers Responding “Large Impact” or “Great Impact” WL Teachers Source: SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Student Assessment: Uganda Source: 2000 SRI Study of World Links program in Uganda. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Comparison of World Links and Non-World Links Student Performance Levels: Percentage of students providing acceptable responses Non-WL Studentss WL Students

Impact of World Links Program on Teachers How to use Internet software How to develop web pages How to design and use student assessment materials How to design and lead collaborative student projects Attitudes about teaching How to integrate computers into the curriculum Percentage of Teachers Responding “A Lot” or “A Great Deal” Percentage of Teachers Responding “A Lot” or “A Great Deal” WL Teachers Source: SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Employability Percentage of Teachers and Students Responding that the World Links Program Improved Their Employability “Very Much” Source: SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Relative Impact of World Links Program on Girls and Boys Improved ability to get better jobs upon graduation Increased scores on national tests Improved attitudes toward school Increased knowledge or awareness of other cultures Improved communications skills Improved technology skills Greater impact on males No Difference Greater impact on females Percentage of Teachers Responding on Impact to Males vs. Females Source: SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Table of Contents Introduction to World Links World Links Offerings Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations Introduction to World Links World Links Offerings Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations

Gender Impact of World Links: Uganda, Senegal, Ghana and Mauritania l Dr. Coumba Mar Gadio, Lead Researcher l Qualitative Study: semi-structured in-depth interviews of female and male students and teachers, plus focus groups and administrators l Core Sample Design »Five schools per country (two anglophone/two francophone) »Four teachers (two male/two female)/school »Fifteen students (5 male/10 female)/school »Total: 95 students and teachers per country, or 380 respondents for study overall »Mix of ages, locations and socioeconomic backgrounds

Gender Access: Key Findings l In principle, no “visible discrimination” in access to World Links computer labs l In practice, equitable access is not a reality l A majority of girls in Ghana and Uganda complained of unequal access l But 70% of girls in Senegal and Mauritania stated they do NOT experience discrimination with respect to access

Gender Access: Key Findings II l Context: School of 1,200 students (70% male) and 75 teachers, with 10 computers  Competition l In boarding schools girls have domestic chores and earlier curfew hours, and girls do not run l Culturally-imbued feelings of shyness and intimidation l “Boys outnumber us and once they sit in front of the computers they never get up. We always get discouraged and end up letting them have it all.” (Uganda) l “It is a shame for girls to fall down…boys will make fun of us. Once the bell rings and it’s time for computer lab, boys run quickly, reach the room before us and take up the machines.” (Uganda)

Technology Usage, by Gender l Girls tend to focus more on: »Academic Research »Collaborative Projects and »Reproductive Health and Sexuality »Access to information considered “taboo” in their culture l Boys tend to focus more on: »Academic research »Music and Sports »Technological Challenges: websites, new software »Some health issues (e.g. HIV/AIDS)

Mauritanian Girl l “The Internet represents a partner with whom communication can be done without fear, limitations or shame. We can learn about our bodies, our sexuality. It is a safe partner that can provide us with the information we need to adapt to this modern world. Such information cannot be given to us by our mothers who cannot break the rules of our traditional society.”

Gender Impact: Key Findings l Same “High” Impact for boys and girls »Knowledge about other cultures »Attitudes towards school l Higher Impact for Girls »Academic results »Information-reasoning »Self-esteem »Communication skills l Higher Impact for Boys »Access to computers »Technological skills “We are no longer dependent on boys. We feel capable of solving our problems with great autonomy… that is powerful. It makes us very proud.” - Female World Links participant, Senegal “We are no longer dependent on boys. We feel capable of solving our problems with great autonomy… that is powerful. It makes us very proud.” - Female World Links participant, Senegal

Quotes “We get our freedom from the Internet, since in our society girls are not allowed to go wherever we want… the Internet takes us out to other people, places and realities… it is our way of escaping from our closed society. It is vital to us, it gives us liberty.” - Female World Links participant, Mauritania “We get our freedom from the Internet, since in our society girls are not allowed to go wherever we want… the Internet takes us out to other people, places and realities… it is our way of escaping from our closed society. It is vital to us, it gives us liberty.” - Female World Links participant, Mauritania “Our self-esteem has really improved because of the World Links program. Now we can rub shoulders with boys that want to step on our toes. We walk with our chests out! Anytime we are confronted with questions we feel confident answering, even with older people we come boldly!” - Female World Links participant, Ghana “Our self-esteem has really improved because of the World Links program. Now we can rub shoulders with boys that want to step on our toes. We walk with our chests out! Anytime we are confronted with questions we feel confident answering, even with older people we come boldly!” - Female World Links participant, Ghana

Table of Contents Introduction to World Links World Links Offerings Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations Introduction to World Links World Links Offerings Quantitative Evaluation Qualitative Gender Impact Assessment Recommendations

Gender Equity Recommendations l Design and deliver gender-awareness workshops l Develop “fair use policies” for each computer lab »Goal: gender ratio within computer lab should be equal to overall gender ratio in school l In boarding schools, ALL students should help with domestic chores l Upgrade computers and Internet connectivity »Would allow girls with less time to benefit more from technology’s potential

…opening a world of learning