Post on 13-Dec-2015
…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
…to improve Educational opportunities and learning outcomes
…to prepare youth for success in the 21st century and help build knowledge-based Economies in developing countries
…to build global awareness and mutual Cultural understanding between youth in industrialized and developing countries
World Links Institutional History
Began in World Bank Institute in 1997 Spun off as independent non-profit organization in
1999 Ongoing close partnership with World Bank
Institute in 2002
Today
Since 1997: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 citiesEquity: more than 2/3 of program schools are outside capital cities
World Links Partner CountriesWorld 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
Monitoring and Evaluation
Connectivity Solutions
Connectivity Solutions
Professional Development for Teachers, School
Administrators, Policy Makers, and Students
Professional Development for Teachers, School
Administrators, Policy Makers, and Students
International Tele-Collaborative
Projects
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: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
Evaluation conducted in 12 of 15 World Links countries in 2000
Surveys administered to 400 teachers in 100 World Links schools and 160 teachers in 40 “control” non-World Links schools
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
52%
42%
0%
25%
50%
75%
100%
World Links Schools Non-World Links Schools
Percentage of Female Students Participating in Computer/Internet Activities Percentage of Female Students Participating in Computer/Internet Activities
Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 1999-2000 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
78%
45%
59%
70%
61%
64%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Improved attitudes towards technology
Improved attitudes towards technology
Improved communications skillsImproved communications skills
Improved knowledge or awareness of other cultures
Improved knowledge or awareness of other cultures
Improved school attendanceImproved school attendance
Increased scores on national tests
Increased scores on national tests
Improved ability to get better jobs upon graduation
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 TeachersWL Teachers
Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 1999-2000 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. 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
Comparison of World Links and Non-World Links Student Performance Levels: Percentage of students providing acceptable responses
65%
56%51% 51%
0%
25%
50%
75%
100%
Reasoning with Information Communication
Non-WL StudentssNon-WL Studentss
WL StudentsWL Students
Impact of World Links Program on Teachers
82%
45%
50%
72%
53%
63%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
How to use Internet softwareHow to use Internet software
How to develop web pagesHow to develop web pages
How to design and use student assessment materials
How to design and use student assessment materials
How to design and lead collaborative student projects
How to design and lead collaborative student projects
Attitudes about teachingAttitudes about teaching
How to integrate computers into the curriculum
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 TeachersWL Teachers
Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.
Employability
77%
59%
0%
25%
50%
75%
100%
Students Teachers
Percentage of Teachers and Students Responding that the World Links Program Improved Their Employability “Very Much”
Percentage of Teachers and Students Responding that the World Links Program Improved Their Employability “Very Much”
Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 1999-2000 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
10%
9%
12%
6%
17%
24%
72%
86%
80%
80%
69%
65%
18%
5%
8%
14%
14%
11%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Improved ability to get better jobs upon graduation
Improved ability to get better jobs upon graduation
Increased scores on national tests
Increased scores on national tests
Improved attitudes toward schoolImproved attitudes toward school
Increased knowledge or awareness of other cultures
Increased knowledge or awareness of other cultures
Improved communications skillsImproved communications skills
Improved technology skillsImproved technology skills
Greater impact on malesGreater impact on males
No DifferenceNo Difference Greater impact on females
Greater impact on females
Percentage of Teachers Responding on Impact to Males vs. FemalesPercentage of Teachers Responding on Impact to Males vs. Females
Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 1999-2000 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
Dr. Coumba Mar Gadio, Lead Researcher Qualitative Study: semi-structured in-depth interviews of
female and male students and teachers, plus focus groups and administrators
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
In principle, no “visible discrimination” in access to World Links computer labs
In practice, equitable access is not a reality
A majority of girls in Ghana and Uganda complained of unequal access
But 70% of girls in Senegal and Mauritania stated they do NOT experience discrimination with respect to access
Gender Access: Key Findings II
Context: School of 1,200 students (70% male) and 75 teachers, with 10 computersCompetition
In boarding schools girls have domestic chores and earlier curfew hours, and girls do not run
Culturally-imbued feelings of shyness and intimidation
“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)
“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
Girls tend to focus more on:» Academic Research
» Collaborative Projects and email
» Reproductive Health and Sexuality
» Access to information considered “taboo” in their culture
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
“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
Same “High” Impact for boys and girls» Knowledge about other cultures
» Attitudes towards school Higher Impact for Girls
» Academic results
» Information-reasoning
» Self-esteem
» Communication skills 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
Design and deliver gender-awareness workshops Develop “fair use policies” for each computer lab
» Goal: gender ratio within computer lab should be equal to overall gender ratio in school
In boarding schools, ALL students should help with domestic chores
Upgrade computers and Internet connectivity» Would allow girls with less time to benefit more
from technology’s potential
…opening a world of learning