ICT for DevelopmentEducation: ICT-based

solutions and distance learning

ICT4D Lecture 7Tim Unwin

Lecture 7

Lecture outline

• Educational context EFA and UPE

• Technologies and education• Case studies

Enlaces China Imfundo Use of radio in education

• Linking to lecture by Michelle Selinger (Cisco)

Lecture 7

Context

• Global agenda for education But links between education and development are largely based on macro-level statistical correlations between ‘development’ and educational indicators

Need for process research Are curricula relevant for development?

• Great regional diversity Contrasts between China, India, Africa, Latin America

Educational systems, curricula, political priorities

Lecture 7

Global Agendas (EFA)

• Much research indicating the links between education and development

• Dakar 2000 World Education Forum http://www.unesco.org/education/efa/wef_2000/index.shtml

Framework for Action Education for All (EFA) by 2015

Annual global monitoring report Generally interpreted as free universal primary

education Dominating donor agendas for education

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Global Agendas (UPE)

• Educational dimensions of the MDGs Subtle differences with EFA agendas

• MDG 2. Achieve universal primary education Ensure that all boys and girls complete a full course of primary

schooling

• MDG 3. Promote gender equality and empower women

Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015

• MDG 8. Global partnership for development In cooperation with the private sector, make available the

benefits of new technologies—especially information and communications technologies

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Perceived strengths of new technologies in

education• Reaching the masses

But not necessarily a cheap solution

• Overcoming distance and accessibility• Enabling lifelong learning

Especially with dearth of teachers Issues surrounding HIV/AIDS

• Changing the system of learning Towards constructivist models Teacher as facilitator

• Standardised curriculum materials• Limiting fraud in assessment process

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Traditional use of technology in education

• The traditional classroom Books Posters and displays Blackboards

• Alternative educational media Theatre and dance Radio and TV Newspapers

• Technology in education is not new

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New ICTs in education

• Drivers Benevolent good will

Fuelled by civil society organisations Computers in schools initiatives

Private sector interests Catching them young Expanding the market

• Resistance from many traditional educationalists Costs and benefits

If this money was spent on traditional educational methods might not the ‘results’ be better?

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New ICTs in education: the potential

• The ‘value’ of computers and use of CD-ROMs Speed at which ‘calculations’ are done Storage of vast amounts of information

Both educational ‘content’ and management systems Multimedia

Learning also by sound and image Showing activities that cannot be done in class

• Networking and the Internet Group and peer learning activities Distance based opportunities Sharing expertise

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New ICTs in education: problems in practice

• Bringing together an understanding of education and the potential of technologies

• Education for ICT, not ICT for education Driven largely by private sector interests

• Lack of infrastructure provision• Sustainability

Costs of implementation and maintenance Importance of community involvement Potential of FOSS

• Teacher training often ignored Both pre- and in-service

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The Enlaces Programme in Chile

• A total integrated ICT based education programme http://www.redenlaces.cl/

• But it took ten years to develop Began in 1992; effective integration in 2000-2006 phase

Effective ICT4D solutions for education are neither quick nor simple

• Key achievements (Laval) Nationwide infrastructure Basic teacher competence in ICT Social and political recognition of value of project National infrastructure for the future

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Teacher training in rural China

• Links with external donors UNDP-DFID in the five Western Provinces

http://www.undp.org.cn/modules.php?op=modload&name=News&file=article&sid=235&mode=thread&order=0&thold=0

EU-China Gansu Basic Education Sectorhttp://www.eugs.net/en/indexstyle1.asp?NewsTypeId=1

• Infrastructures Extensive rural electrification Satellite delivery of learning resources Local teacher training Colleges

• Practices Use of TV in classrooms Discussions of value of digital materials Monitoring

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African SchoolNets and NEPAD

• Schoolnets Examples from Uganda

http://www.schoolnetuganda.sc.ug/homepage.php and Namibia Importance of thin client and FOSS solutions

• The role of SchoolNet Africa http://www.schoolnetafrica.net/index.php Advocating role High profile attempted projects Networking

• NEPAD (The New Partnership for Africa’s Development) http://www.nepad.org E-Schools initiative

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Imfundo: a donor-led initiative

• 2000 UK Prime Ministerial initiative Dot com bubble and the private sector Interests in Africa

• Innovative within DFID Partnerships Use of ICT

• Achievements 40 partners - a new partnership model Support in eight African countries

Working for the most marginalised: street children and those with disabilities

http://imfundo.digitalbrain.com

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Examples of radio in education

• BBC World Service “Radio Teacher” in Somalia (http://news.bbc.co.uk/1/hi/world/africa/3003676.stm)

• Zambia interactive radio http://www.dot-com-alliance.org/newsletter/article.php?article_id=57

• Freeplay Foundation http://www.freeplayfoundation.org/ • Advantages of radio

Broadcast Can be used with local facilitators Can be supported by ‘traditional’ feedback mechanisms

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Conclusions

• ICTs can make a substantial difference Disseminating content and new ways of learning

• But ICT needs to be carefully integrated Must bring together the technology with the education ICT for education, not education for ICT

Need to combine use of ICT with more traditional methods of education (Pye, 2003) So that the most marginalised can benefit

Key role of teachers and their training Infrastructures need to be put in place so that all can benefit

Opportunity for questions and discussion