BEST PRACTICES OF INFORMATION TECHNOLOGY USAGE IN LITERACY PROGRAMMES: THE CASE OF

UGAND

Juma Abdu Wamaungo

IntroductionIntroduction

Director General PAUDNI,Director General PAUDNI, Department Directors Present, Department Directors Present, Director Centre for Early Childhood, Nonformal Director Centre for Early Childhood, Nonformal

and Informal education Region II,and Informal education Region II, Organizing Committee,Organizing Committee, Invited Key note SpeakersInvited Key note Speakers Lecturers Present,Lecturers Present, CLC Representatives,CLC Representatives, All other invited guests. All other invited guests. Ladies and GentlemenLadies and Gentlemen

Discussion Background Discussion Background Literacy Programmes - human capital theory.Literacy Programmes - human capital theory. Literacy- practice for empowerment and disempowerment Literacy- practice for empowerment and disempowerment

of communities. of communities. To empower, literacy is perceived as a tool to help To empower, literacy is perceived as a tool to help

communities to learn, and or relearn, while to disempower, communities to learn, and or relearn, while to disempower, it is considered as a tool to help communities unlearn. it is considered as a tool to help communities unlearn.

Several methods, approaches, and media have been used Several methods, approaches, and media have been used right from the colonial era to the present day Uganda with right from the colonial era to the present day Uganda with time, the country has become a mixed society; on the one time, the country has become a mixed society; on the one hand traditional and on the other modern. hand traditional and on the other modern.

With the penetration of information and communication With the penetration of information and communication technologies, the country has undergone serious technologies, the country has undergone serious transformations in the use of information and transformations in the use of information and communication technologies more so the education sector. communication technologies more so the education sector.

Country Profile

Uganda’s Country PUganda’s Country P• Total PopulationTotal Population : : ± 33 million people (2011)± 33 million people (2011)• Area/LocationArea/Location : 241,000: 241,000 km² (93,000 sq. mi.) km² (93,000 sq. mi.)• SeasonsSeasons : Rainy and Dry Seasons: Rainy and Dry Seasons• The rate of literacyThe rate of literacy : ± 68% (UMoGLSD) or 78% (UMoE): ± 68% (UMoGLSD) or 78% (UMoE)

• Official LanguageOfficial Language : English Language : English Language

• Race/Ethnic groups Race/Ethnic groups : : African 99%, European, Asian, African 99%, European, Asian,

Arab 1%. Arab 1%.Religions : Christian 66%, Muslim 16%, Religions : Christian 66%, Muslim 16%,

traditional and other 18%. traditional and other 18%.• No of Districts : 111 districts/citiesNo of Districts : 111 districts/cities• Number of Local LanguagesNumber of Local Languages : 45 Languages: 45 Languages• Business partnersBusiness partners : : Kenya 26%, India 7.4%, South Africa Kenya 26%, India 7.4%, South Africa

7.2%, Japan 6.6%, UK 6.3%, UAE 7.2%, Japan 6.6%, UK 6.3%, UAE 5.8%, USA 5.7%, 5.8%, USA 5.7%,

China 5.1% (2003) China 5.1% (2003) • Currency Currency : Uganda Shilling (UGX): Uganda Shilling (UGX)

Uganda’s Education SystemUganda’s Education System

FormalEducation

NonformalEducation

Informal Learning

Learning Out-comes

Real Competencies

EDUCATION

Developments of Nonformal-Adult Developments of Nonformal-Adult Education in UgandaEducation in Uganda

1946: Public Relations and Social Welfare Dept didirkan (Ug council for women, Radio Ug & CLC

1952: Lahirnya dept of Community Development-Fokus pada POD

1957-1962: Lahirnya Farm Institute, Lebih ke pertanian (Di Menteri Pertanian & Pelatihan)

Pada waktu yg sama, Pendirian Pusat Pelatihan pedesaan

Pada 1960’an: Mulainya Pendidikan Kesehatan dilaksanakan oleh MOH

1953: Pendirian Dept of Extramural Studies di Universitas Makerere

Pembaharuan Dlm Dewasa ini adalah Program untuk Orang2 di Penjalah (Prisoners)

Philosophical Based of Nonformal-Philosophical Based of Nonformal-Adult Education in UgandaAdult Education in Uganda

Uganda’s current education is based on the following beliefs: Uganda’s current education is based on the following beliefs: Hope to facilitate reforms after a long period of civil Hope to facilitate reforms after a long period of civil

strifestrife(MoFPED 2004);(MoFPED 2004); Belief in empowerment for all;Belief in empowerment for all; Continuous Professional Development;Continuous Professional Development; Belief in perfectibilityBelief in perfectibility – our belief is that for any service, we – our belief is that for any service, we

must be perfect however small the activity may be.;must be perfect however small the activity may be.; Belief in Creating a society that adhere to the principle of Belief in Creating a society that adhere to the principle of

living togetherliving together –education serve two major functions: 1. as a –education serve two major functions: 1. as a social activity, comprised of people who live and work together social activity, comprised of people who live and work together and 2. as a tool for empowerment, seen as a practice for and 2. as a tool for empowerment, seen as a practice for empowerment and disempowerment of communities.empowerment and disempowerment of communities.

Education for leisure and relaxation:Education for leisure and relaxation: Belief in a health population; &Belief in a health population; & Belief in a technologically advanced societyBelief in a technologically advanced society

World Literacy Levels

0.0

5.010.0

15.0

20.0

25.030.0

35.0

40.045.0

50.0

1970 1980 1990 1995 2000 2005 2010 2015

FemaleMaleTotal

Per

cent

age

of P

opul

atio

nP

erce

ntag

e of

Pop

ulat

ion

World Illiteracy Rate 1970 to 2015 (projected)World Illiteracy Rate 1970 to 2015 (projected)

DateDate

ICT in the Perspective of UNESCO

Uganda’s ICT PoliciesUganda’s ICT Policies Uganda developed its initial ICT national policy in 2003. The policy Uganda developed its initial ICT national policy in 2003. The policy

framework document recognised that Uganda would need to embrace the framework document recognised that Uganda would need to embrace the goal of “lifelong education for all.” Objective 2 of the policy addresses goal of “lifelong education for all.” Objective 2 of the policy addresses literacy improvement and human resource capacity-building with literacy improvement and human resource capacity-building with strategies that include:strategies that include:

Integrating ICT into mainstream educational curricula as well as other Integrating ICT into mainstream educational curricula as well as other literacyliteracy

Programmes to provide for equitable access for all students regardless of Programmes to provide for equitable access for all students regardless of levellevel

Developing and managing ICT centres of excellence to provide basic and Developing and managing ICT centres of excellence to provide basic and advanced ICT trainingadvanced ICT training

Setting up mechanisms that promote collaboration between industry and Setting up mechanisms that promote collaboration between industry and training institutions to build appropriate human resources capacitytraining institutions to build appropriate human resources capacity

Promoting the twinning of training institutions in Uganda with those Promoting the twinning of training institutions in Uganda with those elsewhere to enhance skills transferelsewhere to enhance skills transfer

ICT in EducationICT in Education

The policy is intended to:The policy is intended to: Apply to all education sub-sectors, including non Apply to all education sub-sectors, including non

formal educationformal education Focus on the development of ICT competencies Focus on the development of ICT competencies

as well as using ICT to teach across the as well as using ICT to teach across the curriculumcurriculum

Include strategies for the development of digital Include strategies for the development of digital learning contentlearning content

Develop teachers’ ICT competenciesDevelop teachers’ ICT competencies Foster research in the educational applications of Foster research in the educational applications of

ICTICT

Uganda’s ICT For AllUganda’s ICT For All Infrastructure in urban and rural areas by offering subsidies and Infrastructure in urban and rural areas by offering subsidies and

grants to investors in the following areas:grants to investors in the following areas: Internet access points in all districts in the country (2006)Internet access points in all districts in the country (2006) Universal access to telephony – access target changed from one Universal access to telephony – access target changed from one

public access point per 5,000 inhabitants to one per 2,500 public access point per 5,000 inhabitants to one per 2,500 inhabitantsinhabitants

Multipurpose community telecentres (by 2007)Multipurpose community telecentres (by 2007) ICT training centres and Internet cafés – the target was to cover all ICT training centres and Internet cafés – the target was to cover all

the districts of (by June 2006)the districts of (by June 2006) District information portals to provide information about health, District information portals to provide information about health,

agriculture, education, commerce, etc. – district Web sites are now agriculture, education, commerce, etc. – district Web sites are now active and can be accessedactive and can be accessed

Public pay phones – installation of public pay phones in 316 Public pay phones – installation of public pay phones in 316 selected sub-counties across the country has been achieved since selected sub-counties across the country has been achieved since 20042004

Uganda Change of Approach, Media and Method Uganda Change of Approach, Media and Method in Literacy Programmesin Literacy Programmes

The report on the Status of ICT in Uganda (2002):The report on the Status of ICT in Uganda (2002):

1.1. The quality of human resources is a major factor of success The quality of human resources is a major factor of success for all nations in the new millennium. for all nations in the new millennium.

2.2. The move towards globalisation requires a fundamental The move towards globalisation requires a fundamental shift in thinking about the methodology of education. shift in thinking about the methodology of education.

3.3. The importance of information, underscores the importance The importance of information, underscores the importance of adopting ICT in the education sector. of adopting ICT in the education sector.

Most important, transformation in education and learning Most important, transformation in education and learning requires a shift from the traditional methods where one requires a shift from the traditional methods where one confronts many learners with a textbook to a system where confronts many learners with a textbook to a system where students learn through the use of various media such as; students learn through the use of various media such as; computer, Internet, Videos, radios, Newspapers, & computer, Internet, Videos, radios, Newspapers, & Entertainment etcEntertainment etc

Best Practices in the Use of ICT Best Practices in the Use of ICT for Literacy Programmesfor Literacy Programmes

Use of folk media such as: 1. music, 2. dance and Use of folk media such as: 1. music, 2. dance and 3. drama as well as film shown in rural areas,3. drama as well as film shown in rural areas,

Radio as media for Literacy Programmes,Radio as media for Literacy Programmes, Televised Literacy Programmes,Televised Literacy Programmes, Print Media Literacy Programmes,Print Media Literacy Programmes, Extra mural Literacy Programme,Extra mural Literacy Programme, Connectivity Project,Connectivity Project, Mobiliteracy for the marginalised and rural areas, Mobiliteracy for the marginalised and rural areas,

and and Talk Book LiteracyTalk Book Literacy

Mobiliteracy Project in UgandaMobiliteracy Project in Uganda

The The Mobiles for ReadingMobiles for Reading working group working group is a convening mechanism intended to is a convening mechanism intended to promote dialogue and knowledge sharing promote dialogue and knowledge sharing focused on the use of mobile technology focused on the use of mobile technology and mobile applications for reading. and mobile applications for reading. 

Mobiles for Reading will engage a variety Mobiles for Reading will engage a variety of donors, international organizations, of donors, international organizations, non-profit organizations and private sector non-profit organizations and private sector partners.partners.

Talking Book MediaTalking Book Media

Learning is Self directed

2 devices can be connected to copy with no much technology

1. Talking book is an innovative low cost audio computer designed for the learning needs of illiterate populations living in poorest areas in the world Uganda inclusive.

2. Simple and actionable instructional messages that are repeatable and can be played when needed enable people to learn and adopt new practices

Gathered to acquire information on Health and agricultural.

Mengetahui dan Mengetahui dan memahami memahami

tentangtentang

Terampil dalamTerampil dalam Bersikap mandiri dan Bersikap mandiri dan profesional dalamprofesional dalam

1.1. Disiplin akademikDisiplin akademik2.2. Dasar-dasar Dasar-dasar

keterampilanketerampilan3.3. Hubungan antar Hubungan antar

peribadiperibadi4.4. Nilai-nilaiNilai-nilai

1.1. Melakukan prosedur-Melakukan prosedur-prosedur keterampilanprosedur keterampilan

2.2. Bergaul dengan orang Bergaul dengan orang lainlain

1.1. Memahami sifat Memahami sifat kemandiriankemandirian

2.2. Berkomitmen terhadap Berkomitmen terhadap kemandiriankemandirian

3.3. Berkemauan untuk Berkemauan untuk melakukan sesuatu secara melakukan sesuatu secara mandirimandiri

Tujuannya for ICT in Literacy

TERIMAKASIH