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ICT for Development Education: ICT-based solutions and distance learning

ICT for Development Education: ICT-based solutions and distance learning. ICT4D Lecture 7 Tim Unwin. Lecture outline. Educational context EFA and UPE Technologies and education Case studies Enlaces China Imfundo Use of radio in education Linking to lecture by

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ICT for Development Education: ICT-based solutions and distance learning

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  1. ICT for DevelopmentEducation: ICT-based solutions and distance learning ICT4D Lecture 7 Tim Unwin

  2. 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

  3. 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

  4. 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 Lecture 7

  5. 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 Lecture 7

  6. 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 Lecture 7

  7. 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 Lecture 7

  8. 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? Lecture 7

  9. 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 Lecture 7

  10. 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 Lecture 7

  11. 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 Lecture 7

  12. 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 Sector http://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 Lecture 7

  13. 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 Lecture 7

  14. 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 Lecture 7

  15. 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 Lecture 7

  16. 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 Lecture 7

  17. Opportunity for questions and discussion

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