1 / 24

ICT (Information & Communication Technology) in Education for Development

ICT (Information & Communication Technology) in Education for Development. Brian Gutterman Shahreen Rahman Jorge Supelano Laura Thies Mai Yang. Objectives of GAID Initiated by United Nations Secretary-General in 2006

harley
Download Presentation

ICT (Information & Communication Technology) in Education for Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ICT(Information & Communication Technology) in Education for Development Brian Gutterman Shahreen Rahman Jorge Supelano Laura Thies Mai Yang

  2. Objectives of GAID Initiated by United Nations Secretary-General in 2006 Multi-stakeholder approach to tackle the various challenges in bringing ICT to the developing world To achieve Millennium Development Goals (MDGs)

  3. Focus on ICT & it’s impact in education for development Comparative Country Case Studies: Azerbaijan, Bangladesh, Brazil, Ghana, Malaysia, Mali, Namibia, Rwanda, Sweden & Uruguay Challenges & Solutions Recommendations for various stakeholders Objectives of White Paper

  4. Survey Result by International Institute for Communication & Development (IICD) 80% feel empowered by ICT 60% feel ICT had a positive effect on teaching & learning Role of ICT in Education (ICTE)

  5. Role of ICTE • Improved Quality of Education • Shift to more learner-centered methods • Improvement in Education leadership, • management & governance • Increased Access • Increased access for the disabled • Reduce Gender Gap • Distance Learning • Dual Mode Universities • Virtual Classrooms • Digital Divide

  6. Providing Access to ICTE • Factors inhibiting access to education: • Gender • Ethnic background • Socioeconomic status • Geographical location

  7. Providing Access to ICTE Avenues providing access: • Distance Learning • E-Learning • Community-based IT facilities • Private Sector / NGO Initiatives

  8. Case Study: Uruguay Plan CEIBAL: One Laptop Per Child • First country to commit to large • scale nationwide deployment • Fully implement by 2010 • Provide 340,000 students & • 16,000 teachers with a laptop • Target all public primary • children from 1st – 6th grade

  9. Teachers & ICT Challenges to capacity building: • Lack of adequately trained teachers • Lack of administrative support • Loss of instructional time

  10. Teachers & ICT • Integrating ICT in Education: • Enables teachers to transform • their practices • Improves the learning process • Develops a critical mass of • knowledge workers

  11. Difficulties in Transition to ICTE • Financial costs • Government-owned • telecommunication companies • Corruption • Accessibility of technology • Infrastructure especially in • rural areas • New technology • Localized & don’t follow trends • Language barrier • Teacher training to develop own • materials

  12. Difficulties in Transition to ICTE What can we do? • Strong, sustainable partnerships between government, private sector & civil society • Goodwill, dedication & flexibility of all stake holders

  13. Case Study: Malaysia Commitment of government towards ICTE: • Smart School Project • Electronic Book Project • Availability of electronic software in national language Commitment of non-government agencies: • Chinese Smart Schools • Private Smart Schools

  14. Government Cooperation & Policy Implementation Lack of: • Cooperation & coordination • Infrastructure & staff Need to: • Government cooperation • Willingness to integrate ICTE • Evaluation of social context, availability of ICT, needs & desires of the country • Adaptation of national policy across sectors & ministries

  15. Case Study: Namibia • No advisory on implementation • Several different platforms • No connectivity & technical support • Inability of MoE to oversee whether projects & organizations worked towards their educational goals • 2004 – Education Steering Committees • Implement ICT policy • Create framework

  16. Case Study: Namibia

  17. Monitoring & Evaluation • Need: • Identify indicators • Ensure impact • Ensure sustainability • Involve all stakeholders • Use of personal digital assistant • (PDA) for M & E

  18. Case Study:Rwanda M & E showed: • Information found: • Students benefitted • Families benefitted • Laptops gained importance • Students learned faster than teachers • Information missing: • Knowledge on usage • Teaching methodologies at school

  19. Recommendations Access : • Bandwidth & spectrum of radio & television wavelengths • Digital libraries • Region collaboration Teachers: • Increased focus on training • Public & private stakeholders Cost: • Important to lobby for investment from stakeholders • Increased advocacy for support from private ICT companies, UN & World Bank, other development agencies

  20. Recommendations Government Policy & Implementation: • Establish partnerships between government, private sector, civil society • Encourage national ICTE policies • Eliminate government corruption Monitoring & Evaluation • Stakeholders involved must concentrate on M&E

  21. Methodology/Results

  22. Methodology/Results

  23. Thank You.

More Related