e-Learning Africa 2010

1. Ministerial Round TableMay 27th, Lusaka, ZambiaTowards Inclusive Education Systems for Inclusive Knowledge Societies: The Role of ICTs Based on findings from the Global Monitoring Report 2010 and the GeSCI Meta-Review Report of ICT in Education e-Learning Africa 2010

2. Global Monitoring Report 2010 Global Monitoring Report 2010 • Significant progresstowards EFA goals, but much remains to be done. • Governments failing to address root causes of marginalization in education. • Need to focus more on creating inclusive educationsystems. • The financial crisis threatens to undermine progress • Governments and donors must increase resourcesfor education • Moore 2010

3. Inclusive Education: The Way of the Future • Inclusive education is about… • a journey/ a process • identifying and removing barriers • deepening learner engagement through • presence(being there) • participation(being recognised) • achievement(learning goals) • all students • emphasis on at risk groups • addressingmarginalisation, exclusionand underachievement Inclusive Education: The way of the future Ainscow 2008

4. Getting Left behind….. • Educational marginalization, exclusion and underachievement is driven by… • structural weaknesses, policy deficiencies and mis-directed leadership • interacting layers of disadvantage crosscut by poverty, gender, ethnicityandlanguagewhich are holding back progress in education UNESCO 2010

5. Levelling the playing field Leveling the playing field… The Inclusive Education Triangle Strengthening the learning environment Expanding entitlements & opportunities Improving accessibility & affordability

6. P1 Meta-review Background Major purposes for ICT meta-review • multi-disciplinary lens • relevant research themes • contemporary trends

7. Phase 1 Report Major Themes for ICT (from 2006) 1. Leadership / management 2. Infrastructure / accessibility 3. Integration into T & L 4. Teacher education 5. Educational content • Challenges / constraints • Evolving field developments • “Hot” topics • Research gaps LeBaron & McDonough 2009

8. Key Findings from Phase 1 P1 Themes: Time to rebuild? • ICT success depends on transformed practice • ICT needs better alignment with learning research • Holistic trumps piecemeal development • No disruption – no change • Implementation must respond to local culture • Policy needs multi-sector, cross-hierarchical coordination • Equity means more than hardware

9. Phase 2 Report Phase 2 Report P2 Themes: Building towards inclusion? 1. Leadership / management 2. Relevance / transformation 3. Equity of access What’s going on? What works? How do we deploy resources? What do we need to know? LeBaron & McDonough 2009

10. Strengthening the Learning Environment Metaphors for Leadership ‘Grammar of schooling’ (Martinez & Correa)

11. Strengthening the Learning Environment Metaphors for Leadership • Contemporary schooling worldwide structured on a hierarchical industrial model • Educational leaders need to create “disruption” to change grammatical rules • Locus of leadership at school level for constructive innovation • Sound educational planning to realize benefits of massive technology infusion • ‘Landscape’ of teacher education (Bigam & Rowan) • Critical success factors for ICT-rich transformation • Vision-driven professional development, persistent communication, material resources, ongoing research ‘Grammar of schooling’ (Martinez & Correa)

12. Expanding Entitlements and Opportunities Transformation & Relevance ‘Back to the future’ (progressivism)

13. Expanding entitlements and opportunities Expanding Entitlements and Opportunities Transformation & Relevance • Lasting knowledge is “constructed” by learners based on social interaction with peers • ICT offers many affordances for effective creation of ‘constructivist’ learning environments • At risk students may particularly benefit • Organic integration and authentic collaboration across cultural boundaries • Technology cannot be "disruptive" if curriculum driving it is not itself disrupted • Heutagogy – 21st century teaching based on truly self-determined learning • Digital learners and analog practices • Digital schooling from analog structures • Is more really more? (1:1) ‘Back to the future’ (progressivism)

14. Improving Accessibility and Affordability Equity of Access to ICT Resources Gender, race, ethnicity, nationality, special needs, SES

15. Improving Accessibility and Affordability Equity of Access to ICT Resources • Differences in resource access between genders on the wane in developed countries • Culture matters – in some cultures boys more confident in ICT use than female peers • Inequities can be reduced through creative strategies – gaming, peer coaching, role modelling, adult mentoring • Inequities across and within national boundaries on basis of affluence & socio economic status revealed • Attitude differences; training and support distinctions • Equity means more than hardware count • Inclusive transformational vision requires research into what has been accomplished with counted machines Gender, race, ethnicity, nationality, special needs, SES

16. Inclusive Education: The Role of ICTs Inclusive Education: The Role of ICTs Country Programme Examples • Rwanda– gender disparities non-existent in newly qualified teachers where male and female graduates display equal facility in computer use and where ICT literacy represents a force to transcend gender inequity and promote continued female education (Makama & Andersson 2008) • South Africa- strategic collaboration between government, private sector and civil society in initiatives such as the Mindset Network Organization and the Khanya Education Technology Project using ICT to both promote access to secondary education and serve as change agents in a paradigm shift of teaching and learning (Evoh 2007) • Nigeria- ICT use as an ODL vehicle for transforming the educational scene –cellular mobile telephony enabling experiments with adult literacy learners as well as opening doors to economic empowerment of adult illiterates (Aderinoye 2008) • Cape Verde - distance education and ICT modalities utilized to address equity and ensure sustainability of provision in problematic areas of post-primary and tertiary education (Atchoarena, Da Grace & Marquez 2008) Gender, race, ethnicity, nationality, special needs, SES

17. Unexpected Findings Unexpected Findings Absence of the Southern Voice in the Literature

18. Unexpected Findings Unexpected Findings Absence of the Southern Voice in the Literature • The global knowledge economy follows an established hierarchy even as it is premised on ideals of equality. It does not always involve the unfettered movement of capital, technology, ideas or people, but often entails the one-way movement of educated elite out of countries… (Stambach & Maleka 2006 p333) • Researchers ask whether the apparent isolation of Lesser Developed Countries (LDCs) is not more attributable to the on-going prejudices of the developed world as it is to LDC shortcomings (LeBaron & McDonough 2009 p30)

19. Questions for Round Table Discussion Questions for Round Table Discussion • What leadership capacities are required to develop and sustain inclusive education systems for inclusive Knowledge Societies? • How do we expect to build such capacities? What role can ICTs play in this respect? • What do we mean by inclusion? How inclusive are our education systems? How does this relate to our goals for equity? • What are the specific challenges we face as African nationals in providing equitable access to education and equity in quality? Thank you!

20. References Aderinoye, R. 2008. Literacy and communication technologies: Distance education strategies for literacy delivery. International Review of Education. 54 pp605-626 Ainscow, M. 2008. Final Debate: Developing inclusive education systems: what are the levers of change IN: 48th Session of the International Conference on Education, Geneva, 25 – 28 November, 2008 [Online]. Available from UNESCO at: http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Presentations/IBE_ICE_Final_Debate_EN_Mel_Ainscow_Nov08.pdf [Accessed 23 April 2010] Atchoarena, D., DaGraca, P.D., & Marquez, J.M. 2008. Strategies for post-primary education in small island developing states {SIDA}: Lessons from Cape Verde. Comparative Education. 44 (2), pp167-185 Bigum, C. & Rowan, L. 2008. Landscaping on shifting ground: Teacher education in a digitally transforming world. Asia-Pacific Journal of Teacher Education. 36 (3), pp245-255 Evoh, C.J. 2007. Collaborative partnerships and the transformation of secondary education through ICTs in South Africa. Educational Media International. 44 (2), pp 81-98

21. References References LeBaron, J. and McDonough, B. 2009. Research Report for GeSCI Meta-Review of ICT in Education, phases One and Two [Online]. Available from GeSCI at: http://www.gesci.org/publications.html  Available from ERIC at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/47/3d/3a.pdf, and http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/45/4f/5e.pdf [Accessed 22 April 2010] Martinez Aebelaiz, A. & Correa Gorospe, J.M. 2009. Can the grammar of schooling be changed? Computers & Education. 53 (1), pp51-56 Moore, K. 2010. Presentation of EFA Global Monitoring Report 2010: Reaching the Marginalized at the Irish Aid Launch, Limerick, Ireland 8 March 2010 Mukama, E., & Andersson, S.B. 2008. Coping with change in ICT-Based learning environments: Newly qualified Rwanda teachers’ reflections. Journal of Computer Assisted Learning. 24 (2), 156-166 Stambach, A. & Malekela, G.A. 2006. Education, technology and the “new” knowledge economy: Views from Bongoland. Globalisation, Societies and Education. 4 (3), pp321-336 UNESCO 2010. Education for All - Global Monitoring Report: Reaching the marginalizaed [Online]. Available from UNESCO at: http://www.unesco.org/en/efareport/ [Accessed 24 April 2010]