Photo credit: Katie Marney/The McGill Daily

Are schools in Latin America and the Caribbean (LAC) network ready?  If so, what does it mean for improving the equity and quality of education in that part of the world?

This is a complicated question, no doubt, and one that is going to be asked more frequently with the introduction of the new Broadband Partnership of the Americas which promises to provide connectivity to schools that generally have been considered disconnected from the rest of the world.  Moreover, this question seemingly ignores the unique cultural context and infrastructure of each country within the LAC region.  Providing internet access in schools is just one important variable in a complex equation that the Information and Communication Technology for Education (ICT4E) community struggles to understand when attempting to integrate technology into the classroom.  Does connectivity + ICT devices + digital content = better education?  Many would vehemently argue no when considering differences in quality and methods of delivery.

But the LAC region on the whole appears to have a different equation altogether and one that seemingly receives less attention than other “developing” parts of the world, such as parts of Africa that tend to be the testing ground for many new ICT4E initiatives.  When Latin America is mentioned in the ICT4E community, many often think of recent projects like OLPC deployments in Peru or Seeds of Empowerment’s initiatives in Argentina and Uruguay.  But these are mainly device-based programs and, without increased internet coverage in the region, many of the valuable open educational resources and distance learning opportunities available through internet access remain out of reach.

Internet Access in Schools from the World Economic Forum

According to the World Economic Forum’s (WEF) new 2012 Global Information Technology Report, a comprehensive assessment of the preparedness of economies to leverage the networked economy, LAC’s Internet access in schools ranks well below its developed neighbors (see map on the right).  This is just one of many factors, along with education quality, level of adult literacy, and rate of secondary education enrollment, that the WEF considers when determining the “network readiness” of a country.

“Network readiness”, as defined by a complex framework which translates into the Network Readiness Index, is comprised of four subindexes that measure the environment for ICT; the readiness of a society to use ICT; the actual usage of all main stakeholders; and, finally, the impacts that ICT generates in the economy and society.  The report found that LAC’s network readiness ranking is lagging far behind “developed” countries for a number of reasons:

“Although the region is vast and heterogeneous, three shared reasons for this lag can be identified: these countries all exhibit an insufficient investment in developing their ICT infrastructure, a weak skill base in the population because of poor educational systems that hinder society’s capacity to make an effective use of these technologies, and unfavorable business conditions that do not support the spur of entrepreneurship and innovation.  Addressing these weaknesses will be crucial for improving the region’s competitiveness and shifting its economies toward more knowledge-based activities.”

Network Readiness Index from the World Economic Forum

Addressing the weaknesses in the educational systems throughout the LAC region creates a complicated question when considering the role that ICT4E plays:  How can technology be used effectively to improve an education system if the current system’s weaknesses and lack of technology expertise prevent technology from being integrated into the classrooms in the first place?  Obviously, a country’s network readiness — or even ICT4E readiness — is complex and addressing it requires a multifaceted approach.  For schools in the LAC region, improving internet access and expanding broadband technologies will address at least one aspect of the digital divide in education.

More information about ICT4E policies in LAC:

• A database of ICT for education policies around the world — including the LAC region — from the GESCI
• Public policies for the information society: a shared vision? from the Economic Commission for Latin America and the Caribbean

Photo Credit: rcrwireless.com

In the news and blogosphere on ICT4D, there is a heavy focus on Sub-Saharan Africa, mostly because mobile phones have exploded across the continent. But we have missed many of the innovations that are going on in Latin American and the Caribbean. In an effort to reach back to the history of mHealth, I was able to connect with one of the first individuals to work in mhealth, even before the term mhealth had been coined – Ernesto Gozzer, currently working as a Researcher and STC with the World Health Organization and is an Associate Professor at Universidad Peruana Cayetano Heredia.

While he could not confirm that the project was the first in the world, Alerta MINSA was the first in Latin America. Originally launched on February 6^th, 2001 in the Cañete Town Hall Auditorium (in the southern part of Lima), Ernesto admitted they had no idea they were pioneering mhealth. “We thought we were helping to improve the health information systems for critical health issues. The aim was using available technology to connect the unconnected, to help to reduce the digital divide.”

Alerta MINSA stands for Alert Ministry of Health and was initially funded by InfoDev. The tool allowed for disease surveillance to send via text messages and through the internet. The information is then consolidated in a database. Alerts can then be sent when thresholds have been surpassed as well as automated reports and compiling data in tables, graphs, and maps in dashboards. Currently Alerta is the “official disease surveillance system” of the Peruvian Air Force, Navy, and Army. It also has been used in other countries including Ecuador, Panama, Tanzania, Rwanda, Colombia, and Paraguay.

My favorite idea that Ernesto talked about was the following: “So, this was not a pilot but what I call a local innovation that expanded beyond borders.” I love this quote because an innovative solution was created to solve a specific problem using mobile phones. Instead of it being the sexy thing to do, it was done out of necessity. The developers use the power of mobile phones to provide a solution to a problem. This is an important lesson that has been mentioned before in the mhealth space. Start with the problem first and then develop a solution around it. This is as true today as it was 11 years ago.

Photo Credit: www.camara.ie

USAID’s Educational Quality Improvement Program 3 (EQUIP3) has released a new digital toolkit that will empower local partners to successfully implement youth employability programs. The Youth ICT Employment Training & Placement Toolkit provides guidance and support to partner institutions in the design of these programs and presents profiles of jobs in three sectors — ICT, health, and agriculture — which were identified as growth industries with a high potential for employing youth in Africa.

EQUIP3, a program led by the Education Development Center (EDC), partnered with the International Youth Foundation (IYF) to assess the labor markets, consult with numerous stakeholders in Kenya and Rwanda, and identify viable youth livelihood opportunities in the three sectors.  By gathering quantitative and qualitative information on the needs, interests, and capacities of employers, youth, and others, these assessments identified specific ICT-related occupations that offer significant entry-level employment or entrepreneurial opportunities for disadvantaged youth in the target countries.

The Kenya and Rwanda country assessments found numerous employment and entrepreneurial opportunities for youth who have basic to advanced ICT skills, such as in hardware maintenance and repair, network maintenance, multimedia production, and database management.  Through these findings, the development team identified the agriculture and health sectors as those which ICT skills have the most potential.  In the agricultural sector, for instance, youth can use ICT skills to increase the efficiency of farms, shops, and suppliers.  In the health sector, opportunities for youth exist in supporting health management information systems, among other opportunities.

The toolkit can be accessed online, in PDF, or in printed form for those without access to the Internet.  Each sector profile provides program managers with detailed information on how to establish training programs that will impart to youth the skills required to secure formal employment or to start their own businesses.

Each profile includes:

• A brief job description
• The employment outlook
• The “big picture” training considerations (recommended training location, target beneficiaries, average length of course, maximum class size)
• Desired training outcomes
• Student prerequisites for training (e.g. English level, critical thinking skills, basic numeracy skills)
• Qualifications to look for in trainers
• Specific curriculum and resources
• The technology resources needed to provide training
• Optimal instructional methodologies
• Internship and job placement strategies
• Additional resources, including links to online resources

The development team worked with NGOs and the government in each country to identify the needs of out-of-school youth, investigate job opportunities in the private sector, and identify pre-existing training materials.  The research and consideration for country context that has gone into the design of the toolkit has made it a promising resource in providing youth with the skills necessary to participate in the emerging job market of technology-based positions.  Moreover, the development team designed the toolkit to be able to evolve with the emergence of new open source resources and different ICT-related employment opportunities within the three sectors’ value chains to enhance the curriculum and ensure the project’s sustainability.

And this is just the beginning — consider it the 1.0 version of this training resource.  The development team is looking to expand the toolkit to encompass other sectors and are already investigating examples of ICT usage in Senegal, Kenya, and Rwanda.

Ethiopia is at a pivotal moment in its efforts to improve the health status of its people and move the country into a new phase of social and economic development. The country’s massive Health Extension Program (HEP) program has placed over 34,000 community health workers in 14,000 health posts in less than 8 years. Now, health authorities are exploring ways to improve the program with mobile solutions.

Sponsored by The Bill & Melinda Gates Foundation, Vital Wave Consulting authored the “mHealth in Ethiopia: Strategies for a new Framework” report for the Ethiopian Ministry of Health. The report offers a framework for addressing specific information, communication and inventory management issues with mHealth interventions.

Download the report by clicking the link below – and let us know what you think in the comments!

The Ukrainian minister of ecology introduced a proposal to implement a new satellite environmental monitoring system to the country’s president the first week of April. This is a major step for Ukraine in independently setting its environmental protection agenda and integrating ICTs for sustainable development. The satellite, which offers better resolution, will be used to monitor illegal forest cutting, natural resource development, industrial and other hazardous leaks, uncontrolled emissions of garbage dumping, etc.