Education Partnerships

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Where is the NEPAD e-School Initiative Now?

Image from ypia.org.za

Many in the aid and ICT4E community know NEPAD — the New Partnership for African Development (NEPAD) — and probably remember the launch of the e-School Initative, first announced during the Africa Summit of the World Economic Forum in June 2003. As part of the overarching objective of the NEPAD program to enhance Africa’s growth, development and participation in the global economy, the e-School component involves a complex implementation strategy involving a multi-country, multi-stakeholder, and multi-stage approach to introduce ICT use and support to 600,000 schools across Africa. But now, close to ten years after the initiative was first introduced, what progress has it made?

That’s what participants and leaders of the NEPAD e-School Initiative discussed when they gathered in Accra, Ghana earlier this week for the two-day NEPAD e-School Regional ECOWAS Conference. Reverend Emmanuel Dadebo, Head of the Teacher Education Division of Ghana Education Service, led the discussion and press event, emphasizing the project’s need for a business plan that promotes private sector investment by introducing a new Private Public Partnership (PPP) model.

The conference comes after five years of discussion and debate concerning the key findings made during the initial phase of the e-School Initiative — the “NEPAD e-Schools Demo”. The purpose of the Demo was to accrue a body of knowledge, based on real-life experiences of implementing ICT in schools across the African continent, in order to inform the rollout of the NEPAD e-Schools Initiative. The program was implemented in six schools in each of 16 countries across Africa through partnerships that involved private sector consortia, the country government and the NEPAD e-Africa Commission (eAC), which is responsible for the development and implementation of the NEPAD ICT program.

Photo Credit: computersforcharities.co.uk

Though various stakeholders and members of the aid community consider the Demo successful in some ways, like introducing ICT hubs into rural communities, most agree that it remains unsustainable in its current form. A report released by infoDev and the Commonwealth of Learning (COL) back in 2007 entitiled “The NEPAD e-Schools Demonstration Project: A Work in Progress”, highlights the realization of this challenge within the early stages of the Demo and stressed the need for dialogue between all stakeholders:

“The expectations that implementation of the Demo would occur within a few months of it being announced in the participating countries, and, that a Business Plan would be developed to address sustainability and future rollout, were not met, and explanations for the delays were not effectively communicated. The disappointment and cynicism that resulted in some of the participating countries underlines the oft-learned rule of project management: Communicate! Communicate! Communicate!”

Like many development projects of this kind, and on such a large scale, lessons like these take time to learn and often come from trial and error. Shafika Isaacs, the founding executive director of SchoolNet Africa and a member of the monitoring and evaluation team for the report concluded saying this:

“Never before has there really been a program that mobilised national government participation and leadership at the official continental level in the way the NEPAD e-Schools vision has. Further, it has brought the private sector into partnerships that, while experiencing growing pains, has mobilised resources in a way that few other projects have been able to do. And there is much yet to learn about doing this in an optimal way.”

Exactly how much has been learned between 2007 and now, has yet to be seen. Several news articles have claimed that the program has already benefited several schools in Ghana and according to a statement given in Accra at the e-Schools conference, Ghana will launch the next phase of NEPAD e-Schools later this year. The program’s methods of monitoring and evaluating these benefits and ensuring effectiveness and transparency are unclear. However, with more buy-in from the private sector and the introduction of a new business model, it’s clear that some progress is being made and a more sustainable future for the e-Schools Initiative could be within reach.

March 30, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Attention ICT Innovators: Have you Considered Peace Corps?

No, I don’t actually mean you should commit to 2 years of service in the Peace Corps (though if you have the time, “life is calling” as the PC recruiters say), but what about joining forces with them? With over 9,000 volunteers, 40% of which focus on education and another 12% in business and ICT, and spanning the globe in about 76 developing countries, isn’t that a resource worth exploring?

I’ve been thinking about this lately since there seems to be a growing amount of speculation about how new innovations in information communication technologies (ICT) are being introduced into classrooms throughout the developing world without enough, or any, teacher training to ensure sustainability. Take for example the One Laptop Per Child (OLPC) program. It drew a lot of criticism after it first released the XO 1.0 laptop for lack of teacher-focused training programs on how to use the devices and it is soon to become even more controversial with the release of the much talked-about XO 3.0 tablet.

Amidst reading the numerous critical blogs and some rather heated debates, I’ve started to wonder: What on-the-ground research is being done to assess the need for some of these new innovations in a specific country in the first place? What resources, particularly people, are already available to help introduce and support the teacher training needed for local teachers to deem the technology useful and relevant within the unique cultural context?

In Cambodia, where I recently served as a Peace Corps Volunteer at the Prey Veng Regional Teacher Training Center (RTTC), the Khmer have a saying: “Don’t take the straight or winding path. Take the path your ancestors have taken.” And new innovations in ICT can be seen as just that — a long winding path of new and confusing devices, unfamiliar to an aging population of school officials and teachers that think they have fared well enough as educators without the help of new gadgets.

Last month, leading experts and stakeholders in the field of mobile learning discussed how people’s perceptions of mobile phones are impeding progress in mobile learning in the recently released UNESCO Mobile Learning Week report:

Perhaps due to the intellectually-light and entertainment-heavy content that has been optimized for mobile devices over the past decade, the primary social challenge is convincing people that phones are NOT a barrier to learning.

Even in American classrooms, mobile phones can often be thought of as a distraction, most commonly used for texting and watching YouTube videos, rarely ever thought of as a valuable teaching aide that teachers could already be using if they had the training or interest to explore its potential on their own.

And mobile devices are just the tip of this growing iceberg of ICT, OER, FOSS, and a plethora of other acronyms used in this field. So once the need and appropriateness of a technology is determined useful for a particular country and educational environment, who might be able to help train teachers how to use and develop it? Who has three months of intensive language training and culture-sensitivity seminars, works and lives with the locals, has a wide range of connections within the school system, and strives to understand the complexities of the education system? That’s right — the tech-savvy Peace Corps Volunteers.

Now that’s an assumption and generalization that all PCVs know and care about what’s going on in the ICT4D field and have any interest of being involved in such endeavors — dealing with stray dogs and gastrointestinal diseases is a challenge enough. But why not reach out to the volunteers in your ICT-destined country and give them a chance to use some of those international relationship building skills that they spent hours cultivating during training.

And Peace Corps is just one of several organizations that send volunteers into the developing world. VSO UK and VSO International, Volunteer Service Overseas organizations, are quite similar to Peace Corps volunteers in regards to their culture and language immersion and 26% work in the education sector. The interactive map below shows where Peace Corps and VSO volunteers are currently serving and the program sectors that they work in. Almost every country has volunteers working in the education sector and some have already launched information technology-related projects:

View Volunteer Programs in Education and ICT in a larger map

February 23, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Learning, Freedom and the Web: Mozilla’s eBook Explores and Offers How-Tos

Mozilla published a book last month that offers a glimpse at how open-source technology is shaping the field of education. The book entitled Learning, Freedom and the Web written by Anya Kamenetz and some of the 400 participants of the first Mozilla Festival held in Barcelona in 2010, explores possible answers to the questions: How can the ideas of the open source movement help foster learning? What are the most effective ways to bring learning to everyone? How does openness help the spread of knowledge?

The book contains session notes from the festival, quotes and blogs from leading experts, key-findings from current projects, as well as several how-tos including how to create your own ebook. The format of the book itself follows the ethos of the minds which collaborated to create it so that printed copies are available for purchase but it can also be downloaded as a PDF for free or accessed in an easy-to-use web version that includes video clips.

Exploring ideas such as the concept of industrialized education, the future of the physical library, and the quality and sustainability of open content, contributors include promising new ideas and tools that can be used to develop and share educational resources. For people who are unfamiliar with these concepts or are interested in developing their own open educational resources (OER), the book’s easy-to-follow instructions and format make it a great introduction to open-source technologies and their applications.

Helpful how-tos include difficulty level, amount of time to develop, who they involve and benefit, as well as steps. Topics include:

Creating an open education resource
Contract grading
Adopting an open textbook
Creating your own how-to
Creating your own ebook
Creating your own festival
Teaching and learning with Wikipedia

Learning, Freedom and the Web, both the book and the festival, might well serve as a barometer for the level of involvement and development of this new open source movement. When faced with the question of the movement’s future, authors leave the reader with a need to contribute and collaborate. “What really keeps a community going? Shared work, shared goals, shared fun, shared vocabulary, and shared rituals. There doesn’t have to be one ultimate unified vision. The idea of what learning will mostly look like in ten years, 50 years, or 100 years remains fuzzy, and that’s by design, because one definition of an improved future is one that has a greater diversity of choices than in the past.”

January 31, 2012/by actualize

Basic Education, Education, Education Partnerships, Higher Education, Originally posted on the GBI Portal

Microsoft to bridge digital divide through African school partnership

Microsoft announced on Tuesday that it was partnering with the British Council in Africa to deliver their Africa Digital Schools Project aimed at assisting in “bridging the digital divide”, in six African countries.

The aim is to bring new technology to African schools as part of a boosting of education experiences through Microsoft’s technology (image: Education In Africa)

Called “BADILIKO,” the Swahili word for change, the aim is to bring new technology to African schools as part of a boosting of education experiences through Microsoft’s technology.

According to a statement, each company contributed $1-million as well as technical expertise to accelerate the implementation of this innovative project that seeks to embed ICT in learning.

Microsoft and the British Council stressed that the Africa Digital Schools Project will “enrich e-learning while improving ICT skills among teachers and students to boost their competitiveness in a global village.”

The $2-million seed money availed byMicrosoft and British Council will be spent on the establishment of eighty digital hubs across the six sub-Saharan countries.

It is hoped that 100,000 learners will be provided with digital tools which they will utilize to boost academic work and social skills that benefit the wider community.

Mark Matunga, the Microsoft Regional Education Manager, East and Southern Africa, says that greater uptake of ICT in learning dovetails with the software giant’s vision of bridging digital divide in Africa.

”Educators should embrace technology to pass knowledge to students and boost their aptitude in relevant areas of study. We are encouraging more teachers to be trained in ICT skills.”

Janan Yussif

January 26, 2012/by actualize

Basic Education, Education, Education Partnerships, Originally posted on the GBI Portal

Using Blogs to Raise Funds for Education in Mali

Alberto Arzoz

In order to finance education for the children of Touareg tribe of Mali, Moussa, a writer sells his books through his blog, and then donates part of his profits and royalties for the funding of École des Sables residential schools.

Selected as one of the “Success Stories 2011”, by the World Summit on the Information Society (WSIS) during its 2011 stocktaking, Moussa’s case study will help transfer knowledge, experiences and models for project implementation in the strategic use of ICTs for development. It confirms how the Internet is enabling cultural exchanges and the sharing of ideas on teaching methods between the Touareg community and schools in France. Such exchanges aim to develop a winning partnership between Écoles des Sables and schools from other countries around the world.

The nomadic Touareg community is one of the oldest communities in the world, but the absence of education for Touareg children restrains the development of the region. In 2002, the Ag Assarid brothers decided to create the École des Sables to offer nomadic children access to high-quality education. École des Sables gives children an education at a residential school which is open all year around while their parents continue with their nomadic lives.

At the beginning of the school year 2010–2011, 110 pupils attended the school, of which 86 were nomadic boarders. There are three classrooms and six teachers — three women and three men remunerated by the Malian government. The school applies a teaching method that targets excellence and respects local cultures. The rate of success at elementary school is 99% and at high school is 100%.

A decade after the creation of the École des Sables in Taboye, the project was expanded to two other schools in the regions of Timbuktu and Kidal. All three schools are supported by the Ministry of National Education and local communities, demonstrating the credibility of the project. For the two new schools, classrooms have been rebuilt and a residential school and high school have been set up. The three schools are all located in northern Mali.

While ICTs are being used in several ways globally to raise awareness about education, Moussa’s story is innovative and needs the necessary support for scaling up across Mali.

January 4, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Humanitarian Assistance, Originally posted on the GBI Portal

Leaders Education During Humanitarian Crisis: Aid & International Development Forum 2011, Day Two

Photo Credit: Teachers Without Borders

At the last workshop session of the AIDF 2011, international educators gathered to share lessons learned about education during humanitarian crises. The synthesis and common ground between the presenters was clear—education should continue in full force during humanitarian crises, and ICTs can help that happen.

Citing statistics that crises can last for decades during war-prone areas, the presenters repeatedly emphasized the need for education to continue despite the common excuse that “now’s not the time.” Given that we don’t know when crises will end, education should begin as soon as possible and continue during humanitarian crises, they argued. Additionally, the presenters explained that when education stopped, nations lost enormous amounts of human capital, which is essential to overcome crises in the future. Limiting education during crises, then, creates a poverty trap due to a lack of human capital.

Some of the best ways to continue education during a crisis include utilizing ICTs. Distance learning, accessing Open Educational Resources (OER) online, and radio-based educational programs all become increasingly relevant during crises.

Panelist Fred Mednick, of Teachers Without Borders, spoke on the importance of local cultural contexts in educational models. During natural disasters or military crises, international educators often forget about the ever-present cultural context that they must take into account in their curriculum and approach. This lessens the impact of their efforts.

Sergio Ramirez-Mena, Senior Program Director at AED’s Global Education Center, highlighted partnerships between NGOs, governments, and businesses to provide schools and education during humanitarian crises. The collaboration with businesses is especially innovative during a crisis, and, given that many crises extend for years, is quite helpful in terms for financial sustainability of programs, bridging the gap between humanitarian and development efforts.

Last, Lori Heninger from the Inter-Agency Network for Education in Emergencies, discussed the need for collaboration between organizations in the humanitarian education space. The materials are out there, thanks to the rise in OER, Heninger explained, but getting the right information to the right people is a pressing challenge.

June 10, 2011/by actualize

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