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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

Education, Originally posted on the GBI Portal

ICTs in the Classroom: 8 Recommendations from Zambia

A new report by Aptivate and the Centre for Commonwealth Education (University of Cambridge) suggests that there are practices that can be utilized to make ICT use in classrooms more effective. The study, conducted in part by iSchool.zm, an online multi-media eLearning package designed to cover the whole of the Zambian school curriculum, examined underprivileged school communities in Zambia.

The project entitled Appropriate New Technologies to Support Interactive Teaching in Zambian schools (ANTSIT) was funded by the UK government’s Department for International Development (DFID), and provided a detailed report including recommendations for introducing future ICT4Ed projects in Sub-Saharan Africa.

Future ICT4Ed programs can benefit from the researchers’ recommendations detailed in the report:

Purchase classroom sets, including a teacher laptop and student laptops, and don’t forget storage and transport needs

Provide training to teachers on the ICT tools and how to use them creatively, incorporating them into a participatory teaching approach

Use ICTs with non-ICT resources, such as mini blackboards, a cheap and invaluable teaching aid

Choose cheap netbooks (e.g. the Classmate netbook) over Android-based tablets which may be promising in the future but currently make keyboard-based entry activities difficult

Don’t mix multiple ICT devices within a single class if cost and maintenance problems are an issue

Invest time in setting up and configuring computers well so that tech problems don’t interfere with lesson planning or class time

Consider resource sharing between student computers through local wireless networks

Enable ICT ownership through microfinance

During the 6-month project, a team of researchers conducted over 30 visits to two under-resourced Zambian primary schools. Through observing classes and working with local science and mathematics teachers, the team was able to analyze and compare the effectiveness and applicability of a variety of mobile technologies in the classroom. Netbook, tablet and laptop computers, e-Book and wiki readers, digital cameras and mini-projectors along with Open Educational Resources and Open Source software were all considered when determining the most appropriate and versatile resources for creating an environment supportive of learning through active participation.

“Based on our understanding of ICT use in schools and of successful pedagogies such as interactive teaching plus collaborative, project- and enquiry-based learning, and given limited resources, what does an effective ICT-enabled Zambian school look like?”

The team worked with participating teachers not only to create lesson plans utilizing assigned ICTs, but also to ensure a participatory and interactive learning approach which research shows is key to ownership, sustainability, and replication. The report concluded that considering the often outdated and passive pedagogies used in many Zambian schools, the ‘most appropriate’ device is largely dependent on the particular classroom circumstances and the teaching goals and methods used by the teacher.

In addition to the full report, researchers from the Centre for Commonwealth Education, Bjoern Hassler and Sara Hennessy, created a video clip summarizing their findings that they presented at the “Mobile Technologies for Education: The experience in the developing world”, an event sponsored by Cambridge Education Services and co-hosted by the Humanitarian Centre and the Centre for Commonwealth Education at the Faculty of Education, University of Cambridge. The event was part of a themed year on ICT4D (ICT for Development) run by the Humanitarian Centre in partnership with technology company ARM.

January 24, 2012/by actualize

Education, Originally posted on the GBI Portal

Mobile Learning Week: Paving the Way for Policy Development

Nearly 200 mobile technology experts and international education leaders met at the first annual UNESCO Mobile Learning Week last month, December 12-16, at UNESCO’s headquarters in Paris. This was the first such UNESCO meeting in which mobile technology took center stage.

Ministry of Educations’ officials, along with other experts from the fields of mobile technology and education, discussed the potential uses and benefits of mobile technology within the field of education in developing countries which has been informally debated and discussed the world over, the technology’s limited accessibility often hindering sustainable policy-changing actions. The meeting was prompted in part because of the growing access to mobile networks now available to 90% of the world’s population and 80% of the population living in rural areas, according to the International Telecommunication Union (ITU) in its “The World in 2010” report.

These figures have certainly gained the attention of top-policy makers. Discussions on how to use mobile technologies to transform educational processes will contribute to the anticipated Guidelines on Mobile Learning Policy which is currently being developed by UNESCO and due to be released in 2012. The guidelines will help to develop the future of mobile learning beyond the UNESCO global movement of Education For All (EFA) goals.

The weeklong meeting was split into two events. Leading officials in the ICT field gathered for the International Experts Meeting on Mobile Learning which was limited to selected attendees. Following the meeting, representatives from Nokia, Pearson Foundation, SK Telecom, ISTE, iLearn4Free, ICTP, Microsoft, Commonwealth of Learning, Alcatel-Lucent, Orange, Intel, Ericsson, KERIS and the Mobiles for Education (mEducation) Alliance showcased recent developments in mobile technologies and projects on mobile learning from the field during the UNESCO Symposium on Mobile Learning.

Several keynote speakers at the symposium identified and discussed major challenges to implementing policies and innovative ideas for creating sustainable solutions. Stephane Boyera, Lead Program Manager of the World Wide Web Foundation, stressed the importance of considering the sustainability, scalability, and replicability of mobile learning initiatives during his presentation, “Mobile Technologies, Education and Socio-Economic Development”. He indicated that the main obstacles to development are directly linked to policy makers’ understanding of specific cultural needs.

Dr. Paul Kim, Chief Technology Officer and Assistant Dean for Stanford University School of Education, spoke about the contextualized innovations in education and mobile empowerment design in his presentation, “Future Trends in Mobile Technology Development: What Can We Expect in the Next 5, 10, and 15 Years?”

The event achieved UNESCO’s goal of promoting the potential contribution of mobile technology to education and promises to lead to positive changes in policy development. Working papers that were developed during the event are due to be released sometime in early 2012.

January 18, 2012/by actualize

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

Brookings: 7 Principles for ICTs in Ed

Photo Credit: National University of Singapore

A new working paper released by the Global Economy and Development at Brookings concludes that if smartly and strategically deployed, modern information and communications technology (ICT) holds great promise in helping bring quality learning to some of the world’s poorest and hardest-to reach communities.

As part of the Brooke Shearer Working Paper Series, the paper entitled “A New Face of Education Bringing Technology into the Classroom in the Developing World” focused on the potentials of using information and communication technologies to improve teaching and learning in the developing nations.

Using two examples of ICTs application in education from Peru and Pakistan – “failed” and “successful”, the paper stated that experience shows that while there are numerous examples of how technology is used to the great benefit of teachers and learners alike, there are also many cases in which it does little to impact educational processes and outcomes.

The example from Peru, South America recalls a number of colorful laptops sitting in a corner of a classroom covered with dust. It argues that the One Laptop Per Child (OLPC) program which was arranged by the Ministry of Education, had the good intention of improving students’ information communication technology (ICT) skills, as well as their content-related skills through the laptops. But because there was no proper support for teacher training in how the laptops are to be used; no follow-up or repair and maintenance contingencies; and with outdated and bug-infested software, the laptops are seen as unusable and serve little purpose.

On the other hand, the successful example recalled a young girl in the small village of Hafizibad in Pakistan using her mobile phone to send an SMS message in Urdu to her teacher. After sending, she receives messages from her teacher in response, which she diligently copies by hand in her notebook to practice her writing skills. She does this from the safety of her home, and with her parents’ permission. The girl is part of a Mobilink-UNESCO program to increase literacy skills among girls in Pakistan which has shown some positive improvements so far.

Based on the above examples, the authors identified some barriers to quality education in the developing world.

Barriers to Learning for All – Primary, Secondary & Higher Education

Distance and Cost – limited availability of schools in remote, inaccessible, or particularly impoverished regions of developing countries with direct and indirect costs barriers.
Quality of Faculty/Teachers – poor quality of teacher training programs, lack of in-service training for those on the field, and lack of graduate level faculty members affect how much time teachers spend and how they teach.
Resources, Materials and Language – limited budget for tertiary education leads to poor quality teaching and learning materials, in appropriate format and language are barriers especially to the early learners.
Management – poor education system management including unwieldy teacher payment systems, limited information collection and management capabilities, and poor learning assessment processes.
Students Academically Unprepared – due to the poor quality of education at the basic and secondary levels, students entering higher education are unprepared and usually with poor performance.

The paper continues that even with the extraordinary growth in access to ICT, its use in multiple sectors of society is uneven because of certain interconnected conditions that needs to be taken care of including the following:

Enabling Conditions for Effective Technology (ICT) Use

Access to Electricity – the use of ICTs requires access to power such as electricity, solar power, batteries, etc.
Internet Connectivity – access to the Internet and wireless capabilities is key for the use of ICTs in classroom
Human Resource Capacity – the need to attract, recruit and train skilled and qualified IT professionals
Political will and Management – development of national and institutional ICT policies and the will to act on them
Financial Resources – most of the developing countries need external support in implementing successful ICT projects in the educational sector
Link between Infrastructure Availability and Ability to Integrate – these countries also need to effectively integrate ICTs into the various sectors once the infrastructure is in place.

The paper then mentioned different types of ICTs for use in education in the developing nations.

Technology Types and their Prevalence

Radio – Even though is being referred to as “old technology,” radio and radio instruction such as Interactive Radio Instruction (IRI) has been utilized across the developing world as a tool to help facilitate learning and increase access to educational opportunities.
Television – Television is used to supplement classroom instruction with educational videos that teach and support lessons in language learning, mathematics, history, life skills and among other subjects.
Computers – Personal computers (PCs) are one of the most frequently cited and used forms of technology in education in the developing world and act as indicators of technological progress.
Mobile Phones – Cell phones and smart phones have been seen as increasingly useful educational tools in developing countries.
Tablets and E-readers – Tablet PCs like the iPad and ereaders are becoming a trend in education technology, and many experts see an important future for them in developing countries, due to the relatively low procurement cost.
Multimedia Projectors – These are devices used to project documents and/or computer images onto a wall in an effort to display the image to an entire classroom and allow the teacher to interact with the material along with the students, etc.
Open Educational Resources (OER) – OER are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits the free use and repurposing by others”.
Cloud Computing – Cloud computing allows organizations to increase computing capacity or add computing capabilities without needing to invest in infrastructure or train additional personnel.

The paper suggests seven guiding principles for the use of ICTs in education to be able to achieve the intended teaching and learning goal.

Seven Principles for Smart use of Technology in Education

Educational Problem First – First, identify the educational problem that needs to be addressed, and then assess which, if any, is the best technology to do the job.
Added Value – make sure that the technology will add value to other existing solutions.
Sustainability – Carefully consider the full range of enabling conditions such as the total cost of ownership, the ultimate relevance of the technology to the particular location, access to appropriate infrastructure, and human resource capacity.
Multiple Uses -Where possible, select a technology and design an intervention so that the technology can be used for multiple purposes.
Lowest Cost – While there may be many different types of technologies that can provide the assistance sought, other things being equal, it is best to select the least expensive option for the job(s) desired.
Reliability – Before deploying a technology, ensure it is reliable and will not rapidly break down. Nothing slows a project down more than unresolved problems.
Ease of Use – Finally, in educational interventions, technology should be easy to use.

It concludes that, if these principles are followed it can help avoid many future problems and, more importantly help leverage the power of ICT in educating young people in some of the poorest regions of the world.

The full paper can be accessed here.

January 6, 2012/by actualize

Agriculture, Environment, Originally posted on the GBI Portal

Animal poaching: Is there an app for stopping that?

Normally we write on less glamorous (but crucial) subjects like telecoms operators, fiber cables, or ICT policy. Now, we turn our attention to an urgent cause in need of technology: the protection of African wildlife.

Technology has yet to effectively reduce the number of illegal wildlife killings in areas like South Africa and Kenya. In fact, rhino poaching has increased in South Africa this year, with 324 white rhinos lost so far this year. By comparison, poachers killed at least 333 rhinos last year, and only 13 officially in 2007. Prior years saw 15-100 rhino deaths in South Africa – not nearly as severe as the past couple of years. One possibility is that official statistics don’t accurately reflect the actual number of taken animals. However, the demand for rhino horns, for example, has increased due to a variety of sources.

The white rhino – more valuable to the tourism industry than to the black market.

As domestic pressure to illegally kill these animals diminishes, however, the void is rapidly filling with Asian demand for rhinoceros horns. For one, the supply chain has shortened with the growing number of economic collaborations between China and nations like Kenya. Even if African governments no longer condone poaching, foreign crime channels will find a way through the backdoor. In 2009, Yolan Friedmann, CEO of the Endangered Wildlife Trust, commented on how poaching is becoming more hi-tech. Along those lines, why can’t poaching prevention counter the advances in poachers’ organization, weaponry, and transportation?

At this stage, the Internet serves to raise global awareness of wildlife issues. WildlifeDirect, a non-profit registered in both the United States and in Kenya, hosts dozens of wildlife conservation blogs which are updated regularly by specialists who are on the ground in Africa. Best yet, the blogs are grouped by region (with most hailing from Eastern Africa).

Blogging is a great start to raising awareness. The next logical step would be to add crowd-sourcing efforts to spot poaching (Ushahidi is a potential platform). However, monitoring the vast open spaces of Africa is not as simple as monitoring election violence. Very few people live in proximity to rhinos or elephants. Plus, mobile Internet is not ready available in remote areas, meaning that mobile apps are currently out of the question.

Another solution would be to install remote cameras to monitor clandestine activity. Presumably, real-time video could be transmitted via WiMAX to a fibre node which then would relay the signal to a monitoring station. Again, such a task is made difficult by tens of thousands of acres of open land (and the ability of helicopters to circumvent roads).

We’ve created a Twitter list (@oafrica/african-animal-activism) to follow the online efforts to encourage animal conservation, prevent the slaughter of endangered species, and protect their habitats. Fifteen of the twenty accounts on the list have Klout scores of 40 or greater.

October 25, 2011/by actualize

Agriculture, Education, Originally posted on the GBI Portal

ICT Center Project To Educate Women in Rural Ghana

The international NGO Camfed, the Campaign for Female Education, has collaborated with Google to set up a network of three ICT centers that will reach some of the poorest and most remote rural areas of Ghana.

Photo of woman in Africa from Camfed website

Photo credit: Camfed

The women-run ICT centers will act as “hubs for learning, communication and entrepreneurship.” They will be located in the northern region of Ghana and the first will open later this month in the town of Bimbila.

Camfed’s mission is to fight poverty and HIV/AIDS in Africa by educating girls and women so that they can become leaders of change. The organization’s head of enterprise and leadership, Catherine Boyce, explained to EWeek Europe that because women in Ghana have few employment opportunities and are pressured to marry young, the female center managers will serve as “powerful role models” to the center’s clients.

Photo credit: Blackstarcommunications

Google has pledged to fund the ICT centers during the first two years of operations and while the centers get established with computers, printers, photocopiers and digital cameras. Though Camfed originally thought it would need to rely on solar energy to provide power to the centers, and may explore solar options on a case-by-case basis, the project will likely be able to use electricity since the power supply in Ghana has improved in recent months.

Development projects aimed at educating rural women through the use of ICTs are becoming more prevalent and take many forms. A successful Gates Foundation farm radio project taught women farmers about a drought and disease-resistant rice variety which greatly improved the income of farmers in the area.

Studies have shown that rural women in Africa face many challenges in gaining access to ICTs, such as affordability, distance, and time. Thus simply providing ICTs such as computers and Internet alone will not improve the lives of rural women. Rather, projects must provide low-cost options that contain a strong capacity-building component, such as education, in order to be successful. The Camfed/Google project in Ghana hopes to see success in improving the lives of rural women by providing free access and training in ICTs.

October 14, 2011/by actualize

Democracy & Governance, Elections, Originally posted on the GBI Portal

How social media can bring trust to Guinea’s 2011 elections

The following post is the response given to oAfrica by Francoise Stovall, Interactive Communications Manager at the National Democratic Institute for International Affairs (NDI). Guinea’s legislative elections are to be held on 11/27/2011. How can Nigeria’s experience with crowdsourcing apply to Guinea, a nation where social media is less prominent and fact often gets tangled with fiction?

In support of open & accountable democratic institutions around the globe {NDI}

Question: What’s your take on how mobile or social media can facilitate trust & communication in the upcoming #Guinea elections?
Answer: NDI’s Technology team, drawing upon its regional and global experience in this realm, has the following response:
Social media provides a way for election officials to share information about what’s going on, communicate it to an engaged audience, and build public trust in the electoral process. For example, in the 2011 Nigerian elections, Nigeria’s Independent National Election Commission (INEC) did a wonderful job of communicating over twitter and other social media channels. However, it’s important to note that this type of dialogue requires proactive engagement and interest from such organizations. It provides a way to directly engage with those organizations publicly – if people see incidents or violations, they can communicate them to the authorities who can (theoretically) themselves respond. Using a collective hashtag on Twitter (if there is enough of an internal user base to make it viable) is a way for citizens to self-aggregate and share information. Eg, if the tag is #guinea11 then people can use it in their tweets to connect to all the folks communicating on the topic.

Citizen reporting can provide an avenue for people to share stories of legal violations, as mentioned above, but can also be a way to name-and-shame electoral code of conduct violations if that has been established. If there are CSOs who are attempting to collect and manage citizen reports it can be a good way to hold officials accountable for violations. There are significant challenges with such a “crowdsourcing” program, but in the right place can be a powerful methodology.

In the Guinean context, establishing public trust in the electoral process is indeed a challenge. Beyond the advantages of using social media and new technology to connect citizens to government, it’s also important to recognize the flipside of this: Social media can be the perfect way to spread pure rumor and hearsay – or worse, malicious, inflammatory information. It can prove an opportunity for the online community to work together to try to verify reports and quash misinformation. To enhance the transparency and credibility of Guinea’s upcoming legislative elections, NDI will be working with its local partner Consortium for Domestic Election Observation (CODE) to deploy citizen observers to polling sites around the country on election day to independently and systematically collect, analyze, and report information about election-day proceedings. As part of this effort, CODE and NDI, drawing on regional and international best practices, will explore ways to use social media, or to partner with organizations that are doing so, in order to better achieve its goals.

CODE used cell phone technology in its last observation effort (the country’s presidential elections of 2010) for improved reporting speed. CODE’s 2000+ citizen observers covered 20% of Guinea’s polling stations, and the coalition’s calculated election results were within 1 percent of those announced by the CENI.

—

Learn more about upcoming African elections and how you can support government accountability: Connect with NDI on Facebook | Follow NDI on Twitter | Give to NDI

September 6, 2011/by actualize

Education, Originally posted on the GBI Portal, Workforce Development

Mobile Money to Pay Rwandan Teachers

Ange is a teacher at the Rubona Public School living too far from the nearest branch of the Rwandan Teachers’ Credit and Savings Cooperative, or the Umwalimu SACCO, to receive her monthly salary.

She relies on her payment each month to put food on the table.

To resolve this problem, Umwalimu SACCO announced last month commencing a mobile money transfer service to pay members living in areas where the cooperative has no branches.

Currently, the cooperative has 16 branches countrywide, with about 57, 000 members.

Teachers living in rural areas similar to Ange, complain of having to trek long distances to access their salaries and loans, which is costly and time consuming, so SACCO decided initiate a mobile money transfer system.

Umwalimu SACCO, is a Rwandan cooperative of credit and saving which gives out loans and salaries to teachers, allowing them to set up income-generating activities to complement their measly monthly pay

The typical salary for Rwandan teachers is $40 per month. To supplement this, requests for start-up loans to engage in activities such as making mandazis (donut-like pastries) and selling them to other teachers on school grounds, is standard.

Jean Marie Vianney Nzagahimana Photo Credit: Rwandan Patriotic Front

Jean Marie Vianney Nzagahimana, the Chairman on the Board of Directors of the cooperative, recognizes that mobile payments allow teachers to be paid on time, while spurring further economic development and growth.

“We knew about the problem and that’s why we came up with this system to further address teachers’ needs. We cannot do it at once but we will be addressing them beginning with priority areas,” Nzagahimana says.

Although MTN and Tigo are currently offering money transfer services in Rwanda, Nzagahimana said that the SACCO money transfer system is to be implemented in partnership with South African company, MFS. Teachers will be able to get overdrafts through the same process.

The cooperative is also looking to expand beyond merely providing fiscal provisions for the teachers, aiming to meet the demand for new services from one of the biggest cooperatives in the country.

The Umwalimu SACCO cooperative has experienced rapid growth. Their financial assets have nearly doubled in a year from 3b Rwandan franc (Frw) in 2009, to Frw 7.3 billion in 2010.

The cooperatives financial budget for the next fiscal year worth Rwf 11.7 billion, converts roughly to $US 18 million.

“We are committed to at least establish a permanent SACCO office in every district by the end of July,” Nzagahimana asserts “This (is) done to get close to teachers and facilitate access to our services, which we also want to expand beyond financial ones. We are working on one laptop per teacher and solar energy at every teacher’s house.”

The financial services provided by SACCO are encouraging more teachers to educate Rwandan children in the classroom, while the cooperative’s new mobile payment system ensures that educators receive the money they deserve—in the time and place they need it.

July 19, 2011/by actualize

Basic Education, Education, Originally posted on the GBI Portal

3 Million Malawi Children

This post was co-written by Jeffrey Swindle

To improve education quality in Malawi, USAID Malawi implemented the Tikwere Interactive Radio Instruction (IRI) program. The IRI program has affected over three million children and 22,000 teachers since it began in May 2007. Furthermore, management and financing of the program is now moving to the hands of the government, letting USAID allocate its efforts to additional endeavors.

Despite promising increases in primary education enrollment (54% to 70% from 1999 to 2006) in Sub-Saharan Africa, the quality of education is quite low. High teacher and student absence rates, as well as low achievement scores, plague education systems. When researchers make unannounced visits to schools, teachers are absent on average 19% of the time, with higher rates in rural areas.

In Malawi, the situation is particularly grim. According to the Southern Africa Consortium on Monitoring Education Quality (SACMEQ), fewer than 25% of eligible Malawian children remain in school by grade 8. In addition, only 9% of primary school students were found to have reached a minimum level of mastery in reading in English, and a mere 2% of pupils possessed skills beyond basic numeracy.

Teacher at the chalkboard speaking with students. Radio on a chair nearby

Photo credit: USAID/Malawi

To address these challenges, USAID Malawi began the IRI program. In the program, schools are provided with radios, and they listen to a thirty-minute national broadcast each day. Teachers receive text messages on their phones telling them the weekly schedule for the in-service broadcasts prior to the beginning of the term, and through lesson plans produced by Tikwere teachers are informed about what materials they will need to prepare beforehand (posters, pencils, textbooks, etc.). The broadcast focuses on one of three topics: the local language Chichewa, English, and life skills. The broadcasts are prepared professionally and incorporate ideal teaching strategies, including group work, learner-focused discussions, and gender balanced teaching. By listening to the broadcast, teachers learn how they can be most effective. And the students benefit because they receive training from an optimal teacher via radio each day.

Amongst these learners there have been increases in test scores for standard 1 learners in literacy (17% points higher in English and 9% points higher in Chichewa compared to non-participating students) and mathematics (12% points higher than non-participating students).

Teacher pointing at chalkboard, while radio plays.

Photo credit: USAID/Malawi

Additionally, they are particularly engaged during the radio broadcasts; the students anxiously look forward to this special time each day and enrollment has been rising in Tikwere schools which cover over 95% of the 5,300 schools nationwide.

To implement the program, USAID purchased 13,000 freeplay radios which are solar powered at a total cost of $386,400 over a course of three years. Additionally, printed materials to accompany the activities and radio airtime required additional funding. Using conservative estimates, over 2,000,000 children listening to the broadcasts for the first three years. If the same rate of expansion of the project continued, the IRI program affects far more than 3,000,000 million children in Malawi. The total cost per student per year is $0.16, a bargain for improved educational achievement and teacher effectiveness. Currently, the USAID mission to Malawi is working with the government to incorporate the program into the national education plan and finances, making the program financial sustainable without further support from USAID.

Table: Project Total Estimates from Macro International

The final impacts of the IRI program, however, are yet to be measured. Macro International conducted a mid-term evaluation of the project in 2009. Though the IRI program was able to reach approximately 75% of schools in Malawi, at least 10% do not have the connectivity for the radios to work, and the costs were too high and complicated for USAID to provide alternative technologies for IRI. In an ingenious strategy, Tikwere uses this 5% as a control comparison for the learner assessments of the IRI program. Thus far, schools with the Tikwere IRI program show a 17% gain in scores over the control schools.

Photo credit: USAID/Malawi

Originally Zambia implemented the IRI methodology for the out of school program. Because of IRI’s potential for success, the government there adopted it in the conventional schools. Malawi’s experience is adopted from the Taonga Market in Zambia, and other USAID missions have implemented similar programs as well. Hopefully, more missions around the world will implement similar radio programs and see equal impacts.

July 15, 2011/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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