people and technology in world class education systems
TRANSCRIPT
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People and Technology in World Class Education Systems
News, perspectives and challenges
from developing countriesMichael Trucano
Sr. ICT & Education SpecialistThe World Bank
EMINENTRome, Italy
4 December 2008
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drawing on
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Lessons from the World Bank and the
International Donor Community
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What we know
and what we don’t
about using technology
in education
in developing countries
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What we know
and what we don’t
about using technologyeffectively
in education
in developing countries
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(and how might this be relevant for Europe)
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?
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“I believe that the Internet is destined to revolutionize our educational system and that
in a few years it will supplant largely, if not entirely, the use of textbooks. It is possible to
touch every branch of human knowledge through the Internet. “
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I believe that the motion picture is destined to revolutionize our educational system and that
in a few years it will supplant largely, if not entirely, the use of textbooks. It is possible to
touch every branch of human knowledge through the motion picture.
-- Thomas Edison 1922
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ICTs in Education
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ICTS
=
information
&
communication
technologies
computers
Internet
phones
radio
TV
devices
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photo opportunities
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or
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strategic choices for education reform
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?
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Michael TrucanoSr. ICT & Education Specialist
The World Bank
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helping the World Bank education sector and
international donor community
and
‘client countries’
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“Get smart”
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@
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appropriate
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relevant
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effective
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and, just as importantly…
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inappropriate
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irrelevant
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ineffective
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uses of technologies
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to aid a variety of developmental objectives
in the education sector
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What is the World Bank?
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a global development institutionowned by > 180 member countries with:
– significant financial resources– an experienced, knowledgeable, and
dedicated staff – convening power– experts in more than 100 countries.
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What does the World Bank do?
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Assist developing countriesto help themselves
by catalyzing financing and policies through a blend of ideas and experience,
development of private sector opportunities, and support for good governance –
spurred by the Bank’s financial resources.(loans, grants, technical assistance,
knowledge products)
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today’s challenge:
Sustainable Globalization
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Help countries overcome poverty and spur sustainable growth, with care for the environment, to create opportunity and hope.
– Target the poorest countries, and the bottom billion in post-conflict states
– Help middle-income countries grow sustainably and equitably
– Develop public goods to promote growth and human development
– Serve the world as a unique institution of knowledge creation and dissemination of lessons for development
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Notes: New lending codes by education level introduced in FY03. Codes capture data from FY90.
* Projects supporting more than one level of education or those such as lifelong learning that do not fit well into one of the categories.
World Bank Lending for EducationFive decades of education support
FY63-69 FY70-79 FY80-89 FY90-99 FY00-06*
By Expenditure Category
Infrastructure (Civil works) 82% 47% 29% 26% 27%
By education Level:
Primary Education 3% 14% 19% 46% 53%
Secondary Education 52% 20% 9% 13% 21%
Technical & Vocational Education 25% 34% 28% 10% 4%
Tertiary Education 20% 32% 44% 31% 22%*The last column data on infrastructure (civil work) is for FY00-05.
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What we do• Work with countries
– Sector Work (AAA)– Project/Program Preparation– Project/Program Supervision
– Evaluation
• Work on global knowledge– Research (Pure and Applied)
– Training Staff– Training Clients
• Partnerships
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What we do• Work with countries
– Sector Work (AAA)– Project/Program Preparation– Project/Program Supervision
– Evaluation
• Work on global knowledge– Research (Pure and Applied)
– Training Staff– Training Clients
• Partnerships
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Why the World Bankcares about education
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Education Policy Determines Economic Outcomes– Increases Productivity and Earnings– Reduces Poverty and Income Inequality– Accelerates Economic Growth &
Prosperity
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• Exponential & sustained economic growth
• Getting & maintaining fundamentals right
• Sustained accumulation of human capital:– Education & economic policies
juxtaposed and aligned– Education system, integrated,
diverse and comprehensive– Focus on equity and quality– Education & values endogenous,– 1993 economic linkages
exogenous
Global Relevance of the East Asia Miracle
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Ghana & South Korea
1960
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Achievement: Learning Outcomes and Economic Growth
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Where should the World Bankfocus its attention?
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Support basic education for all?
Focus on secondary and higher education, too?
Develop ways for countries to achieve higher learning outcomes?
Equity versus Quality?
What’s a Country to Do?
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yes
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Key World Bank Priority Areasfor Global Knowledge Products
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• Learning for All – Evidence base on what works to improve learning outcomes – Measurement of learning outcomes– Access, quality, equity – (i) education in fragile states, (ii) school
health & HIV/AIDS and education (iii) gender and education– EFA/FTI – managing the Bank’s role in FTI
• Skills and Knowledge for Growth and Competitiveness – Development of Education Quality Global Index– Tools for effective school to work transition– Post Basic Education to improve development of skills for
competitive economies– Stimulating growth through Science, Technology & Innovation
• Education Systems for Results– Evidence base on improving governance & transparency in
education system– Public Private Partnerships – Education financing
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• Learning for All – Evidence base on what works to improve learning outcomes – Measurement of learning outcomes– Access, quality, equity – (i) education in fragile states, (ii) school
health & HIV/AIDS and education (iii) gender and education– EFA/FTI – managing the Bank’s role in FTI
• Skills and Knowledge for Growth and Competitiveness – Development of Education Quality Global Index– Tools for effective school to work transition– Post Basic Education to improve development of skills for
competitive economies– Stimulating growth through Science, Technology & Innovation
• Education Systems for Results– Evidence base on improving governance & transparency in
education system– Public Private Partnerships – Education financing
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tools to help meet specific challenges
not
ends in themselves
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ICT use in education
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Three basic questions
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one What are the good models and lessons that we can learn from? (and: What should we
avoid?)
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two What is the impact? (and: How do we measure impact?)
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three What does all of this cost? (and: How do we measure the
costs related to ICT use?)
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Knowledge Maps
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ImpactM&E
EquityCosts
Projects & practicesTools
Teachers and pedagogiesContent & curriculum
PolicySchool-level
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based on
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regular primary and secondary literature review
(1800+ documents)
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intensive review of > 125 World Bank education projects
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Turkey - Second Basic Education Project
Mali - Education Sector Expenditure Program Project
Peru - Rural Education Project
Azerbaijian - Education Sector Development Project
Jordan - Education Reform for Knowledge Economy
Vanuatu - Second Education Project
Bhutan - Education Development Project
Armenia - Education Quality and Relevance Project
Tunisia - Education Quality Improvement Program (EQP II)
Chad - Education Sector Reform Project
Russia - E-Learning Support Project
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regular interviews with World Bank education task managers and government
officials and partner organizations
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research initiatives
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Education Management Information Systems: Case Studies and Lessons Learned
ICT Components in World Bank education projects
Monitoring & Evaluation of ICT in Education Initiatives
Policymakers Toolkit(with UNESCO)
ICTs and Teacher Professional Development
M&E of NEPAD e-Schools
Surveys: ICTs in Education in Africa &
the Caribbean
low-cost devices
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Education Management Information Systems: Case Studies and Lessons Learned
ICT Components in World Bank education projects
Monitoring & Evaluation of ICT in Education Initiatives
Policymakers Toolkit(with UNESCO)
ICTs and Teacher Professional Development
M&E of NEPAD e-Schools
Surveys: ICTs in Education in Africa &
the Caribbean
low-cost devices
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global knowledgebase,with key partners
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key findings
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impact of ICT use on learning outcomes and future employment is unclear,
and open to much debate
absence of widely accepted standard methodologies and indicators to assess impact
disconnect between the rationales most often put forward to advance the use of ICTs in education and
their actual implementation
a. impact
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very little useful data on the cost of ICT in education initiatives,
especially those attempting to assess Total Cost of Operation/Ownership,
nor guidance on how to conduct cost assessments.
b. costs
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c. use
ICTs are being increasingly used in education,
even in the most challenging environments in developing countries
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for better
AND
for worse
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why?
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and to what end?
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World Bank experience
While much of the rhetoric (and rationale) for using ICTs to benefit education has focused on ICTs' potential for bringing about changes in the teaching-learning paradigm, and to develop work force skills, in practice, ICTs have been most often used in WB education projects to date to aid in the development of education management information systems (EMIS) and to equip and train MOE and PIU staff.
Less often, such components help support existing teaching and learning practices with new (and, it should be noted, often quite expensive!) tools.
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in other words
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INFRASTRUCTURE
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but this is changing!
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New Economy Skills for Africa – ICT
[NESAP-ICT]
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d. lessons learned and best practice
emerging best practices and lessons learned in a number of areas, but with a few exceptions
(notably on ‘schoolnet’ development and general lessons learned),
they have not been widely disseminated
nor packaged into formats easily accessible to policy makers in developing countries,
and have not been explicitly examined in the context of the education-related MDGs
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if this is the case
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why are we investing in them?
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why should we be investing in them?
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Do they help
make schools more productive and efficient than they currently are?
transform teaching and learning into an engaging and active process connected to real life?
prepare the current generation of young people for the future workplace?
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how do we know?
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undeniable
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the daunting challenges of EFA
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EFA
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Education For All
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Millennium Development Goals
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2015
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The Strategic Challenge• Educational Attainment & Achievement Gap
– Universal Primary Education – 58 out of 86 countries will not achieve UPE by 2015
– Least Developed Countries - the population averages 5.25 years of schooling
– Developed countries - the population averages 9.80 years of schooling– Gender – out of the 72 million primary school-aged children out of school, 41
million are girls; Only 18 out of 113 that missed the gender parity goal in 2005 will achieve it by 2015
– Indigenous People – In Latin America, Indigenous people continue to have fewer years of education and education outcomes are substantially worse for indigenous peoples.
– Living in Fragile States – over 50% of out-of-school age children live in fragile and conflict affected states
– The Skills & Innovation Gap – it is difficult for students to efficiently compete and reap benefits of today’s global economy
– Results from PISA show that in low income countries almost half (43%) of students performed on or below the lowest level of performance while only 17% of high-income country students performing on or at the lowest level.
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countries struggling to meet EFA targets do not need ICTs
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books
and
blackboards
and
latrines
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“SILENT EMERGENCY!”
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massive numbers of teachers are needed
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poorest of the poor
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increasing demand from client countries
middle income- and -
low income
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existing tools and mechanisms are not enough
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Despitewidespread beliefs that ICTs can be important potential levers to
introduce and sustain education reform efforts in Africa
anecdotal evidence of increasingly widespread demand for and use of ICTs in education initiatives in African countries
demonstrated interest from African policymakers in using ICTs to help meet Education For All (EFA) and other objectives
scattered and often uncoordinated initiativesutilizing ICTs to benefit education throughout the continent
much rhetoric related to the ‘digital divide’
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no consolidated documentation of what is actually happening in Africa in this area
no comprehensive baseline data on the state of ICT use in education in Africa against which future developments can be compared.
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why
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whyshould
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why
weshould
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why
weshould
care
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????
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????
ALackOfInformationImpactsPlanning
ANeed
ForCoordination
DonorsGovernmentsPrivate sector
Civil society
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"We recognize that while ICT may be a luxury for the rich, for us the poor countries, it is a vital and essential tool for fighting poverty -- for beating poverty that kills -- and ensuring our survival."
Meles Zenawi Ethiopia
“It has become abundantlyclear to us in Africa that ICTis an indispensable tool inthe achievement of ourdevelopment outcomes.We do not have the luxury ofwaiting until the necessaryconditions are in place.”
Paul KagamePresident of Rwanda
"Experts have observed that the learning styles of the youth today have changed.
It is important that teachers adapt their teaching pedagogies to suit current learning styles of their students".
President John Agyekum Kufuor Ghana
“ICTs are seen as one key solution that will allow Africa countries to meet the needs in rural and under-served areas and bring education to their citizens rapidly and cost efficiently.”
Communiqué, first African ministerial round table on ICT for education, training, and development (June 2007)
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new models of ICT use
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(relevance for Europe?)
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What has changed?
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PRICES
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PRICES
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PRICES
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PRICES
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(magic price: $100)
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but this is aboutmore than the OLPC XO
![Page 126: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/126.jpg)
Some low cost
ICT user devices
![Page 127: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/127.jpg)
Asus Eee Dreambook Light IL1
Everex CloudbookHO Mini-NoteECS G10ILMSI Wind
Surcouf La Révolution2Go PC
3k LongitudeACi Ultra-mini
Airis KiraDeep Blue
Elonex OneFukato DatacaskHCL MiLeap X
JisusKohjinsha SCC
Medion Akoya MiniNoahpad
Nohrtec GeckoProview Handbook
Sungjut TangoX
lilip
utin
g.co
m liliputing.com
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low-cost ICT devices in the education sector
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2005
2006
2007
2008
renewed explosion of interest
in providing low-cost computing ‘devices’ to
consumers in developing countries
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Devices?
![Page 133: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/133.jpg)
Devices?
laptops
![Page 134: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/134.jpg)
Devices?
laptops
mobile phones
![Page 135: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/135.jpg)
Devices?
laptops
PDAs mobile phones
![Page 136: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/136.jpg)
Devices?
laptops
and things in between
PDAs mobile phones
![Page 137: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/137.jpg)
Alphasmart (Neo, Dana)
AMD Personal Internet Communicator
Computador Popular (Popular PC)
Cowboy
Desert PC
E-DUC Projeto Caderno Digital ("digital notebook")
EELS (EduVision E-Learning System)
FonePlus
Fulong Mini-PC (also known as "Longmeng", "Lemote Box", "Loongson Box")
HP 441
Ink PC
Intel Classmate / Eduwise
Intel Community PC
Inveneo
iT (ATM1088(L))
Jhai PC
Janata
Mobilis and SofComp
Municator
Nova Net PC & Nova Net TV
Ndiyo!
OfficeStation (PC Expanion)
One Laptop Per Child
PCtvt
Simputer
Sinomanic
SolarLite PC
Solo
Terra/PHD
VillagePDA
the infoDev quick guide
![Page 138: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/138.jpg)
Government-sponsored
Cheap PC programs
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Programa miPC (Argentina)
PC Conectado & Computador Para Todos (Brazil)
Gyanotkarsh, Gyanjyoti (India) PC Gemilang (Malaysia)
the Computers for All Nigerians Initiative (CANi)
People’s PC Program (Philippines)
the Saudi Arabian Home Computing Initiative (SAHCI)
People’s PC project (Thailand)
Thanh Giong (Vietnam)
![Page 140: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/140.jpg)
some related initiatives
![Page 141: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/141.jpg)
Emerging Market Handset Programme
Information Technology Access For Everyone (ITAFE)
NEPAD e-Schools
Project Inkwell
![Page 142: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/142.jpg)
some related corporate initiatives
![Page 143: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/143.jpg)
AMD's 50x15 Cisco's LDC
Intel's World Ahead Microsoft's Unlimited Potential Qualcomm's Wireless Reach
Via's PC-1 HP's e-inclusion (defunct)
![Page 144: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/144.jpg)
BushmailCanTV
Computer On A Stick (COS)
e-Granary Digital Library
Freedom ToasterInternet Village Motoman
loband
Samurai
Whizzy Digital Courier
![Page 145: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/145.jpg)
Some observations
![Page 146: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/146.jpg)
Some observations
• Designing for cost not features
![Page 147: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/147.jpg)
Some observations
• Mobile phones
• Designing for cost not features
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![Page 149: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/149.jpg)
phones = call + talk
![Page 150: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/150.jpg)
phones ≠ call + talk
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receive calls
flash/beep
send and receive SMS
address book
calculator
flashlight
music player
![Page 155: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/155.jpg)
three models of ICT adoption
computers/Internet before mobile phones
computers/Internet at the same time as mobile phones
mobile phones before computer/Internet
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“The future isalready here,
it’s justunevenly distributed.”
-William Gibson
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innovation is coming from developing countries
![Page 158: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/158.jpg)
![Page 159: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/159.jpg)
shared device
![Page 160: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/160.jpg)
Some observations
• Re-imagining
• Mobile phones
• Designing for cost not features
![Page 161: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/161.jpg)
low bandwidth
![Page 162: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/162.jpg)
no bandwidth
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transformation
or
business as usual?
![Page 166: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/166.jpg)
does it matter?
![Page 167: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/167.jpg)
Today’s ICT products and services in the education sector have been largely born of OECD
experience, and targeted at OECD markets.
What if this changes?
![Page 168: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/168.jpg)
Some observations
• Developing countries
• Re-imagining
• Mobile phones
• Designing for cost not features
![Page 169: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/169.jpg)
secondarystudent
population
![Page 170: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/170.jpg)
secondarystudent
population
![Page 171: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/171.jpg)
secondarystudent
population
![Page 172: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/172.jpg)
secondary student
population
![Page 173: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/173.jpg)
sustained GDP growth
![Page 174: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/174.jpg)
impact of this year’s economic crisis
![Page 175: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/175.jpg)
(corporate) mindsets
![Page 176: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/176.jpg)
innovations in marketing
![Page 177: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/177.jpg)
Some observations
• Open source
• Developing countries
• Re-imagining
• Mobile phones
• Designing for cost not features
![Page 178: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/178.jpg)
Some observations
• Technology projects
• Open source
• Developing countries
• Re-imagining
• Mobile phones
• Designing for cost not features
![Page 179: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/179.jpg)
Survey of ICT and Education in Africa
M&E of NEPAD e-Schools
![Page 180: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/180.jpg)
Survey of ICT and Education in AfricaContents of the Summary Report
ICT Policies for Education
ICT Infrastructure for Education
ICT Activities and Initiatives in Higher Education
ICT Activities and Initiativesin Primary and Secondary Schools
ICT Activities and Initiatives in Non-formal Education in Africa
Gender Equity
Factors Enabling and Constraining ICT Use in Education
![Page 181: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/181.jpg)
Survey of ICT and Education in Africa
53 country reports• illustrative, not exhaustive
• “snapshots” that were current at the time they were taken (early 2007)
• new developments and announcements happening on a daily basis somewhere on the
continent
• a starting point
![Page 182: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/182.jpg)
some key findings
![Page 183: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/183.jpg)
ICTs are being increasingly used in education,
even in the most challenging environments in developing countries
source: Knowledge Maps (infoDev 2005)
Survey of ICT and Education in Africa (infoDev/COL, 2007)Critical Review and Survey of ICT and Education in he Caribbean (infoDev 2007)
![Page 184: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/184.jpg)
different places, different speeds
![Page 185: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/185.jpg)
different places, different speeds
* South Africa
North AfricaICT
emerging
conflict
![Page 186: People and Technology in World Class Education Systems](https://reader036.vdocuments.mx/reader036/viewer/2022070523/58ed92d61a28ab32628b456d/html5/thumbnails/186.jpg)
different places, different speeds
South Africa
* North Africa ICT
emerging
conflict
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different places, different speeds
South Africa
North Africa* ICT
emerging
conflict
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different places, different speeds
South Africa
North AfricaICT
* emerging
conflict
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different places, different speeds
South Africa
North AfricaICT
emerging
* conflict
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NGOs and private sector leading the way
Africa:Over 250 organizations active in ICT in education
Major corporate initiatives
source: Survey of ICT and Education in Africa (infoDev/COL, 2007)
The NEPAD e-Schools Demonstration Project: A Public Report (infoDev/COL, 2007)
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A New Phase:From Pilot Projects to Policies
Africa:48 countries have policy in place or under development
source: Survey of ICT and Education in Africa (infoDev/COL, 2007)
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Increasing demand from client countries
Africa:middle AND low income countries
source: The NEPAD e-Schools Demonstration Project: A Public Report (infoDev/COL, 2007)
ICT in Education Toolkit usage requestsDiscussions with donor staff
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for better
AND
for worse
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(enlightened) Leadership
bottom’s up developments complemented by top-down interest
source: Survey of ICT and Education in Africa (infoDev/COL, 2007)
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Enabling and Limiting Factors
Infrastructure and access Policy framework and implementation
Advocacy leadershipGender equity
Collaborating mechanismsFiscal resourcesLearning content
Attitudes
source: Survey of ICT and Education in Africa (infoDev/COL, 2007)
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Connectivity:
“too little, too expensive,
and poorly managed”
source:African Tertiary Institution Connectivity Survey (ATICS), 2005
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Macro Trends Public-Private Partnerships
Digital Content DevelopmentOpen Source Software and Operating Systems
Regional InitiativesNational Research and Education Networks (NRENs)
International ConnectivityWireless Networks
source: Survey of ICT and Education in Africa (infoDev/COL, 2007)
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Donor involvement funding for initial pilots
regional initiativesnational ICT infrastructure plans
bilateral aid to support educational institutions
source: Survey of ICT and Education in Africa (infoDev/COL, 2007)
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policy implications
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General
– There is general agreement on the most important issues and best/worst practices
– Introducing ICTs raises important equity issues
– Changes and innovations in technology come much faster than changes in the education system
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access quality
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access
quality
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quality
access
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access
quality
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quality
access
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access
quality
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quality
access
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access quality
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Existing policies
– Different parts of government are responsible for ICT in education policies in different countries
– There is no database of existing policies
– Successful policy requires consultation with a diverse group of stakeholders
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Scaling up
– Little is documented about the 'scaling up' of ICT in education initiatives in LDCs
– Models for scaling up are quite varied
– Schoolnets are a useful tool
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Reform, organizational, management and efficiency issues
– ICTs can be important drivers for educational reform
– ICTs can help in anti-corruption efforts in the education sector
– ICTs can aid decentralization
– ICTs are vital for data collection and analysis
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watch these countries
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watch India
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watch Brazil
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watch Nigeria
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watch China
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Let’s unpack things a little …
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What factors and impulses lie behind decisions to explore, purchase and roll-out ___?
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Is it …
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Novelty?
Desperation?
Aspiration?
Imitation?
Demand?
Supply?
Cost?
People?
Imagination ... Or lack of it?
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How might our answers to such questions impact the way we think about education?
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re-play
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Will (how can) ICTs help
make schools more productive and efficient than they currently are?
transform teaching and learning into an engaging and active process connected to real life?
prepare the current generation of young people for the future workplace?
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Innovation needed at either end of development continuum
Top 500 Million – Top IBRDCritical Issues:
Knowledge economy, competitiveness, labor markets
Bottom 1 Billion – IDA40+ fragile states
Critical EDU Issues:Social cohesionReconstruction
EDUCATION
EQUALITY EFFICIENCYEQUITY
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Partnership & collaboration?
Knowledge products-> learning from the European experience
Global and regional workshops for policymakers(ICT & education, with the Korean government)
Partnerships with MOEs and schoolnet initiativesin developing countries
Technical assistance
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additional info + photo credits• World Bank Photo Library
www.flickr.com/photos/worldbank
• Jonathan Donnerjonathandonner.com
• Ken Bankskiwanja.net
• Jan Chipchase / Nokiajanchipchase.com
• MobileActivemobileactive.org
• Tino Kreutzertinokreutzer.org/mobile
www.infodev.org/devices
www.worldbank.org/education/ict
www.olpc.org
www.NComputing.com
classmatePC.com
OLPCnews.com
liliputing.com