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Governance of the Reform Process What institutional framework exists to oversee and guide the policy and what procedures and structures have been put in place to ensure inter-ministerial cooperation? The central coordination of Ceibal was the responsibility of the Presidency of the Republic and LATU, and the codirection was delegated to ANEP, the Council of Primary Education, the Ministry of Education and Culture, AGESIC, ANII and ANTEL (Garderes, 2009). Representatives of these entities conformed the Political Commission that was responsible for defi ning the conditions, pace, and contents required to accomplish the plan (Rivoir and Martinez, 2008). The following fi gure shows the entities and agencies that converged in the coordination of Ceibal. Figure 12: Entities and Agencies Converging in the Coordination of Ceibal The organizational structure of the implementation of Ceibal until 2010 is presented in the next fi gure. Figure 13: Organizational Structure of Ceibal until 2010 The Political Commission (or policy commission) of Ceibal was assisted by an Educational Commission composed by MEC, CODICEN, CE3P and the Uruguayan Federation of Teachers. 56 This commission was responsible for developing the pedagogical proposal for the integration of computers in the classrooms and implementing all 56 It’s the union that gathers all Uruguayan teachers (www.magisterio.org.uy). 156 | Transforming Education: The Power of ICT Policies
equired actions to materialize the proposal, especially with regards to teachers’ training and support strategies (Ceibal, 2009b). Additionally, during the implementation of the project, several commissions supporting the Political Commission were created aiming at designing and/or articulating different dimensions of Ceibal, including political areas as well as educational, logistic, training, technical, monitoring and evaluation and research topics (UNESCO, 2008). What partnerships are in existence and what instruments are established to promote and regulate public/private partnerships? Although Ceibal is a policy that has been transversally implemented through the Uruguayan state structure (ministries and other agencies), its delivery across the country has also involved other actors coming from different sectors that support and amplify the state’s efforts (Rivoir and Martinez, 2008). Despite the fact that some of these initiatives originated from outside the government, they have been supported and coordinated through Ceibal, which enabled the mobilization of actors from the civil society, social organizations, universities and private sector. The main support from the civil society is RAP Ceibal network committed to help Ceibal implementation. There are additional smaller support networks that were developed willing to contribute to the successful implementation of Ceibal such as CeibalJAM!, Flor de Ceibo, and volunteers networks of ANTEL, Catholic University of Uruguay, and RUTELCO among many other social organizations, government entities have also committed to support the initiative (Bianchi, 2009). Many of these external support initiatives were described in section 2.4.1. In a different area, through the Rayuela Project, Ceibal is also involving the private sector partners in the project, in particular the software industry. Finally, it is worth mentioning that despite the fact that Ceibal was oriented towards public education only, during its initial implementation a mechanism was created in order to incorporate private schools into the initiative. This expansion of Ceibal is called Aula Ceibal and allows private schools to purchase a maximum of two sets of 25 to 30 XO laptops similar to the ones provided to public schools, at special prices differentiated on the basis on the schools’ annual fee (the higher the fee, higher the price). The model considered for private schools is that these sets of computers rotate in the different classrooms allowing all students to work with them at least once a week. Additionally, parents can acquire XO laptops for their children and in cases where the school participates in Aula Virtual, they can obtain special prices (Ceibal, 2009b). Policy Alignment and Consistency Uruguay’s advances in the fi eld of the investments on educational equipment, offered a signifi cant and unique opportunity, assuming the hypothesis that the use of ICT contributes to social equity and reduces both access and knowledge divides, improving the competitiveness at national level via the development of social capital better prepared to fulfi l the Knowledge Society demands (IDB, 2009). Since 2005, Uruguayan strategies for development were reformulated and a new institutional arrangement was created to address the Information and Knowledge Society’s issues. As it was said before (see section 1.3.), the more important new agencies were the AGESIC and the ANII. Both main documents produced by these entities, namely Uruguay’s Digital Agenda 2008/2010-ADU (AGESIC, 2008) and the National Strategic Plan for Science, Technology and Innovation-PENCTI (Gabinete Ministerial de la Innovación, 2007), targeting human development and social inclusion, respectively (Rivoir, 2008). Case Study: Uruguay | 157
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United Nations Cultural Organizati
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Published by the United Nations Edu
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Table of contents Foreword Preface
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Preface Information and Communicati
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Chapter 1 The Technological, Econom
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Five subsequent chapters review the
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Telephones Communications technolog
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Country Population (Millions) Econo
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construction, retailing) accounted
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organization structure shifts to ma
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(World Bank, 2005). With a national
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Beyond an impact on achievement in
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Chapter 2 A Framework for ICT Polic
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Education Tuned for Mass Production
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apple Providing the skills needed f
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subjects to understand and solve co
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a certain constellation of conditio
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Consequently, signifi cant change r
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Most often, a nation will combine t
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More than 30 countries have begun t
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as the knowledge society. These cha
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Chapter 3 Case Study: Singapore Phi
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apple students possessed basic skil
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The Context Singapore, located at t
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will be examined in the four core s
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Workforce Continuing Education Beyo
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expressed concerns that the fi gure
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Goals MP2 encourages the effective
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the schools’ initiatives by provi
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3. Improve the sharing of best prac
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Please don’t remove this word.ass
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items are usually included: manpowe
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Koh (2006) described a case where L
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these is the company, Playware Stud
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Koh and Lee further elaborated on t
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computer ratio of less than 10:1; S
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Chapter 4 Case Study: Namibia Shafi
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new economies that emerge from ICT
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22% in 2002) and an estimated 15.3%
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In 2009, the GRN also made efforts
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extremely high levels of inequality
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It proposes that when used appropri
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problem solving; and learning to le
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The Implementation Plan places the
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The Policy Rationale The policy rat
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Stakeholder Category Stakeholder Ro
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Partnerships Currently in Existence
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Government stimulate the developmen
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apple That a number of successful c
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Chapter 5 Case Study: Jordan Taysee
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GCC Gulf Cooperation Council GITR G
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of the labour force is comprised of
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Table 2: Summary of Strengths, Weak
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Figure 1: Education Structure in Jo
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Policy Features Policy Objectives I
Page 111 and 112: The Ministry of Education has devel
Page 113 and 114: apple increasingly engaging various
Page 115 and 116: Intranet to facilitate data interch
Page 117 and 118: Table 7: A Comparison of the Comput
Page 119 and 120: Table 9: ICT Literacy and ICT Integ
Page 121 and 122: evenues could surpass USDone billio
Page 123 and 124: the Development Coordination Unit.
Page 125 and 126: delivery of ICT-related services, p
Page 127 and 128: Within the MoE itself, each Managin
Page 129 and 130: In the case of education, the Minis
Page 131 and 132: Chapter 6 Case Study: Uruguay J. En
Page 133 and 134: Abbreviations and Acronyms AGESIC A
Page 135 and 136: Uruguay is categorized as an “upp
Page 137 and 138: As it can be appreciated, the gener
Page 139 and 140: apple Implement the national inter-
Page 141 and 142: Table 4: Education levels in Urugua
Page 143 and 144: Table 9: Indicators Related to Scho
Page 145 and 146: Policy Features Overview of ICT in
Page 147 and 148: education policy, but placed itself
Page 149 and 150: Implementation Framework What plans
Page 151 and 152: In case of a technical problem, use
Page 153 and 154: To illustrate the resources current
Page 155 and 156: What are the national conditions th
Page 157 and 158: apple Creating a grant fund for new
Page 159 and 160: Summarizing, Ceibal is a policy dri
Page 161: What modalities/mechanisms instrume
Page 165 and 166: The design of the evaluation consid
Page 167 and 168: initiatives were part of the pilot
Page 169 and 170: Figure 17: Percentage of Children t
Page 171 and 172: Conclusion The information presente
Page 173 and 174: Executive Summary Rwanda has been a
Page 175 and 176: to the country’s shift towards su
Page 177 and 178: Rwanda ranks 143rd out of 154 count
Page 179 and 180: that are not designed for teaching
Page 181 and 182: These policy objectives are informe
Page 183 and 184: It also proposes that ICT be used i
Page 185 and 186: Figure 2: Finance Planning Framewor
Page 187 and 188: The Policy Development Process Step
Page 189 and 190: Table 6: Current Partners in ICT fo
Page 191 and 192: improving the quality of tertiary e
Page 193 and 194: Monitoring and Evaluation The ICT i
Page 195 and 196: However, the realization of Vision
Page 197 and 198: Introduction All of the countries r
Page 199 and 200: Technical support: Schools enjoyed
Page 201 and 202: apple structuring the education sys
Page 203 and 204: Pedagogical and Curricular Change T
Page 205 and 206: encouraged to apply project-based l
Page 207 and 208: to spur the economy. The country is
Page 209 and 210: Enablers This section focuses on th
Page 211 and 212: On the other hand, the case of Urug
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Monitoring and Evaluation The polic
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Scaling up in the context of this p
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way of transforming education so as
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Is Leap-frogging Possible? The effo
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the appropriate ICT resources and p
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technological literacy and pedagogi
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National Agency for Research and In
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--. 2009b. Working Out Change: Syst
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Gerster, R. and Zimmerman, S. 2005.
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--. 2009. Measuring the Information
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Linden, L., Banerjee, A., and Dufl
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Miniwatts Marketing Group. 2009. Ur
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Quale, A. Trends in instructional I
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United Nations Development Programm
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World Bank. 2008a. MENA Development
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