Evaluating ICT for Education in Africa - Royal Holloway, University of ...

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6.7.1 Real world application .................................................................... 2606.7.2 Potential to redefine practice .......................................................... 2616.7.3 Embracing difference ...................................................................... 2616.7.4 Consciousness ................................................................................ 2626.7.5 Prioritising education ..................................................................... 2627. Pedagogy and learning outcomes ........................................... 2647.1 Introduction ........................................................................................... 2647.1.1 Story of a classroom ........................................................................ 2647.1.2 Rationale ......................................................................................... 2667.1.3 Structure ......................................................................................... 2677.2 Overall context ...................................................................................... 2687.3 Skewed priorities .................................................................................... 2727.3.1 Training ............................................................................................2727.3.2 Deployment ..................................................................................... 2757.3.3 Content ............................................................................................ 2777.3.4 Integration ...................................................................................... 2797.4 Disconnection from educational realities ............................................. 2827.4.1 Attendance and quality ................................................................... 2847.4.2 Teacher training, capacity and approach....................................... 2907.5 Constructivism deconstructed .............................................................. 2947.6 Guided discovery through technology .................................................. 2987.7 The contribution of critical thinking ...................................................... 3017.8 Monitoring and evaluation implications .............................................. 3047.9 The potential for transformation .......................................................... 3077.10 Pedagogical conclusions ....................................................................... 3118. Aspirations and conceptions of modernity .............................. 3168.1 Introduction ........................................................................................... 3168.1.1 Rationale .......................................................................................... 3178.1.2 Overview .......................................................................................... 3198.2 Benefits of aspiration ............................................................................ 3208.2.1 Inspiring children ........................................................................... 3208.2.2 Increase school attendance ............................................................ 3238.2.3 Parent and community perceptions .............................................. 32510
8.3 Implications of aspiration .................................................................... 3268.3.1 Computers in the village .................................................................. 3278.3.2 Plasma teachers ............................................................................. 3288.3.3 Unfulfilled delivery ........................................................................ 3308.3.4 Short lived impact ........................................................................... 3318.3.5 Assumed value of technology ......................................................... 3328.3.6 Inherent worth of technology ........................................................ 3338.3.7 Multi-layered implications of aspiration ....................................... 3348.4 OLPC: a case study in the impact of aspiration .................................... 3378.4.1 Introduction .................................................................................... 3378.4.2 The OLPC approach ....................................................................... 3388.4.3 Interaction with OLPC ................................................................... 3388.4.4 OLPC in Ethiopia ........................................................................... 3408.4.5 Rwanda and Uruguay .................................................................... 3448.4.6 OLPC aspiration ............................................................................. 3468.5 Conscious reflection ............................................................................... 3478.5.1 Participation and demand-led development ..................................3478.5.2 Private sector needs creation .......................................................... 3518.5.3 The dream of technology as progress ............................................ 3538.5.4 Case study: undercover computers in Kafulo ................................. 3558.5.5 Diverse perceptions of technology ................................................. 3588.6 A critical approach ................................................................................ 3608.7 Aspiration conclusions .......................................................................... 3629. Conclusions ........................................................................... 3649.1 Introduction and summary ................................................................... 3649.2 The contribution of the thesis................................................................ 3679.2.1 Theoretical contribution ..................................................................3679.2.2 Methodological contribution ......................................................... 3699.2.3 Overview of empirical contribution ................................................ 3719.2.4 ICT and ideology ............................................................................. 3719.2.5 Ongoing potential for transformation ............................................ 3739.2.6 Rhetoric and reality ........................................................................ 3739.3 The OLPC view of impact assessment ................................................... 3759.4 Recommendations and policy implications .......................................... 37711
Page 4 and 5: the research findings to emphasise
Page 7 and 8: 3.4.5 Drawings ....................
Page 9: 5.4.1 Plurality of methods ........
Page 13 and 14: List of figuresFigure 2.1: MDGs (UN
Page 15 and 16: List of appendicesAppendix A: Resul
Page 17 and 18: NOLNet Namibian Open Learning Netwo
Page 19 and 20: I began this PhD two weeks after mo
Page 21 and 22: number of ICT for education program
Page 23 and 24: innovative alternatives, and the ce
Page 25 and 26: 2.2 Substance, rationale and approa
Page 27 and 28: progress towards the EFA goals has
Page 29 and 30: The critique posed to the market th
Page 31 and 32: etween these two extremes as a resu
Page 33 and 34: promoted to become „the character
Page 35 and 36: appropriate application in recognit
Page 37 and 38: can instigate both harm and good, i
Page 39 and 40: Such an undertaking is central to t
Page 41 and 42: - Availability of computer networks
Page 43 and 44: assisting towards this end. The imp
Page 45 and 46: eing rooted in specific socio-cultu
Page 47 and 48: evaluation: „An evaluation carrie
Page 49 and 50: Central within this is recognising
Page 51 and 52: 2.6.2 Maturing of the disciplineEar
Page 53 and 54: that conceptualises ICT for develop
Page 55 and 56: 2006). This also requires the adopt
Page 57 and 58: attempt to impose overarching solut
Page 59 and 60: currently the lowest available „p
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Garcia-Montes et al. 2006). This is
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However, despite such claims and th
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into knowledge and applied in life
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dependent upon an increased emphasi
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that ICT is having on education in
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3. Methodology3.1 IntroductionThe p
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2004) and instead focused on utilis
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evaluation of ICT and development p
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ICT for development programmes (Hee
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organisations, explanation of the p
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3.3.1 EuroTalk LtdEuroTalk (http://
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further two weeks in Ethiopia in De
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I was invited by InWEnt to particip
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planning and implementation they co
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the one on the adjacent line. This
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drawings was as a precursor to anci
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Photo 3.3: Students completing the
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prior to implementation of the prog
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provided regular opportunity for se
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for education in Africa from a list
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conversations with respondents, as
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partially based on the flawed notio
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in the research then all those unab
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motivational and aspirational techn
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In the light of the complex challen
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It cannot be guaranteed that resear
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Embrace the heterogeneity of commun
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The majority of the research encoun
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which each received 20 devices for
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Figure 4.1: ICT for development pol
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Photo 4.1: Students exploring the I
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and engaged with children, teachers
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the programme with all of them havi
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widespread lack of textbooks and in
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esources but also that it serves to
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in order to reflect the involvement
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Photo 4.4: Students in Ethiopia exp
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on the donation of solar panels fro
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Photo 4.6: Teacher training in Rema
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4.3.10 Programme futureThe XO 5000
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4.4.3 The importance of ICT for edu
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theme focussed on the lack of budge
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esponses, three dominant themes eme
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The experience of interacting with
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„In the institutions we have work
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Access to a wide variety of resourc
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assessment that emphasised the tran
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have been mitigated had the project
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and the need for sustained probing.
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Descriptionof methodFocus groupsLoc
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Classroomobservations24 in Malawi a
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5.3.1 Baseline testingDiscussion at
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indicated that although apparently
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The lack of evidence from the basel
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Choose the correct answer and write
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eflection upon the format suitabili
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you can follow that. It gives you g
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Following the final iteration of gr
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the method within its appropriate c
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more innovative approach to catalys
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to identify significant themes that
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„Everything that the teachers wro
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(Shurmer-Smith 2002, Herbert 2000).
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5.4 Lessons for effective operation
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and be provided with research assis
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problematic problem but it is the o
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elieving that methods that are base
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teachers maintaining many external
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weekend then they will be there and
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coffee and dancing together in a ro
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emphases can serve to reinforce eac
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eferring back to previous experienc
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Tilahun reflected on the reasons be
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The limited emphasis on quantifying
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5.5 Implications for capacity devel
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improve and build capacity. Similar
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These issues allude to the bigger p
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esponses to questions regarding par
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Month Activity Challenges Strengths
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communicate alternative withappropr
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EuroTalk are keen for thefindings t
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6.2 Why partnership?The contributor
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(Unwin 2005b). The notion of tri-se
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assess the efficacy of the partners
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6.3.1 Contrasting bottom linesPartn
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to engage with the development pote
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that could be distributed specifica
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sector was the most significant cha
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My suggestion that I might speak wi
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approach is found in assessing the
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the fieldwork. The effect of the ob
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(13/04/08). Although prevented from
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„We should have worked more close
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since the language being used faile
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demonstrated in an interview with E
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discussions and various unsuccessfu
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of partnership (Marriot and Goyder
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„‟When we think of monitoring s
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the impact on ECBP from spending ti
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„It has to do with the history of
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6.7.2 Potential to redefine practic
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monitoring and evaluation can provi
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Photo 7.2: Desks and benches in cla
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quantifying educational outputs. It
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of technology within education in A
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pedagogies, and new approaches to t
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eLearning in Africa. Training was h
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Second, alongside the enthusiasm ma
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in Ethiopia meant that the monitori
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„Akili has big potential - becaus
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„The main problem we are facing i
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colonial approach‟ (09/12/08) to
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The aim of providing free and unive
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Photo 7.4: Lessons in Malawi conduc
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Photo 7.5: Girls in Rema herding go
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teachers working in primary schools
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Teachers in Rema (22/04/08) gave a
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disaster. The contrasting potential
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2006). This is demonstrated by the
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Indeed, between these two extremes
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„I use the laptop a lot at home f
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Critical thinking constitutes a sig
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misconception regarding the nature
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Bloom’s Original Taxonomy(1956)An
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associated negative consequences to
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adherence to a flawed promotion of
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„We are not interested with the t
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failing to complete primary educati
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has received some attention (Naraya
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The traditional dominant narrative
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Children reported that they felt mo
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from Golgota eagerly affirmed this,
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and 2 compared to Standard 3 and 4.
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two case studies from Ethiopia. It
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as a good way to communicate with p
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increasingly apparent that Rema was
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evaluation and sustained an overly
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symbol of something good that Malaw
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aspiration could be viewed as poten
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journalist whose article was publis
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and powerful if we have OLPC here i
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If every child in Ethiopia who is e
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population live on less than $2 per
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However, as is now explored, the ve
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the right to profit from sale of al
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8.5.2 Private sector needs creation
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merely another context within which
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Commodity fetishism through aspirat
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The absurdity of the situation was
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„As we are a part of globalizatio
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of aspiration. Engaging effectively
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(Ellul 1964) does delegitimize uncr
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motivations for partnership. The im
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educational challenges and opportun
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choice of theoretical foundation, w
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It is therefore my hope that the me
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9.2.5 Ongoing potential for transfo
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undoubtedly become more so in the f
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esearch undertaken for this thesis.
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9.5 Education: a final wordThe thes
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BibliographyAAG, 2009. Statement of
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Batchelor, S., Evangelista, S., Hea
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Development Department Education Gr
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learning: a sourcebook for evaluato
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evaluation in education. Studies in
Page 391 and 392:
DFID, 2008. Private sector developm
Page 393 and 394:
EFA, 2001. Dakar framework for acti
Page 395 and 396:
Fadel, C. and Lemke, L. 2006. Techn
Page 397 and 398:
G8, 2007. Growth and responsibility
Page 399 and 400:
Greene, J., 2005. Mixed methods. In
Page 401 and 402:
Harrow, J., 2001. Capacity building
Page 403 and 404:
Hine, C., 2005. Virtual methods and
Page 405 and 406:
Illich, I., 1969. Celebration of aw
Page 407 and 408:
Oliver, G., (ed) 2005. Maitland+20:
Page 409 and 410:
Lasonen, J., Kemppainen, R., and Ra
Page 411 and 412:
Mansell, R., 2005. The fragility of
Page 413 and 414:
Mercer, C., 2006. Telecentres and t
Page 415 and 416:
Mutume. G., 2006. Harnessing the in
Page 417 and 418:
Olukoshi, A., 2006. African scholar
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Paul, R. and Elder, L. 2005. The mi
Page 421 and 422:
Roy, S., 2005. Globalisation, ICT a
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Shadish, W, Cook, T. and Campbell D
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Sperling, G., 2008. A global educat
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Thomas, J, 1996. Introduction: a de
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UNESCO, 2006a. Teachers and educati
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Unwin, T., 2009a. Conclusions. In U
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Walker, J, 2005. Self-determination
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Winch, C., 2005. Autonomy as an edu
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Appendices437
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439
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441
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Interviewee Company Details of Resp
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UK LtdJohn Connell Cisco Brief resp
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Appendix C: Sample of Malawi indivi
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Tell me, when you see a school like
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Appendix D: Sample of Ethiopia stud
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classes‟.For final question promp
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Children InformationInformation fro
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Appendix F: Sample of Malawi focus
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Appendix G: Sample of Ethiopia teac
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esponsibility of being apilot schoo
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laptop make to the livesof the chil
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How have you found thisdiscussion?O
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demonstrate, the eight questions an
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the technology solution and initiat
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made that rule. At the weekend I pl
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When you are writing the diary plea
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Do you think the laptops and Akili
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done?..............................
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...................................
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Appendix M: Baseline test in Malawi
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HIV?a. Yesb. No5. Are there medicin
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It is important that the test is co
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Teachers can teach students how to
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Maths1. What is the LCM of 5, 10 an
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HealthPlease explain how you can co
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- Please explain why you think thes
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495
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In wanting to do the best evaluatio
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Baselines (inc. retrospective const
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Appendix Q: Report from eLA worksho
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Incorporating more qualitative meth
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Breakout workshop 3 - DonorsProblem
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It is difficult to ensure the objec
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appease donors and secure future fu
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to demonstrate thatsomething works
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Insights regarding effective evalua
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Appendix S: Data table from Malawi
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A 10% increase in correct answers r
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with headgain overall perspective o
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