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

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throughout. For the sake of clarity, the first time that one of these researchparticipants is referenced I introduce them with their full name and position.Following this they are identified by their surname only. Figure 3.8 lists thenine individuals referred to in this way, alongside a summary of their role. Inaddition are those individuals within partner organisations that I only quoteonce or twice. When this is the case I refer to them by their full name on eachoccasion in the analysis. On occasion I spoke in confidence with an individualassociated with one of the partner organisations and when this is the case Iindicate it in the text. Otherwise, all respondents were happy for me to citethem by name.Name Organisation RoleBjorn Everts Eduvision Education manager for Eduvisionand primary research colleague inEthiopiaHelina Tilahun Ethiopia GTZ Project workerMárton Kocsev Ethiopia GTZ Project advisorMeron Ayele Apposit Advisor and interpreterOlive Masanza Malawi MoEST Minister of MoESTOstar Chagamba Malawi MoEST Coordinating PEA ZombaPaola Masperi EuroTalk Manager of EuroTalk and primaryresearch colleague in MalawiPhil Johnston Ethiopia MoE AdvisorThomas Rolf Ethiopia ECBP Project leadFigure 3.8: Primary case study research contactsIn addition to this are the individual students, teachers and head teacherswith whom I interacted during the school visits in Malawi and Ethiopia. All ofthe quotations from children are given anonymously, with details provided oftheir gender and education level. Certain teachers and head teachersrequested anonymity whereas others were happy for their names to be usedand this is reflected in the text.114
The majority of the research encounters, quotations and reflections that aredocumented in the analysis occurred in the five schools in Malawi and four inEthiopia. These nine schools are listed below with brief details to providecontext (Figure 3.9). I also reference additional schools occasionallythroughout the analysis and these are referred to directly in the text.School name Country NotesChingombe Malawi Rural school to the east of LilongweDzenza Malawi Rural school to the west of LilongweMbinzi Malawi Urban school within LilongweMtenthera Malawi Rural school to the east of LilongweMwatibu Malawi Rural school to the east of LilongweAtse Noad Ethiopia Urban school in Addis AbabaMenelik Ethiopia Urban school in Addis AbabaMulo Sayo Ethiopia Rural school in the Oromo regionRema Ethiopia Rural school in the Amhara regionFigure 3.9: Primary schools in Malawi and Ethiopia115
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the research findings to emphasise
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3.4.5 Drawings ....................
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5.4.1 Plurality of methods ........
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8.3 Implications of aspiration ....
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List of figuresFigure 2.1: MDGs (UN
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List of appendicesAppendix A: Resul
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NOLNet Namibian Open Learning Netwo
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I began this PhD two weeks after mo
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number of ICT for education program
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innovative alternatives, and the ce
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2.2 Substance, rationale and approa
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progress towards the EFA goals has
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The critique posed to the market th
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etween these two extremes as a resu
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promoted to become „the character
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appropriate application in recognit
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can instigate both harm and good, i
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Such an undertaking is central to t
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- Availability of computer networks
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assisting towards this end. The imp
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eing rooted in specific socio-cultu
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evaluation: „An evaluation carrie
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Central within this is recognising
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2.6.2 Maturing of the disciplineEar
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that conceptualises ICT for develop
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2006). This also requires the adopt
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attempt to impose overarching solut
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currently the lowest available „p
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Garcia-Montes et al. 2006). This is
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Page 71 and 72: 3. Methodology3.1 IntroductionThe p
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Page 79 and 80: organisations, explanation of the p
Page 81 and 82: 3.3.1 EuroTalk LtdEuroTalk (http://
Page 83 and 84: further two weeks in Ethiopia in De
Page 85 and 86: I was invited by InWEnt to particip
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Page 91 and 92: drawings was as a precursor to anci
Page 93 and 94: Photo 3.3: Students completing the
Page 95 and 96: prior to implementation of the prog
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Page 101 and 102: conversations with respondents, as
Page 103 and 104: partially based on the flawed notio
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Page 107 and 108: motivational and aspirational techn
Page 109 and 110: In the light of the complex challen
Page 111 and 112: It cannot be guaranteed that resear
Page 113: Embrace the heterogeneity of commun
Page 117 and 118: which each received 20 devices for
Page 119 and 120: Figure 4.1: ICT for development pol
Page 121 and 122: Photo 4.1: Students exploring the I
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Page 131 and 132: in order to reflect the involvement
Page 133 and 134: Photo 4.4: Students in Ethiopia exp
Page 135 and 136: on the donation of solar panels fro
Page 137 and 138: Photo 4.6: Teacher training in Rema
Page 139 and 140: 4.3.10 Programme futureThe XO 5000
Page 141 and 142: 4.4.3 The importance of ICT for edu
Page 143 and 144: theme focussed on the lack of budge
Page 145 and 146: esponses, three dominant themes eme
Page 147 and 148: The experience of interacting with
Page 149 and 150: „In the institutions we have work
Page 151 and 152: Access to a wide variety of resourc
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Page 159 and 160: Descriptionof methodFocus groupsLoc
Page 161 and 162: Classroomobservations24 in Malawi a
Page 163 and 164: 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
Page 419 and 420:
Paul, R. and Elder, L. 2005. The mi
Page 421 and 422:
Roy, S., 2005. Globalisation, ICT a
Page 423 and 424:
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
Page 431 and 432:
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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