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

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6.1.2 ContextThe three categories of partnership in the research process were corepartners, secondary partners, and peripheral partners. The core partners ofEduvision, EuroTalk, InWEnt and ICWE were those with whom the fieldworkactivities were directly designed and undertaken. Secondary partners aredefined here as those with whom there was collaboration as a result of theirconnection to a core partner, such as the Malawi MoEST, ECBP, GTZ,Apposit and Ethiopia MoCB. Peripheral partners were indirectly involvedwith the research and are included because they contributed to or influencedthe partnership in some from, such as Groningen University and OLPC. Forthe purpose of this analysis, the term partner is used to refer to collaboratinginstitutions or organisations and the individuals operating within them thatwere involved in implementation (Tennyson 2003). Methodologically, schoolteachers, children and all participants were considered as partners as theywere active stakeholders in the research process. However, their significantrole is not the central consideration for the substance of this analyticalchapter which focuses on the dynamics of implementation.6.1.3 ChronologyThe following chronology, Figure 6.1, documents the progression of thepartnerships throughout the fieldwork, including challenges, constraints andopportunities. It provides an overview and initial context for the analyticalthemes. The focus is primarily on interaction with EuroTalk and Eduvision,the two main partners for the case study evaluations in Malawi and Ethiopia,whilst also making reference to the other core partners. Partnership issuesrelated to EuroTalk are displayed in blue, partnership issues related toEduvision are displayed in red, and partnership issues related to other partiesare displayed in green.216
Month Activity Challenges Strengths Outcome/comments07/07 Workshop - Held monitoringand evaluation workshop inNairobi at eLearning Africa. Logistics and selecting partnersfor papers. 60 stakeholders and researchpartners participated from civilsociety, academia, government,donor and private sector. Much valuable data onpartnerships and report ofworkshop outputs – participantsshaping the research agenda. Ugunja Community ResourceCentre – Initial contact. Communication with project inKenya and determiningmonitoring and evaluationoutputs of partnership. Impressive community basedorganisation with significantpotential. Deteriorating political situationin Kenya meant that partnershipwas not feasible.08/07 EuroTalk - Initial contact. Communication of objectivesregarding partnership. Enthusiasm regarding engagingwith University and potential forpartnership. Agreement to collaborate onmonitoring and evaluation of theMalawi programme. GTZ - Initial contact. Gaining access to the project inBotswana due to fear ofoutcomes. Interesting proposal andopportunity to collaborate withmajor international agency. Refused access to programme byGTZ as they considered it„unsuitable for evaluation‟. TeckiKids - Initial contact.09/07 EuroTalk - Field work Malawistage 1. The programme to partner withfor monitoring and evaluation inSouth Africa is not fullycompatible with my researchobjectives. Difficulty of implementingappropriate approach in thefield, the need to work quicklyand the challenge ofparticipation. Good working relationship withpartner and enthusiasm forcollaboration. Shared values within partnershipteam and understanding ofconcerns. Decided not to work inpartnership due to divergingobjectives. A negotiated compromise –employing something of a rapidparticipatory approach in eachschool. The time required to establish a MoEST keen to collaborate and Good quality MoEST personnel217
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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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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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Page 187 and 188: 5.4 Lessons for effective operation
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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
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DFID, 2008. Private sector developm
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EFA, 2001. Dakar framework for acti
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Fadel, C. and Lemke, L. 2006. Techn
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G8, 2007. Growth and responsibility
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Greene, J., 2005. Mixed methods. In
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Harrow, J., 2001. Capacity building
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Hine, C., 2005. Virtual methods and
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Illich, I., 1969. Celebration of aw
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Oliver, G., (ed) 2005. Maitland+20:
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Lasonen, J., Kemppainen, R., and Ra
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Mansell, R., 2005. The fragility of
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Mercer, C., 2006. Telecentres and t
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Mutume. G., 2006. Harnessing the in
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Olukoshi, A., 2006. African scholar
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Paul, R. and Elder, L. 2005. The mi
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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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