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

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11/07 EuroTalk - Field work Malawistage 2.working partnership with theMoEST and gain their personnelsupport. Stakeholders, especiallyteachers, often reluctant tohonestly engage due to ourpartnership affiliations and theperceived/feared implications oftalking with us.recognise the potential of theinitiative. Maintaining participatoryapproach and ensuringconfidentiality allows for openconversation.allocated to us to ensure theimplementation and monitoringand evaluation partnership isfunctional. The anonymity of the teachers ismaintained. An interestinglesson in perceptions of power.12/07 Eduvision - Initial contact atOnline Educa, Berlin. Lack of awareness regarding themonitoring and evaluationprocess. Project provides an ideal contextfor the reflective approach toresearch. Agreed to discuss further andvisit Zurich for initial meetingswith the Eduvision team. The $100 laptop projectrecognised as being dubious – doI want to partner with anassociated organisation? Although challenging, this isexactly the kind of „real world‟programme that I was lookingfor - full of complexities andconstraints.01/08 EuroTalk – Personnel changeswithin partner organisation Key contact considering leavingpartner organisation, wholeprogramme is jeopardised andcompletely out of my control. Major commitment toprogramme completion fromdeparting personnel. A compromise is negotiated andthe partnership continues albeitat significant emotional andfinancial cost to departingpersonnel.02/08 InWEnt – workshop inZschortau. Tight time frame and limitedopportunity for structuredinteraction. Insight regarding partnershipbased ICT4E programmes andchallenges of collaboration. Good focus group and interviewsand produced report for InWEnt. Eduvision – Initial meetings inZurich. Previously unstructuredapproach to monitoring andevaluation and difficult to Good working relationshipestablished and chance tocommunicate in depth regarding Wrote an initial report from theEduvision findings thus far andagreed to partner on a more218
communicate alternative withappropriate terminology.approach.substantive monitoring andevaluation of the Ethiopiaprogramme. Poorly constructed monitoringand evaluation report whichrequired rewriting. A good learning process throughrewriting the report together inpartnership. Rectifying the work helped toestablish and develop thepartnership.03/08 EuroTalk – Field work Malawistage 3. Managing partnership withMoEST and planningprogramme future Good meetings betweenEuroTalk and MoEST. Agreement regarding nature offuture involvement. EuroTalk – Field work Malawistage 3. Tight time-frame meaningparticipatory approaches underthreat. Opportunity to explore the ethosof participatory research whenunder significant constraints. Working compromise allowsadequate data collection forreport.04/08 Eduvision - Field work Ethiopiastage 1 – issue of multiplepartners. Multiple stakeholders in thepartnership requires significanttime investment in order to trainand ensure unified approach –people within MoCB with lowinitial skill levels regardingmonitoring and evaluation. Many different perspectives andan opportunity to build partnercapacity through monitoring andevaluation training. A more nuanced understandingof the role of monitoring andevaluation across thepartnership. Eduvision – Field work Ethiopiastage 1 – issue of conflict withinpartnership and stakeholders. Eduvision – Fieldwork Ethiopiastage 1 – changes to roll outschedule. Significant fear surroundinghonest communication due toperceived implications. Schedule for implementation isconstantly changing whichcauses significant logisticalchallenges for monitoring andevaluation framework. Opportunity to adjust approachto engaging with stakeholders inboth implementation andapproach to monitoring andevaluation. Research objectives adjusted andcompleted, good workingrelationship established withpartners and monitoringmechanisms in place for coming Adoption of more inclusive andparticipatory approach. Recognised significant problemsin the staged implementationprogramme and recommended aproject-wide delay in roll-out oflaptops. Conducting partnership219
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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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indicated that although apparently
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Page 187 and 188: 5.4 Lessons for effective operation
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Page 209 and 210: 5.5 Implications for capacity devel
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Page 265 and 266: Photo 7.2: Desks and benches in cla
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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
Page 401 and 402:
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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