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

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ee.org evaluation and infrastructural constraints.Nathaniel Icouldbe.or Detailed emailed reflection on monitoringCalhoun gand evaluation practices, working withacademics to assess impact through usagesurveys.Parthy Chetty Intel Very detailed response regarding the Intelprocedures for monitoring and evaluation,including key indicators, qualitative andquantitative and different phases ofoperation.Kirston Mindset Detailed email response regarding theGreenop Network challenges of conducting monitoring andevaluation for funding organisationsrequirements. Details of holistic, long termimpact indicators that engage with qualitativeand quantitative aspects of programmeimpact.John Holden RDI Ltd Very detailed response regarding their initialwork – limited experience in specifics ofmonitoring and evaluation – but lots ofchallenges regarding infrastructure,bandwidth, staff retention.Rubby A UK Trade & Email response, no direct involvement butAgyagbo Investment work through in-country sector reports –these are generic and some have reference toeducation. Information regarding lack oftraining, capacity, local language content, andpartnership.Nyasha Oracle Brief response and request for phoneMutsekwaconversation.Ifee Kojo HP Nigeria Brief response and request for phoneconversation.Jay Son Ncomputing Brief response.444
UK LtdJohn Connell Cisco Brief response.Sylvia T.LupembeTheresaSackeyHector EtomiHirotakaSakamotoTanzania Initial response but no details given.EducationAuthoritye-Toys No response.BTNo response.EducationServicesLimitedPanasonic No response.Mark Reeves Promethean No response.J Elliot Interwrite No response.LearningDaniel Nettey Accra No response.Institute ofTechnologyCecileAgence de No response.Duperray MedecinePreventive(AMP)Rahim Habib Smart No response.TechnologiesTim Cruise SMSWEB No response.Matthew Omatek No response.AyegbaMegan Holt Microsoft No response.Louise Welch Google No response.TheresaStantonIICD No response.445
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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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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
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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
Page 425 and 426: Sperling, G., 2008. A global educat
Page 427 and 428: Thomas, J, 1996. Introduction: a de
Page 429 and 430: UNESCO, 2006a. Teachers and educati
Page 431 and 432: Unwin, T., 2009a. Conclusions. In U
Page 433 and 434: Walker, J, 2005. Self-determination
Page 435 and 436: Winch, C., 2005. Autonomy as an edu
Page 437 and 438: Appendices437
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Page 443: Interviewee Company Details of Resp
Page 447 and 448: Appendix C: Sample of Malawi indivi
Page 449 and 450: Tell me, when you see a school like
Page 451 and 452: Appendix D: Sample of Ethiopia stud
Page 453 and 454: classes‟.For final question promp
Page 455 and 456: Children InformationInformation fro
Page 457 and 458: Appendix F: Sample of Malawi focus
Page 459 and 460: Appendix G: Sample of Ethiopia teac
Page 461 and 462: esponsibility of being apilot schoo
Page 463 and 464: laptop make to the livesof the chil
Page 465 and 466: How have you found thisdiscussion?O
Page 467 and 468: demonstrate, the eight questions an
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Page 471 and 472: made that rule. At the weekend I pl
Page 473 and 474: When you are writing the diary plea
Page 475 and 476: Do you think the laptops and Akili
Page 477 and 478: done?..............................
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Page 481 and 482: Appendix M: Baseline test in Malawi
Page 483 and 484: HIV?a. Yesb. No5. Are there medicin
Page 485 and 486: It is important that the test is co
Page 487 and 488: Teachers can teach students how to
Page 489 and 490: Maths1. What is the LCM of 5, 10 an
Page 491 and 492: HealthPlease explain how you can co
Page 493 and 494: - 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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