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

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Appendix P: Letter to participants prior to eLA workshop2007This half-day workshop was titled „Monitoring and evaluation of ICT4Einitiatives‟ and was held on 28/05/07. It was facilitated by Tim Unwin andDavid Hollow on behalf of the ICT4D Collective and UNESCO Centre forICT4D, Royal Holloway, University of London.Dear Colleague,Your booking has been confirmed for the eLearning Africa pre-conferenceworkshop on „The Monitoring and Evaluation of ICT4E initiatives in Africa‟.We are delighted that you are able to participate, and are anticipating astimulating discussion through which we can further enhance sharedunderstandings and capabilities effectively to monitor and evaluate therapidly developing field of ICT for education (ICT4E).As you will see from the programme at the end of this letter, we have invitedfour keynote presenters from a variety of backgrounds to help catalyse ourbreakout sessions. The same theme will run through both sessions. For eachtheme the first session will focus on current problems/weaknesses and thesecond session will focus on solutions/strengths related to the effectivemonitoring and evaluation of ICT for education initiatives. The groups willremain the same for both sessions so as to ensure continuity in theprogression of discussion from the focus on problems to solutions.Our intention is to facilitate a shared learning environment within which wecan together help shape the agenda for discussion. In the light of this, pleasecomplete three short tasks prior to the workshop.Please indicate from the list below in which breakout theme you want toparticipate (please indicate your first and second choice – the most popularthree topics will be chosen).498
Baselines (inc. retrospective construction) Indicators (inc. externally/internally driven) Qualitative or quantitative monitoring and evaluation? Donors (inc. pressures and conflicting agendas) Budgets (inc. financial, temporal and personnel constraints) Technological determinism Culturally and contextually appropriate monitoring and evaluation Monitoring and evaluation of non computer-based ICT4Eprogrammes Dissemination of results Monitoring and evaluation to assess direct impact on studentlearningPlease send me (d.m.hollow@rhul.ac.uk) two monitoring and evaluation ofICT4E reports of your choosing – one of which demonstrates goodmonitoring and evaluation and one of which demonstrates poor monitoringand evaluation (these will be used to create an open-access database of goodpractice that can be learnt from; in sending them, please indicate that yougrant permission for us to post them on the workshop site).In the space below (and returning this document tod.m.hollow@rhul.ac.uk), please provide an initial and brief response to thefollowing questions:„What is the current most significant problem with monitoring andevaluation of ICT4E within your field of expertise?…and how do you think this can best be addressed?499
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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
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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
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
Page 469 and 470: the technology solution and initiat
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?..............................
Page 479 and 480: ...................................
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
Page 495 and 496: 495
Page 497: In wanting to do the best evaluatio
Page 501 and 502: Appendix Q: Report from eLA worksho
Page 503 and 504: Incorporating more qualitative meth
Page 505 and 506: Breakout workshop 3 - DonorsProblem
Page 507 and 508: It is difficult to ensure the objec
Page 509 and 510: appease donors and secure future fu
Page 511 and 512: to demonstrate thatsomething works
Page 513 and 514: Insights regarding effective evalua
Page 515 and 516: Appendix S: Data table from Malawi
Page 517 and 518: A 10% increase in correct answers r
Page 519: with headgain overall perspective o
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