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

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Several people expressed frustration regarding the difficulties faced inaccessing „tool-kits‟ for effective evaluation. Anyone wishing to access suchresources will find the following handbook useful:Wagner, D. et al., 2005. Monitoring and Evaluation of ICT in EducationProjects – A Handbook for Developing Countries. InfoDev.For further practical reading regarding the evaluation of ICT in education:Bamberger, M., Rugh, J. and Mabry, L., 2006. Real World Evaluation.Working under budget, time, data and political constraints. London: Sage.Cousins, J. and Earl, L., (eds) 1995. Participatory Evaluation in Education.Studies in Evaluation use and organisational learning. London: Routledge.Earle, L., (ed) 2004. Creativity and Constraint: Grassroots Monitoring andEvaluation and the International Aid Arena. INTRAC Policy Series (18).Earl, S., Carden, F., and Smutylo, T., 2001. Outcome Mapping. Buildinglearning and reflection into development programs. Ottawa: IDRC.514
Appendix S: Data table from Malawi baseline testAnalysis of curriculum based questionsQuestion % of correct % of correct % change in Comparison ofnumber answers Test 1 answers Test 2 answers change in %(difference)TestSchoolControlSchoolTestSchoolControlSchoolTestSchoolControlSchool1. 80 72 72 77 -8 5 -132. 72 77 56 77 -16 0 -163. 85 80 92 95 7 15 -84. 18 26 36 26 18 0 +185. 87 92 90 92 3 0 +36. 28 31 13 21 -15 -10 -57. 36 15 46 28 10 13 -38. 62 46 51 41 -11 -5 -69. 62 77 64 80 2 3 -110. 92 85 87 90 -5 5 -1011. 74 85 80 87 6 2 +412. 82 80 92 92 10 12 -213. 62 59 69 56 7 -3 +1014. 23 14 33 31 10 17 -71.5%Analysis of Life skills based questionsQuestion % of correct % of correct % change in Comparison ofnumber answers Test 1 answers Test 2 answers change in %TestSchoolControlSchoolTestSchoolControlSchoolTestSchoolControlSchool1. 67 62 77 74 10 12 -22. 39 33 51 51 12 18 -63. 67 67 64 80 -3 13 -164. 59 54 67 49 8 -5 +135. 36 39 21 51 -15 12 -27515
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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
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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
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?..............................
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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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Page 497 and 498: In wanting to do the best evaluatio
Page 499 and 500: Baselines (inc. retrospective const
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: Insights regarding effective evalua
Page 517 and 518: A 10% increase in correct answers r
Page 519: with headgain overall perspective o
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