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

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Appendix T: Methodological rationale for partners in EthiopiaTable distributed to Eduvision, ECBP and Apposit explaining rationale and objective of proposed methods (13/04/08).ResearchMethodDescription Number Time Issues, constraints andaction pointsFocus groupwith teachers One hour group discussion with8-10 teachers regarding theiropinion of the programme andthe impact on education andtheir role as teachers One focus group per testschool (comprising mainlyGrade 6 teachers) at eachstage of monitoring andevaluation. Prior to implementation After one month of usage After six months of usage Select and contactteachers Arrange appropriatetiming with head of school Check wording suitabilityFocus groupwith children One hour group discussion with8-10 children regarding theiropinion of the programme andthe impact on education andtheir lives as students One focus group per testschool (comprising mainlyGrade 6 students) at eachstage of monitoring andevaluation. Prior to implementation After one month of usage After six months of usage Select and contactteachers Arrange appropriatetiming with head of school Check wording suitability Translate to AmharicLesson0bservationforms Detailed forms which documentclassroom activity from set of keyindicators including „on-task‟ Each Grade 6 class in eachtest school to be observedonce per week. From implementationthroughout programme Agree key indicators Ensure observers are fullytrainedbehaviour.Interview Semi-structured interview to Head of every test school Prior to implementation Establish contact with518
with headgain overall perspective on the After one month of usagehead and get appointmentprogramme After long breakfor interview After six months of usageDiaries with Opportunity for teachers to Each Grade 6 teacher in From implementation Ensure participants areteachersreflect upon programme and tellevery test school (estimateduntil end of term (once perwillingus what they want us to know.5 per school)week or more) Check wording suitabilityUnstructured but with promptsto assist in completion Print diariesDiaries with Opportunity for children to 8-10 children from Grade 6 From implementation Ensure participants arechildrenreflect upon programme and tellin every test school (selecteduntil end of term (once perwillingus what they want us to know.by teachers)week or more) Check wording suitabilityUnstructured but with promptsto assist in completion Potential for continuationthroughout long break Translate to Amharic Print diariesBaseline test Comparison of impact on child Every Grade 6 child in each Prior to implementation Define priority testattainment between 4 schools.school (random post-test After six months of usagecontentMenelik, Rema, Control 1 (xosampling if numbers are Design appropriate testand Melepo) and Control 2 (noxo, no Melepo)uneven) Collaborate with preexistingschool test Identify control school Provide laptops for control Print tests519
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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
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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
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 and 514: Insights regarding effective evalua
Page 515 and 516: Appendix S: Data table from Malawi
Page 517: A 10% increase in correct answers r
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