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

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Questionnaires 45 45Research diary 15entries15entries21entries20,000wordsFigure 3.2: Methods used with EuroTalk3.3.2 Eduvision LtdEduvision (http://www.eduvision.ch accessed 01/08/08) is a Swiss companythat has been operating since 2005 and are now operating under the nameBlankPage Ltd (http://www.blankpage.ch/en accessed 12/01/10). Theyprovide educational content for use on a variety of technology platforms withthe aim of lowering the cost and improving the quality of primary andsecondary education. In Ethiopia, Eduvision work in partnership with theEngineering Capacity Building Programme (ECBP) (http://www.ecbp.bizaccessed 01/08/08), a division within the Ministry of Capacity Building(MoCB) that is partially funded by the German organisation DeutscheGesellschaft für Technische Zusammenarbeit (GTZ). The role of Eduvision isto provide curriculum-based content for the XO laptops(http://www.laptop.org accessed 12/09/08) being distributed across thecountry as part of the One Laptop Per Child (OLPC) initiative.My partnership with them was established in December 2007 and again wasformalised through signing a Memorandum of Understanding. It was agreedthat I would advise Eduvision regarding their pre-existing projectassessments and assist in developing and delivering an appropriatemonitoring and evaluation programme for their work in Ethiopia. In returnfor this assistance, Eduvision agreed to cover all travel and living expensesduring the fieldwork. The initial stage involved a week of discussions andproviding methodological training in Zurich in February 2008. The secondstage was four weeks of fieldwork in Ethiopia in April 2008 in order toestablish the methodological framework for the monitoring and evaluation.The third stage was continual distance-based support to the office in Zurichand Addis Ababa between May and November 2008 regarding developingand maintaining effective monitoring processes. The fourth stage was a82
further two weeks in Ethiopia in December 2008 gathering data collectedsince the second stage and conducting further research. The direct output forEduvision was a monitoring and evaluation report and additional feedbackregarding programme and product suitability (Hollow and Everts 2009)(Figure 3.3).Method Stage 1 Stage 2 Stage 3 Stage 3 TotalZurichFeb 08EthiopiaApr 08UKApr-Dec08EthiopiaDec 08Student drawings 10 (test) 10Teacher diaries 5 (test) 5Focus groups 8 4 12Individual 3 17 10 30interviewsBaseline test 200 (test) 200Observation3 4 7sessionsGroup interviews4 2 6with childrenStories 3 12 15Research Diary 5 entries 30entries10 entries 11 entries 37,500wordsFigure 3.3: methods used with Eduvision3.3.3 ICT4D Partnership for African HEIsThe ICT4D Partnership for African Higher Education Institutions (HEIs)promotes collaboration between Universities across Africa and the UK(http://www.ict4d.org.uk accessed 01/08/08). Central to the initiative isexploring an innovative approach to partnership based on principles ofequality and empowerment. In this way it is substantively different frommany other partnerships between African and European or US HEIs built on„the basis of an operational division of labour that is erected on existing83
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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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Page 37 and 38: can instigate both harm and good, i
Page 39 and 40: Such an undertaking is central to t
Page 41 and 42: - Availability of computer networks
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Page 45 and 46: eing rooted in specific socio-cultu
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Page 49 and 50: Central within this is recognising
Page 51 and 52: 2.6.2 Maturing of the disciplineEar
Page 53 and 54: that conceptualises ICT for develop
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Page 57 and 58: attempt to impose overarching solut
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Page 61 and 62: Garcia-Montes et al. 2006). This is
Page 63 and 64: However, despite such claims and th
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Page 71 and 72: 3. Methodology3.1 IntroductionThe p
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Page 81: 3.3.1 EuroTalk LtdEuroTalk (http://
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Page 91 and 92: drawings was as a precursor to anci
Page 93 and 94: Photo 3.3: Students completing the
Page 95 and 96: prior to implementation of the prog
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Page 101 and 102: conversations with respondents, as
Page 103 and 104: partially based on the flawed notio
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Page 107 and 108: motivational and aspirational techn
Page 109 and 110: In the light of the complex challen
Page 111 and 112: It cannot be guaranteed that resear
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Page 119 and 120: Figure 4.1: ICT for development pol
Page 121 and 122: Photo 4.1: Students exploring the I
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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
Page 391 and 392:
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
Page 407 and 408:
Oliver, G., (ed) 2005. Maitland+20:
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Lasonen, J., Kemppainen, R., and Ra
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Mansell, R., 2005. The fragility of
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Mercer, C., 2006. Telecentres and t
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Mutume. G., 2006. Harnessing the in
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Olukoshi, A., 2006. African scholar
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Paul, R. and Elder, L. 2005. The mi
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Roy, S., 2005. Globalisation, ICT a
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Shadish, W, Cook, T. and Campbell D
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Sperling, G., 2008. A global educat
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Thomas, J, 1996. Introduction: a de
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UNESCO, 2006a. Teachers and educati
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Unwin, T., 2009a. Conclusions. In U
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Walker, J, 2005. Self-determination
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Winch, C., 2005. Autonomy as an edu
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Appendices437
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439
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441
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Interviewee Company Details of Resp
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UK LtdJohn Connell Cisco Brief resp
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Appendix C: Sample of Malawi indivi
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Tell me, when you see a school like
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Appendix D: Sample of Ethiopia stud
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classes‟.For final question promp
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Children InformationInformation fro
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Appendix F: Sample of Malawi focus
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Appendix G: Sample of Ethiopia teac
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esponsibility of being apilot schoo
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laptop make to the livesof the chil
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How have you found thisdiscussion?O
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demonstrate, the eight questions an
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the technology solution and initiat
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made that rule. At the weekend I pl
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When you are writing the diary plea
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Do you think the laptops and Akili
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done?..............................
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...................................
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Appendix M: Baseline test in Malawi
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HIV?a. Yesb. No5. Are there medicin
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It is important that the test is co
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Teachers can teach students how to
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Maths1. What is the LCM of 5, 10 an
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HealthPlease explain how you can co
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- Please explain why you think thes
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495
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In wanting to do the best evaluatio
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Baselines (inc. retrospective const
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Appendix Q: Report from eLA worksho
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Incorporating more qualitative meth
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Breakout workshop 3 - DonorsProblem
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It is difficult to ensure the objec
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appease donors and secure future fu
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to demonstrate thatsomething works
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Insights regarding effective evalua
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Appendix S: Data table from Malawi
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A 10% increase in correct answers r
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with headgain overall perspective o
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