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OLPC Oceania at Uni of South Pacific - 21 jul11
 

OLPC Oceania at Uni of South Pacific - 21 jul11

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Presentation by Michael Hutak, OLPC Oceania Director, at the South Pacific ICT Expo, University of the South Pacific, Suva, Fiji, July 21, 2011 on the occasion of a signed MOU between OLPC and USP

Presentation by Michael Hutak, OLPC Oceania Director, at the South Pacific ICT Expo, University of the South Pacific, Suva, Fiji, July 21, 2011 on the occasion of a signed MOU between OLPC and USP

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  • This is what drives us at OLPCIt’s a human development initiativeEconomic, Social and Non-Market Returns to Educationhttp://libserver.cedefop.europa.eu/vetelib/nat/gbr/ngo/2004_0004_en.pdf
  • Cf. Marshalls ICT for Education PolicyEconomic, Social and Non-Market Returns to Educationhttp://libserver.cedefop.europa.eu/vetelib/nat/gbr/ngo/2004_0004_en.pdf
  • Exchange for GDP growth indicator
  • Exchange for GDP growth indicator
  • Exchange for GDP growth indicator
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymour papert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymour papert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymour papert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymour papert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymour papert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymour papert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • Exchange for GDP growth indicator
  • Exchange for GDP growth indicator
  • “Constructionist learning”expressing,constructing,designing,modeling,imagining, creating,critiquing,debugging,collaborating
  • OLPC is a non-profit organisation and is the designer, developer of the XO Laptop, developed at MIT, led by Nicholas NegroponteBased on seymourpapert’s theory on constructionismOLPC negotiates with national governments to deliver the XO through existing education systems. Global PS partners subsidise prodn, fulfilmentDeployment is owned by Central Governments
  • These results replicated in the Pacific in solomons
  • Philipines200 Municipality of Lubang has just ordered 110 units. This is new order is adding up to the 100 existing units project run by eKindlinghttp://www.ekindling.org * Government of Occidental Mindoro ordered 550 unitsARMEDIA Project for 3500 pupils has started in the Region of Karabak. The laptops will get there in September. National expansion planed for the next year.SRI LANK 1600 units in total run with solar panels. World Bank has funded part of this project that is planning for expansion.
  • Exchange for GDP growth indicator
  • Through education, every child can become an agent for positive change in her own life, and in that of her school, family, village and country.
  • Through education, every child can become an agent for positive change in her own life, and in that of her school, family, village and country.
  • The OLPC Programme enhances, strengthens and aligns with regional and country education goals and plans, including countries’ global commitments to the MDGs and Education For All;There is broad country-level demand and political and community support for the OLPC programme in the Pacific, as evidenced by formal requests for trials by 13 countries;Small trials, while encouraging, provide an insufficient evidence base for policy makers; It is essential that M&E systems be integrated at the outset of any OLPC programme;Broader-based regional technical assistance is needed to aid country capacity building;A standing stock of XO laptops and hardware peripherals should be centrally maintained in the region to efficiently feed trial deployments in a timely and cost-efficient manner.We’ve learned from both failures and successes…CHILDREN: learning to learn (constructionism)“using ICT to learn, not learning to use ICT”better quality basic education, better teachingaccess to latest curricula, the world’s info, and culture1.6m digital booksskills for lifelong learning (information literacy)protection of their own culture and languagebringing new skills and knowledge home to shareCOMMUNITIES For remote communities, OLPC opens up access to:govt servicestelemedicinehealth and nutrition info & edumicrofinancemarkets and market dataweather info, disaster and emergency preparedness and responsewill help arrest urbanisationCOUNTRIESPrepares the next generation for a connected global futureFosters and supports economic development at national, community and individual levelsTargets those most in need, poor rural isolated communities: “Base of the Pyramid” development initiativeDrives development of both knowledge and skills economyUnlocks skills and productive potential of entire communityCatalyst for creating new derivative businesses in hardware and software support, maintenance, repairs, spare parts etcBuilds infrastructure to kickstart ecommerce and support e-microcredit markets
  • Recommendation 1 [Objective 5, 6] -- That both initial and further training for teachers be an ongoing part of the OLPC program, and that this training include technical expertise in order to address minor technical problems and professional content in order to incorporate relevant curriculum material and to improve learning opportunities for students. Recommendation 2 [Objectives 5, 8] -- That training in OLPC usage be provided for parents and other community members so that parents can assist their children further in their studies.Recommendation 3 [Objective 2] -- That further curriculum content via the laptops be developed which reflects national curriculum and local context, and that instructions be provided in both English and Solomon Islands Pidgin. Recommendation 4 [Objective 5] -- That local technical support be provided to schools in the OLPC program and that local community members be trained to provide this support. Recommendation 5 [Objective 5] -- That solutions to issues, such as charging of the computers, be investigated. Recommendation 6 [Objective 5] -- That, wherever possible, printers be provided to schools with a laptop program and that the efficacy of providing appropriate keyboards and ‘mice’ be investigated, and that, where possible, the provision of servers accompany any rollout. Recommendation 7 [Objectives 1, 5] -- That MEHRD maintain close involvement in, and monitoring of, the OLPC program. Recommendation 8 [Objective 5] -- That there be provision for new enrolments to schools to have access to laptops and that new staff have appropriate training as soon as possible. Recommendation 9 [Relevant to all eight objectives] -- That ongoing monitoring and evaluation be incorporated into any future rollout, and that baseline data be collected prior to rollouts in at least a representative sample of schools so that both quantitative and qualitative data can be gathered.
  • Recommendation 1 [Objective 5, 6] -- That both initial and further training for teachers be an ongoing part of the OLPC program, and that this training include technical expertise in order to address minor technical problems and professional content in order to incorporate relevant curriculum material and to improve learning opportunities for students. Recommendation 2 [Objectives 5, 8] -- That training in OLPC usage be provided for parents and other community members so that parents can assist their children further in their studies.Recommendation 3 [Objective 2] -- That further curriculum content via the laptops be developed which reflects national curriculum and local context, and that instructions be provided in both English and Solomon Islands Pidgin. Recommendation 4 [Objective 5] -- That local technical support be provided to schools in the OLPC program and that local community members be trained to provide this support. Recommendation 5 [Objective 5] -- That solutions to issues, such as charging of the computers, be investigated. Recommendation 6 [Objective 5] -- That, wherever possible, printers be provided to schools with a laptop program and that the efficacy of providing appropriate keyboards and ‘mice’ be investigated, and that, where possible, the provision of servers accompany any rollout. Recommendation 7 [Objectives 1, 5] -- That MEHRD maintain close involvement in, and monitoring of, the OLPC program. Recommendation 8 [Objective 5] -- That there be provision for new enrolments to schools to have access to laptops and that new staff have appropriate training as soon as possible. Recommendation 9 [Relevant to all eight objectives] -- That ongoing monitoring and evaluation be incorporated into any future rollout, and that baseline data be collected prior to rollouts in at least a representative sample of schools so that both quantitative and qualitative data can be gathered.
  • Exchange for GDP growth indicator
  • In some countries a “team” might be one or two persons.Look at this slide: have you covered these skillsets..This core work, not added work just for OLPC.Will this require new and added resources? Or is this about adjusting existing resources????
  • Developed at the OLPC Asian Learning Workshop, Bangkok, Aug. 2008
  • Developed at the OLPC Asian Learning Workshop, Bangkok, Aug. 2008
  • Exchange for GDP growth indicator
  • support livelihoods w/ new channel for rural and remote poor to access critical information on life skills, health, nutrition, emergency preparedness, and markets
  • but…“Donors want countries in the driver’s seat, but want to keep the road map”1 Participant, OECD Development Partnership Forum 2000, Paris December 2000, cited in The Realityof Aid 2002, page 4Shifting Tides in Pacific Policy Australian Council for Overseas Aid in association with the State, Society and Governance in Melanesia (SSGM) Project of ANUSummary Analysis of Senate Committee Report: A Pacific Engaged: Australia’s relations with PNG and the island states of the South West PacificPrepared By ACFOA September 2003

OLPC Oceania at Uni of South Pacific - 21 jul11 OLPC Oceania at Uni of South Pacific - 21 jul11 Presentation Transcript

  • One Laptop per Pacific ChildPromoting access to ICTin Basic Educationin OceaniaMichael Hutak,Regional Director, OceaniaOne Laptop per Child FoundationSPICTEX -- ICT Expo21-23 July 2011,University of the South PacificSuva, Fiji
  • Context
  • “As the world grows smaller, our common humanity will reveal itself. Pres. Barack Obama, Inauguration Speech, 2009
  • Benefits of Investment in Education• Increases national and lifetime individual earnings and productive output• Less crime, slower population growth, reduced poverty, a cleaner environment• Positive relationships between education and:  Health  health of family members  schooling of one’s children  life choices made  fertility choices  infant mortality AFGHANISTAN SOURCE: OECD
  • Benefits of Investment in ICT for Education • builds income-generating skills • realises productive potential • stimulates economic development (esp. Infrastructure – power, communications , internet) • fosters the digital economy, e-governance, transparency • ensures future long-term competitiveness in an interconnected, globalised world • SOURCE: OECD
  • Benefits of providing access to the Internet • growth benefit in developing countries approx 1.38 % increase in GDP for each 10 % increase in broadband penetration. • greatest impact in remote areas without direct access to medical specialists and qualified teachers. - World Bank 2009
  • New types of ‘literacy’ in the C21… Information literacy: skills to search for, organize and analyse information. Critical literacy: skills to think critically, and judge the intention, content and possible effects of written material. Mobile literacy: skills to use mobile technology, and its non-voice features. Cultural literacy: the ability to understand cultural, social and ideological values in a given context. Legal literacy: knowledge of basic legal rights, how to protect them. Visual literacy: interpretation of images, signs, pictures and non- verbal (body) language.Using ICT to Develop Literacy, 2006, UNESCO ICT in Education Programme, Bangkok
  • What role can ICT play in promoting literacy?Using ICT to Develop Literacy, 2006, UNESCO ICT in Education Programme, Bangkok
  • Who is OLPC?
  • “An education project, not a laptop project……children are our mission, not our market.”
  • One Laptop per Child
  • One Laptop per Child OLPC MISSION: create educational opportunities for the world’s poorest children
  • One Laptop per Child • Global non-profit organisation • Developed by MIT Media Lab • First project in Senegal in 1982 • XO laptop launched at WEF in 2006. • First deployment Feb ‘07 • Mass production Nov ’07 • 2.4m laptops to children & teachers • Projects in 40 countries in 19 languages
  • One Laptop per Child OLPC Foundation • 1-to-1 computing • constructionist learning approach • bridging digital divide • champion for children and joyful learning OLPC Association • develops and manufactures the XO • manages supply chain • works w/ Govts, MOEs and partners on deployment
  • PartnersOne Laptop per Child • Governments – Ministries – Departments • Development partners – IGOs – NGOs • Private Sector • Communities, Volunteers • Academia
  • OLPC global private partners
  • OLPC global public partners
  • 2.4m kids, 40 countries, 19 languages
  • Technology: meet the XO
  • The XO laptop• Connected, rugged, low-cost, low-powered, Indoor/Outdoor screen readable in sunlight• E-book reader• Loaded with content and software to foster joyful, self-empowered learning• Created expressly for the worlds poorest children, living in its most remote environments;• Suitable for all children, with utility for all families, for all communities
  • The XO 1.5 (from Feb 2010) Rugged, no moving parts, VIA processor, provides 2x the speed, 4x DRAM memory and 4x FLASH memory. Runs both the Linux and Windows OS.• VIA C7-M 1GHz Ultra Low Voltage Processor• 1GB DDR2• 2GB/4GB/8GB NAND Flash Storage• Compressed JFFS2 file system: ~1GB• Integrated Wireless• Audio and Video Support• USB 2.0 Ports (3)• SD Card slot• US$209 unit cost• US$250 TCO SIERRA LEONE
  • XO ships with >100 approved applications19 address literacy22 address numeracy.• Documents• Chat, mail and talk• Media creation (music, images, video, audio)• Programming• Maths & Science• Maps & Geography• Media players• Games• Teacher tools• Collections Dual boot: Sugar (Linux) and WindowsXP PALESTINE OT
  • Approach and Impact
  • • Children lack opportunity not capability • Learning to learn; learning by doing • Inquiry beyond school, school hours • Reaching the poorest, most isolated kids • Using ICT to learn, not learning to use ICT!a child-centredapproach SOLOMON ISLANDS
  • Pedagogical approach
  • Five core principles 1. child ownership* 2. low ages 3. saturation 4. connection 5. free & open source * In the Pacific, child is custodian SOLOMON ISLANDS
  • Educational impactPERU Afghanistan: across six schools, an average improvement of 21.33% in standard test results after just 2 months classroom use. Evaluations to date*: • Haiti • Uruguay • Nepal • Solomon Islands • Ethiopia • Australia * Evaluations of One Laptop per Child, OLPC Learning Group, 2010
  • 2Source: Plan Ceibal – Uruguay deployment 2009; 400,000 students received laptops and took part in survey.
  • 3 Extending the time for learningSource: Peru deployment of 500,000 laptops to children in Peru; 80% of students included in survey results.
  • Global experiences
  • URUGUAY•400,000 XOs•100% saturation•2nd (and largest) country in the world to achieve OLPC*• Increased 1st grade registration levels• Lower instance of school violence• Decreased number of children sans papiers• Societal transformation project
  • PERU800,000 XOsin primary andsecondaryschools•Challenging geography with cultural diversity• Remote small communities with no access to electricity
  • RWANDA120,000 XOs• Established in 2009 the OLPC Regional Learning Center• Feed the mind, feed the body – partnership with OLPC and World Food Program to distribute food and laptops
  • OLPC in Asia• Afghanistan (4k)• Cambodia (1k)• China (1k)• Indonesia (550)• Philippines (200)• Armenia (3.5k)• India (800)• Sri Lanka – WB (3.6k)• Malaysia (100)• Mongolia (14.5k)• Nepal – WFP (6k)• Pakistan (500)• Philippines (100)• Thailand (500)• Kyrgystan (>100)• Kazakhstan (10k) SICHUAN, CHINA
  • Pacific action
  • One Laptop per Pacific ChildRegional Partnership provide every child with a rugged, low-cost, low-powered, connected laptop, loaded with content and software for collaborative, self-empowered learningTarget: 700,000 kids in Basic Education in 22 Pacific island nations. SOLOMON ISLANDS
  • One Laptop per Pacific Child • Focus on partnership • Empowerment of communities • Country-led national programmes • Regional coord & tech assistance • Country-to-country exchange • Collaborative, inclusive approachNIUE
  • SOLOMON ISLANDS OLPC Oceania • a coalition of global, regional, national, local and individual actors • governments, donors, civil society, educators, academics and volunteers • TA to countries to establish 1-to1 computing as a sustainable reality.
  • OLPC requested by the governments of: • Fiji • Samoa* • FSM* • Solomon Is.* • Nauru* • Tokelau • Niue* • Tonga* • Palau • Tuvalu* • PNG* • Vanuatu • RMI • Fr. Polynesia • Cook Is.* • Kiribati • Marshall Is. • New Caledonia * = active projects Funds expended to 2010– US$2.5 million: • OLPC donates 5000 laptops to Pacific worth US$2m • OLPC and SPC assign resources worth US$500k. Fiji: 5 year plan, 70k children w/ XO by 2015
  • >6000 XOs in 41 schools in 10 Pacific countries.Funds expended – US$2.5 million: OLPC donates 5000 laptops to Pacific worth US$2m OLPC and SPC assign resources worth US$500k.
  • Pilot Phase: lessons learned • OLPC adds value for children, communities, countries • aligns with Pacific goals and plans, inc. the MDGs • High country-level demand in the Pacific • Strong support at both political and community • Small pilots provide an insufficient evidence base • M&E integrated at the outset • Broader-based TA needed to build country capacity PAPUA NEW GUINEA
  • OLPC Policy touchstones1990 – Convention on the Rights of the Child2000 – Dakar Framework on Education for All2000 – Millennium Development Goals • MDG 1 – poverty and hunger • MDG 2 – universal primary education • MDG 3 – gender equality • MDG8f – “In cooperation with the private sector, make available the benefits of new technologies, especially information and communications.”2005 – Tunis Commitment to bridge the digital divide, WSIS
  • OLPC Policy touchstones2007 – The Pacific Plan, Pacific Islands Forum2007 – Pacific Regional Digital Strategy, Pacific Islands Forum2009 – Pacific ICT Ministerial Forum Communique2010 – Pacific Education Development Framework2010 – Framework for Action on ICT for Development in the Pacific
  • Pacific Education Development Framework (2009-15) “Preliminary results from OLPC trials show Pacific countries can make a quantum leap forward in realising goals of access, quality and equity in education…”SOLOMON ISLANDS
  • ‘Every remoteinternet site is anOLPC hub’• Small 1.8m satellite dishes and ‘network- in-a-box’ server allows Internet connectivity, WiFi networking• Rural Internet Connectivity Systems are highly complementary with OLPC. SOLOMON ISLANDS
  • Case Study: OLPC-PACRICS impact on 10,000 remoterural people in the Solomon IslandsOLPC-PACRICs Site at Patukae College; Marovo Lagoon, Solomon Islands. Provides internet access to 9 Schools ,1 health clinic, 16 villages; 1 resort; 6 small businesses. OLPC in 3 schools
  • Solomon Islands Govt Independent Evaluation: Recommendations1. more teacher training2. more guidance for parents and communities3. adapt curriculum for digital delivery4. train local community in tech support5. address power solutions6. provide peripherals: printers, ‘mice’, servers7. close involvement MOE8. sufficient laptops for new enrolments9. install M&E at outset; establish baseline data
  • USP-OLPC Partnershipand MOU1. OLPC donating at least 15 XO laptops to USP2. XOs to be housed at Japan-Pacific ICT Centre at the Laucala Campus, Suva.3. Access to XOs teaching students and staff4. Teacher training on 1-to-1 approach5. Develop content for USP member countries6. Technical advice on OLPC to USP members7. Conduct research
  • Country coordination
  • OLPC Pacific deployment model: supporting sustainability A Develop Community Awareness •Educate population on program benefits and XO functionality •Develop social inclusion campaigns to achieve local support •Launch training programs to promote XO usage, including teachers B Customize XO platform to address local needs •Meet with officials from the minister of education to align on curriculum requirements •Develop customized applications •Digitize textbooks, perform translations C Train the core team •Government to select Core Team for execution of local program (IT expertise, etc) •Train core team in all learning and technical elements of the product and program •Train a set of local trainers who will be sent throughout the country D Develop infrastructure •Provide advisory/ support for government in development of infrastructure (Electrical, IT, network mgmt) •Local capacity building (inventory management, logistics, distribution, maintenance, financial tracking) •Development of Internet access and connectivity infrastructure E Monitoring & Evaluation •Initial field assessment baseline study •Monitor initial program roll out; evaluate social, academic impacts annually
  • Coordination Model: National Core Team Cross-cutting “whole of government” approach • Cabinet sub-committee, led at Ministerial level • Reports to National Planning Committee • Workplan developed at Dept Secretary level • Five core sub-teams... Pedagogy TeamPolitical Team Logistics Team Planning Team Technical Team Prime Minister Min. Treasury & Min. Education Min. Public Min. National Finance Services Planning and Rural Min. National Development Min. Foreign • teacher training Affairs Planning & Rural Min. Info and • content, curricul • Supply chain Development Communications Cabinet Min. Community a • shipping, Development • localisation distribution, • monitoring & • security, • Deployment • National • planning and evaluation • repairs, • Infrastructure leadership project maintenance • Power • Strategy, Policy management • Sweat Equity • Communications and Partnerships • Donor Relations • identifies • Connectivity schools and sequence of roll-out
  • Principles for community inclusion• The XO Laptop should be deployed through a process of community consultation; should only proceed with assent of the entire community, taking account of their needs and concerns; and should be fully integrated into existing systems and tools• Without compromising child education, access to the XO Laptop should be available not just for the child, but the family and the community• Communities should develop their own principles and guidance for coordinating communal use of the XO Laptop• Where appropriate, children should be included and encouraged to actively participate in using the technology for whole-of-community actions and projects• The technology should be available to contribute to community efforts and solve community problems and not be leveraged for private personal profit or commercial gain• Knowledge and data generated with the laptop is in the public domain, and needs to be freely available and shared
  • Principles for community inclusion (cont)• Without discouraging community-level market activity which support sustainability – such as microfinance, technical services, spare parts repairs and maintenance – communities should put in place disincentives to the emergence of a secondary commercial market for the XO.• Communities should share local knowledge, best practices and lessons learned with like communities and within their sub-regional, national and regional contexts.• Deployment should, wherever possible, proceed in alignment and harmony with existing regional and national efforts on education for sustainable development, and should be designed to strengthen and enhance those efforts.• An "end of life" program should be put in place to recover derelict laptops to avoid environmental damage and hazard.• An Internet Safety program should be established wherever the XO is deployed. - Developed for further discussion at OLPC Asia Learning Workshop, Bangkok and SPC, August 2008
  • Conclusion
  • Better quality, value-adding• Catalytic effect on governments to deliver better quality education• (by) creating community demand for better quality• (while) mobilising resources and partnerships to meet demand• adds value for children, countries, communities and donors COOK ISLANDS
  • OLPC adds value – for children• learning to learn “using ICT to learn, not learning to use ICT”• better quality basic education, better teaching• access to latest curricula, the world’s info, and culture• thousands of books online• opportunity to contribute themselves• skills for lifelong learning• protection of their own culture and language• extension of time spent learning• bringing new skills and knowledge home SOLOMON ISLANDS
  • OLPC adds value – for communitiesIn remote communities, OLPC opens access to: • e-government services • telemedicine • health and nutrition info & edu • microfinance • markets and market data • weather info, disaster and emergency preparedness and response • will help arrest urbanisation
  • OLPC adds value – for countries • Unlock human resources the productive capacity; • Drive dev. of knowledge and skills economy • stimulate new jobs and markets in hardware and software support, maintenance, repairs, spare parts • Catalytic effect on govts to extend power and ICT infrastructure • kickstarts e-commerce, e- government, microfinance, microcredit markets • support livelihoods w/ new channel for rural and remote poor to access critical information
  • OLPC adds value – for donors• Alignment with global, regional and national agreements, plans and strategic frameworks• Country-led and driven• More regional cooperation, integration and thus security
  • Painting created using the XO by 8yo child from Gaire, PNG, 2008. Painted on the first day the child received his laptop
  • Thank you. www.laptop.orghttp://olpcoceania.blogspot.com