OLPC Oceania at Uni of South Pacific - 21 jul11

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

OLPC Oceania at Uni of South Pacific - 21 jul11

by One Laptop per Pacific Child on Jul 24, 2011

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