OLPC Oceania - ITU UNESCAP Regional Forum Bangkok -- 19 May 2011
Aid Effectiveness andICT for Developmentin the PacificBridging the Digital Divide in Aid DeliveryMichael Hutak,Regional Director, OceaniaOne Laptop per Child FoundationAsia‐Pacific Regional Forum on ICT Applications18‐21 May 2011, UNCC, Bangkok, Thailand
“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
One Laptop per Child • Global non‐profit organisation • 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
OLPC FoundationOne Laptop per Child • 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
URUGUAY400,000 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
“An education project, not a laptop project……children are our mission, not our market.”
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 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• available Feb. 2010 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
• 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
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
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.
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 • MTC * Evaluations of One Laptop per Child, OLPC Learning Group, 2010
SIG 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
Pacific education & development • World’s largest ocean –pole to pole • approx. 25,000 islands • 32% of Earths total surface area • c. 1.7m children aged 6‐12 • > Earths land area combined. • 40% 6‐12yos attend no school • Challenges from poverty, climate change, • Church sector has more skills and capacity globalization, disasters, rapid population • Movement to preserve indigenous growth and urbanization languages
Pacific dev partners Australia SPC, PIFS New Zealand ITU Japan ADB China UNESCO Taiwan World Bank USA UNDP European Union UNICEF Corporates, HNW
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
>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.
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
OLPC Global 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 Pacific 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
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.
‘Every PACRICS siteis an OLPC hub’• Small 1.8m satellite dishes and ‘network‐ in‐a‐box’ server allows Internet connectivity, WiFi networking• SPC’s Rural Internet Connectivity System (PACRICS) programme is highly complementary with OLPC. SOLOMON ISLANDS
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 capacityPAPUA NEW GUINEA
Pacific deployment strategy supports 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
Coord 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, • Supply chain Development Communications Cabinet Min. Community curricula • 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
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 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
Painting created on the XO by child from Gaire, Papua New Guinea, 2008.