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OLPC Oceania -- Vanuatu --  brief to MOE -- 16 aug2011
 

OLPC Oceania -- Vanuatu -- brief to MOE -- 16 aug2011

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Presentation by OLPC Oceania Director Michael Hutak to Ministry of Education, Government of Vanuatu, in Port Vila,16 Aug 2011

Presentation by OLPC Oceania Director Michael Hutak to Ministry of Education, Government of Vanuatu, in Port Vila,16 Aug 2011

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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 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
  • These results replicated in the Pacific in solomons
  • 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
  • Exchange for GDP growth indicator
  • 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.
  • 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
  • Exchange for GDP growth indicator
  • 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 -- Vanuatu --  brief to MOE -- 16 aug2011 OLPC Oceania -- Vanuatu -- brief to MOE -- 16 aug2011 Presentation Transcript

  • One Laptop perVanuatu ChildPlanning an OLPC OceaniaCountry Trial Project in VanuatuMichael Hutak,Regional Director, OceaniaOne Laptop per Child FoundationGoV, SPC, OLPC Consultation16 August 2011, Port Vila
  • 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
  • FOSS Educational resources
  • 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 experience
  • 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• * Niue was first!
  • 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)• Kyrgyzstan (>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.
  • >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
  • 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 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
  • Vanuatu policy framework• National ICT Services Policy• The National ICT Vision is “ICT for all” -Goal 2: Ensure development of human resources & institutions in the use of ICT. Policy Statement 2: Education, Training and development systems and facilities in the use and provision of ICT will be established and made available to all…..objective 1,2 and 5 -Goal 4:Support achieving a healthy educated nation Policy Statement 3:Ensure effective use and application of ICT to enhance effective delivery of health and educational services and preserve and enhance cultural values and language……objective 1,2,3 and 6
  • SPC’s PACRICS:‘Every remoteinternet siteis an OLPC 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
  • Case study : Marovo Lagoon, Solomon Is. Outcomes • for students…’younger children in grades 1 and 2 also use laptops to learn to type words and learn mathematics’ • for Principals and teachers…’OPLC has made learning more focused and concentrated’. The main positive outcomes identified in the students were ‘independent learning, sharing and collaboration and increased motivation’ • for parents…’using the laptops improves spelling and pronunciation….they write and then they type the word’. With these laptops children are seen socializing and their attendance in school has improved. • for the community…’it has enhanced learning’ and also community participation and support.
  • Country level coordination
  • 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
  • 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, • 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
  • 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
  • Vanuatu
  • Education in Vanuatu• The 2010 Examination results for years 8 and 10 have shown that the education quality in Vanuatu is low and need many improvements, according to the National Director of Education in Vanuatu Roy Obed.• “The examination results clearly indicate that the quality of education in Vanuatu is far below the expected level and this is not good enough. (Daily Post 2 Jan 2011)• Overall literacy rate is very low(64%),as of 1999 96% attended primary education while 23% attended secondary education.
  • Vanuatu PM’s Statement,• lipsum Sept. 2010• “The freedom to connect is like the freedom of assembly, only in cyberspace.”
  • Vanuatu PM’sStatement,Sept. 2010
  • ICT Courses in Vanuatu• Areas that offer ICT Courses: WSB , CNS , USP , most secondary schools.• Case study : Wan Smol Bag (OLPC) 21 XOs were donated to WSB in 2008 to help facilitate with the ongoing computer classes and also increase with the current number of computers. Facilitators report students were helped a lot in their writing, spelling, reading, and pronunciations with the help of the audio and writing and different activities installed in the laptops. These simple activities has improved the literacy of most youths and most especially children with the age of 6 and upwards.
  • Regional Assistance
  • Pacific dev partners Australia SPC, PIFS New Zealand ITU Japan ADB China UNESCO Taiwan World Bank USA UNDP European Union UNICEF Corporates, HNW
  • US backs OLPC in Nth Pacific Compact countries,July 2011
  • USP signs MOU with OLPC, July 2011
  • USP signs MOU with OLPC, July 2011
  • Community and teacher online training
  • OLPC Pacific PoolWhat is it? How can Donors help?• The Pacific Pool (PP) is a standing stock of 5,000 XOs in the • Support the establishment of the Pacific Pool region to feed country deployments in a timely manner • Assume the role of Lead Coordination Agency, partnering• Laptops can be despatched to countries when they have with SPC and OLPC Oceania achieve capacity and readiness to undertake an OLPC trial • Finance the purchase of 1000 XO laptops (approx US$210k) with sustainability, in terms of: to “fill the pool” – teacher training, • Seek matching seed-fund commitments from other – IT skills development agencies to establish a pool of 5000 laptops. – content development – community preparedness.• The PP would feed countries which are focused on trialing and scaling up, as part of a regional effort.• The PP would not feed small ad hoc projects• Inventory in the PP would be maintained at a level to ensure machines are always available for deployment when they are needed.• The PP enables countries to come onstream with OLPC in a more timely manner than at present, where there is a 4-5 month lag in delivery due to a long pipeline of orders from the rest of the world.• The PP would be managed and maintained operationally by a Lead Implementing Agency.• The Secretariat of the Pacific Community would assume this role as OLPC Oceania’s Deployment Partner in the Pacific• The PP needs seed-funding by Pacific development partner organisations to become established.• The PP needs a Lead Coordination Agency to address resource mobilisation.
  • XS Server PartnerWhat is it? How can Donors help? • The Pacific XS School Server is the heart of every • Partner with the OLPC Oceania Technical Working Group OLPC school • Support the provision of an XS School Server for every • The XS School Server is a software implementation OLPC school in countries conducting an OLPC Oceania that can be installed on almost any modern PC. Country Trial** • Every OLPC School needs an XS Server to: • Support capacity building in Pacific countries to: – Enable children to save their files and work from – Train technical staff to install and configure the XS Server the XO laptop – Develop a standard body of content appropriate to their – Distribute wireless internet connectivity among XO schools that will be loaded on each server users – Provide cyber-safety and cyber-security controls for educators – Store appropriate digital education materials drawn – from “Open Educational Resources” Run Moodle* OLPC School Network • As a repository of digital resources, the School Server is of intrinsic value to a school, whether it has OLPC laptops present or not. • OLPC Oceania Technical Working Group needs an international agency to “own” the Pacific XS Server* Moodle is a free, open-source PHP web application for producing modular internet-based courses that support a modern pedagogy. It is the standard e-learning teaching tool the world over.** An OLPC Oceania Country Trial is an implementation model for Pacific countries to test OLPC in their country, supported by regional technical assistance provided by the OLPC Oceania Tecnhical Working GroupSee: http://www.box.net/shared/nj7y91uh5j
  • 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 (constructionism) – “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 (information literacy) • protection of their own culture and language • extension of time spent learning • bringing new skills and knowledge home
  • OLPC adds value – for communities For remote communities, OLPC opens up access to: • govt 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
  • We need to know...  Does it work for children?  Does it work for teachers and families?  Does it work for Vanuatu?  Will it scale? We need to gather the evidence to answer these questions We owe it to our children – and to their future – to find out SOLOMON ISLANDS
  • Next steps...  Country Core Team  Curriculum & Content  Resource Mobilisation  Teacher training  Connectivity  Power  Identify Trial Schools  Grass roots engagement SOLOMON ISLANDS
  • 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