BEST PRACTICES OF INFORMATION TECHNOLOGYUSAGE IN LITERACY PROGRAMMES: THE CASE OF UGAND Juma Abdu Wamaungo
Introduction Director General PAUDNI, Department Directors Present, Director Centre for Early Childhood, Nonformal and Informal education Region II, Organizing Committee, Invited Key note Speakers Lecturers Present, CLC Representatives, All other invited guests. Ladies and Gentlemen
Discussion Background Literacy Programmes - human capital theory. Literacy- practice for empowerment and disempowerment of communities. To empower, literacy is perceived as a tool to help communities to learn, and or relearn, while to disempower, it is considered as a tool to help communities unlearn. Several methods, approaches, and media have been used right from the colonial era to the present day Uganda with time, the country has become a mixed society; on the one hand traditional and on the other modern. With the penetration of information and communication technologies, the country has undergone serious transformations in the use of information and communication technologies more so the education sector.
Uganda’s Country P• Total Population : ± 33 million people (2011)• Area/Location : 241,000 km² (93,000 sq. mi.)• Seasons : Rainy and Dry Seasons• The rate of literacy : ± 68% (UMoGLSD) or 78% (UMoE)• Official Language : English Language• Race/Ethnic groups : African 99%, European, Asian, Arab 1%. Religions : Christian 66%, Muslim 16%, traditional and other 18%.• No of Districts : 111 districts/cities• Number of Local Languages : 45 Languages• Business partners : Kenya 26%, India 7.4%, South Africa 7.2%, Japan 6.6%, UK 6.3%, UAE 5.8%, USA 5.7%, China 5.1% (2003)• Currency : Uganda Shilling (UGX)
Uganda’s Education System Formal Nonformal Informal Education Education Learning Learning Out-comes Real Competencies EDUCATION
Developments of Nonformal-Adult Education in Uganda 1946: Public Relations and Social Welfare Dept didirkan (Ug council for women, Radio Ug & CLC 1952: Lahirnya dept of Community Development-Fokus pada POD 1957-1962: Lahirnya Farm Institute, Lebih ke pertanian (Di Menteri Pertanian & Pelatihan) Pada waktu yg sama, Pendirian Pusat Pelatihan pedesaan Pada 1960’an: Mulainya Pendidikan Kesehatan dilaksanakan oleh MOH 1953: Pendirian Dept of Extramural Studies di Universitas Makerere Pembaharuan Dlm Dewasa ini adalah Program untuk Orang2 di Penjalah (Prisoners)
Philosophical Based of Nonformal- Adult Education in Uganda Uganda’s current education is based on the following beliefs: Hope to facilitate reforms after a long period of civil strife(MoFPED 2004); Belief in empowerment for all; Continuous Professional Development; Belief in perfectibility – our belief is that for any service, we must be perfect however small the activity may be.; Belief in Creating a society that adhere to the principle of living together –education serve two major functions: 1. as a social activity, comprised of people who live and work together and 2. as a tool for empowerment, seen as a practice for empowerment and disempowerment of communities. Education for leisure and relaxation: Belief in a health population; & Belief in a technologically advanced society
Uganda’s ICT Policies Uganda developed its initial ICT national policy in 2003. The policy framework document recognised that Uganda would need to embrace the goal of “lifelong education for all.” Objective 2 of the policy addresses literacy improvement and human resource capacity-building with strategies that include: Integrating ICT into mainstream educational curricula as well as other literacy Programmes to provide for equitable access for all students regardless of level Developing and managing ICT centres of excellence to provide basic and advanced ICT training Setting up mechanisms that promote collaboration between industry and training institutions to build appropriate human resources capacity Promoting the twinning of training institutions in Uganda with those elsewhere to enhance skills transfer
ICT in Education The policy is intended to: Apply to all education sub-sectors, including non formal education Focus on the development of ICT competencies as well as using ICT to teach across the curriculum Include strategies for the development of digital learning content Develop teachers’ ICT competencies Foster research in the educational applications of ICT
Uganda’s ICT For All Infrastructure in urban and rural areas by offering subsidies and grants to investors in the following areas: Internet access points in all districts in the country (2006) Universal access to telephony – access target changed from one public access point per 5,000 inhabitants to one per 2,500 inhabitants Multipurpose community telecentres (by 2007) ICT training centres and Internet cafés – the target was to cover all the districts of (by June 2006) District information portals to provide information about health, agriculture, education, commerce, etc. – district Web sites are now active and can be accessed Public pay phones – installation of public pay phones in 316 selected sub-counties across the country has been achieved since 2004
Uganda Change of Approach, Media and Method in Literacy Programmes The report on the Status of ICT in Uganda (2002):1. The quality of human resources is a major factor of success for all nations in the new millennium.2. The move towards globalisation requires a fundamental shift in thinking about the methodology of education.3. The importance of information, underscores the importance of adopting ICT in the education sector. Most important, transformation in education and learning requires a shift from the traditional methods where one confronts many learners with a textbook to a system where students learn through the use of various media such as; computer, Internet, Videos, radios, Newspapers, & Entertainment etc
Best Practices in the Use of ICT for Literacy Programmes Use of folk media such as: 1. music, 2. dance and 3. drama as well as film shown in rural areas, Radio as media for Literacy Programmes, Televised Literacy Programmes, Print Media Literacy Programmes, Extra mural Literacy Programme, Connectivity Project, Mobiliteracy for the marginalised and rural areas, and Talk Book Literacy
Mobiliteracy Project in Uganda The Mobiles for Reading working group is a convening mechanism intended to promote dialogue and knowledge sharing focused on the use of mobile technology and mobile applications for reading. Mobiles for Reading will engage a variety of donors, international organizations, non-profit organizations and private sector partners.
Talking Book Media 1. Talking book is an innovative low cost audio computer designed for the learning needs of illiterate populations living in poorest areas in the world Uganda inclusive. 2. Simple and actionable instructional messages that are repeatable and can beLearning is Self directed played when needed enable people to learn and adopt new practices2 devices can beconnected to copy withno much technology Gathered to acquire information on Health and agricultural.
Tujuannya for ICT in Literacy Mengetahui dan Terampil dalam Bersikap mandiri dan memahami profesional dalam tentang1. Disiplin akademik 1. Melakukan prosedur- 1. Memahami sifat2. Dasar-dasar prosedur keterampilan kemandirian keterampilan 2. Bergaul dengan orang 2. Berkomitmen terhadap3. Hubungan antar lain kemandirian peribadi 3. Berkemauan untuk4. Nilai-nilai melakukan sesuatu secara mandiri