This document discusses IICD's work over 5 years using ICT to improve education in developing countries. IICD has worked with 71 projects across 12 countries in Africa and Latin America, focusing on 5 areas: 1) Creating and upgrading educational materials, 2) Improving teacher competencies, 3) Improving school management, 4) Strengthening youth employability, and 5) Integrating ICT into policy and strategy. The document outlines IICD's approach of participatory project design and local ownership, and provides examples of projects in areas like developing digital learning tools, using video for teacher training, and implementing school administration systems.
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
International Journal of Computer Science & Information Technology (IJCSIT)ijcsit
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning. When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
12.06.15 - www.mympumc.net
Did you know that when God invites us to do something, it will always lead to a crisis of belief? What we think we believe will go into tension with what God asks us to do, and there will be a crisis. When the moment of truth comes, and God invites us to sit in the chair going over the falls, then we will find ourselves in crisis.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
International Journal of Computer Science & Information Technology (IJCSIT)ijcsit
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning. When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
12.06.15 - www.mympumc.net
Did you know that when God invites us to do something, it will always lead to a crisis of belief? What we think we believe will go into tension with what God asks us to do, and there will be a crisis. When the moment of truth comes, and God invites us to sit in the chair going over the falls, then we will find ourselves in crisis.
Dampak Kenaikan Dollar Terhadap Kondisi Perkonomian IndonesiaAgis Priyanto
Akhir akhir ini kita sering mendengar kabar tentang kenaikan dolar yang sering dimaknai sebagai pelemah nilai kurs rupiah terhadap dolar AS. Dalam slide ini saya paparkan mengenai kenaikan dollar.
Drawing on the concepts of global value chains, representatives from Duke University’s Center on Globalization, Governance & Competitiveness (CGGC) examined evidence contributing to three main debates surrounding the potential of PPPs to truly bring about inclusive development. This panel presented research findings on USAID-supported partnerships and upgrading trajectories experienced in the cocoa sector in Indonesia, the coffee sector in Rwanda, and the horticulture sector in Kenya. This research examines what historical PPPs can teach us about how to use this approach to actually benefit the poor.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Discussions about the potential of digital technologies in education today increasingly
place the issue as part of a more comprehensive approach to innovation in education. Education systems and institutions are not averse to change in themselves, but there seem to be very powerful barriers in place that prevent digital technologies from reaching their potential in educational institutions and teaching and learning practices. Digitalization for fostering and enhancing learning, the impact of digital technologies on education itself has been shallow.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
ICT is a logical, mechanical and designing discipline and the executive’s method utilized in taking care of data, its
application and relationship with social, monetary and social matters (UNESCO, 2002). ICT represents Data and
Correspondence Advances. ICT is a piece of our lives for the most recent couple of many years influencing our general public as
well as individual life. ICT which is presently extensively utilized in instructive world. Educator, Understudy, director and each
individual connected with training are prevalently utilized ICT. Instructor use ICT for making showing educational experience
simple and fascinating. A capable instructor has a few abilities and strategies for giving fruitful instructing. So advancement and
increment of abilities and capabilities of educator required information on ICT and Science and Innovation. In present day
science and innovative social orders instruction requests more information on educator with respect to ICT and abilities to
involve ICT in educating - growing experience. The information on ICT likewise expected for pre-administration instructor
during their preparing program, since this coordinated mechanical information helps a imminent educator to know the universe
of innovation in a superior manner by which it very well may be applied in future to improve the understudies. Presently - days
ICT‟s are changing schools and homerooms another look by bringing in new educational plan in light of true issues, projects,
giving devices to improving picking up, giving educators and understudies more offices and potential open doors for criticism.
ICT additionally helps educators, understudies and guardians to meet up. Ceaseless and Far reaching Assessment (CCE) makes
a difference understudies as well as educators to involve more innovation for making instructing learning more appealing to
improve our group of people yet to come. Educators should know the utilization of ICT in their branches of knowledge to help
the students for learning all the more really. In this way, the information on ICT is especially essential for the both imminent
educators as well as in-administration instructors moreover. This will assist educators with knowing coordinated innovation with
homeroom instructing.
This PowerPoint presentation focuses on promoting the integration of Information and Communication Technology (ICT) in education. It provides a straightforward exploration of the benefits, practical applications, and considerations for incorporating ICT tools in educational settings. The content covers essential aspects such as the need for ICT, its advantages, safety measures, planning, resourcing, and the design of informative learning materials. The goal is to offer a clear and informative overview to encourage understanding and discussion about the effective use of ICT in the field of education.
In the dynamic landscape of education, the adoption of blended learning has emerged as a transformative force, particularly in the District of Columbia Public Schools (DCPS). Blended learning, a pedagogical approach that combines traditional classroom instruction with online learning components, has reshaped the educational experience for students and educators alike. In this article, we explore implementation, its advantages, and the future it holds for blended learning in DCPS.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
Deep Behavioral Phenotyping in Systems Neuroscience for Functional Atlasing a...Ana Luísa Pinho
Functional Magnetic Resonance Imaging (fMRI) provides means to characterize brain activations in response to behavior. However, cognitive neuroscience has been limited to group-level effects referring to the performance of specific tasks. To obtain the functional profile of elementary cognitive mechanisms, the combination of brain responses to many tasks is required. Yet, to date, both structural atlases and parcellation-based activations do not fully account for cognitive function and still present several limitations. Further, they do not adapt overall to individual characteristics. In this talk, I will give an account of deep-behavioral phenotyping strategies, namely data-driven methods in large task-fMRI datasets, to optimize functional brain-data collection and improve inference of effects-of-interest related to mental processes. Key to this approach is the employment of fast multi-functional paradigms rich on features that can be well parametrized and, consequently, facilitate the creation of psycho-physiological constructs to be modelled with imaging data. Particular emphasis will be given to music stimuli when studying high-order cognitive mechanisms, due to their ecological nature and quality to enable complex behavior compounded by discrete entities. I will also discuss how deep-behavioral phenotyping and individualized models applied to neuroimaging data can better account for the subject-specific organization of domain-general cognitive systems in the human brain. Finally, the accumulation of functional brain signatures brings the possibility to clarify relationships among tasks and create a univocal link between brain systems and mental functions through: (1) the development of ontologies proposing an organization of cognitive processes; and (2) brain-network taxonomies describing functional specialization. To this end, tools to improve commensurability in cognitive science are necessary, such as public repositories, ontology-based platforms and automated meta-analysis tools. I will thus discuss some brain-atlasing resources currently under development, and their applicability in cognitive as well as clinical neuroscience.
Toxic effects of heavy metals : Lead and Arsenicsanjana502982
Heavy metals are naturally occuring metallic chemical elements that have relatively high density, and are toxic at even low concentrations. All toxic metals are termed as heavy metals irrespective of their atomic mass and density, eg. arsenic, lead, mercury, cadmium, thallium, chromium, etc.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
Salas, V. (2024) "John of St. Thomas (Poinsot) on the Science of Sacred Theol...Studia Poinsotiana
I Introduction
II Subalternation and Theology
III Theology and Dogmatic Declarations
IV The Mixed Principles of Theology
V Virtual Revelation: The Unity of Theology
VI Theology as a Natural Science
VII Theology’s Certitude
VIII Conclusion
Notes
Bibliography
All the contents are fully attributable to the author, Doctor Victor Salas. Should you wish to get this text republished, get in touch with the author or the editorial committee of the Studia Poinsotiana. Insofar as possible, we will be happy to broker your contact.
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
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Exposé invité Journées Nationales du GDR GPL 2024
What is greenhouse gasses and how many gasses are there to affect the Earth.moosaasad1975
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2. IICDeducation/page2
Introduction 2
Case Zambia:
Raise awareness on ICT for education 5
1.Creatingandupgradingrelevanteducationalmaterial 6
2.Improvingteachercompetencies 7
3.Improvingschoolmanagement 8
Case Kenya:
How to keep teachers enthusiastic at rural schools 9
4.Strengtheningyouthemployability 10
5.IntegratingICTintopolicyandstrategy 10
SummaryandtrendsinICTforEducation 11
introduction
The use of information and communication
technology (ICT) can significantly improve
the chances for children to receive universal
access to education (Millenium Development
Goal number 2), but can also contribute to a
higher quality of education and better school
management. A geography teacher with
access to appropriate learning tools and a
student who finds a better job thanks to newly
acquired computer skills are just two examples
of the results of IICD’s work in education.
Using ICT to improve education has been an
IICD priority since its establishment in 1996.
Content
3. Over the years, IICD has worked with education partners
in 12 developing countries, supporting 71 projects in Africa
and Latin America. Our aim is to use ICT to bring about
sector-wide improvements in education. IICD is unique in
that it works at both the grassroots and the policy level. Our
partners and portfolio of projects span primary, second-
ary and vocational education, as well as national education
ministries.
This publication provides a selection of lessons learned in
the five educational services that IICD provides.1
Education in developing countries today
Globally, some 61 million primary school-aged children do not
attend school, and about 17 per cent of adults are illiterate.
This amounts to 775 million people, two-thirds of whom are
women. The latest figures from sub-Saharan Africa show the
number of children not in school has increased by 1.6 million
between 2008 and 2010 . Compounding the problem, more
than 2 million additional teachers will be needed in sub-
Saharan Africa alone to realise the goal of universal primary
education by 2015.2
Enabling children to attend school is only part of the solution.
Once in school, students need an environment conducive to
learning. They need qualified, motivated teachers and access
to appropriate, culturally relevant learning materials. In prac-
tice, however, those fortunate enough to go to school often
face overcrowded classrooms, often with limited facilities
(water, sanitation), shortened school days to accommodate
all of the enrolled students, lack of textbooks and antiquated
curricula.
What ICT can do
ICT offers answers to many of these challenges. ICT can help
improve the quality of education and access to it, especially
in remote areas. Digital learning materials and ICT-assisted
teaching methods can be created, accessed and shared among
teachers and students alike. This strengthens curricula while
also fostering an inspiring working and learning environment.
ICT tools can improve school management and administra-
tion as well, enabling headmasters to track personnel and
expenditures and more closely monitor student performance.
Policymakers can draw on these experiences for national
strategies on integrating ICT into education more broadly.
IICD’s social innovation approach
IICD has developed a unique approach to strengthen public
services in developing countries. We call this our ‘ICT-led so-
cial innovation process’.3 In education, such a process brings
together a range of stakeholders to set priorities for improve-
ments. Together, stakeholders design how their organisations
could use ICT to empower staff and students to raise the
quality and relevance of education. IICD regards ICT not as
a goal in itself, but as a tool for people to use to shape their
own development.
While many ICT-oriented development programmes focus
on the transfer of a specific new or innovative technology
to a developing country, IICD takes a different approach.
IICDeducation/page3
4. We recognise that projects have to be driven by users’ needs,
and they must fit the local context. We therefore employ a
participatory, multi-stakeholder approach to address struc-
tural problems. Our work in education involves government
representatives, school administrators and managers, teach-
ers, parents and local communities in project formulation.
Moreover, all projects pay special attention to supporting
teachers in their essential role as mentor to their students.
A first step in the IICD approach is to map the current situa-
tion, identifying needs, challenges and actors within a sector
and country. Building blocks of this needs assessment phase
are the problem analysis, target group consultations and a
roundtable workshop to assist partners in identifying pos-
sible projects.
The second phase is project formulation. Stakeholders evalu-
ate technological solutions and ICT competences during
what we call a ‘solution design workshop’. IICD combines
these workshops with one-to-one coaching and advice on
strategic, technical and financial aspects of project proposals.
We also offer advice on alignment and integration of ICT
within our partners’ institutions and more widely.
Once project proposals are finalised and approved, our
partners take full ownership of the initiatives and activities.
Project operation, strategic development and management
are squarely in their hands. Most projects start with a piloting
phase in which partners test their ideas with basic prototypes
and trial runs before scaling up to broader implementation.
Based on lessons learned during the pliot phase, IICD sup-
ports partners in further integrating and rolling out ICT in
their programmes. It is in this phase that local organisations
start to fully use and understand the potential of ICT for
accomplishing their development goals. In this embedding
phase, IICD support takes a more strategic turn, focusing
on change management, knowledge sharing and lobbying.
Once a sector programme has reached completion, IICD
continues to be available in the role of adviser and broker,
for further expansion and scaling up of ICT within the sector.
Consolidating and building on our own and our partners’
experiences and input, we work with governments, donors
and NGOs to develop and implement national strategies
and policies and large-scale ICT for Development projects
and programmes.
From need to sustainability
The IICD approach
guiding
principles
90%ofourproject
partnersare
highlysatisfied
withour
approach
processtage
1.Needs
assessment
4.Embedding
6.
systemic
Change
Multi-
stakeholder
involvement
partnerships
Demand
Responsive-
ness
local
ownership
Learning
bydoing
Gender
equity
5.Scalingup
coaching
training
2.Project
Formulation
3.
Implementation
andpilots
IICDeducation/page4
5. RaisingawarenessofthepotentialofICTforeducation
IICDeducation/page5
Raising awareness of ICT’s value in the classroom remains
a key first step when introducing ICT in education. School
administrators, teachers and parents need to be included
in the project formulation process from the beginning. This
increases their understanding of what ICT can and cannot
do, and stimulates maximum uptake of ICT at all levels.
School administrators in the Zambian ENEDCO project
played a major role in spreading the benefits of computer
literacy in their schools. Once they learned of the potential
benefits of ICT, they made computer use by teachers
mandatory. Teachers quickly developed basic ICT skills,
once they were no longer allowed to ask school secretaries
for assistance in their computer-related tasks.
6. Many of our partner countries lack access to culturally
relevant teaching materials. Especially in rural areas, most of
the textbooks that are available have been developed abroad
without any adaptation to the local situation. This makes it
hard for students to understand the content and relate to
it. Sometimes parents may doubt the value of sending their
children to school, since the skills and knowledge they bring
home seem to have little relevance to their daily lives.
A primary IICD focus is training teachers to develop their
own learning tools using ICT. This approach ensures local
ownership and more relevant and usable materials. Alongside
teachers’ own self-developed materials, there is a growing
online availability of learning tools, including books, videos
and games. These too can be used to boost motivation and
skills, not only of students but of teachers as well. In a project
supported by IICD and its local partner EDUCATIC Bolivia,
the use of educational computer games in schools led to
an increase in school attendance. This is a strong indicator
of the potential of ICT, in particular, interactive digital tools,
to increase student performance. They are a valuable
complement to traditional teaching methods.4
Support for interactive and student-centred pedagogy
Teaching teachers how to create their own digital learning
tools has another important benefit. It increases teachers’
pedagogical competences. This ultimately leads to better
student performance. Furthermore, use of ICT can stimulate
a transition from classical teaching methods, where teachers
are senders and students are passive receivers of knowledge,
towards a more interactive learning environment in which
both teachers and students are proactive knowledge creators.
An IICD-supported education project in collaboration with
Computers for Schools in Uganda has shown that such a
transition takes time and requires a two-pronged approach.
Teachers need training in ICT and content development, as
well as in new, more student-centred approaches to learning.
Another way to create an interactive learning environment is
to teach students to create digital content. Ugandan students
have developed collaborative projects in which they research
a social issue and present their findings in class using Power-
Point. The presentations are then packaged on CDs for sharing
among schools. The aim here is active engagement of students
in their education, which reduces dropout rates as well. In a
project in collaboration with Peruvian educational organisation
TAREA, video materials that were produced by school children
had the additional benefit of capturing the children’s culture
visually and helping to preserve their local language.
Digital games that fit the local context
Educational computer games are a great way to get students
attention. Many such games are available online, so it is not
necessary for schools to reinvent them. However, it is important
for teachers to know how to find and select games that are
most appropriate for their situation, including the ICT tools
they have available. Schools with low bandwidth, for instance,
may prefer to install gaming software directly on their comput-
ers instead of accessing programs online. IICD partners in
rural Kenya are experimenting with educational software such
as ‘G Compris’ and ‘Tux Typing’. These games are not the new-
est, nor do they have the best graphics, but children definitely
see them as an exciting addition to regular classwork. These
games are also suitable for ‘thin-clients’ or computer equip-
ment that is somewhat dated, since there is no need for a pow-
erful graphic card, a fast processor or a large store of memory.
1.Creatingandupgradingeducationalmaterials
IICDeducation/page6
7. IICD’s work is increasingly centred on the transformative
potential of ICT in combination with pedagogical skills. For
example, teachers can improve their method of instruction
by using videos for self-assessment, and they can engage
their students through interactive games. Training in basic
ICT skills and ICT-assisted learning familiarises teachers with
the different types and uses of digital materials. Training is
equally important to introduce ways of integrating ICT into
usual classroom routines, so that newly acquired skills can
be immediately applied.
IICD’s work with teacher training colleges helps them inte-
grate ICT into their curricula. We also collaborate with insti-
tutes that provide on-the-job ICT-related training for teachers.
Separate computer access for teachers and students
Teachers are often hesitant to display their (lack of) techno-
logy skills in front of pupils. It is therefore ideal for them to
have their own computer or a computer lab where they can
work in privacy on materials and learn technical skills. If
teachers must share a lab with students, it is useful to have a
timetable with separate hours for students and teachers. The
DEC project in Ethiopia recognised this problem. It adjusted
the timetable of its school computer labs to give more time
to teachers than to students, since students master computer
skills much faster. An additional computer skills training cen-
tre was also created where teachers from several schools can
come together to learn to develop materials and share them.
Increased collaboration among teachers
Introduction of ICT in schools has led to intensified collabo-
ration among teachers. Developing learning tools together
provokes discussions about teaching strategies and methods.
Sharing materials and experiences is easier when teachers
are used to working together, and colleagues activate one an-
other to further improve their results. IICD has long support-
ed networking among teachers. Online and offline knowledge
sharing platforms motivate and stimulate teachers to share
experiences, even at the national and international level.
TIC-EDUC in Burkina Faso is a good example. A mailing list
maintained by the project has been a knowledge sharing hub
since 2006. It is currently used by more than 200 teachers.
Use of ICT to improve pedagogical skills
In several countries, IICD works with partners using video
to improve pedagogical skills. Teachers record themselves
in the classroom and assess their own teaching. Coordinator
Aniley Gemtessa explains how this works in the DEC project
in Ethiopia: ‘A first aim is self-assessment. Teachers observe
their voice, movements and the way they invite students to
participate. Secondly, the videos are used for peer assess-
ment; teachers give each other feedback on their teaching
practices. Finally, the project supervisor collects the best
videos to use in teacher training.’
One aspect that the Ethiopian teachers especially appreciate
is that they control what they share. If they are not satisfied
with their video, they make a new one, improving their class-
room practices. Gemtessa adds, ‘Sometimes they make a
movie showing themselves before and after the assessment,
to show their progress. There is only one camera per school,
so they often use their own mobile phone to make the videos.’
2.Improvingteachercompetences
IICDeducation/page7
8. Early on, IICD and its partners tended to view ICT support for
school administration and management as a add-on service,
with priority given to ICT for learning and teaching. Today, ICT
for school management receives as much attention in our
programmes as ICT use in the classroom. Manual administra-
tion in schools takes time that could be better spent supervis-
ing and teaching. Use of computer software for administra-
tion also improves accuracy, for example, of students’ grades
and attendance figures. Digitisation of school administrative
systems is relatively low cost. It therefore offers a ‘quick win’:
administrators and teachers pick it up easily, and it is often a
first step towards the more challenging use of ICT in teaching.
Since 2011, IICD has supported projects to monitor teacher
and student performance, often with the use mobile phones.
Efficient administration with low-cost ICT services
Many partners report great leaps in efficiency once they start
using school management information systems. An impres-
sive example comes from the ACEM project in Malawi. School
principals there had ten lengthy forms to complete in fourfold
each month. The forms then had to be sent to the district edu-
cational office, where more work was done entering the data
into the central system. This was time-consuming and error-
prone. The principals now use Excel spreadsheets, and the
job takes only an hour a week. Following a similar transition,
school principals in the DEC project in Ethiopia reported
effective gains of twelve working days per school year, as
recording administrative data had become much simpler.
School management systems need not be expensive. While
there is a lot of expensive software on the market, much
can be done using low cost, widely available (open source)
programmes. These can be easily rolled out to cover a larger
number of schools at little additional cost.
Involvement of parents in monitoring school performance ICT
can be used to strengthen ties between parents and the school,
increasing parental involvement and commitment to a good
education for their children. Several IICD-supported projects are
implementing reporting systems to map teacher absenteeism,
which is a challenge especially in remote areas. Computers for
Schools Uganda (CFSU) and Rwenzori Consortium for Civic
Competence (RWECO) are using text messaging to raise aware-
ness among parents and teachers of the importance of school
attendance as well as to monitor school performance. Bulk
SMS messages to teachers and community members spotlight
educative topics, announcements and reminders of meetings.
Parents can also text their views, for example, about teacher
attendance at school, school administration, sanitation and
hygiene, and the quality of teaching materials.
In Ghana, a similar pilot did not work out as expected and
an alternative was devised. Stephen Agbenyo of Savana
Signatures explains: ‘We tried to use SMS for parent parti-
cipation but have been struck with the reality that a good
number of the parents are not literate. We are currently using
voice messaging. This way, the messages are recorded in the
local language and then sent as a phone call to the parents.’
The rural-urban digital divide
In most of our partner countries, ministries of education are
developing online services to ease administrative burdens.
IICDeducation/page8
3.Improvingschoolmanagement
9. Keepingteachersenthusiasticaboutruralschools
ICT is seldom the number one priority in rural schools –
there are so many pressing needs to be met. However, ICT,
and especially Internet connectivity, can play a key role in
solving many of the different challenges that rural schools
face. One of these is staff retention. Distance from family,
friends, (urban) entertainment and information make rural
schools less attractive to teachers, many of whom are just
out of urban-based training colleges. IICD has observed
first-hand the major difference that Internet can make in rural
teachers’ job satisfaction. It gives them a way to connect with
their loved ones and access professional information and
guidance. It also boosts the image of work in rural areas.
A teacher from the AIC Girls Boarding School in rural Kajiado,
Kenya, explains how computer and Internet access made
a difference to her: ‘I feel recognised in my job, I feel more
professional, and I am more enthusiastic about my job.’
IICDeducation/page9
This obliges all schools, urban as well as rural, to be online.
Yet many rural schools have no ready internet connection,
which creates a problem. The schools involved in the
Maasai4Change project in Kenya are a good example. Every
year a group of primary school students in pastoralist regions
have to sit for exams. But registration for these exams must
now be done online. Since the pastoralists have no internet
connectivity, the school had to collect money from the
students and hire someone to register them using the
facilities of an Internet café, located some three hours
away by motor-bike. As this situation illustrates, creating
ICT solutions with partners in remote rural areas becomes
increasingly important as urban areas move ahead and
the digital divide widens.
10. Integrating ICT skills into vocational training is a key area
of IICD support. Occupations such as carpenter, tailor and
welder are the backbone of many communities. Local avail-
ability of such vocations is especially important in develop-
ing countries where manufacturing industries are emerging.
ICT skills are valuable in most jobs, and integrating ICT into
vocational curricula improves the relevance of schooling in
any area. Business skills, like marketing, administration and
accounting, as well as life skills and career development, are
all aspects of vocational training that can be improved with
ICT support.
IICD focuses its capacity development on instructors at voca-
tional training institutes. The projects that we support teach
them to use simple ICT tools to create educational content that
is relevant to their students and context. Students get to work
with their hands, but they also watch videos showcasing work
done by peers and digitally document their own products and
projects. Business skills is another area where IICD helps voca-
tional training institutes develop targeted ICT-related courses.
Relevant training for better employment
In Lusaka, Zambia, IICD collaborated with the Chawama
Youth Centre to create ICT training courses to provide the
local youth better computer skills. After following a course,
some 60 per cent of the students, many of them women,
have found employment as secretaries and salespersons.
A recording studio was also established, where students
learn to record their music and find assistance in marketing
it under their own label.
ICT has been integrated into occupational courses as well, for
example, with drafting software used in carpentry and tailoring.
Students have quickly become adept at using the Internet to
search for new designs and ways to market their products.
IICD partner ACDEP (the Association of Church-based Devel-
opment NGOs) has developed ‘light’ ICT courses tailored to
specific vocations for use in Ghanaian schools: software for
carpenters to do cost calculations, basic bookkeeping tools
for market women, and pattern design for batik producers.5
ICT to improve the image of vocational training
Vocational training is often considered to be for people with
little capacity to learn. Integrating ICT into vocational training
boosts the image of such training among parents, students
and instructors. According to Isaac Chanda of Ndola Youth
Centre, many Zambians used to think that vocational training
was only for dropouts. The Centre not only integrated ICT into
its vocational training, it also introduced the use of media like
television, radio and SMS messaging to raise awareness and
dispel negative stereotypes.
IICD advises national education ministries on ICT for Edu-
cation policies. To date, we have been a helpful partner
to the governments of Bolivia, Burkina Faso, Ecuador,
Tanzania, Zambia and Malawi.
IICD also supports strategy development in ICT for
Education at the regional and organisational levels. Our
experiences in grassroots education projects feed into our
inputs to policy development at the regional and national
levels. We connect local experts and ICT champions with
higher level policy developers, stimulating policies that
are based on local expertise. This approach creates a win-
win situation: government gains access to on-the-ground
expertise and lessons and project partners find recognition
for their efforts and perhaps access to additional funding.
Donor alignment
In most countries multiple donor organisations are involved
in ICT for Education, though they are not always aware of
what the others are doing. To ensure coordinated support for
policy formulation, IICD closely collaborates with a spectrum
of organisations. In Malawi, an ICT task force at the level of
the Ministry of Education, Science and Technology unites
all major donor organisations (the World Bank, UNICEF,
USAID, GIZ and others). Buy-in of these donors is essential
to develop an effective implementation plan for the use
of ICT in education.
Parental involvement to ensure sustainability
The financial future of ICT in schools is more secure when
parents and the wider community are involved. In Bolivia,
235 schools are establishing computer labs. To ensure the
sustainability of the labs, teachers, parents and the community
own and operate the labs together. The labs also function as
community Internet cafes. Parent-teacher associations and
residents contribute to cover recurrent ICT costs, such as
maintenance, Internet service costs, ICT manager salaries
and office expenses.
Beyond any one school or institution, it is important to seek
political support from local and national education authori-
ties to ensure funding and recognition in the long term.
During a country-wide learning event organised by IICD,
Ingrid Guzman Soto, TAREA project coordinator in Peru,
had the chance to visit schools in Bolivia: ‘I saw that not only
teachers and communities are involved in the use of ICT
for education, but also local and national government and
companies. Seeing how Bolivian schools do this gave me
many new inputs and ideas, both for school management
and pedagogy.’
5.IntegratingICTintopolicyandstrategy
IICDeducation/page10
4.Strengtheningyouthemployability
11. IICD contributions increasingly centre on the transformative
potential of ICT. In teacher training colleges, teachers improve
their classroom skills through (self)assessments using video.
In the classroom, a more engaging and student-centred peda-
gogy is facilitated by interactive learning tools and software,
digital games, photography and video. Teachers benefit from
ongoing training in the use of these resources. That training,
furthermore, needs to combine ICT and content development
skills with student-centred methods of teaching.
As digital educational software becomes more complete
and widely available, teachers no longer need to develop
everything themselves. IICD helps them find a balance
between using and adapting materials from elsewhere and
developing their own. For IICD, teachers remain in the
driver’s seat when making these decisions.
Integrating ICT into vocational coursework gives graduates
a better chance in the labour market. IICD and local partners
increasingly focus on the development of tailor-made courses
to meet the needs of specific business sectors, for example,
introducing computer-assisted pattern design for batik
producers.
Digitisation of school management systems is often a first
step towards the more challenging use of ICT in teaching.
School managers are attracted by the quick efficiency gains
of computer administration. Data collection is improved
and accuracy as well, for example, of students’ grades and
attendance figures. Also, the cost of computerised school
management systems is relatively low.
A supportive management remains key to the success of
any ICT for Education initiative. In our social innovation
approach, sensitisation of decision makers is an essential
step that cannot be overlooked. However, it has its limits
if other interests turn out to be stronger. In the end, an
enabling environment has to be in place for ICT to be of
sustained added value for education.
IICD focuses on involvement of local communities, parents
in particular, in children’s education. ICT, especially mobile
telephones and SMS platforms, open new communication
channels between parents and schools, providing feedback
mechanisms for improving the quality and relevance of
schooling. We look forward to sharing more about the
impact of these interventions in the years to come.
SummaryandtrendsinICTforEducation
IICDeducation/page11
1
This publication is an update of the booklet ‘ICTs for education: Impact and lessons learned from IICD-supported activities’
http://www.iicd.org/about/publications/icts-for-education-impact-and-lessons-learned-from-iicd-supported-activities/
2
UNESCO EFA Global Monitoring Report 2012 http://unesdoc.unesco.org/images/0021/002180/218003e.pdf
3
IICD’s social innovation process is described in detail in the publication From Need to Sustainability.
4
For more information see, the research conducted by one of IICD's Bolivian education partners CEPAC: http://bit.ly/CEPAC13
5
A video about ICT and entrepreneurship is available at www.iicd.org/articles/struggling-entrepreneurs-in-rural-ghana-increase-business-by-using-computers
Footnotes