It is a ppt presented in a regional seminar organised Centre for Early Childhood, Nonformal and Informal Education Development on 11th/12/12

1. BEST PRACTICES OF INFORMATION TECHNOLOGY
USAGE IN LITERACY PROGRAMMES: THE CASE OF
UGAND
Juma Abdu Wamaungo

2. 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

3. 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.

4. Country Profile

5. 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)

6. Uganda’s Education System
Formal Nonformal Informal
Education Education
Learning
Learning Out-comes
Real Competencies
EDUCATION

7. 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)

8. 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

9. World Literacy Levels

10. World Illiteracy Rate 1970 to 2015 (projected)
50.0
45.0
40.0
35.0
30.0 Female
25.0 Male
20.0 Total
15.0
10.0
no t al upo Pf o e gat necr e P
5.0
0.0
1970 1980 1990 1995 2000 2005 2010 2015
Date
i

11. ICT in the Perspective of UNESCO

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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.

18. 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 be
Learning is Self directed played when needed enable people to learn
and adopt new practices
2 devices can be
connected to copy with
no much technology Gathered to acquire information on
Health and agricultural.

19. Tujuannya for ICT in Literacy
Mengetahui dan Terampil dalam Bersikap mandiri dan
memahami profesional dalam
tentang
1. Disiplin akademik 1. Melakukan prosedur- 1. Memahami sifat
2. Dasar-dasar prosedur keterampilan kemandirian
keterampilan 2. Bergaul dengan orang 2. Berkomitmen terhadap
3. Hubungan antar lain kemandirian
peribadi 3. Berkemauan untuk
4. Nilai-nilai melakukan sesuatu secara
mandiri

20. TERIMAKASIH