4 laptop computers including spare batteries, extra keyboard, mouse, and ..... RAM, 800MHz FSB, 1MB L2 Cache, 80G HD, DVD-RW, 17-inch Hyundai LCD.
Technical Assistance Consultant’s Report Project Number: TA No. 6278-REG January 2008
Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region: “Final Report” (Financed by the Poverty Reduction Cooperation Fund, Asian Development Bank)
Prepared by Sarah Pouezevara Carmen Strigel Julian Watson RTI International 3040 Cornwallis Road Research Triangle Park, NC 27709-2194 USA
For Asian Development Bank ATTN: Jouko Sarvi Principal Education Specialist Capacity Development and Governance Division Regional and Sustainable Development Department 6 ADB Avenue, Mandaluyong City 1550 Metro Manila, Philippines
This consultant’s report does not necessarily reflect the views of ADB or the Governments concerned, and ADB and the Governments cannot be held liable for its contents. RTI International is a trade name of Research Triangle Institute.
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CONTENTS I.
EXECUTIVE SUMMARY.....................................................................................................1
II.
INTRODUCTION .................................................................................................................4 A. Background of the RETA..............................................................................................4 B. Scope of the RETA.......................................................................................................5 C. RETA Deliverables .......................................................................................................6
III.
POLICY AND STRATEGY COMPONENT ..........................................................................7 A. Introduction to the Policy and Strategy Component .....................................................7 B. Events Under the Policy and Strategy Component ......................................................8 C. Policy and Strategy Research Methodology...............................................................10 D. Policy and Strategy Research Findings and Conclusions ..........................................10 E. Policy and Strategy Recommendations......................................................................14
IV.
E-RESOURCES COMPONENT........................................................................................16 A. Introduction.................................................................................................................16 B. Events and Outputs: Mongolia ...................................................................................18 1. Site Assessment.................................................................................................. 18 2. Study Activities .................................................................................................... 19 3. Study Methodology.............................................................................................. 20 4. Study Findings and Conclusions ......................................................................... 21 5. Study Recommendations .................................................................................... 22 6. Implementation Constraints in Mongolia ............................................................. 23 C. Events and Outputs: Samoa.......................................................................................24 1. Site Assessment.................................................................................................. 24 2. Study Activities .................................................................................................... 24 3. Study Methodology.............................................................................................. 25 4. Study Findings and Conclusions ......................................................................... 26 5. Study Recommendations .................................................................................... 29 6. Implementation Constraints in Samoa................................................................. 31
V.
E-TEACHER TRAINING COMPONENT ...........................................................................31 A. Introduction.................................................................................................................31 B. Events and Outputs—Nepal .......................................................................................34 1. Site Assessment.................................................................................................. 34 2. Study Activities .................................................................................................... 34 3. Study Methodology.............................................................................................. 36 4. Study Findings and Conclusions ......................................................................... 36 5. Study Recommendations .................................................................................... 38 6. Implementation Constraints in Nepal................................................................... 39 C. Events and Outputs—Bangladesh .............................................................................40 1. Site Assessment.................................................................................................. 40 2. Study Activities .................................................................................................... 40 3. Study Methodology.............................................................................................. 42 4. Study Findings and Conclusions ......................................................................... 42 5. Study Recommendations .................................................................................... 44 6. Implementation Constraints in Bangladesh ......................................................... 45
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VI.
INTERNATIONAL ICT FOR EDUCATION CONFERENCE ..............................................46 A. Introduction.................................................................................................................46 B. Team Activities for the Conference ............................................................................48 C. Conference Deliberations ...........................................................................................50 D. Conference Conclusions ............................................................................................54
APPENDIXES .............................................................................................................................55 APPENDIX 1: RETA KEY DATES....................................................................................56 APPENDIX 2: CONFERENCE PROGRAM......................................................................60 APPENDIX 3: SCREEN-CAPTURE OF THE WIKI ENTRY PAGE ..................................64 APPENDIX 4: RETA RESEARCH FLOWCHART AS DESIGNED MARCH 2007 ...........65 APPENDIX 5: RETA FRAMEWORK ................................................................................66 APPENDIX 6: RETA BIBLIOGRAPHY .............................................................................67 1. Subject: Policy and Strategy Issues .................................................................... 67 2. Mongolia: Background and Educational Information ........................................... 72 3. Samoa: Background and Educational Information .............................................. 73 4. Nepal: Background and Educational Information ................................................ 75 5. Bangladesh: Background and Education Information ......................................... 77 6. Subject: Education Quality, Teaching Quality ..................................................... 78 7. Subject: ICT in Education (General).................................................................... 78 8. Subject: ICT in Teacher Training......................................................................... 80 9. Subject: Mobile Learning ..................................................................................... 81
APPENDIX 7: POLICY AND STRATEGY REPORT APPENDIX 8: MONGOLIA COUNTRY REPORT APPENDIX 9: SAMOA COUNTRY REPORT APPENDIX 10: NEPAL COUNTRY REPORT APPENDIX 11: BANGLADESH COUNTRY REPORT APPENDIX 12: OVERVIEW POLICY AND STRATEGY FINDINGS APPENDIX 13: SUMMARY OF FINDINGS, MONGOLIA APPENDIX 14: SUMMARY OF FINDINGS, SAMOA APPENDIX 15: SUMMARY OF FINDINGS, NEPAL APPENDIX 16: SUMMARY OF FINDINGS, BANGLADESH APPENDIX 17: DRIVERS FLYER APPENDIX 18: VIDEO FLYER APPENDIX 19: MOBILE PHONE FLYER
Exhibits Exhibit 1. Exhibit 2. Exhibit 3. Exhibit 4. Exhibit 5.
RETA Domestic Team .................................................................................................4 Overview of RETA Activities in Mongolia and Samoa, by Calendar Quarter .............17 List of Equipment Procured—Mongolia......................................................................20 List of Equipment Procured—Samoa.........................................................................25 Overview of RETA e-Teacher Training Activities in Nepal and Bangladesh, by Calendar Quarter .....................................................................................................33 Exhibit 6. List of Equipment Procured—Nepal...........................................................................35 Exhibit 7. List of Equipment Procured—Bangladesh .................................................................41
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Abbreviations ADB ADBI APDIP APR BOU CCI CLC CMAD CPD DEO DMC ECD EMIS ETC GSM GPRS ICT iEARN IIREM IT LCD MESC MECS MMS NCED NGO PCV PPP RETA RTI SEAMEO INNOTECH SEDP SMS SWAp TA TCO TEP TQI-SEP TTC TVET UNDP UNESCO
Asian Development Bank Asian Development Bank Institute Asia-Pacific Development Information Programme Asia Pacific Region Bangladesh Open University Curriculum Corporation International Community Learning Center (SchoolNet) Curriculum Materials and Assessment Division Continuous Professional Development District Education Office (Bangladesh) developing member country Education and Culture Department (Mongolia) education management information system Education Training Center (Nepal) global system for mobile communications general packet radio service information and communication technology International Education and Resource Network ICT for Innovating Rural Education in Mongolia information technology liquid crystal display Ministry of Education, Sports, and Culture (Samoa) Ministry of Education, Culture, and Science (Mongolia) multimedia messaging service National Center for Education Development (Nepal) nongovernmental organization Peace Corps volunteer public-private partnership Regional Technical Assistance Research Triangle Institute South East Asia Ministers of Education Organisation, Regional Center for Educational Innovation and Technology Second Education Development Project (Mongolia) short messaging service sector-wide approach technical assistance total cost of ownership Teacher Education Program (Nepal) Teaching Quality Improvement in Secondary Education Program (Bangladesh) Teacher Training Center (Bangladesh) Technical and Vocational Education and Training United Nations Development Programme United Nations Educational, Scientific and Cultural Organization
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I.
EXECUTIVE SUMMARY
1. This document is the Final Report for the Asian Development Bank (ADB) Regional Technical Assistance (RETA) No. 6278-REG. The contract for this RETA, “Innovative Information and Communication Technology in Education and Its Potential to Reduce Poverty in the Asia and Pacific Region,” was signed on March 16, 2006, between ADB and RTI International. 2. The RETA was implemented by RTI International in partnership with iEARN-USA, and commenced in April 2006. Mongolia, Samoa, Nepal, and Bangladesh were focus countries of this RETA, which featured three technical components: (i) (ii) (iii)
Policy and Strategy component e-Resources component e-Teacher Training component.
3. The Policy and Strategy component featured site visits to each of the four countries, as well as missions to Thailand and the Philippines for further investigation. Desk studies also made up a big part of this component, including gathering, reviewing, and evaluating existing research and documentation. The e-Resources and e-Teacher Training components featured the following in each of the four focus countries: •
A site assessment
•
A study kickoff workshop/expert forum
•
A variety of professional development activities
•
Moderate information and communication technology (ICT) resource procurement and issuance
•
Qualitative and quantitative data collection
•
Data analysis and reporting.
4. Research outcomes from all four countries were shared at an International ICT for Education Conference that took place October 16–18, 2007 at ADB Headquarters in Manila, Philippines. The following are key outputs of the RETA as a whole: •
Regional policy and strategy research has been conducted that identified new aspects to be considered in the design and development of ICT in education policies and strategies. Of note are some of the intangible aspects, such as promoting a shared vision for ICT in education and stimulating public awareness and demand. This component also contributed to knowledge about possible government tools and interventions for nurturing ICT in areas of (i) planning, (ii) legal and regulatory issues, (iii) issues of content and infrastructure, and (iv) institutional strategies and publicprivate partnerships. Integrating these intangible aspects and government tools into a framework the research expands existing knowledge about the features of an enabling environment to optimize use of ICT for education.
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•
The RETA effectively complemented existing ICT in education initiatives in Mongolia and Samoa in addressing gaps in areas of professional development, equipment provision, and strategic planning, thereby strengthening investments already made. Research findings from a detailed analysis of these initiatives yielded critical information on what works, what does not, and under what circumstances in integrating e-resources into classrooms, schools, and ADB developing member countries’ (DMCs’) education sectors.
•
ICT pilot studies, linking to existing ADB-funded teacher training projects, were successfully implemented in Bangladesh and Nepal. Findings from these pilots have been derived that will inform future efforts in leveraging ICT to support teacher training, especially in rural and remote areas and for marginalized populations.
•
The RETA contributed successfully to the content and organization of the 2007 International ICT for Education Conference.
•
The work done under the RETA will inform DMC stakeholders on appropriate, innovative ICT in education approaches and their applicability and sustainability in diverse DMCs’ country contexts.
•
The RETA achieved its objectives and completed its planned outputs within the original project timeframe.
5. The following provides a synthesis of research findings from across the RETA components: •
There are general lessons to be learned from ICT in education initiatives in the RETA focus countries that will be helpful in the formation of policies and strategies for other countries within the region; however, localization and contextualization to each individual DMC are critical.
•
The RETA results emphasize the need for a paradigm change in how ICT is being conceptualized. The shift from ICT as an end in itself to ICT as a tool has been postulated and stressed in many publications and initiatives already. This RETA, however, also adds the concept of ICT as a catalyst for systemic change to the existing paradigm of ICT being a lever or tool to support achievement of education outcomes. Research findings indicate the importance of organizational change management at all levels of the education system and outline instances in which technology can serve as a catalyst in a climate of innovation.
•
Related to this, the consensus from the conference held in October 2007 highlights a shift in conceptual approach from ICT in education to ICT for education. This shift stresses the importance of ICT being integrated to serve education outcomes, rather than being driven by technology and hardware.
•
The RETA also found that not only the presence, but also the lack of, infrastructure can at times serve as a catalyst for innovation. Such lack forces education communities to seek solutions that match their specific context and innovate approaches to using technology in those circumstances (i.e., mobile phones in Bangladesh; portable, stand-alone technologies not linked to networks in Nepal; and solar and wind energy to power school ICT infrastructure in Mongolia). Those
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innovations can then provide lessons learned about the pedagogical benefits of the technology to other countries regardless of their infrastructure. •
Research findings in all four countries also highlight the importance of educational objectives and pedagogical deliberations as drivers of technology integration. Where technology was introduced without a shared vision of the educational objectives and supporting models of pedagogical integration, educational use of the technology to enhance learning was limited.
6. Following a more general introduction to the RETA in Chapter II, a detailed overview of activities, findings, and recommendations from the Policy and Strategy component can be found in Chapter III; from the e-Resources component in Chapter IV; and from the e-Teacher Training component in Chapter V of this report. Chapter VI covers the International ICT for Education Conference that took place in Manila in October 2007, and sums up the inputs of this RETA to the conference as well as conference conclusions. A number of appendixes complement the main text of this report, including an overview of RETA key dates, a copy of the conference program, a screen capture of the Wiki entry page for the October 2007 conference, the RETA research flowchart, the RETA framework, and an extensive RETA bibliography. A number of other appendixes, provided as separate files, accompany this report, including RETA deliverables, report summaries, and flyers on selected content areas of the RETA.
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II. A.
INTRODUCTION
Background of the RETA
7. With the aim of providing DMCs with better guidance to use ICT effectively in education, ADB funded a 21-month RETA in Bangladesh, Nepal, Mongolia, and Samoa. The RETA researched approaches to using ICT in education for improvements in teaching and learning that are not only successful but also feasible and sustainable given the region’s development challenges. 8. RTI International and iEARN-USA were partners for the RETA. Management was shared between the Team Leader and Policy and Planning Expert, Julian Watson; and RTI International Study Director and Education Technology Expert in e-Resources, Carmen Strigel. They were joined by Sarah Lucas Pouezevara as the Education Technology Expert in eTeacher Training. The team of domestic consultants was managed by iEARN-USA, under the leadership of Director Ed Gragert. Exhibit 1, below, lists the team of domestic consultants in the four focus countries. Exhibit 1. RETA Domestic Team Mongolia Sukhbaatar Enkhjargal, Curriculum and Learning Materials Specialist Lhagvasuren Ariunaa, Evaluation Specialist
Samoa Ioana ChanMow, Curriculum and Learning Materials Specialist Ruby Va’a, Evaluation Specialist
Nepal Binita Parajuli, Teacher Training Specialist
Bangladesh Golam Hiru, Teacher Training Specialist
Babi Kafle, Evaluation Specialist
Rubina Khan, Evaluation Specialist
9. ADB has recognized that DMCs need assistance to integrate ICT into education not only in selected urban centers, but also among poor, remote, and disadvantaged communities. Between 2001 and 2006, ADB funded initiatives for the education sector in several countries that tried to use ICT to improve teaching and learning. 10. Four of those countries were selected to be the foci of this RETA: Mongolia, Samoa, Nepal, and Bangladesh. The countries chosen by ADB, based on their specific geographic and demographic aspects, provided their perspectives and country context. The RETA linked with existing education projects in each of the four participating countries that featured ICT elements. In Mongolia and Samoa these projects were focusing on using e-textbooks1 and developing electronic teaching and learning materials to reach poor and remote areas with up-to-date education resources. In Nepal and Bangladesh, ICT was being used to decentralize and improve teacher training. Furthermore, the diversity of the four focus DMCs selected for close examination—for example, in population, geography, economic status, education governance structures, and climate—is such that they present a broad and diverse selection of challenges and raise enough issues to allow the RETA team to extrapolate solutions. The objective was to link to these existing projects, conduct interventions that would yield lessons learned on successful approaches as well as challenges of using ICT for education, and provide general 1
For the context of this RETA, e-textbooks were considered a subcategory of technology-supported or electronic teaching and learning materials for teachers, classrooms, and students. For the purpose of the study, a more general term, “e-Resources,” was adopted and used throughout the RETA and its publications, including this final report, as well as in the title of the international expert responsible for this component.
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policy and strategy guidance to DMCs to optimize use of ICT for education. The team was also requested to assess the demand for ICT in education applications, the critical linkages between science and technology, and the relevant policy frameworks under the Policy and Strategy component. 11. Specifically, the RETA had the following aims: (i) to highlight promising models of ICT integration and best practices; (ii) to identify drivers and barriers to successful ICT integration; and (ii) to share lessons learned with a specific focus on rural and remote areas. The RETA combined policy analysis, program evaluation, and small-scale activities. The RETA was structured along three technical components: (i) (ii) (iii)
Policy and Strategy component (regional) e-Resources component (Mongolia and Samoa) e-Teacher Training component (Nepal and Bangladesh).
12. The timelines for both the e-Resources and e-Teacher Training components overlapped, with both components culminating in the International ICT for Education Conference that took place at ADB headquarters in Manila, October 16–18, 2007, titled “Optimizing ICT for Education: Sharing Practical Experiences from the Asia Pacific Region. What Works, What Doesn’t, and in What Circumstances.” The Policy and Strategy component ran concurrently. For a chronological overview of activities across all components, see Appendix 1, RETA Key Dates. B.
Scope of the RETA
13. As the research progressed, the assumptions and scope of the RETA were adjusted, acknowledging that Innovative ICT in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region is a broad canvas. To focus the RETA’s scope, the team confirmed with the Principal Education Specialist at ADB that it was not within the team’s remit to look far outside the impact of ICT on formal education, with the one exception of the areas in which acquiring the skills necessary for the technical support of ICT on a day-to-day basis would affect the possible implementation of ICT programs in schools. Likewise, the use of ICT in tertiary education was excluded except in the field of teacher training. Centers of excellence (which are often attached to tertiary institutions), however, were included. The RETA built on an existing body of knowledge and research, especially in terms of two widely accepted hypotheses: •
Improved education reduces poverty
•
Improved teaching skills lead to improved learning.
14. It should be emphasized that rather than investigating learning about technology, this research focused on use of ICT to enhance teaching and learning as well as teacher training. In other words, the RETA was concerned with the use of e-resources in teaching and learning and the application of technology for distance learning. The spheres of the RETA research were therefore enumerated as follows: •
ICT to enhance teaching and learning. This was strongly related to team interventions and research in Mongolia and Samoa. There, initiatives focused on the use of e-resources in teaching and learning and, specifically, classroom instruction.
•
ICT to support training. In both study projects in Bangladesh and Nepal, ICT was primarily being used to support teacher training to overcome issues of access to teacher professional development. There is overlap between ICT to enhance
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teaching and learning and ICT to support training. In both Samoa and Mongolia, initiatives’ additional objectives were to use ICT to strengthen the capacity of teachers, not only in terms of their computer skills, but also in areas of pedagogy and teaching methodology related to ICT. This also included the establishment of teacher networks in Mongolia, for example. In the other direction, the initiatives in Nepal and Bangladesh involved the teacher trainee as the “student,” and the use of multimedia to improve learning in the classrooms of teacher training centers (TTCs).
15.
C.
•
Centers of excellence and human resources development. The specific interest in these centers of excellence was not in their role as innovators or developers of new practices and applications within the countries, but in how successful they are in transferring innovative ideas and practices to teachers and schools. Centers of excellence were also related to the area of human resources development, which this RETA touched upon to some extent. This refers to both the capacity within the teaching profession, and the strength of the support technicians and institutions that create a sustainable environment for the development and integration of ICT in education.
•
Supporting education administration with ICT. Although ICT for administration and management of education—such as education management information systems (EMIS)—was not a main focus of the RETA, there were elements that included ICT to support management and administration of ICT, such as the discussion group workshops under the e-Teacher Training component in Nepal, or training and support in areas of organizational integration of ICT in both Mongolia and Samoa.
The RETA did not concern itself with the following: •
Learning about ICT: defined as learning about computers and the Internet, in which technological literacy is the end goal
•
Technical and vocational education and training (TVET); however, the Policy and Strategy component looked at informatics to the extent that it provides adequate trained human support for ICT in schools
•
Higher education (except teacher training)
•
Distance education for non-education sectors (e.g., health education, agricultural education)
•
Supporting education administration with ICT, such as EMIS.
RETA Deliverables
16. The RETA team produced a set of reports, all of which are provided as appendixes to this report (Appendixes 7–11) in separate files. 17.
Under the Policy and Strategy component, the following report was produced: •
From Policy to Pupil: How Governments Encourage ICT in Education. Regional ICT Policy and Strategy Report
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18.
19.
Under the e-Resources component, the following reports were produced: •
Where Desert Meets Technology: Findings from ICT in Education Initiatives in Rural Schools in Mongolia. Mongolia Country Report
•
Provoking Change: Technology in Education Case Studies from Samoa. Samoa Country Report
Under the e-Teacher Training component, the following reports were produced: •
Old Technology or New? A Study of Video Recording as an Innovative Method for Primary School Teacher Training in Rural Nepal. Nepal Country Report
•
Learning Communities Enabled by Mobile Technology: A Case Study of SchoolBased, In-Service Secondary Teacher Training in Rural Bangladesh. Bangladesh Country Report III.
A.
POLICY AND STRATEGY COMPONENT
Introduction to the Policy and Strategy Component
20. It was planned that this component would draw on the original findings of the e-Resources component and the e-Teacher Training component, combining this information with the unique opportunities provided by the two ADB conferences on ICT in education scheduled for 2006 and 2007. This compendium would then help answer some fundamental questions about the use of ICT to improve access to and quality of education and ultimately reduce poverty. This plan was changed somewhat during the course of the RETA when the two conferences originally planned were combined (see paragraph 142); moreover, as a result of delays in some of the five projects under investigation, findings from the e-Resources and eTeacher Training component were made available later than originally planned. This affected the Policy and Strategy component in making it more reliant on desk and site research—i.e., gathering, reviewing, and evaluating research that had already been performed. Nonetheless, research in this component still integrated relevant findings from the other two RETA components, as well as outcomes of discussions and sessions during the 2007 International ICT for Education Conference. 21. The Policy and Strategy component aimed at supporting DMCs and ADB in the design of policy and strategic plans that promote appropriate and increased use of ICT in education in the Asia and Pacific region. In this, the main task of this component was to identify, investigate and discuss key aspects to be considered in such a context. Specifically, the Policy and Strategy component researched issues of ICT policy and strategy and identified tools and interventions DMC governments can apply to nurture the appropriate use of ICT for education. 22. The research under this RETA component contributed to a more differentiated and expanded view of the concept of the “enabling environment” for ICT. Such an enabling environment can be described as “a trustworthy, transparent, and nondiscriminatory legal, regulatory and policy environment,” which needs to be created by governments “to maximize the social, economic and environmental benefits of the Information Society.”2 Comparing this 2
World Summit on the Information Society. 2003. Plan of Action. Geneva. 6. Available: http://www.itu.int/ dms_pub/itu-s/md/03/wsis/doc/S03-WSIS-DOC-0005!!PDF-E.pdf.
8
background with findings on common elements of ICT policies in the region, it became clear that appropriate ICT policies and strategies are at the core of an enabling environment for ICT. This RETA policy and strategy research adds new elements to the current discussion on critical elements of comprehensive ICT policies and strategies, and the related concept of the enabling environment. B.
Events Under the Policy and Strategy Component
23. The Policy and Planning Expert visited the Philippines, Mongolia (three times), Samoa, Nepal, Bangladesh, and Thailand to conduct research under this component. 24. Mission to the Philippines. The mission to the Philippines took place while the structure of the research under this component was still being discussed with the Principal Education Specialist at ADB, and the Policy and Planning Expert worked closely with him at ADB headquarters. In the Philippines, the mission achieved the following objectives: •
To further amplify and focus the scope of the required outputs with the ADB Principal Education Specialist
•
To identify resources at ADB that would contribute to the research under this component
•
To visit centers of excellence to see if and how they were generating innovative ICT solutions.
25. Relevant research materials were accessed from the ADB library, the Commission on ICT, and SEAMEO INNOTECH, the oldest center of excellence in the region.3 It became clear that part of the Policy and Strategy component would be to investigate lessons learned from middle-income DMCs that will be useful for low-income DMCs’ strategies. The Policy and Planning Expert also met with the Principal Knowledge Management Specialist at ADB, as well as Senior Education Specialists in relevant Social Sector Divisions of ADB. 26. Site Assessment Mission to Mongolia (Visit I). A formal team site assessment to Mongolia was undertaken from April 24 to May 15, 2007, by the Policy and Planning Expert and the Education Technology Expert in e-Resources. A kickoff workshop in the form of an expert forum was held on May 3, 2006, in Ulaanbaatar, and was attended by ADB staff, ADB project staff, selected government officials, other donors, private sector representatives, teachers, principals and subject-matter experts. The forum set the stage for the interventions in the country, informing about RETA goals and objectives, as well as soliciting suggestions, input, and comments from participants. It provided an opportunity to discuss the current situation on ICT in education in Mongolia. The mission not only brought a better understanding of ICT development in the Mongolian situation, but also clarified questions that were to be addressed throughout the Asia and Pacific region. This first mission to Mongolia also informed the list of issues to be investigated under this component. 3
Southeast Asian Ministers of Education Organization (SEAMEO) was born on November 30, 1965, to .”..promote cooperation among the Southeast Asian nations through education, science and culture in order to further respect for justice, for the rule of law and for the human rights and fundamental freedoms which are the birthrights of the peoples of the world." (Charter of Southeast Asian Ministers of Education Organization signed on February 7, 1968, and ratified by President Ferdinand E. Marcos on February 28, 1977.) SEAMEO INNOTECH (Regional Center for Educational Innovation and Technology) was established in 1970, following the SEAMEO Council’s approval of its 5-year plan and interim plan of operations. It is one of three regional centers hosted by SEAMEO. The center focuses on issues of training, research and evaluation, and ICT, and is located in Manila within the campus of the University of the Philippines in Diliman.
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27. Mongolia Visit II. On September 18 and 19, 2006, the Policy and Planning Expert took the opportunity, while in Mongolia, to meet with the Government of Mongolia (Ministry of Education, Culture and Science [MECS], Ministry of Telecommunications, and Mongolian Information Communication Authority), as well as with the two domestic consultants. This was with the specific purpose of taking a deeper look into the process of decision making and the interactions of these government agencies that led to the ICT policy inputs for Mongolia's second and third education development programs, which are supported by ADB. 28. Mongolia Visit III. On November 21 and 22, 2006, the Policy and Planning Expert was again in Mongolia and sought clarification from MECS as to its views on the cost effectiveness of the different aspects of ICT supported by the two ADB projects under investigation by this RETA. Useful information was also found as to the restraints that MECS finds in implementing ICT strategies. 29. Samoa Mission. From June 14 to 28, 2006, the Policy and Planning Expert and the Education Technology Expert in e-Resources made their formal site assessment in Samoa. The Policy and Planning Expert looked at the Samoa SchoolNet and Community Access Pilot project, one of the five projects under investigation by this RETA, and used the resulting information as a particular example from which to raise general questions associated with smallpopulation DMCs facing ICT implementation challenges. A RETA kickoff expert forum, conducted on June 26, 2006, featured a lively and detailed discussion about challenges, needs, demands, and perceptions on ICT in education and training. Represented at the forum were schools, teacher training institutions, government offices, donor agencies, professional associations, and the private sector. The visit coincided with a multidonor cooperation meeting drawing up an Educational Sector Program. The Policy and Planning Expert interviewed a variety of stakeholders from ministries, private sector firms, donor agencies, schools, teacher training institutions, and the Samoa SchoolNet pilot project. The mission to Samoa highlighted different ICT implementation challenges that were not evident in Mongolia. It raised new questions to be addressed in the search for policy guidelines on ICT implementation across the Asia and Pacific region. The mission, therefore, contributed new items, such as donor cooperation, to the list of issues to be researched under this component. It further emphasized the opportunity to inform this research through the diversity of the region covered and allowed for a rich and comprehensive view on issues of ICT in education, especially as they link to the social, geographical, and financial contexts of each country. Subsequent country missions to Nepal and Bangladesh further expanded on this perspective. 30. Nepal Mission. During January 14–25, 2007, the Policy and Planning Expert and the Education Technology Expert in e-Teacher Training made the initial site assessment visit to Nepal. An expert forum was held on January 16, 2007. The RETA consultants were joined by the ADB Principal Education Specialist, which gave an opportunity to discuss management issues. The Policy and Planning Expert interviewed representatives of government, academics, and private enterprise drawn from the participants of the Nepal expert forum and other relevant stakeholders. 31. Bangladesh Mission. During February 11–23, 2007, the Policy and Planning Expert traveled to Bangladesh and arrived in country before the Education Technology Expert in e-Teacher Training. With the help of the domestic team, as well as introductions provided by the ADB Principal Education Specialist, 11 meetings with appropriate stakeholders were arranged. Further meetings with a number of institutions were held in conjunction with the Education Technology Expert in e-Teacher Training and the ADB Principal Education Specialist; one of these meetings—with the Bangladesh Broadcasting Authority—was reported in the national
10
media. The Policy and Planning Expert held a conference discussion with a 10-member delegation from the Chambers of Commerce that included newspaper proprietors and garment manufacturers. The political turmoil in Bangladesh at the time gave invaluable insight into the difficulties of policy implementation when there is political instability and government collapse. 32. Thailand Visit. The visit to Thailand took place February 24–28, 2007. Although Thailand was not a focus country of the RETA, an opportunity was taken on the return trip from Bangladesh to visit selected government agencies and organizations concerned with ICT in education for the region. The visit to Thailand allowed the Policy and Planning Expert to further explore regional programs and initiatives in ICT in education, operating from the regional hub in Bangkok. These were primarily, but not exclusively, the Asia-Pacific Development Information Program, the United Nations Development Programme’s (UNDP’s) Regional Centre, and the United Nations Educational, Scientific and Cultural Organization (UNESCO). Meetings were also held with the Institute for the Promotion of Teaching Science and Technology and other training establishments. C.
Policy and Strategy Research Methodology
33. The study methodology consisted of four elements: (i) missions to focus countries with field research, (ii) visits to nonfocus countries to study particular issues, (iii) desk research, and (iv) the outcomes from the October 2007 ICT for Education Conference. 34. Aligned with the study objective and the specific areas under investigation, a site assessment framework and specific questions were developed to guide missions and interviews. While such tools helped structure the research, the issues under investigation also evolved during site visits and interviews, as new, critical policy and strategy elements were being discovered and subsequently investigated. D.
Policy and Strategy Research Findings and Conclusions
35. Findings. At the outset of any initiative on ICT in education, there has to be a solid understanding of the need for contextualization. This study found some best practices on nurturing appropriate and increased use of ICT in education, but no universal solutions. Because the countries in the Asia and Pacific region are diverse on social, demographic, geographic, and economic indicators, approaches and models of ICT integration—and related policies and strategies—used in one country must be carefully evaluated and adapted to another country’s local context. 36. Furthermore, the study team found that all the subject countries have some form of ICT policy. Some even have specific ICT policies and strategies for education. The ICT policies include some common elements and address similar sectors, but the study found great variation in the extent to which these policies and strategies have been implemented—that is, specific action plans, appropriate budget allocations, and clear attribution of roles and responsibilities among stakeholders. This research suggests that contextual factors, as well as tangible and intangible factors, play a role in the design and implementation of such policies and ICT strategies. Intangible factors, such as broad stakeholder demand, a shared vision for ICT in education, prevailing perceptions on ICT, or political stability, have to date not been comprehensively discussed in publications on either ICT policies and strategies, or critical aspects of an enabling environment for ICT development. The study found that commitment to tangibles without addressing the intangibles weakens a country’s ICT adoption considerably. Governments that want to nurture appropriate and increased use of ICT for education will therefore have to incorporate all these factors into their planning. The research under this
11
component identified six dimensions, conceptualized as six pillars of a comprehensive ICT policy and therewith at the heart of an enabling environment, as a guiding structure for the many factors to be considered. The RETA researched the first five of these in more detail. As mentioned above, human resources development as it pertains to development and training of information technology (IT) specialists was outside the scope of this RETA. The six pillars are: 1.
Intangible factors
2.
Issues of planning
3.
Legal and regulatory issues
4.
Issues of infrastructure and content
5.
Issues of institutional structures and partnerships
6.
Human resources development.
37. Lack of demand for ICT and prevailing misconceptions on ICT—two of the intangible factors mentioned above—are closely related to a lack of awareness and information about the potential of ICT and its use in education. The study found that where governments take an active role in generating public awareness, such as through marketing and information campaigns and communication of good local practices, stakeholder demand is high. At the same time, ignorance about ICT—often expressed as a limited view that ICT is only computer training—is low. Addressing misconceptions is critical. Findings suggest that groups in different DMCs appear to have varying perceptions and therefore expectations of technology in education. Misconceptions can lead to disappointment and even cynicism about the benefits of ICT in education. Political instability and a lack of transparence in regulations and their applications are also among the intangible factors that negatively impact ICT development. Study findings indicate that the government’s vision and commitment is pivotal in this process. ICT, however, must not be treated as a magic bullet to quickly solve education problems and deliver political promises. 38. Effective use of ICT in education requires diligent planning at all levels, from classroom to school to local authority to regional authority and to the Ministry of Education. However, the Ministry of Education’s plans, as expressed in education sector development programs, have to ensure that micro-level needs arising from the schools are also integrated into macro-level national policy, because systemic integration of ICT depends heavily on factors outside of the education system. Examples include needs and demands from other sectors and ministries, such as labor, health, transportation, and communication. In addition, all sector plans are subject to fiscal plans demarcated by ministries of finance. Such external influences and demands need to be determined, ideally through an inclusive planning process, to define the parameters of a feasible, sector-wide approach (SWAp). In addition, governments need to ensure that donor and private sector support is aligned with this demand. Donor-funded pilot projects are one important way to discover local lessons learned. However, they also have to include sufficient funds to evaluate the costs of introducing and maintaining alternate ICT models, so that it can be known how applicable they are to the larger system. Fragmented implementation of pilot projects and initiatives is inefficient. The study found that planning for the integration of ICT into education, therefore, has to be concerted, long term, systemic, and holistic, yet flexible enough to accommodate innovation and change.
12
39. Most critically, if ICT is to be integrated in a way that achieves sustainable change, it has to be driven by educational objectives, not technological desires. This is also expressed in the “value of investment” concept. As a complement to total cost of ownership (TCO) deliberations, this concept centers the discourse on an understanding that the goal for schools is ultimately education (as compared to a return-on-investment discourse that focuses on business goals in revenue generation or cost reduction). Schools and education systems have to have clear educational goals and know how investments in technology can contribute to their achievement. The value of investment in technology is therefore determined by a profound understanding of the anticipated benefits versus the cost of implementation and ownership. 40. Research under this RETA revealed that strong, independent, and transparent regulatory bodies backed by enforceable law are absolutely essential for innovative development in ICT in education. Government can put the legal and regulatory frameworks in place to create a vibrant, competitive telecommunication market that lowers costs to consumers and encourages expansion of access to underserved areas. To stimulate the ICT industry, governments have used tools such as licensing, tax breaks, or special technology funds that may encourage providers to build infrastructure in rural areas. The study found that none of the countries under investigation has fully optimized use of such tools. This leaves opportunities for future initiatives. Laws also must protect intellectual property rights and create an environment in which new businesses can quickly develop and, increasingly important, be assured of digital security. Even where such laws exist, examples from DMCs indicate that implementation and enforcement are lagging. 41. Selection of appropriate technology should be driven by education development objectives, not by technology or by inputs from donors and private sector partners. Alternative technology models need to be evaluated carefully against overarching educational development objectives, as well as the social, geographic, and economic context of a country. Considerations of total cost of ownership and value of investment are applicable here. The study identified and described several equipment packages and current affordable computer initiatives, as well as strategies for providing connectivity, to highlight various approaches and options. It goes without saying that if there is no access to ICT, it cannot possibly be used to improve access to and quality of education. Study findings suggest, however, that effective use of ICT to improve teaching and learning does not necessarily require high-tech computer labs, or schemes in which every student receives a laptop, or 24/7 broadband connectivity. Instead, what is needed is careful consideration of the contextual factors mentioned above, consideration of existing human resources and capacity, and—most of all—clear objectives. In regard to content, decisions on the use of licensed or open source software are difficult ones. The study found that there is no universal answer as to which solution should be adopted and to what extent (i.e., as part of national policies and strategies, or not). In any case, decisions have to be informed by careful consideration of the advantages and disadvantages of each of these solutions. There are several other issues to this dimension that need consideration, but have not been researched in detail as part of this study. This includes general IT applications (e.g., databases or management information systems), as well as services (e.g., e-commerce or e-government services). The area of electronic teaching and learning material has been researched in detail under the e-Resources component of this RETA. 42. This research also investigated the establishment of institutional structures, such as technology parks or centers of excellence; and partnerships that can support governments in nurturing effective use of ICT for education. The study found that both technology parks and centers of excellence can be effective tools in promoting ICT development. Their contribution, yet again, depends on the clarity of their role and objective, on the long-term costs involved, and
13
on contextual factors. Study findings suggest that for technology parks specifically, critical aspects may be proximity to vocational and higher education institutions as pools for qualified human resources, and proximity to other research and development sites. However, the study did not find any research into the cost-effectiveness of such endeavors. Centers of excellence can play a key role in training technicians, computer engineers, and even researchers to a level that can sustain their home indigenous ICT industry. Partnerships, among public sector actors as well as between the private and public sectors, are critical building blocks in ICT development. Public-public partnerships are one approach to integrate ICT-related planning and nurture ICT development. They can start with pooled interests and public funds for infrastructure development—balancing the needs and demands of different sectors (as outlined above); or they can engage in joint strategic initiatives to address sectoral needs. Partnerships with the private sector are also attractive approaches for governments to address issues of infrastructure, content, or human resource development; large-scale examples from Bangladesh and Thailand show their potential impact. Such partnerships, however, require a clear understanding of mutual responsibility and need to be integrated with overall ICT policy and education sector development plans. Governments need to be strong enough to balance their public responsibility for education with the private sector’s commercial interest. On the other hand, such partnerships have to be attractive to the private sector. Given the right circumstances, however, private sector companies are beginning to devise means of making profits by serving the bottom of the social and financial pyramid. Nevertheless, there will always be gaps that will need to be filled by government and donors. Not just donors, governments, and the private sector, but also civil society or professional associations, can assist and enhance interventions in areas of strategic importance in ICT. 43. Conclusions. In the course of the research, it became evident that the degree to which governments in the DMCs were successful in nurturing ICT can be categorized. The countries throughout the region could be placed into four broad categories—although none of the DMCs appears in the fourth (yet). 1.
Countries without cohesive planning for ICT in education.
2.
Countries that have paper plans but lack the structures, means, political will, or stakeholder buy-in.
3.
Countries that have well-defined objectives and interconnected plans that include time-based implementation strategies, and are at least developing enforceable regulatory systems, and strive to stimulate stakeholder buy-in and demand.
4.
Countries in which strategic planning, clear objectives, and enforced and transparent regulatory frameworks supported by realistic funding are ubiquitous current practice, and are coupled with strong political will and public awareness and support for the use of ICT for education.
44. All four focus countries had national education plans. Nepal and Bangladesh, both experiencing great political instability, however, seemed incapable at the time of the study of moving out of category 2—countries with paper plans but no structures, means, or will to implement. Samoa, on the other hand, has appointed an independent regulator and its telecommunications market is rapidly freeing up, so that country appears to be moving toward category 3. Mongolia is firmly within category 3. As noted, no current DMC has yet reached category 4. This study discussed what elements are necessary to move into category 4, and what tools governments have at their disposal which, at minimal cost to themselves, they can
14
apply to encourage ICT in education and benefit those who are currently unconnected. Examples are: •
the stimulation of public awareness and demand
•
the institutionalization of integrated ICT planning
•
the constructive use of SWAps
•
the taxation of products and services
•
the granting of licenses
•
the imposition of special technology development funds
•
the constructive use of IT parks
•
the establishment of centers of excellence
•
the development of strategic partnerships
45. In none of the DMCs were all these being used to the best advantage of ICT in education. It would be beneficial for ministries of education to consult with the appropriate government authorities to rectify this and incorporate agreed reforms to benefit their education sector plans. It is this sort of innovative planning that in other countries in the region, Singapore in particular, has stimulated demand for ICT in education and encouraged the creation of a critical mass that brought about reform. E.
Policy and Strategy Recommendations
46. This section outlines some selected recommendations from the RETA research under this component.4 47. Study findings indicate that although there are many important stakeholders controlling effective use of ICT in education, only government spans the entire process from policy to pupil. Macro strategies and plans have to be in place for the child in the classroom, on the micro level, to benefit. Government therefore has a strategic role to play in driving the advancement of ICT in education. The speed at which a country develops its ICT capacity and at which it may reach category 4 above is therefore in the hands of government. 48. Government is the coordinator and the legislator; however, it is not enough for a country’s leaders to pass the right legislation, then sit back and expect a blossoming of IT that will lead automatically to economic growth. Its obligations are to embed ICT into the education system in such a way that it will help improve the quality of and access to education. Improved education has positive impacts in terms of reducing poverty and the supporting economic growth. Specifically, government must: •
4
Not just look at demand as a static force. By informing the public of the benefits of ICT, government can stimulate demand in such a way that pupils, parents, and
For a more detailed recommendations along the six pillars under investigation, please refer to Appendix 7, the Policy and Strategy Report produced under this study.
15
teachers, as well as education administrators and politicians both understand and have the will to implement the educational changes that ICT brings. •
Show the will and demonstrate leadership in ICT by planning, guiding, and informing as a part of good governance.
•
Regulate in a fair, evenhanded, and transparent manner so that the interests of all stakeholders are considered when major strategic decisions are made.
•
Not only put in place regulations, such as intellectual property rights, for example, but also impose and enforce them.
•
Plan ICT investment in such a way that capital from the private sector can be combined with the government's own tax resources and any donor support to deliver an efficient and dynamic telecommunications service that will ultimately connect the rural poor on an equal footing with the more advantaged urban populations.
•
Consider using the leverage of taxation—by attaching conditions to the sale of licences and allowing tax breaks to subsidize recurring costs and stimulate ICT development.
49. An overarching theme, however, is an understanding that ICT not only can function as a tool to support achievement of education objectives, but also can be a catalyst for large-scale change and reform. The ultimate aim of governments, therefore, should be to mainstream ICT into education to such an extent that it becomes an integral part of education sector planning and budgets. 50. Solutions are rapidly being found to the technological challenges of ICT in schools’ development. Thus, attention should turn to the less tangible elements that are required for the adoption of ICT in education. Piloting various ICT projects has produced a wealth of data from across the region, but the time has come to move away from treating ICT as a subject of endless piloting and to consider the systemic integration of approaches that are appropriate in terms of both TCO and value of investment. Where such information is not available, further research—e.g. meta-analysis on pilot projects and their total cost of ownership—should be commissioned. 51. Related to this, sound monitoring and evaluation of ICT initiatives or pilot schemes should be increased, to provide more solid information on value of investment. Parallel to this, where it is lacking, planning and financial modeling capacity needs to be developed. Models are needed to develop the TCO of various technology approaches and to reveal information needed for their applicability and possible scale-up. 52. On the other side, results across the region should be gathered and synthesized in such a way that they can easily be used by planners who are designing ICT strategies in both donor organizations and DMC governments, where lessons learned are too often disregarded and ignored. First steps in this direction are being taken by regional actors such as UNESCO and the Asia-Pacific Development Information Programme (APDIP), but increased efforts to collaborate in this area are needed. 53. Information technology parks are popular with both government and donors as levers to develop the technological aspects of localized ICT industries. However, there appear to be no
16
data on the impact that they have, not only on the country’s economy but also in terms of their success in breeding innovation. This should be further looked into. IV. A.
E-RESOURCES COMPONENT
Introduction
54. Under the e-Resources component, the RETA linked with existing initiatives in both Mongolia and Samoa, and investigated these in detail. The initiatives in both countries featured development and use of electronic teaching and learning materials to reach remote areas of the country with up-to-date education resources. Such “e-resources” included a broad array of electronic teaching and learning aids, such as e-books, education software, websites, “Learning Objects,” 5 courses, or simulations. Specifically, there were educational software programs, productivity software, and encyclopedias developed in Mongolia and a number of Learning Objects produced in Samoa. Work focused on the ICT for Innovating Rural Education in Mongolia (IIREM) project, on activities under the Second Education Development Project (SEDP) in Mongolia, and on the Samoa SchoolNet and Community Access Pilot project in Samoa (SchoolNet). To test the approaches and initiatives and provide appropriate policy guidance to DMCs for future ICT initiatives in education, the RETA team linked with these projects, researched them in detail, identified best practices, and analyzed critical conditions6 that are either drivers or barriers to successful integration. The RETA also designed and implemented targeted interventions to complement and strengthen investments under these existing projects in the form of professional development and equipment upgrading. The interventions focused especially on rural and/or remote schools.7 In each country, the implementation of this component featured the following activities:
5
6
7
•
A site assessment
•
A study kickoff workshop/expert forum
•
A variety of professional development activities
•
Moderate ICT resource upgrading
•
Qualitative and quantitative data collection
•
Data analysis
For the purpose of this study, Learning Objects are defined as follows: “A Learning Object is an electronic resource that purposefully combines digital assets, such as pictures, video or audio snippets, bits of text, or smaller web-delivered applications to communicate a specific concept or message, and therewith has an explicit learning objective inscribed to it.” To guide research into critical conditions and contextual issues, a framework has been developed for the e-Resources component. See Appendix 5, RETA Framework. Schools participating in the study in Mongolia included three “urban” schools in one of the provincial capitals of Mongolia, about 12 hours by jeep from the capital Ulaanbaatar. The other nine schools are district or village-level schools located about 90–230 km from that provincial capital. This distance equals about a half-day by jeep (depending on weather conditions) on average. These are considered both rural and remote schools in Mongolia. In Samoa, three of the participating schools are located on the main island of Upolu, with two in or close to Apia, the capital; and one school is about 1.5 hours from there, on the other side of the island. The other three schools are located on the second largest island of the country, Savaii, two of them close to the main port, reachable by ferry and car within half a day from Apia. One school is located on the far side of that island, about 2–2.5 hours from the main port on Savaii. These are considered rural and remote schools in the Samoa context.
17
•
Results reporting and sharing through country-level study reports and the International ICT for Education Conference in Manila in October 2007
55. Exhibit 2, below, provides an overview of the activities conducted under this RETA’s e-Resources component throughout 2006 and 2007. Exhibit 2. Overview of RETA Activities in Mongolia and Samoa, by Calendar Quarter
Work Plan Component
2006 Q1
2006 Q2
Planning, team management (both countries)
●
Mongolia site assessment and kickoff workshop
●
Samoa site assessment and kickoff workshop
●
Mongolia activity planning, Training No. 1, and equipment provision Mongolia Training No. 2 Samoa activity planning, Curriculum Materials and Assessment Division (CMAD) strategic planning retreat, principal strategy workshop
2006 Q3
2006 Q4
2007 Q1
2007 Q2
2007 Q3
2007 Q4
● ●
●
Mongolia Training No. 3
●
Samoa CMAD 35-hour training, equipment provision
●
Mongolia data collection
●
Samoa data collection
●
Analysis and report writing, Mongolia and Samoa
●
●
56. The research based its planning of professional development and the provision of ICT equipment on five key elements: (i) RETA objectives, (ii) lessons learned and best practices from other ICT in education initiatives, (iii) the outcomes of the site assessment, (iv) the nature of the existing initiatives, and (v) the availability of financial resources for this part of the RETA.
18
57. The research design and methodology were based on the experiences that already existed in the country and deliberations to promote the appropriate use of innovative ICTs in education in DMCs, aligned with RETA objectives. 58. Data collection took place in Mongolia in May 2007, and in Samoa in August 2007, followed immediately by data analysis and report writing in the respective countries. Key outputs of the research were two comprehensive reports, one for each country, detailing not only research findings but also critical contextual aspects at the national and school levels. 59. Research results also were presented in the form of session presentations, summaries of findings, and selected handouts at the International ICT for Education Conference. 60. Previous to this RETA, no systematic approach to cataloging drivers of effective ICT integration in classroom teaching had been done. The study in Mongolia was unique in that it coupled indicators of teaching quality with ICT-related indicators. The study therefore provided a comprehensive contextual perspective on ICT integration and its relation to education quality. In addition, it not only relied on responses from one group of stakeholders, but also triangulated results from teachers with responses from students, pedagogical leaders, and school principals. Focus groups, also including parents, lent additional contextual details. Furthermore, the objective was not only to analyze the current situation, but also to highlight approaches to ICT integration that effect teaching and learning. The study also provided insights into pedagogic deliberations, a perspective limited in previous publications. 61. The study in Samoa was unique in eliciting critical information about lessons learned and recommendations at school level, on completion of the first ICT in education project conducted in the country. It yielded insights into early experiences from participating Samoan schools and included consideration of key factors within and outside the schools. It also offered pedagogic deliberations, which had not been well covered in Samoa to date. B.
Events and Outputs: Mongolia 1.
Site Assessment
62. The study site assessment in Mongolia involved the international Education Technology Expert in e-Resources and the two domestic RETA consultants from Mongolia. It featured a variety of meetings with national ICT in education specialists; interviews and focus groups with principals, teachers, and government representatives; and field visits directly to schools. On May 3, a 1-day kickoff workshop/expert forum was organized in Ulaanbaatar in collaboration with the RETA Policy and Planning Expert. The expert forum gathered some 30 national ICT in education and education sector stakeholders. During the forum, the study, its proposed activities, and its research design were discussed. Participants included school principals plus representatives from various government agencies, academia, the private sector, and donor agencies. The kickoff workshop not only discussed common terminologies but also facilitated exchange of different stakeholders’ experiences, lessons learned, ideas, suggestions on ICT in education in general, and the IIREM and SEDP projects in particular. 63. The site assessment allowed the team to gather important information on the projects under investigation and to plan study-related activities and the overall research design.
19
2.
Study Activities
64. Following site assessments, the RETA team conducted a number of activities in Mongolia, including (i) a 1-week intensive training program for teachers and training managers,8 as well as representatives from the Education and Culture Department (ECD)9 in August 2006 (Training No. 1); (ii) moderate procurement of equipment and software for SEDP schools; (iii) 2day, follow-on training interventions at each IIREM and SEDP school in the study in October 2006 (Training No. 2), and (iv) a 4-day training for trainers with 3-day follow-on regional trainings in April 2007 (Training No. 3).10 65. Professional development activities in Mongolia focused on the pedagogical integration of technology with very little training (just the first 16 hours of Training No. 1) in computer application skills. This skills training was mainly for SEDP teachers, because IIREM participants had already benefited from extensive training on computer skills under that project. Under IIREM, training had started to include methodological aspects of ICT integration, but during site assessment it became obvious that training on the pedagogical integration that supported use of ICT to enhance teaching quality would be key. The integration of ICT into school management also emerged as a critical theme. Training on the appropriate integration of ICT into schools and e-resources into classrooms was therefore conducted with teachers and training managers at participating IIREM and SEDP schools, as well as representatives of the ECD to build capacity with government counterparts in areas of pedagogical leadership and organizational support. 66. Equipment in Mongolia was given to the four SEDP schools. The package was modeled on the approach taken under IIREM. Each SEDP school received a laptop computer with a spare battery, mouse and keyboard, one liquid crystal display (LCD) projector, and one digital camera with memory stick as well as respective protective bags, an uninterruptible power supply device, and surge protectors. In terms of software components, schools received selfstudy software in Mongolian language on Windows Explorer, Word, Excel, and PowerPoint, as well as a fast typing tutor for Mongolian language (Mongolian uses Cyrillic script). Under IIREM, each school in the country had already received the set of 15 IIREM educational software programs developed for English, math, chemistry, and other subjects. After data collection, the four study control schools received a digital camera each to support development of eresources and local teaching and learning materials. Exhibit 3 below lists the equipment procured according to ADB regulations, and its cost.
8
9
10
Most of the schools in Mongolia have two to three training managers who are responsible for primary, secondary, and higher grades. In smaller schools, one training manager may be in charge of secondary grades and above. The training managers are responsible for overseeing and supporting day-to-day teaching activities, from scheduling school lessons, to organizing retraining/professional development of teachers, to monitoring teacher and student performance and preparing necessary statistical and other data for supervising organizations. The training managers’ overall responsibility is to ensure implementation of educational standards and the national curriculum at the school. They are the pedagogical leaders, and with this, hold a deputy principal status. The ECDs are branches of the Mongolian Ministry of Education, Culture and Science (MECS) that serve at the regional level. For a detailed description of each event, please refer to Appendix 8, the Mongolia Country Report produced under this study.
20
Exhibit 3. List of Equipment Procured—Mongolia Mongolia • • • • •
•
4 laptop computers including spare batteries, extra keyboard, mouse, and protective bag: Lenovo Sunrise 125 FD PM 4 LCD projectors with bags: Acer PD120 DLP 4 digital cameras with extra 256 MB memory and bags: Sony Cybershot DSCW30 4 digital cameras with extra 256 MB memory and bags (for control schools): Sony Cybershot DCS-W35 4 sets of 9 IIREM “Teaching with ICT” videos 4 sets of self-study software on basic office applications and touch typing Total Value: $12,430.72
3.
Study Methodology
67. The study aimed at reliably documenting lessons learned, good practices, and successful approaches for integrating ICT into education, specifically to enhance classroom teaching, on the basis of the projects under investigation. In order to define, however, what a “good” or “successful” approach constitutes, it was important to clarify whether there had been any tangible, positive outcomes on terms of education quality, specifically teaching quality, in the first place. Furthermore, the site assessment revealed that it was not feasible to solely focus on “e-resources” for this study, as this had not been part of SEDP and had been just one of several components of the IIREM project. Following guidance in the original technical assistance (TA) paper, which highlighted a number of dimensions to be investigated under this RETA component, the research looked at the comprehensive spectrum of integrating ICT in schools and e-resources into classrooms. Via a quasi-experimental (control/implementation) research design, the study aimed to find out whether the e-resource initiatives under investigation (specifically IIREM and this RETA) had a positive impact on selected indicators of teaching quality. Via in-depth case studies, the study complemented this first investigation to catalogue drivers and obstacles to ICT integration into teaching and learning, and analyzed the specific value ICT can offer, especially for rural and/or remote schools. 68. The team selected four IIREM schools, four SEDP11 schools, and four control schools for the study. The study primarily focused on selected teachers in study schools and used data collected from students, parents, and school managers to triangulate results and to provide more in-depth insights. A total of 57 teachers, 13 of their training managers, 11 of their principals, and 125 of their students were interviewed in the 12 participating schools. In addition, focus groups with 71 parents, 70 students, and 70 teachers were conducted, to address the following two main research questions: (1) Are there differences to be noted on indicators of teaching quality in schools that featured an e-resource initiative compared to schools that did not?
11
It is critical to note that SEDP did not feature any activities for subject-matter teachers at the school level. The project just provided participating schools with five to six computers and some training for informatics teachers. SEDP schools and teachers in this RETA, therefore, may more accurately be described as RETA schools or RETA teachers, because the “e-Resources” or ICT in education activities they participated in were solely those organized under this study.
21
(2) Do e-resources address specific needs or challenges of rural/remote schools? 4. 69.
Study Findings and Conclusions
Findings. The following key findings were derived from data analysis:12 •
Classroom observations take place more often in schools that participated in e-resources initiatives than in schools that did not.
•
Teachers in schools that participated in e-resources initiatives are more satisfied with the procedures for teacher performance evaluation than teachers in schools that did not.
•
Teachers in schools that participated in e-resources initiatives use visual aids more often in their teaching than teachers in schools that did not.
•
Teachers in schools that participated in e-resources initiatives spend considerably less money on materials to produce teaching and learning aids than their peers in schools that did not participate in such initiatives.
•
Teachers in schools that participated in e-resources initiatives are considerably more capable of preparing electronic teaching and learning aids than those in schools that did not.
•
Teachers in schools that participated in e-resources initiatives spend considerably more time working with each other on education-related issues than those in schools that did not.
•
Teachers in schools that participated in e-resources initiatives exchange teaching and learning materials more often with their peers than those in schools that did not.
•
Teachers in schools that participated in e-resources initiatives are more likely to engage in collaboration and exchange with teachers in other schools than those in schools that did not.
•
Teachers in schools that participated in e-resources initiatives are significantly more satisfied with their jobs compared to teachers in schools that did not.
•
Teachers in schools that participated in e-resources initiatives make use considerably more often of a variety of equipment and materials in their teaching (library books, cassette recorders, science models, TV, computers, and educational software) than teachers in schools that did not.
•
There were no significant differences on any of the dimensions under investigation between the two implementation groups (IIREM and SEDP).
70. Conclusions. In conclusion, regarding Research Question 1, therefore, study findings indicate that there are indeed differences to be noted on teaching quality between schools that participated in e-resources initiatives and schools that did not. On some dimensions, teachers 12
For a full overview on the findings of the study, please refer to Appendix 8, the Mongolia Country Report produced under this study.
22
from schools that participated in e-resources initiatives show more positive results than their peers (teacher collaboration, teacher job satisfaction, and teacher use of equipment and materials), while on others there are no significant differences (teaching practice, teacher efficacy). However, on none of the dimensions did teachers from control schools show significantly more positive results. Therefore, there is good reason to believe that the e-resources initiatives under investigation have had a positive impact on teaching quality. 71. In addressing Research Question 2, study findings showed that e-resources can positively affect a number of the challenges that rural and remote schools face, most notably the lack of information, lack of teaching and learning materials, and insufficient professional staff and teacher capacity. The value of e-resources, in the form of providing schools with electronic teaching and learning aids and educational software, however, can be dramatically increased when provision of such materials is accompanied by (i) familiarization of school stakeholders with the existence, nature, and intended use of these resources; (ii) training on using computers to make them work; (iii) access to appropriate equipment for their use; and (iv) models of eresource integration with instructional practices. 72. RETA Key Achievement. Findings and conclusions to both research questions considered together indicate that the design and implementation of the activities under this RETA were successful in bringing about positive change in teaching quality. This can be seen from the absence of any significant differences on any of the indicator dimensions under investigation between the IIREM and the SEDP group in the study. The combination of equipment package, professional development, and education system support has been shown to be successful. The equipment package provided, modeled on IIREM, was moderate. The professional development program was integrated and phased. The professional development featured direct training of champion teachers at school level, who then acted as multipliers for their peers. Including the training managers, the pedagogical leaders at school level, and representatives of the ECD in all activities was shown to be critical. 73. The findings on both the specific research questions and the RETA key achievements highlight the importance of a whole-school perspective and systemic approach to ICT integration, where ICT functions as a tool in the achievement of specific school and education development objectives. This aspect is critical in that it shifts focus from technology back to education—contrary to many of the technology-driven initiatives implemented in recent years. This shift was also reflected in the conclusions of the conference, as seen in Chapter VI of this report. 5.
Study Recommendations
74. Based on the study findings and conclusions, recommendations for future research—but also for future activities in areas of ICT and education—are being made. Key among them are: •
Future efforts should build on the momentum that pilot initiatives such as IIREM have generated, in framing ICT integration as a discussion about educational development objectives with specific pedagogic goals, rather than as a discussion about technology.
•
Equipment packages such as the one provided under IIREM (a package consisting of one laptop, one projector, and one digital camera) that have proven to affect teaching quality, should be promoted.
23
•
Basic computer skills are critical to build the necessary familiarization and rapport between teachers and technology, a precondition for ICT use in classroom teaching and other purposes. However, integrating computer skills training from the outset with explicit models for ICT use in teaching and learning seems to be more appropriate than isolating computer skills training from teachers’ daily needs and practices. Professional development under future initiatives, as well as in formal preservice and in-service training programs, needs to focus more deeply on the relationships among pedagogy, curriculum, and technology.
•
Future initiatives need to acknowledge and strengthen the role of training managers as pedagogical leaders at their schools. Training managers need to have the capacity to function as role models for their teachers, to give methodological feedback on effective integration of ICT to enhance student learning, and to train teachers in this regard. At the same time, they need the capacity to link elements of student assessment, instructional practice, and teacher evaluation. Investments done under this study in this area need to be strengthened and scaled up to other schools.
•
Active participation and capacity building of training managers, as outlined in the point above, needs to go hand in hand with that of ECD staff.
•
More appropriate solutions for hardware maintenance and servicing have to be found, especially in soum13 schools. Given an increased focus on TVET in upcoming education reform approaches, such as under the Third Education Development Project and the proposed activities supported by the Millennium Challenge Corporation, there may be a possible opportunity for public-public partnership in this regard and for strengthening of regional capacity in areas of computer repair, networking, and maintenance. In addition, alternative models need to be explored.
•
A specific recommendation is to strengthen investments already made and to maximize existing capacity in IIREM and SEDP schools that participated in this study. It would be critical to provide these schools with one or two more laptop computers each to increase access to appropriate technologies for teachers, so that use of ICT in teaching and learning can take place more frequently. This would allow these schools to continue being frontrunners in innovating teaching practice with ICT.
6.
Implementation Constraints in Mongolia
75. There are many interrelated variables and factors that affect an education innovation such as introducing ICT into teaching and learning. To isolate a clear causal relationship between “input” and “impact” in this context is extremely difficult. The study aimed to explore what early outcomes there may be on selected dimensions of teaching quality. Such dimensions include teacher collaboration, teacher motivation and engagement, program and lesson planning, access to and use of teaching materials, attitudes toward ICT, and others outlined above. While measures were taken to focus the study, it was difficult to balance comprehensiveness and sound contextual analysis with complexity. 76. One limitation in regard to the study instruments was that they could not be tested with a comparable set of teachers in the target region in their final form. However, several elements of the questionnaires had already been used in similar form to guide the study site assessment. 13
Soum – third biggest administrative unit of Mongolia, similar to a “district.”
24
77. Results of the data analysis between implementation and control groups have to be read with care. The overall sample size of 12 participating schools was small, and outcomes cannot be generalized to all schools in Mongolia. The RETA team mitigated some of this by including a strong sample of teachers and students in the data collection. The 12 schools, however, were selected randomly, once key criteria including location and participation/nonparticipation in IIREM or SEDP had been met, to increase internal validity of the study. 78. Furthermore, the three study groups were not entirely isolated. There is a rather positive tendency to collaborate and interact, especially among rural schools in the country. A certain “contamination” between groups may therefore have occurred, and could not be controlled for in the study design. For example, the research team found out that a participating IIREM school had actually supported a participating SEDP school in several instances by sending teachers to share their experiences with ICT and to provide training to the school. C.
Events and Outputs: Samoa 1.
Site Assessment
79. The study site assessments in Samoa took place in June 2007 and involved the international Education Technology Expert in e-Resources and the two Samoan RETA consultants. During the site assessment, education stakeholders and participants in the Samoa SchoolNet and Community Access Pilot project were interviewed, schools visited, and possible activities discussed. An expert forum (the “Expert Forum on the ADB-Funded ‘Study of Technology in Education to Reduce Poverty—Asia and the Pacific’”) was conducted. The expert forum gathered 35 national ICT in education and education sector stakeholders in Apia for a day of intensive deliberation and sharing. During the forum, the study, its proposed activities, and the research design were discussed. The forum also captured and shared challenges, needs, demands, and perceptions of attending school principals from SchoolNet, as well as representatives from various government agencies, academia, the private sector, and donor agencies. 80. As in Mongolia, the site assessment allowed the team to gather important status information about the Samoa SchoolNet pilot project and to plan study-related activities and the overall research design with key stakeholders. 2.
Study Activities
81. The site assessment confirmed that there had been a considerable delay in the implementation of the SchoolNet pilot project. Procurement, installation, and training were delayed by nearly 6 months. Therefore the study site assessment in June 2006 was followed by a few months of informally monitoring SchoolNet progress and planning proposed activities and the research design. In January 2007, final decisions on the activities and design of this RETA were made. 82. Site assessment interviews indicated that principals in SchoolNet schools were looking for clear policies and guidelines for the management of the Community Learning Centers (CLCs) established under the SchoolNet pilot project; and ideas for providing students, teachers, and the community with access. This RETA addressed this need with one of the activities. 83. ICT initiatives until that point had only included some agencies and Ministry of Education, Sports and Culture (MESC) staff. While there was strong involvement by the MESC Information Technology unit, there was less involvement by the division that is working most
25
closely with schools on issues of teaching and learning: the Curriculum Materials and Assessment Division (CMAD) at MESC. CMAD plays a pivotal role in curriculum development, learning and teaching materials, and assessment. Teacher training in the use and integration of curriculum materials and assessment is also part of CMAD’s role, in collaboration with the MESC School Operations Division. Now that schools had the technology provided by SchoolNet, it was crucial for CMAD to give direction as to how to integrate ICT into teaching, and also to prepare its own staff with the needed skills and capacities in this regard. RETA activities were designed to address this. 84. Given the high volume of equipment provision to SchoolNet schools under the Samoa SchoolNet pilot project, an individualized, needs-based approach to strengthen previous investments was chosen. For SchoolNet schools, this included a number of surge protectors and TV cards. In addition, ICT equipment was provided for CMAD, in the form of one laptop computer, one desktop computer, one LCD projector, and one digital video recorder. This equipment was accompanied by accessories and necessary consumables such as bags, memory cards, surge protectors, CDs, and DVDs. To further expand on CMAD’s resources in terms of production and manipulation of content and materials, the project provided productivity software for photo and video editing. Exhibit 4 lists the equipment procured and its cost. Exhibit 4. List of Equipment Procured—Samoa Samoa • • • • •
• • •
1 laptop computer with protective bag: HP nx6320 1 desktop computer with keyboard and mouse: Intel Pentium 4, 3.0Ghz, 1G DDR RAM, 800MHz FSB, 1MB L2 Cache, 80G HD, DVD-RW, 17-inch Hyundai LCD 1 LCD projector with protective bag: Epson EMP-S4 1 digital video recorder: Canon DC210 1 digital camera with 512 MB memory and bag: Sony DSCS700 4 TV cards: TVGo A11 55 surge protectors: Jackson Six Socket 1 combined set of Adobe Photoshop/Premier Elements software Total Value: $8,660.77
85. The activities in Samoa included (i) a 1-day strategic planning workshop for representatives from schools selected to participate in the study, in March 2007; (ii) a 2-day strategic planning workshop for staff of CMAD at MESC in February 2007; (iii) a 35-hour ICT training program for CMAD staff throughout April–June 2007; and (iv) moderate equipment procurement for CMAD.14 3.
Study Methodology
86. The Samoa component of the study aimed at analyzing and complementing the Samoa SchoolNet pilot project. Originally activities were to focus on the approaches to development and use of the SchoolNet e-resources that were part of the project. Due to both a delay and the relatively low weight of this component under SchoolNet, the study in Samoa was redesigned to take a wider view of integrating ICT into schools. Through school-level case studies, the first incidences of use of ICT in schools have been analyzed in more detail. 14
For a detailed description of each event, please refer to Appendix 9, the Samoa Country Report produced under this study.
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87. Responses and insights were sought from principals, teachers, ICT administrators, students, and parents/community members. A guiding set of instruments was used to structure the research and to harmonize questions, issues, and topics raised in the participating schools. The study included all five schools that were part of the SchoolNet pilot project. In addition, an “early ICT adopter school” in one of the more remote regions of the country was selected to provide additional insights. A total of six principals, five ICT administrators (local teachers who were appointed as technology coordinators), 12 teachers, 24 students, and 11 parents were interviewed. 4. 88.
15
Study Findings and Conclusions
Findings. A number of common issues were identified: •
Stakeholder Buy-In and Local Ownership. Overall, schools are very enthusiastic about being part of an ICT initiative—including principals, teachers, students, and parents alike. ICT administrators especially clearly have taken on ownership of the initiative and are fully engaged, often at considerable expense to their personal time. Principals as well are strongly supportive of the initiative and eager to make it succeed. Some participating schools also mentioned positive engagement by their school committees and high interest in and demand for access from their communities. For a variety of reasons, however, the nature of which may need further investigation, some of the principals had difficulties negotiating issues of cost recovery and management of the CLCs with their committees and communities, and finding the necessary buy-in and engagement from these actors.
•
ICT Environment and Infrastructure. As it is, the ICT environment of the participating schools is not conducive to the successful implementation of ICT initiatives, unless some solutions are found to deal with the prevailing issues. Problems with the external infrastructure in terms of electricity supply, telecommunications capacity, and lack of adequate public transport are especially difficult for the schools in the rural areas. The general lack of Internet access or poor connectivity is a problem in all schools, with two reporting that they are still waiting for the telephone line for their fax.
•
Professional Development and Training. This is a priority and urgently needed for staff interviewed at all participating schools. Responses indicate that schools expect MESC to provide at least some further training, if teachers are to perform to expectations in managing the CLC. Training is required in computer skills for all those teachers who teach classes. Professional development in areas of management is especially needed for both the principals and the ICT administrators. There is a strong demand for ongoing, continuous professional development. Schools with Peace Corps volunteers15 (PCVs) with ICT skills are fortunate and are making use of the volunteers for training their staff and teaching the computer studies classes. However, this strategy needs to be strengthened by a better matching and skill sharing with local school staff, to avoid capacity vacuums upon PCV departure. There is some informal training occurring where teachers are being helped and trained by the school’s ICT administrator or other experienced teachers.
These are volunteers under the U.S. Peace Corps scheme. A number of PCVs serve in Samoa in areas of education and ICT. Some four to five of them are based at selected schools. Starting 2007, PCVs have been placed with SchoolNet schools deliberately to support ICT integration. More information can be found at http://www.peacecorps.gov/index.cfm?shell=learn.wherepc.pacificislands.samoa.workarea.
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ICT administrators, especially, are demanding more formalized, certificate-based training programs that give them the skills and the recognition needed to fully take on their roles. Training that had been provided so far has allowed ICT administrators to achieve a foundational level of competence that can be expanded. They in turn were able to start imparting some of their skills and support their colleagues. •
Teaching and ICT. The ICT facilities have been of most use as a place for basic computer skills training for teachers and students; the computers themselves mostly have been used for word processing and similar tasks, rather than for enhancing teaching practice. The majority of teachers at the participating schools have yet to be trained in the basic usage of computers and other ICT equipment. There are pockets of ICT integration practices happening at schools. However, these are extremely rare. Only some principals, ICT administrators, and teachers knew about the SchoolNet portal and the e-Resources SchoolNet had developed provided there. To most study participants, lack of awareness and appropriate Internet connections are the main barriers. Lack of appropriate Internet in general is considered the main barrier to teachers searching for additional materials or communicating and collaborating with each other.
•
Access. Access was highlighted by interviewees, staff, students, and community members alike, as being a problem. Although some schools have scheduled and planned periods for teachers and students to use the CLC, this does not meet the demand voiced by study participants. Teachers, students, and parents want to use the facilities more frequently. Schools are forced to prioritize and restrict access for the most part because of an apparent lack of human resources to provide the support and oversight during those times. Problems with transport for ICT administrators and facility managers are aggravating the problem.
•
Cost. For the community, students, and teachers as individuals, cost or affordability did not provide an obstacle to access, many considering the fees and regulations in place quite appropriate and manageable. However, cost is a big problem for the schools. Strong concerns about the increased electricity bill, communication expenses, and facility and hardware maintenance, as well as allowances, were expressed by all participating schools. Interviews with parents, however, indicated that they are willing to give extra funds for the sake of providing their children access to this technology.
•
Sustainability. It is recognized that local staff must be appointed and trained for long-term sustainability. Three schools “lost” their PCVs and could not replace them. Finding qualified people is difficult. Management plans and budgets need to include personnel considerations (institutional sustainability) in addition to repair and replacement of damaged or worn-out equipment.
•
Policies and Strategies. There are still major gaps in schools’ plans to provide access and capacity not only for the community, but also for their students and teachers. Principals are asking for more support in developing policies, strategies, and appropriate management models. The two sharing workshops organized by this RETA in June 2006 and March 2007 provided an important platform for stakeholders to share their views, exchange ideas, and gain experience in developing such models.
28
•
Community Access and Awareness. Community access has yet to be implemented in most of the participating schools. Barriers include the lack of a qualified trainer to provide classes after school hours and the absence of a longerterm strategic plan. Some schools are prioritizing access for staff and students over the community, while at the same time struggling with issues of cost and earning revenue. In some schools, however, information exchanges with parents and communities have not succeeded in generating awareness about the initiatives taking place. TV advertisements that were developed to disseminate information on the SchoolNet pilot project were successful in raising awareness among communities and played an important role in generating interest and demand. The community consultations conducted at the outset of the SchoolNet initiative also were positively received by study participants.
•
Education System Support and Engagement. A key challenge, according to the participating schools, is the lack of involvement and support they receive from the ministry.
•
Private Sector Involvement. According to the participating schools, vendors selected under the SchoolNet pilot project had been very diligent in following up on their maintenance and support responsibilities. Some had even gone beyond that by providing a school with some additional computers.
89. One key observation has to do with the overall objectives and aims of ICT initiatives taking place. International research highlights the importance of embedding ICT initiatives within overarching school development plans and specific education development objectives.16 In the case of the Samoa SchoolNet pilot project, the project had two purposes: (i) “The TA [Technical Assistance] will improve quality and efficiency of education,” and (ii) the project will “enable access to global information.”17 For the second purpose, performance indicators/targets stated were to have “services readily available to selected schools by 2005,” and “all teachers, school staff, and students in target schools have Internet access by the end of 2005.” A review of project documentation, including the project’s final report, indicates a clear alignment of this second purpose, its performance targets, and the project activities implemented. For the first project purpose, on the other hand, performance indicators/targets were the following:
16
17
•
Improved teacher support in remote communities (the technical assistance [TA] is to determine qualitative indicators) by 2007.
•
50% of teachers attend and finish in-service training by 2007 (quantitative indicators to be determined).
•
Students’ learning outcomes are improved by 2% by 2007 (indicators and target dates to be determined).
See, for example, Venezky, R.L. and C. Davis. 2002. Quo Vademus? The Transformation of Schooling in a Networked World. Organization for Economic Cooperation and Development/Center for Educational Research and Innovation. 36: “Successful implementation of ICT, however, is not simply a technical issue. It requires a vision about education and about the specific educational goals that ICT is to support”; or the British Educational Communications and Technology Agency (Becta). 2003. What the Research Says about ICT and Whole-School Improvement. London. 2: “ICT is less effective when used in isolation to bring about school improvement, but can be more effective when used as part of a general programme of school development.” ADB. 2003. Technical Assistance to the Independent State of Samoa for Supporting the Samoa SchoolNet and Community Access Pilot Project. TA4305-SAM. Manila. 6.
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90. The SchoolNet final report suggests that final indicators specifically included “75% of teachers in pilot schools using ICT to improve education standards,” “50% increase in teachers completing in-service training,” “decline in teacher resignations by 50%,” and “improved student outcomes by 2%,” as well as “pilot school student grade point average improving by 5%.”18 For this first purpose—that is, that the project will improve quality and efficiency of education— review of the project documentation suggests some misalignment of the project purpose, related performance indicators, and the actual project activities carried out. This raises questions as to how this purpose could have been achieved at all. Furthermore, even if this specific project purpose, its performance indicators, and the related activities had been aligned more appropriately, and even if there had been no delays in project implementation, it is questionable whether the performance indicators/targets could have been achieved within the original timeframe of an 11-month project and a 1-year post-project period (given that some of those indicators may have been targeted for 2007 and the project was originally to end in early 2006). Given that the SchoolNet pilot project was not embedded within a larger education development initiative, it suggests a role for ICT that ICT as such cannot fulfill: that of a magic bullet or an end in itself, to improve education outcomes. Existing international knowledge however suggests, that No miracles derive from the mere presence of ICT in a school; it does not, except in unusual circumstances, act as a catalyst for wide scale improvements. Instead, ICT can be a powerful lever for change when new directions are carefully planned, staff and support systems prepared, and resources for implementation and maintenance provided. Unlike other levers available to schools, however, ICT has the power to facilitate vast changes in instruction, in home, community, and school relations, and in school management. It should not be viewed as a simple tool, to be considered only after changes are planned, but as a more powerful ally that can help schools aspire to and reach the highest goals of education.19 91. Conclusions. Findings of the study indicate that important experience has been gained and lessons learned under existing ICT in education initiatives. On the basis of the case studies, some of the approaches implemented were clearly successful, mostly at the school level, in contributing to generating an enabling environment for ICT integration and change. At the same time, the study identified areas where approaches may need to be fine-tuned or changed to better meet local needs and educational development goals. With this in mind, a number of critical issues have been raised that should be considered before ICT initiatives in their current form are expanded to additional schools. Overall, there is reason to believe that if such considerations and lessons learned are taken into account, necessary steps undertaken, and appropriate interventions are put in place, ICT can indeed prove to be a valuable tool and lever for change, enhancing other efforts in improving access to, and the quality of, education in Samoa. 5. 92.
Based on the study findings, the following recommendations are being made for Samoa: •
18
19
Study Recommendations
For future ICT initiatives, objectives and aims, activities, and monitoring and evaluation frameworks need to be better aligned. Synchronizing these components
Helsinki Consulting Group. 2007. Samoa: Supporting the Samoa SchoolNet and Community Access Pilot Project. Final Report. ADB TA4305–SAM. 16. Venezky, R.L., and C. Davis. 2002. Quo Vademus? The Transformation of Schooling in a Networked World. OECD/CERI. 19.
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would increase the return on investment, and ensure that technology is integrated with the clear purpose of furthering school and national education development objectives. •
Organizational integration, strategic planning, and long-term budget modeling require stronger focus at the outset of future ICT initiatives to manage expectations and to allow for informed decision making by school administrators and school committees.
•
High-tech equipment packages to schools need to be tailored to fit educational and pedagogic objectives and school budgets, rather than the objectives and budgets being force-fit to the equipment packages.
•
A forum for regular exchange among system actors, including school principals and school committee representatives, should be institutionalized. This would enhance alignment of national- and school-level initiatives, promote experience exchanges, and contribute to clarifying roles and responsibilities among education stakeholders.
•
More relevant information and validated examples showing the potential of ICT in education need to be disseminated to generate a shared vision among education stakeholders, and to clarify and communicate the objectives of future initiatives.
•
Integrated, long-term professional development programs, providing certificatebased recognition for champion teachers, should be considered to promote sustainability of in-school human capacity building.
•
Professional development programs should be selected or designed that focus on the intersections of technology, curriculum, and pedagogy, while at the same time establishing or furthering basic skills and rapport between educators and technology.
•
Building on existing local experience, a focused feasibility study on the use of solar power, including long-term costing and amortization models, should be explored to address economic and environmental sustainability.
•
School-level efforts need to be better supported by national policies and strategies, especially when infrastructure—such as electricity and telecommunications (e.g., Internet access)—is concerned.
•
Appropriate models for maintaining and servicing equipment urgently need to be explored, to ensure sustainability and return on investments already undertaken.
•
A national champion or group of champions that drive ICT integration into teaching and learning needs to be appointed. If roles and responsibilities are clear and objectives aligned, a distributed or decentralized approach to ICT integration should be explored, given the breadth of the areas affected. Appointment needs to go hand in hand with appropriate budget allocations and capacity building if required.
•
Monitoring and evaluation needs to be given more weight, especially in the design and budget allocations for future initiatives.
•
Capitalizing on the current early state of ICT integration in Samoa, there is a unique opportunity for longitudinal research on the impact of ICT on teaching quality and
31
student learning. This opportunity should be used, and support for such research explored and commissioned. 6.
Implementation Constraints in Samoa
93. For this part of the RETA e-Resources component, time was the main challenge in implementing the study. As noted, instead of concluding as originally planned in February 2006, the Samoa SchoolNet project was not finalized until December 2006. This situation contributed to a key decision made for the overall RETA implementation, documented in the RETA July 2006 Inception Report, in which ADB and RTI agreed on merging the originally planned 2006 ICT in education conference with the 2007 event (for more detail about this decision, see Chapter VI of this report). This meant rather significant changes to the RETA timeline and work plan, which the team faced for the remainder of the study. This raised issues such as consultant availability and reduction in time available for specific RETA activities in Samoa, in advance of the scheduled data collection and analysis. However, the RETA team flexibly addressed this situation and managed to implement the study activities and research as planned. 94. An additional challenge, which made the delay in study activities less than ideal, was the fact that the country’s preparations for hosting the South Pacific Games in 2007 coincided with study activities. This significantly affected the school schedule during those months leading to the event. In addition to regular Term 2 activities, such as midyear examinations and interschool/interzone sporting events, this made it difficult to schedule visits and data collection at participating schools. 95. Procurement, one of the key problems under the Samoa SchoolNet project, also turned out to create difficulties for this RETA. Some products that had been offered by vendors at the outset were not available anymore by the time of purchase and had to be replaced (in these cases, a better product was offered at the same price). In some instances, a specific product was delivered to or by the vendor only months after the order had been placed. The entire procurement process, therefore, until all items had arrived and were distributed, took nearly 5 months to complete. For this study, this was more of a nuisance than a problem, and did not lead to any time constraints or setbacks. Study activities had been designed to be independent of the procurement in order to mitigate any such risks, which were well known due to the experiences under SchoolNet. However, it still required extensive follow-up and communication between the international and domestic teams as well as with the vendors, which cost time and effort. V. A.
E-TEACHER TRAINING COMPONENT
Introduction
96. The RETA in Nepal and Bangladesh linked with two existing ADB-funded teacher education projects, the Teacher Education Program (TEP) in Nepal and the Teaching Quality Improvement in Secondary Education Project (TQI-SEP) in Bangladesh. Both initiatives aim to enhance the quality of primary and secondary education through provision of better qualified teachers. In this context, the pilot studies conducted under this e-Teacher Training component were designed to seek quantitative and qualitative evidence of the added value that utilization of ICTs for teacher training can have, in terms of improved training quality, improved trainee outcomes, or increased access to training opportunities for rural and disadvantaged populations. In order to do so, moderate ICT equipment was procured and given to an implementation group (in a formal training situation), in an attempt to isolate the specific effects
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of the technology on the training process and outcomes. This also created a quasi-experimental situation where training with technology could be compared to equivalent training programs taking place without technology. These small “pilot” projects were meant to be experimental, yet •
relevant to the existing ADB-funded projects in each country, so that the results would contribute to improving existing practice, and
•
simple enough to be reused by the project in the future without requiring significant additional resources.
97. Although the term “e-teacher training” (and e-learning, also used in the sections referring to this component) was not specifically defined in the original ADB TA paper for this RETA, it was later defined for the purpose of this research as electronic learning, or complementing/ replacing traditional face-to-face training programs with electronic delivery. In Nepal, the pilot study involved helping teachers assess their own teaching practice at a micro level by reviewing digital video recordings of their practice. In Bangladesh, mobile phone technology allowed teachers to remain in their classrooms during the training program, where they were immediately able to apply training concepts and request clarification as necessary. 98. Similarly to the activities under the e-Resources component, the implementation of this part of the RETA featured the following activities in both Nepal and Bangladesh: 1. A site assessment 2. A study kickoff workshop/expert forum 3. Moderate ICT resource procurement 4. A variety of professional development activities on the use of the equipment 5. Qualitative and quantitative data collection 6. Data analysis 7. Results reporting and sharing through the Country Reports and the International ICT for Education Conference in Manila in October 2007. 99. Most of the activities under this component took place in 2007, although planning for the initial site visit and review of background material and other relevant research began in 2006, intensifying from November to December of that year. Exhibit 5 below is a timeline of activities since project start-up in April 2006.
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Exhibit 5. Overview of RETA e-Teacher Training Activities in Nepal and Bangladesh, by Calendar Quarter
Work Plan Component Planning, team management (both countries)
2006 Q1
2006 Q2
2006 Q3
2006 Q4
2007 Q1
2007 Q2
2007 Q3
2007 Q4
●
Nepal site assessment and kickoff workshops
●
Bangladesh site assessment and kickoff workshop
●
Nepal study implementation and equipment provision
●
●
Bangladesh study implementation and equipment provision
●
●
Nepal data collection and analysis
●
Bangladesh data collection and analysis
●
Report writing, Nepal and Bangladesh
●
●
100. The study in Nepal adds to the existing knowledge base of using video in teacher preparation by providing some practical tips for implementing video recording and playback in the classroom, and providing suggestions for how video can be expanded beyond its traditional use for self-assessment and critique in microteaching.20 This includes
20
1.
Using video for self-assessment of trainers and subsequent improvement of training skills and the training classroom
2.
Helping to address a lack of material resources for teaching aids
3.
Using video for whole-school supervision and ongoing teacher performance evaluation for certified and serving teachers
4.
Improving relations between the community and school.
“Microteaching” is the term used when trainees practice teaching a lesson in front of the classroom, with other trainees acting as pupils. It is distinguished from “student teaching,” or school-based practicum, which is when the trainee practices methods in front of an actual school classroom, under the supervision of a trainer or school supervisor.
34
101. The study in Bangladesh directly supported the objectives of TQI-SEP, and the findings also contribute to existing research on ICT in education, in particular to research in open and distance learning and mobile learning.21 Specific contributions to existing research concern:
B.
•
The advantage of school-based distance learning for in-service teacher professional development
•
The possibility of telephone communication as a support for distance learning (particularly relevant in Bangladesh for the Bangladesh Open University [BOU], which enrolls over 200,000 students per year) or other formal learning situations involving a trainer and trainee
•
The feasibility of using advanced mobile phone features in place of desktop computers or other large multimedia projection equipment for delivering additional course content in a distance learning program
•
The learning curve required for the use of advanced phone features even by experienced mobile phone users.
Events and Outputs—Nepal 1.
Site Assessment
102. In Nepal, the research process was launched with an initial country visit in January 2007, during which the RETA team met with key staff from ADB, the national project implementation units, government ministries, international organizations, schools and teacher training institutions, and civil society. It was during this time that the pilot interventions were developed and agreed upon with ADB and domestic project staff. 103. Two stakeholder study launching seminars were held. The first was in Kathmandu on January 16 and included representatives of international development agencies, NCED staff, local nongovernmental organizations (NGOs), and individuals from educational institutions. Fifty-three participants listened to presentations in the morning from a number of key speakers from the Ministry of Education, ADB, and National Center for Education Development (NCED). In the afternoon, 26 of the participants conducted a situation analysis of some of the key aspects of ICT in education in Nepal. The second seminar was held in Biratnagar (southeastern Nepal), with school-level officials, teachers, and teacher-trainers. Twenty-one workshop participants outlined the qualities of a good teacher; they then matched the acquisition of these qualities with specific teaching methods, brainstorming how new technologies could also help acquire these skills. These workshops helped to provide various perspectives on existing ICT initiatives and attitudes toward ICT integration in education and to inform the study research framework. 2.
Study Activities
104. The study in Nepal was developed out of discussions with staff from NCED, the primary oversight body for teacher training in Nepal; and the ADB TEP project implementing unit. In order to understand how to optimize use of existing multimedia equipment provided through 21
Mobile learning, or “m-learning,” implies that the course content and delivery is based entirely on the mobile devices. This was not the case for this study, which simply used phone communication as a support for traditional distance learning with print-based self-learning materials and active learning techniques.
35
TEP to the teacher training institute—in particular, the application of digital video recorders and laptops as tools in remote teacher training settings—the study equipped mobile teacher-training teams with new equipment (these mobile teams were already engaged under TEP in providing parts of the 10-month TEP teacher training program in remote areas of the country) and trained them on its use.22 Appropriate ADB procurement regulations were observed. Exhibit 6 lists equipment procured in Nepal, with total costs. Exhibit 6. List of Equipment Procured—Nepal Nepal • • • • •
•
3 laptop computers: Acer Aspire 5583 WXMI 3 digital video recorders: DCR-HC46 Mini DV Handycam Camcorder 3 external USB mice (Brand: Sony) and mouse pad 30 Sony digital videocassettes 45 Imation 700MB writeable CD-ROMs 30 Sigma brand 4.7GB writeable DVDs Total Value: $8,333.35
105. On April 8–9, 2007, a training was held in Nepaljung for two mobile trainers from Rolpa and Dolpa, and one representative of the corresponding Education Training Centers (ETCs) Rupandehi and Surkhet. On April 12, a training was held in Biratnagar for the mobile team from Taplejung. A resource person from NCED assisted the RETA team to deliver specific training on technical aspects of the equipment during the first training in Nepaljung. The agenda covered issues such as equipment training and familiarization, pedagogic deliberations on the use of this equipment to improve teaching and learning, and use of monitoring and evaluation equipment in the classroom. During these trainings, participants also developed an action plan for the study and follow-up with the RETA team. 106. In addition to basic operation of the equipment (on, off, saving data, recording, transferring video, etc.), the participants were able to view some model teacher training videos previously produced by NCED. This is the first time these trainers had viewed video from NCED, even though it had been created for teacher professional development purposes; therefore, the technology had an immediate impact by allowing trainers access to this video. During the 2-day workshop, the participants stayed late hours and arrived early so that they could have as much time as possible practicing with the equipment before the workshop ended. 107. At the end of the 2.5-month study implementation period, during which the mobile teams were in the field and using the equipment, a second data collection visit was conducted. From July 8 to 16, 2007, the RETA team accomplished the following:
22
•
Analysis of questionnaires from control and study groups at the three sites, including translation
•
Meetings with key NCED personnel
For more information, consult Chapter V, Study Activities, in Appendix 10, the Nepal Country Report produced under this study.
36
•
In-depth discussions with two representatives of mobile teams from Rolpa and Dolpa, and one representative of the team from Taplejung (five people total)
•
Meetings with five primary ETC coordinators, including one presentation of findings to an entire group of ETC coordinators and other staff
•
Verification of the good working condition of all of the new equipment, and handover to the designated officials
•
A brief meeting with ADB Principal Education Specialist, Manila.
108. RETA team members analyzed the study questionnaires, interview notes, and other instruments during the weeks that followed the data collection visits, in order to prepare the Nepal Country Report, Old Technology or New? A Study of Video Recording as an Innovative Method for Primary School Teacher Training in Rural Nepal, as well as summaries and flyers to be used at the International ICT for Education Conference. 3.
Study Methodology
109. The study involved comparing post-training satisfaction questionnaires of the three training groups that were given the technology, to the same post-training questionnaires from three control groups that did not use technology. Additional technology-related questions were also added to the post-training questionnaire for the study group that used technology. A total of 77 questionnaires from control groups (31 Taplejung, 14 Rolpa, and 32 Dolpa) and 104 questionnaires from the study groups (56 Rolpa, 22 Taplejung, and 26 Dolpa) were filled out, collected, and then analyzed after each group’s training period had ended. Two mobile trainers each from Rolpa and Dolpa, and one trainer from Taplejung, also participated in in-depth interviews with the RETA team to provide details on how the equipment was used, and what effect it had on the teaching and learning processes. Finally, five of nine ETC directors were interviewed in order to find out how they were currently using the ADB-funded equipment in the training centers. 4.
Study Findings and Conclusions
110. Findings. From April 15 to June 30, 2007, the three mobile teams carried out their training in the remote training centers, as planned. The main pedagogical purpose of providing the video recorders was to enable trainers to conduct self-assessment and review of microteaching practice with the trainees. (This was how the initial training workshop was designed, in addition to providing an overview of basic operating procedures.) However, the study found that they actually used the equipment for many different purposes, of which selfassessment was only a minor portion. The laptops were used to edit and play the videos, as well as for administrative purposes; whereas the video recorders were used mainly to record training activities and classroom lectures; to record extracurricular activities, cultural events, and community events; and to record microteaching practice. Reasons why they chose to use the video cameras in this way, and the benefits of doing so, are outlined in detail in Chapters VIII and IX in the Nepal Country Report. However, perhaps the most striking finding for the RETA team (because it was a beneficial and oft-cited use of the equipment that was otherwise unanticipated by the team) was that the video recorders were used to improve the practice of the trainers, who recorded their own classroom lectures and reviewed them later, learning how to improve. Trainers and trainees alike reviewed the recorded lectures in order to better understand and retain the content of the lectures, and in some cases, they even took the
37
recorded lectures home with them after the training period ended. This finding exemplifies how technology integration also can lead to unexpected results and new practices. In a climate of innovation, ICT can be more than a lever or tool to improve teaching and learning; it can even become a catalyst for change. 111. Given the limitations of the study methodology (see Section VI.E of the Nepal Country Report), the qualitative data from trainer interviews and open-ended questions provide most of the data for the analysis, conclusions, and recommendations. However, the quantitative data gathered from the questionnaires, and used to compare the control group and the study group, do yield some important considerations, which could be followed up with more research in the future. For example:
•
The perceived usefulness of the technology decreased where it was used the least frequently (Taplejung).
•
The perceived usefulness of the technology was highest in the site where the trainers were most comfortable with the equipment (Dolpa).
•
In Rolpa, the perceived usefulness of watching videos was rated as very useful by a slightly larger percentage of trainees, and this may be related to the fact that teachers were able to watch the video individually, after school hours, rather than as a group (on a small screen).
•
When the three sites are combined, and the control and study group compared, there is only a very small difference in overall training satisfaction for the study group, when technology was used.
•
Where the technology was used the least frequently (Taplejung), the perceived knowledge gain (“How much new knowledge did you gain during this training?”) was much less.
112. When trainees from the implementation group were asked only about whether they believed that the use of these technologies improved the learning experience, they overwhelmingly answered “Yes.” Some of the most common reasons were that the technology made the experience “exciting and fun,” and that they appreciated being able to see their own performance as well as review the lectures over again. Respondents did not comment that the technology alone was the attraction (or that they could learn about technology), which would have been expected given the newness of this technology in rural Nepal. 113. Conclusions. Due to the difficult communications infrastructure and other implementation constraints, very little follow up was conducted by the RETA team during this period. However, all of the trainers who were trained to use the equipment during a 2-day handover workshop in early April immediately took ownership of the equipment and found creative and effective ways to use it to enhance the training program. Each team found unique ways to manage video capture, editing, and playback, but there were also many similarities in the way they used video to enhance teacher training. Some trainers even voluntarily worked overtime in order to make the most of the equipment, and they all expressed a strong desire to reuse the equipment in the future. Therefore, the fact that the project participants did not abandon the study or the use of the equipment despite an unclear idea of how it should be used (both technically and pedagogically), and despite recurring difficulties with charging and transporting equipment, is evidence that they believe that the technology improves their teacher
38
training. This can almost be considered a key outcome on its own; the challenge was, and continues to be, to determine objectively what effect the technology use had on improving trainee learning outcomes. 114. Some of the ways that video technology can improve learning outcomes, as perceived by participants in this study, are as follows: •
Improved content retention, by being able to watch lessons more than once
•
Improved content understanding, by being more attentive to the lesson when it is being filmed
•
Improved teaching practice, by being able to watch and self-identify weaknesses
•
Increased self-confidence as a result of being able to watch oneself performing in front of the class
•
Learning through visual methods is better.
115. The study also shows that that the technology generated a great deal of enthusiasm on the part of both trainers and trainees, and therefore may have added value in many ways besides increased learning on the part of the trainees. In particular, the use of technology was shown to: •
Improve the reputation of the training, as it is a symbol of a more modern approach
•
Improve practice on the part of the trainers as a result of being recorded, and viewing their performance on the video
•
Improve participation (of trainees and trainers), since they know that their performance may be reviewed again by a superior.
5.
Study Recommendations
116. The implications of these outcomes for future ADB projects, as well as for the existing ADB Teacher Education Project in Nepal, concern not only ways to include video and laptops in teacher training, but also ways in which they can, with appropriate planning, resources, and distribution, be used to address existing constraints at the school level, notably: •
Lack of material resources: Video technology could provide step-by-step examples of how to prepare certain materials (e.g., an origami figure) that may be difficult for teachers to recall later. It could also help provide examples to teachers who have not yet completed the training, and resources from different regions may provoke creativity and new ideas when shared with teachers in other areas. Also, this opens the possibility for exploration of other e-resources, along the lines of the recommendations made by the e-Resources component (see Chapter IV above.)
•
Ineffective school supervision and teacher performance evaluation: Video could address certain existing constraints to school supervision and performance evaluation (i.e., insufficient number of supervisors compared to the number of teachers, resistance to supervision and feedback, lack of subject-matter knowledge on the part of the supervisors) if it were used for developing electronic teaching
39
portfolios and managing centralized or decentralized performance assessment. This would be applicable also to supervision and performance of the teacher trainers in the mobile teams. •
Limited community-school relations: Video could potentially be further used to show parents the role of teachers, and the difference that participatory, creative, and joyful learning environments can make to the classroom experience. In turn, perhaps parents would begin to demand better performance on the part of teachers, and begin to invest more (personally and financially) in school operation.
117. The use of the equipment in teacher training would be further optimized if the various training institutions—including ETCs, mobile teams, NCED, and private teacher training centers—were to begin sharing digital resources, such as model classroom videos, local cultural documentaries or case studies, and clips of innovative teaching materials, among each other. Distribution could be carried out either through recorded CD-ROMs sent by postal mail or eventually through e-mail or Internet, although this technology is not currently available at all ETCs. Another method that could be considered is television, which could complement the radio distance learning program by broadcasting model teaching videos, videos of teaching materials preparation, local cultural events, and subject-specific educational programs during the weekly contact sessions, depending on the availability of televisions locally. 118. Although the use of video in teacher training is not necessarily considered an “innovation” in many parts of the world, this was the first experience in Nepal of using video in a purposeful way to improve the teacher-training experience. It is important to note that this constitutes an innovation in Nepal, and further so because the aspect of digital video creates many new opportunities for viewing, editing, and sharing that were not possible with videotape recorders and televisions. 119. There was no way to verify during this study period whether the study teachers became more apt to apply new teaching methods in their classrooms. A follow-up to this study might seek to recontact these teachers, as well as the control groups, and see whether or not they have used or would be inclined to use the new teaching methods. As soon as data were available, a first comparison could be done to determine whether or not exam scores were equivalent or different between control and study groups. Also, since the same three teams (Rolpa, Dolpa, and Taplejung) will most likely be able to use the equipment for one more training year, there is an opportunity to review with them, after this period, whether new uses of the equipment in teaching and learning or further implications of the same have been discovered. 6.
Implementation Constraints in Nepal
120. The main constraint to implementation was the difficult communications infrastructure, which meant that contacting trainers in their remote locations was very difficult, and site visits during implementation were impossible. Even remote follow-up via phone was difficult, to see if they were having any difficulties or questions about implementation. Correspondence usually had to pass through the ETCs, or through the village head office by fax or phone call (the only phone available in the area). The end-of-study questionnaires, for example, were sent by fax, causing certain portions to be illegible. In the case of Taplejung, the trainer had a problem with the video camera, but was unable to find technical support locally, so the clips from the camera could not be collected and transferred to the laptop for the second half of the study period. Bringing the training teams together for training before and after the implementation period was
40
also very difficult, as transportation is unreliable and could have involved walking for several hours to wait for a bus or helicopter to the next major village where a flight to Kathmandu would be possible. 121. For the post-study equipment handover in Kathmandu, the monsoon season posed additional difficulties; some travelers had to wait 4 or 5 days for the first possible bus or helicopter transportation. Fortunately, all of the trainers managed to come to Kathmandu to return the equipment while the international consultant was there for data collection, but they were not all present on the same days. C.
Events and Outputs—Bangladesh 1.
Site Assessment
122. An initial site visit took place in late February 2007 in Bangladesh in order to meet with relevant stakeholders to develop a study framework. In addition to individual meetings with a variety of government and nongovernment actors and teacher training institutes, a 1-day workshop was held on February 27, 2007, at the Bangladesh Open University. This workshop involved speakers from the RETA team, the BOU Vice-Chancellor, the Dean of the School of Science and Technology, the Dean of the School of Education, and approximately 40 participants from the university. The workshop aimed to explore how ICTs could be used to improve learning outcomes for distance learning participants. 123. Following the study kickoff workshop, and after an initial study framework was developed for the study model, a planning workshop was held in Barisal, the proposed study area, on April 4, 2007. The workshop sought the approval and input of the local education and community authorities concerning appropriate design and implementation strategies. 2.
Study Activities
124. One of TQI-SEP’s objectives is to provide in-service training to all currently untrained teachers in Bangladesh secondary schools. Two-week face-to-face, subject-based teacher training programs have been developed under the project’s Continuous Professional Development (CPD) component. However, prior to the study there was no effective way of reaching remote teachers for this purpose except to have them come to TTCs for residential training. Three “Outreach Centers” to serve rural and remote areas are planned in order to be the link between remote schools and training colleges, but they will still require teachers to take leave from their schools to attend training. 125. In this context and as a result of the discussions and meetings that took place during the initial site visit, and in consultation with ADB and TQI-SEP staff, the decision was made to proceed with a study model that would explore innovative strategies to serve these disadvantaged areas, including the application of media and information technologies to distance learning, in order to inform TQI-SEP of the feasibility of using this model to scale up access to quality in-service training. It was decided to test the use of mobile smartphones23 as an aid in delivering distance training in the Barisal region. 126. The RETA therefore equipped subject trainers, a training coordinator, and a cluster of 10 schools with smartphones. The phones were intended primarily to enhance communication, 23
A smartphone is defined as a mobile cellular telephone that is built with many of the same functions as a handheld computer—that is, e-mail, photo and video capture, document viewing, Web browsing, etc.
41
motivation, and multimedia delivery. Appropriate ADB procurement regulations were observed. A list of the equipment procured and its costs is provided in Exhibit 7. Exhibit 7. List of Equipment Procured—Bangladesh Bangladesh • •
•
One laptop computer (for use by the training coordinator and subject teachers) 13 mobile handsets (one for each of 10 participating schools, with two teachers undergoing training from each school, and one for each subject teacher and the training coordinator) Phone service for 13 phones for 2 months from the Grameen phone network. Total Value: $7,673.06
127. A key aspect of the study was to adapt the existing 2-week face-to-face professional development curriculum in Bangla and mathematics to a 6-week distance training format, incorporating activities that used the features of the mobile phone. The adaptation of the curriculum was supported by a professional instructional designer and subject-matter experts in Bangla and math instruction. 128. Following equipment procurement, a 3-day orientation and training workshop was held at the Barisal TTC during June 6–8, 2007, to acquaint trainee teachers, head teachers, principals, trainers, and training coordinators with the new mobile phone supported in-service teacher training materials. The other aims were to provide training on use of smartphones; orient participants to the various features of the smartphones; and provide opportunities for simulation, group discussion, and questions. Day 1 training was aimed exclusively at TTC training coordinators, trainers, District Education Office (DEO) representatives, and principals. The head teachers and trainee teachers were invited to attend beginning the second day. The agenda each day covered an introduction to the distance learning curriculum and methods of teaching and learning, interaction opportunities in a technology-supported teaching and learning environment, operational training on the use of the smartphones, familiarization with the instructional materials, and policies and procedures related to the use of the smartphones. 129. In order to maintain a focus on training quality and reduce dependency on the technology (and ultimately failure of the project if the technology failed), a blended approach to providing CPD via distance learning was adopted. Print-based learning materials; a face-to-face orientation workshop; synchronous, on-demand voice communication; asynchronous short messaging service (SMS) text messaging; video and photo sharing; and school-based group discussion activities were all incorporated into the design of the study. Throughout the 6-week training period, weekly teleconferences had been scheduled during the orientation workshop, but the trainees were responsible, with the support of their head teachers, for managing their own learning and scheduling the peer discussion sessions. All trainees finished their modules within the intended 6-week period. A monitoring visit to Barisal was conducted by members of
42
the RETA team July 8–10, 2007 (about halfway through the course), during which time the team visited three study schools in the Patuakhali Sadar and Galachipa upazilas.24 130. Upon completion of the 6-week training curriculum, the RETA team conducted a datacollection workshop July 30–31, 2007, jointly organized between this RETA and TQI-SEP. During this workshop, post-tests were administered to the training participants; there were group and plenary debriefing sessions to discuss the outcomes of the experiences and recommendations for the future; a study questionnaire was administered; structured interviews were held with 22 participants, including trainers, trainees and head teachers; and video clips that had been created by participants were discussed.25 131. The July data-collection workshop was followed by weeks of data analysis and report writing and resulted in the development of the Bangladesh Country Report, Learning Communities Enabled by Mobile Technology: A Case Study of School-Based, In-Service Secondary Teacher Training in Rural Bangladesh, which provided the basis for presentations and handouts for the International ICT for Education Conference. 3.
Study Methodology
132. This research took a case-study and quasi-experimental approach. Results from a control group of teachers undergoing the standard face-to-face training were compared with results from the study group using the smartphone for distance-mode training. The data for the study were collected in several phases during the site assessment, training and closing workshops, and monitoring visits. Several specific objects of study were chosen, namely the training materials (quality, relevance), the training participants (attitudes, participation, learning outcomes), and the technology itself (features, costs, added value). 133. The study involved 20 teachers (17 male, three female); five trainers (four male, one female); 10 head teachers from 10 schools; one training coordinator and one principal from the TTC Barisal; 1 DEO and 2 Upazila Secondary Education Officers; and a control group of 82 face-to-face trainees (8.5% female). Although TQI-SEP staff were partners in planning and implementing the study, they were also considered key informants, and their experiences and feedback were gathered through interviews and informal discussions. Data were gathered through questionnaires, interviews, focus group discussions, pre- and post-tests, equipment log sheets and journal notes, group work during the closing workshop, and short midterm questioning using SMS on the mobile phones. Limitations to the methodology include: the small size of the implementation group, especially compared to the large size of the control group; general limitations of testing as an accurate measure of learning; and some inconsistencies and misinterpretations in the questionnaires since they could not be appropriately pilot tested in the time allotted. 4.
Study Findings and Conclusions
134. Findings. The distance learning training materials were perceived to be clear and adequate despite minor flaws, such as lack of additional examples or subject-specific examples, lack of answers to questions, spelling mistakes, etc. The format of the curriculum enhanced interaction among teachers, extended the training opportunity to more teachers in the school, 24
25
Upazila – subnational administrative unit, similar to a subdistrict. Patuakhali Sadar and Galachipa are upazilas in the Patuakhali District. For more information, consult Chapter V, Study Activities, in Appendix 11, the Bangladesh Country Report produced under this study.
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and fostered collegiality between trainers and trainees. In the original design of the curriculum, the conference calls with trainees and trainers were meant to take place among several different groups at different schools. However, the phone model chosen only had the capacity to connect three different sites, and the sound quality was too poor to have effective discussions using the loudspeaker feature. Therefore, the scheduled conference call times were used for one-on-one communication with the trainees. Interviews and journal notes confirm that these calls were crucial to solving problems encountered when new teaching methods were being tested in the classroom, or resolving differences of opinion that came up among the teachers during the peer group sessions. 135. Analysis of various evaluation instruments indicates that trainees did learn at least as well as through face-to-face training. In particular, analysis of pre- and post-test scores shows that the study teachers did improve their scores after the training program in both Bangla and mathematics. Head teachers also reported having observed changes in classroom practice, and the trainees themselves reported that a more learner-centered and participatory approach to teaching and learning had been created. 136. The phones proved to be too complicated even for experienced phone users. SMS was not frequently used because of the need to use the Roman alphabet, and because the phone instructions and menus were all in English. Some teachers tried to send multimedia messaging service (MMS) messages, but it did not work so they abandoned future attempts. However, it most likely did not work because the network could only transfer clips up to 10 seconds long, but the trainees created clips that were several minutes long. Although participants were not able to use all the smartphone features for training purposes, they were aware of its potential and benefited immensely by talking one-on-one with their trainer and with other teachers. 137. The participants felt that the approach was very effective, and most were willing to participate in a similar training program again in the future. In particular, the trainees were all overwhelmingly in favor of school-based training, rather than being taken away from the homes and classrooms for face-to-face training in a distant training center. The technology allowed them to solve problems instantly over the phone, and to make contact with other trainee teachers in the region, thereby creating a community of practice enabled by technology. After the experience, the post-training research questionnaires show that teachers still felt that the most important tool for learning the content of the CPD program was the printed materials and the opportunity to speak with their trainer. However, they rated two aspects—practicing techniques in front of the classroom and receiving feedback from head teachers based on classroom observation—higher after the training program, indicating that the experience had helped them to appreciate the value of the learning resources that are available to them at all times in the classroom. 138. Conclusions. Based on the overall findings, the needs of the teachers and the training program, and the country context, several important conclusions can be reached:
•
A simpler phone model would be sufficient if the phones were only intended to support distance learning. A more complicated phone model might be appropriate if the phones were the sole mode of delivery, but this is not feasible given the low resource context of Bangladesh and the existing capacities of the target learners.
•
The design of the school-based training program involving all teachers and the head teacher is as important as the technology, if not more. Teachers learned a great deal just by initiating discussion and debate among themselves, applying the techniques
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in the classroom, getting feedback from colleagues, and then holding more discussion and debate.
•
The head teachers were crucial to the success of the program because they ensured that there were proper incentives to complete the group work on a regular basis.
•
The study provides compelling evidence that distance-mode teacher training can be as effective as face-to-face training. It may in fact be more effective, if the comments from the trainees are an indication that the training content is more effectively put into practice when they can immediately apply and experiment with the techniques that they are learning, rather than waiting until after the training period to do so.
•
The added value of the mobile communications technology is twofold. First, it gives the trainers confidence that the trainees will complete the training program effectively, because they have a way of following up regularly and ensuring that the trainees stay on task. Second, the on-demand communication between trainees and trainers, as well as among trainees, helps to keep the trainees motivated and improves content understanding and application through question, answer, and debate. Research in distance learning indicates that feelings of isolation and difficulty with self-motivation can lead to dropout or failure,26 and that “blended” learning environments that maintain some face-to-face contact are more effective.27 The mobile phones are clearly a solution to this problem, where phone service is available and affordable.
5.
Study Recommendations
139. Given the ambitious task of TQI-SEP to provide training to all teachers nationwide, it would be worthwhile to consider implementing this experience on a wider scale, keeping in mind that the phone technology should be considered a supplement to traditional distance learning based on pedagogically sound curriculum materials and active learning, and not as the main mode of delivery of course content. Some further considerations for future use are:
26
27
•
Use a simpler and more low-cost model if more phones would be purchased. Or consider using the trainees’ own personal phones by finding a way to reimburse them for the cost of the calls that they make.
•
Ensure that teachers have access to the phones at all times, including taking responsibility for them after school hours, if phones must be shared. Teachers on a school-to-school basis can plan a schedule to share the phones and schedule conference calls.
•
Encourage schools to consider financing this type of experience using the Innovation and Development Fund (a small-grant mechanism for schools) of the ADB TQI-SEP.
Fozdar, Bharat Inder and Lalita Kumar. 2007. Mobile Learning and Student Retention. The International Review of Research in Open and Distance Learning. Vol. 8. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/ article/view/345/916. See, for example, Rovai, A. and H. Jordan. 2004. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. The International Review of Research in Open and Distance Learning. Vol. 5. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/article/view/192/274.
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•
Improve the orientation program by providing more effective training on the use of the phone features, and developing a trainers’ manual that specifically suggests how and when they might use the phones to prompt discussion, provoke reflection, assess progress, etc. Experienced trainers could be called upon to help develop this manual.
•
Continue to experiment with the didactic application of different phone features, including preparation of clips of model teaching examples that are very clear and short, or photos of unique teaching aids and other learning materials or classroom configurations, to the extent that smartphones are still available and the network can accommodate MMS.
•
Ensure that the trainers take the lead with advanced use of the phone features, so that the trainees can concentrate on the course content and not the use of the technology. For example, trainers could still make use of MMS and SMS features of the phones to send content and instructions to the trainees, even if trainees only respond through traditional person-to-person calls.
•
Use the laptop more effectively, if possible. The laptop should be linked to the Internet and e-mail in order to correspond with TQI-SEP and other education administrators at the central level. This may be possible using the phone as a router to connect through global system for mobile communications (GSM) technology or general packet radio service (GPRS) technology.
140. Future Research. It would be worthwhile to again compare long-term effectiveness of the training between the control schools (face-to-face) and study schools, by conducting classroom observations after 6 months or more to compare the extent to which the trainees of each learning method are implementing what they had learned. Similarly, the conclusions section of the Bangladesh Country Report suggested that the training program probably could have been carried out as effectively as a traditional distance-learning course, without the technology. A study to compare the implementation schools (using the same equipment and curriculum) to a set of control schools that would use only the print-based learning materials would help verify the added value of the technology. More research needs to be done on the didactic environment of the phones and phone features, perhaps comparing usage of an advanced phone model with a simple phone. Given the short training period and large learning curve, this study could not adequately assess the value of different features of the phone (synchronous and asynchronous voice, video, text) for the learning experience, nor allow the RETA team to make a strong recommendation in favor of any particular device for this type of training experience. This recommendation is consistent with other international research that suggests that “useability issues should be tracked over a longer period, from initial use through to a state of relative experience with the technology.”28 6.
Implementation Constraints in Bangladesh
141. It was very difficult for the RETA team to choose an appropriate telephone model due to the lack of a global standard for this purpose and inability to test the phones prior to purchasing. The study had originally decided to purchase a Nokia N73 model, but then the Sony Ericsson representative in Dhaka agreed to provide a trainer for the workshop. Therefore, since the 28
Kukulska-Hulme, Agnes. 2007. Mobile Useability in Educational Contexts: What Have We Learnt? The International Review of Research in Open and Distance Learning. Vol. 8. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/article/view/356/879.
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vendor’s quotation included equivalent features for the same price, the choice was made to go with a Sony Ericsson P990i handset. However, as described above, this model was much too complicated, even though the study participants were all experienced mobile phone users. Also, according to workshop participants, the training on the phone model, which was led by the vendor representative, was not very effective. There were no technical training materials in the local language, and the study did not have the time or resources to develop such technical training materials. Therefore, many of the study’s plans for using the more advanced features of the mobile phones during the training could not be implemented due to insufficient training for a very complicated phone model.29 Had the study period been longer, there would have been time to improve the initial training and develop some additional technical reference materials. VI. A.
INTERNATIONAL ICT FOR EDUCATION CONFERENCE
Introduction
142. Originally, the RETA team was to conduct two separate conferences—one in 2006 focusing on the issues and outcomes related to the research in Mongolia and Samoa, and one in 2007 focusing on e-training issues and the research in Bangladesh and Nepal. However, as indicated earlier, a number of considerations led ADB and the RETA project team to assess the feasibility of organizing two conferences during the RETA period, and to decide to change the conference plan to include one bigger combined conference toward the end of the RETA in 2007 instead of following the original plan of having two separate conferences. The two main considerations were the following: First, the delays in the Samoa SchoolNet project did not allow for findings to be available in 2006. Second, this new schedule allowed the RETA to cover current development issues, given the rapidly evolving situation in the ICT for education field, in a more comprehensive and timely manner before sharing with a wider audience. The conference in 2007 then was to focus on disseminating and sharing results of all three RETA components, and to provide a forum for policy makers, practitioners, and ICT in education stakeholders to discuss the outcomes and recommendations of the RETA research. 143. Ultimately the conference—“Optimizing ICT for Education. Sharing Practical Experiences from the Asia and Pacific Region: What Works, What Doesn’t, and In What Circumstances”—was held October 16–18, 2007 (instead of as originally planned in November 2007), at the headquarters of ADB in Manila, Philippines. The conference was organized by ADB with co-financing from Asian Development Bank Institute (ADBI). This RETA contributed considerably to its organization and the content. 144.
The overall conference purpose and objective were to facilitate sharing a comprehensive range of current ICT in education issues, lessons learned, and best practices, including broader policy and strategy issues as well as innovative approaches, practical solutions, hands-on toolkits, cost implications, and sustainability of benefits of ICT in education. Participants from ADB’s DMCs contributed to finalizing a practical guide to factors, which are
29
It should also be recognized that having any training last longer than 3 days would also go against the purpose of the distance mode training, which is to keep teachers in their schools. In the future, orientation to the phones and the training program should be limited to 2 days, but it will be a challenge to create an adequate training program that covers this period of time. Some investment needs to be made in simple technical reference sheets in the local language to help teachers use the phones without extensive prior training.
47
important for increasing efficiency and effectiveness of ICT in education in their own country contexts.30 145. The conference brought together a wide range of stakeholders in the area of ICT in education, including senior policy makers and planning officers, researchers, private sector stakeholders and NGOs, and development partners. Government delegates from ADB’s DMCs included representatives of key national bodies and line ministries that are contributing to ICT in education development and financing issues, such as ministries of education, ministries of ICT/telecommunication (or equivalent bodies responsible for national ICT policies and strategies), and ministries of finance. The conference also included participants from development organizations, both public and private, who are involved in planning, implementing, and monitoring ICT in education policy and strategy developments or technology applications. Representatives from selected private sector firms also attended, presenting experiences, products, and solutions in this area. A total of 173 participants attended, 83 of whom came from 26 DMCs. There were 12 observers, 20 ADB observers, 22 resource persons, 17 RETA consultants, and seven ADB organizers. 146. The conference succeeded in sharing among a diverse group of participants a wide range of current ICT in education issues, lessons learned, and best practices, including broader policy and strategy questions as well as innovative approaches, practical solutions, hands-on toolkits, cost implications, and sustainability of benefits of ICT in education. 147. Resource speakers included both public and private sector stakeholders. During the conference, a concurrent 3-day “Conference Expo” took place, bringing experiences, products, and solutions from the private sector. Eight organizations participated in the Expo. This gave participants practical examples and the opportunity to interact with innovative approaches. 148. In addition to plenary and panel sessions on broader ICT in education policy and strategy frameworks, the conference offered parallel sessions on specific ICT in education topics, such as regulatory, telecommunication, financing, and hardware issues; practical solutions for e-teacher training and e-learning materials; specific country reports; and successful public and private partnerships. The full conference program appears in Appendix 2 of this report. 149. The conference was structured as plenary sessions combined with four concurrent session streams. The opening speech was given by Ursula Schäfer-Preuss, Vice President for Knowledge Management and Sustainable Development, ADB; the Welcome Message was delivered by Elaine Glennie, Senior Capacity Building Specialist, ADBI. 150. The Keynote Speech was delivered by Shahid Akhtar, Editor-in-Chief, Digital Review of Asia-Pacific, and former Head, UNDP Asia-Pacific Development Information Programme (UNDP-APDIP); it was titled “Meeting the Challenge of the Millennium Development Goals Through the Application of ICT for Education.” This was followed by a presentation by the ADB Principal Education Specialist, Jouko Sarvi, and the Social Sector Specialist, ADB, Manuela Prina, together with the Session Facilitators and the RETA Policy and Planning Expert, Education Technology Expert in e-Resources, and Education Technology Expert in e-Teacher Training.
30
Conference materials—including the program, presentations, information on speakers, and a summary of outcomes—are available at http://www.adb.org/Education.
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151. Delegates then signed up to participate in the concurrent session streams, which ran in the afternoon of the two full conference days, Tuesday and Wednesday, October 16 and 17, 2007. The sessions were: •
Stream I: Regulatory Frameworks, e-Readiness, Telecom, Hardware: Issues and Trends
•
Stream II: Integrating ICT in Schools and e-Resources in Classrooms: Issues and Trends
•
Stream III: E- Teacher Training: Issues and Trends
•
Stream IV: Public-Private Partnerships (PPPs) in ICT in Education
152. After each session, the plenary reconvened to share Session Outputs—that is, summaries of the sessions were given by a participating member of each session and the floor was open to debate. B.
Team Activities for the Conference
153. Conceptual Support. In advance of the conference, the RETA team provided comments on the draft profile prepared by ADB, and submitted an updated conference activity profile. The RETA team also initiated and designed the conference Wiki, explained in more detail below; and suggested offering free-discussion sessions.31 154. Representation. The RETA team was represented at the conference with its three international consultants and one domestic consultant each from Bangladesh, Mongolia, Nepal, and Samoa, as representatives of the RETA’s domestic teams. 155. Knowledge Products. The RETA team also developed, in advance of the conference, a number of knowledge products. These included full drafts of the Country Reports and the Policy and Strategy Report, which had guided development of conference presentations and handouts. Handouts for the conference included a Summary of Findings/Overview document on all five reports, as well as three flyers to be used as take-home tools by conference participants. The flyers covered the use of video in teacher training and the use of mobile communication technology in teacher training, and one flyer was a compilation of drivers that encourage effective ICT integration into teaching and learning at the teacher, school, and education system levels. The summaries of findings and the flyers are provided in separate files as appendixes to this report. 156. Presentation and Facilitation. In addition to the flyers, presentations were developed in which RETA team members shared research findings at three of the eight conference sessions. The RETA team facilitated five of these sessions in Streams I–III. In addition, the team spontaneously volunteered to chair plenary sessions or participated in panel discussions when needed. In advance of the conference, the team also facilitated a speakers meeting. 157. Technical Support. The RETA team contributed to the conference in designing, setting up, and supporting up a wireless network covering most of the conference facilities. The RETA team obtained in-kind support for this purpose from a private company, FON (www.fon.com), in the form of sponsorship of wireless routers for the duration of the conference. 31
These were sessions offered by participants for participants.
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158. The Conference Wiki. An innovative highlight of the conference was the use of an interactive Web site, called a “Wiki,” for the purpose of the conference, which enabled the organizers to post information about the conference, texts of speeches, reports of sessions, biographies of speakers and session facilitators, and photographs. Most importantly, it provided a forum for discussion outside the meeting rooms. RTI created the Web site at http://www.ict4ed.org in collaboration with the RETA team. This Web site was an in-kind contribution to the conference by RTI International. The site was built using an open-source content management system, Drupal, and hosted at a commercial web hosting provider (hostmonster). 159. The Wiki was accessible during the conference by wireless connections in the halls and at a designated computer room provided by ADB. It proved immensely popular, allowing delegates to share ideas and questions and to find support for particular problems and issues interactively. It also allowed participants to upload documents, pictures, and video or audio clips and to share their resources on ICT in education with other conference participants. It is intended that it will remain online for up to a year. The Wiki was initiated, designed, and managed by the RETA team. Appendix 3 is a screen-capture of the entry page of the Wiki. 160. The Wiki provided logistical information on the conference, including address, profile, and programs; and an overview of all conference sessions and presentations in the plenary, as well as each of the four streams. In addition, the Wiki featured a “Mediathek,” which hosted pictures from the conference, e-Resources uploaded by participants, and additional knowledge products from the RETA (e.g., a slideshow from one of the trainings in Mongolia). The “Café” was the virtual conference discussion space in which participants shared ideas or questions with each other. Under “Speakers & Facilitators,” the RETA team placed short biographical information on each speaker and facilitator who submitted such information to the ADB organizers. In “Relevant Links,” the RETA team and participants shared links to ICT in education resources, organizations, or projects. 161. While a generic username and password was available for conference participants—to reduce possible obstacles for use of the Wiki—nearly 45 participants also signed up for personal accounts. This equals more than 25% of all conference participants. 162. The RETA team continuously managed the Wiki all through the conference, uploading speakers’ presentations immediately after each session, plus photos, session summaries, and background documentation. The RETA team also helped participants to register and to navigate the Wiki, providing personal assistance where needed. 163. Based on informal feedback and actual comments on the Wiki, this tool was very successful in stimulating participants’ interest, communication, and information sharing and was especially appreciated for the timeliness of the information upload and the availability of 99% of the presentations given within a day of the conference. By October 23, presentations from every single speaker, often even accompanied by background papers and further information, summaries of all sessions, and additional information materials were available on the Wiki. In the 10 days between October 26 and November 5, 2007, more than a week after the conference had concluded, the Wiki log still counted more than 150 reads of its main entry page. 164. Because it contains such comprehensive information, ADB has decided that the Wiki will function as one source for overall conference information and proceedings. In addition, ADB has made the conference material available on CDs.
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165. During the conference, discussions among ADB, RETA team members, and conference participants were initiated regarding a possible transformation of this Web site into a community of practice on ICT in education. The RETA team suggests that such discussions be continued in the immediate future to leverage the momentum the Wiki has generated and the “personal” relationships several key stakeholders have developed with and through the Wiki at the conference. C.
Conference Deliberations
166. The conference was critical for the RETA team, as it was an opportunity to share and discuss findings from the research directly with country delegates in the RETA focus countries and the region. Furthermore, discussions during sessions helped raise other critical thoughts and issues that required consideration in the reports for their finalization. 167. The conference not only allowed the RETA team to share findings and experiences from its work in the four RETA countries and region, but also triggered lively discussions and questions from and among conference participants. Informal feedback confirmed that participants enjoyed the conference not only for its social aspects of networking and getting to know like-minded professionals from the region, but also in terms of the intellectual contributions provided by the RETA team and other speakers. Below are short summaries/overviews for each of the five sessions RETA team members facilitated during the conference, including selected questions and items of discussion that characterized each of them. 168.
Stream I – Days 1 and 2. This session was based on the following presentations: •
Conditions Controlled by Government That Have a Positive Effect on Nurturing Innovative ICT in Education
•
Developing and Implementing a National Strategy for ICT in Basic Education: Experience from Uzbekistan
•
ICT and Remote Schools Tajikistan
•
Financing ICT in Basic Education – Policy and Strategy Options for Affordable and Sustainable Investments: Results from ADB’s Regional Study on ICT in Basic Education, Central-Asia
•
Revolving Fund Scheme for ICT in Education
•
Armenian National Program for the Introduction of ICT into Basic Education for the Period 2004–2008
169. Together these presentations gave an overview of planning and implementation at three levels: the national level, the education sector, and local rural schools. Using the presentations as the basis for discussion, the group debated issues of planning and regulation—specifically the need for fully integrated strategies from policy to pupil. 170.
From the debate emerged several main observations: •
The need for overall education planning and specific ICT in education planning that integrates into national ICT plans
51
•
The duty of governments to create an enabling environment—with both tangible and intangible strategies
•
Realistic planning that takes into account the availability of human and financial resources to ensure sustainability
•
The planning net: the interdependence of all planning—from school to national—with all the stakeholders involved in the process, and meshing these plans to form a durable whole
•
The need for transparent regulation and enforcement to attract investment in connectivity.
171. The session also discussed the dependence of ICT on a wide range of external factors, from electricity supply to the pros and cons of open-source software and how these should be built into the planning, regulation, and enforcement policies. Issues of total cost of ownership were debated and it was observed that the elements that make up TCO are different in each country and sometimes from each individual’s perspective. However the conclusion was that TCO can always be calculated and is a key factor in good ICT design. 172. The overall conclusion of the debate in this session was the need for realism in making ICT plans and having clear objectives as to the desired outcomes—summed up by the phrase “the art of the possible.” 173. Stream II – Days 1 and 2. Stream II aimed to give participants examples and tried approaches on integrating ICT into schools and e-resources into classrooms. Presentations and activities during the Day 1 session focused on initiatives on school level, with lessons learned and insights into initiatives from Mongolia and Samoa, and findings from ADB’s RETA on Innovative ICT in Education analyzing these two projects. Presentations on Day 2 provided a general overview of the intersections of learning, ICT, and e-resources in the future, complemented by specific examples of e-resource development from Kazakhstan and Thailand. 174. The Day 1 session stressed the importance of aligning educational objectives with project activities and appropriate monitoring and evaluation approaches. In groups, participants elaborated aspects of project design in relation to specific educational objectives for the role of ICT. Such aspects included approaches to professional development, content decisions, equipment packages, teacher pedagogic and ICT support approaches, solutions to fostering sustainability, and promotion of appropriate school level ICT policies. The country presentations from Mongolia and Samoa illustrated the choices made in different contexts on these aspects and highlighted what worked, what did not, and why. 175. Day 2 featured two country-level examples to e-resource development in Thailand and Kazakhstan. A higher-level presentation focused on the future of ICT and learning and on approaches to transforming education. In summarizing important lessons learned that were part and parcel of sessions during both days, the presentation concluded that success factors in transforming entire education systems leveraging ICT integration are approaches that are (i) student-centered, (ii) affordable, (iii) scalable, and (iv) sustainable. Session participants enjoyed seeing specific examples of e-resources developed and asked critical questions in regard to the process of localization and adaptation of foreign Learning Objects to local contexts. Participants inquired about the process and approaches to content development, and its financing. Discussions also focused on sharing of e-resources among countries and the use communities of practice in this regard.
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176. Stream III – Days 1 and 2. This stream involved presentations and discussions on the use of ICTs in teacher preparation. The presentations covered a wide range of issues, from the school level in low-resource settings, to university-level training through ubiquitous e-learning, to imagining "schools of the future.” The presentations demonstrated the difference between learning about technology, and learning with or through technology. A common thread among all of the presentations was the power of ICT to transform the way we prepare teachers, and indeed the way we teach pupils in general. It is a transformation toward building communities of learners based on multidirectional communication, rather than on historical models of unidirectional teacher-to-pupil instruction. This also means that education reform—“from policy to pupil”—is about building flexible, adaptable schools that can be ready for the future, but also remaining grounded in pedagogy—not technology—based on the context, cultures, and values of the country. Important practical factors to take into consideration are (i) shared leadership, (ii) “foresight” planning (i.e., looking toward the future rather than correcting errors of the past) based on identified needs and ongoing monitoring and evaluation, and (iii) solutions that are based on school-level objectives. 177. Presentations in this stream also made use of and, in some cases, redefined abbreviations such as u-learning (ubiquitous learning), m-learning (mobile learning), c-learning (connected learning), e-learning" (electronic or, as redefined, expanded, enabled), and ICT (becomes information collaboration/connecting/culture change technologies). This discourse reflects the rapid evolution of technologies and their applicability to education. 178. Participants on both days responded positively, yet critically, to the presentations, and to the integration of technology into education. For example, in response to the point that schools have not changed much in 100 years, contrary to major changes in other parts of society (i.e., hospitals), one participant wondered whether or not it was necessary to change the school model if it was working; the historical model of schools has not stopped innovation and progress from being achieved, so perhaps that model does not need to be changed. Therefore, in this sense, the objective of the conference (to help participants determine which technology is appropriate to each country circumstances) seems to have been effectively imparted to the participants, who were not ready to simply apply ICT solutions from one context to another. 179.
The session on Day 1 involved three presentations: •
ICT Integration in Schools and Teacher Training, Singapore
•
A Pilot Study on the Use of Mobile Phones in Teacher Training, Bangladesh
•
A Pilot Study on the Use of Video Recording in Teacher Training, Nepal
180. During the discussion period, one participant noted that she had recently seen teachers using the digital video recorders built into their digital cameras to record and review teaching practice. The implication of the digital age is that video is now everywhere and accessible for capture and immediate playback—in phones, in cameras, and in video recorders—and therefore much more easily integrated into schools and training experiences than older recording technologies. 181. A delegate from Nepal, who is involved in the ADB project to which the study on video recording was attached, gave some impressions of how the findings (of both the video and mobile phone research) might be applicable in Nepal. He talked about the current experience in Nepal to use a radio distance learning mode to train teachers. Although there is a free call-in tutorial center, trainees do not make use of it, even though the phone call is free. The
53
project recognizes that there is a lack of interaction that makes it difficult for trainees to stay engaged. Therefore, it would be ideal to incorporate mobile phone use into the radio distance learning program; however, mobile phone coverage is not yet available in most parts of rural Nepal. The speaker agreed strongly with the conclusion of the study in Bangladesh that the technology (mobile phone, in this case) cannot be the only mode of transmission of course content; there must be multiple modes, including face-to-face interaction, for training to be effective. 182. In response to the Bangladesh presentation findings, which stated that “Distance learning (as designed and delivered in this program) can be as effective as face-to-face,” a participant noted that this statement must be based on further research. We cannot state that distance learning is better than face-to-face, because there is still value in this type of traditional training. The presenter concurred, especially with the fact that this statement would benefit from further research, but reiterated that the advantages of school-based in-service training must be seriously considered based solely on the trainees own preferences and feedback. 183.
During the session on Day 2, there were three presentations, covering: •
The Korean National Open University, an Online Higher Education Institution
•
A Model for ICT School Leadership in India
•
A Vision for Global “Future Schools”
184. All three presentations highlighted that it is not about the technology, but rather about transforming the way we teach and learn as communities of learners, through multidirectional information flows and shared leadership. The technology is the catalyst that allows this to happen. Furthermore, a key enabling factor for achieving this transformation is having the vision to do so, and the foresight to plan ahead and integrate monitoring and evaluation into the planning process. 185.
A few questions and comments from participants included: •
Was the e-learning platform in Korea created locally, or purchased from a proprietary source? In response, the presenter explained that it was developed within Korea, but outsourced from the university. All of the courseware is in the Korean language. This is a good example of ICT localization of software and content.
•
Is it better to start with a school-based model like the one in India, and then gradually expand to reach all schools in the country (bottom-up)? Or, is it better to start by revising the national curriculum goals to require ICT integration (top-down) immediately and then allowing school-based models to develop nationwide at the same time? This question remained open for discussion.
•
Someone wanted to know “how to launch ‘future schools’ in my country.” According to the speaker, the point is not to take the model and apply it directly, but to build a vision for future schools (school reform) that takes into consideration the country context, involves a variety of stakeholders, and relates to overall social reform efforts. Most importantly, the technologies are just an enabling factor for this social and educational transformation; it must emerge from within schools and their objectives.
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•
With regard to the e-learning programs in higher education in Korea, a participant wanted to know how the formal education system could benefit, and how to improve interactivity between teachers and students.
186. Other. In addition to the formal sessions, there was an opportunity for free-discussion sessions, where delegates could hold their own presentations or debates during lunch breaks. This was taken up with presentations by the Afghan delegation on the status and development of ICT in Afghanistan. This session took place during lunch break of Day 2 of the conference and was attended by more than 15 conference participants. 187. Throughout the conference, the RETA team took advantage of the additional opportunity to meet with country representatives and discuss research findings and next steps. Short debriefing sessions were held on the last day with the delegates from Nepal and Bangladesh, during which the country delegates had an opportunity to discuss with the ADB Principal Education Specialist and the Education Technology Expert in e-Teacher Training their impressions of the studies in their respective countries and their plans for building upon the experience and findings. D.
Conference Conclusions
188. The design of the conference allowed for a broad array of issues to be discussed, especially in the concurrent session streams, but also in plenary presentations and panel discussions. Throughout the conference, issues of education and learning, communities of learners, contextualization, partnerships, careful planning, and total cost of ownership dominated the discussion, as Section VI.C, Conference Deliberations, clearly illustrates. A conceptual shift was observed, in which a technology-centered view of ICT in education made way for a more education outcome-oriented discourse. It became apparent that the rush to procure equipment and hardware without proper consideration of its educational feasibility and longer-term financial sustainability clearly has not made an impact on teaching and learning, but instead has often led to disenchantment and disappointment among stakeholders. 189. Also embedded in that outcome-oriented discourse was the understanding of ICT as one possible lever, among others, in the achievement of educational objectives. In the right climate, participants found, it can even serve as a catalyst for greater change. The conference also stressed the importance of contextualization—that is, careful consideration of each DMC’s context and available resources and infrastructure, which strongly influence the design and implementation of ICT initiatives, as well as the integration of ICT into the education sector at large. 190. The overriding consensus from the conference, therefore, was a paradigm shift from conceptualizing and implementing ICT as something which is in education (“ICT in Education”) to a level at which ICT is something for Education (“ICT for Education”); that is, to serve and benefit education.
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APPENDIXES 191.
These appendixes to the final report can be found on the following pages: Appendix 1: RETA Key Dates Appendix 2: Conference Program Appendix 3: Screen-Capture of the Wiki Entry Page Appendix 4: RETA Research Flowchart as Designed March 2007 Appendix 5: RETA Framework Appendix 6: RETA Bibliography
192. In addition, a number of appendixes are being submitted as separate documents. These include the following: Appendix 7: Regional ICT Policy and Strategy Report Appendix 8: Mongolia Country Report Appendix 9: Samoa Country Report Appendix 10: Nepal Country Report Appendix 11: Bangladesh Country Report Appendix 12: Overview Policy and Strategy Findings Appendix 13: Summary of Findings, Mongolia Appendix 14: Summary of Findings, Samoa Appendix 15: Summary of Findings, Nepal Appendix 16: Summary of Findings, Bangladesh Appendix 17: Drivers Flyer Appendix 18: Video Flyer Appendix 19: Mobile Phone Flyer
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Appendix 1
APPENDIX 1: RETA KEY DATES Date Begin 28-Feb-06
Date End Country 28-Feb-06 Samoa
16-Mar-06
16-Mar-06 USA
31-Mar-06
31-Mar-06 ADB
17-Apr-06
22-Apr-06 Philippines
23-Apr-06
15-May-06 Mongolia
24-Apr-06
15-May-06 Mongolia
3-May-06 20-May-06
3-May-06 Mongolia 20-May-06 ADB
31-May-06
31-May-06 Mongolia
13-Jun-06
27-Jun-06 Samoa
14-Jun-06
28-Jun-06 Samoa
26-Jun-06 31-Jul-06
26-Jun-06 Samoa 31-Jul-06 ADB
31-Jul-06
31-Jul-06 USA
9-Jul-06
14-Aug-06 Mongolia
14-Aug-06
20-Aug-06 Mongolia
15-Aug-06
18-Aug-06 Mongolia
Action Original date for Samoa SchoolNet project finalization Contract for TA No. 6278-REG signed ADB/RTI March Inception Report delivered to ADB Policy and Planning Expert reconnaissance visit to ADB Manila Education Technology Expert in e-Resources formal team site assessment Policy and Planning Expert, formal team site assessment Experts’ Forum in Ulaanbaatar May Inception Report delivered to ADB ICT for Innovating Rural Education in Mongolia (IIREM) project ends (submission final report) Education Technology Expert in e-Resources, formal team site assessment Policy and Planning Expert formal team site assessment Experts’ Forum in Apia July (final) Inception Report delivered to ADB ADB/RTI agreed on merging the planned conferences for 2006 and 2007 into one conference for 2007 Mongolia equipment procurement Mongolia training intervention (Training No. 1) ADB Project Officer conducts RETA Review Mission during Mongolia training
Appendix 1
57
RETA Key Dates, continued Date Begin 18-Sep-06
Date End Country 19-Sep-06 Mongolia
2-Oct-06
20-Oct-06 Mongolia
15-Oct-06
20-Oct-06 Mongolia
21-Nov-06
22-Nov-06 Mongolia
28-Nov-06
28-Nov-06 Samoa
31-Dec-06
31-Dec-06 Samoa
8-Jan-07
26-Jan-07 Nepal
11-Jan-07
11-Jan-07 ADB
14-Jan-07
26-Jan-07 Nepal
14-Jan-07
21-Jan-07 Nepal
16-Jan-07 16-Jan-07
16-Jan-07 Nepal 30-Jan-07 Samoa
22-Jan-07
22-Jan-07 Nepal
31-Jan-07
31-Jan-07 Samoa
Action Policy and Planning Expert visit to Ministry of Education, Culture, and Science (MECS), the Ministry of Telecommunications, and the Mongolian Information Communication Authority Second Mongolia training intervention 2-day follow-on training interventions at each IIREM and Second Education Development Project (SEDP) school in the study in October 2006 (Training No. 2) Policy and Planning Expert visit to MECS studying cost effectiveness of the different aspects of ICT supported by the ADB in the IIREM project and SEDP ADB Project Officer attends SchoolNet tripartite meeting and meets domestic RETA consultant Samoa SchoolNet project finalized Education Technology Expert in e-Teacher Training, formal team site assessment Draft Interim Report delivered to ADB Policy and Planning Expert, formal team site assessment ADB project officer visits RETA team activities in Nepal Experts’ Forum in Kathmandu Education Technology Expert in e-Resources conducts training preparation and training preevents in Samoa Regional workshop in Biratnagar Final decisions on study activities in Samoa agreed with ADB
58
Appendix 1
RETA Key Dates, continued Date Begin 5-Feb-07
Date End Country 5-Feb-07 ADB
11-Feb-07 12-Feb-07
26-Mar-07 Nepal 23-Feb-07 Bangladesh
13-Feb-07 14-Feb-07
31-Jul-07 Samoa 20-Feb-07 Bangladesh
16-Feb-07
5-Mar-07 Bangladesh
22-Feb-07
23-Feb-07 Samoa
26-Feb-07
28-Feb-07 Thailand
27-Feb-07
27-Feb-07 Bangladesh
8-Mar-07
8-Mar-07 Samoa
4-Apr-07 8-Apr-07
4-Apr-07 Bangladesh 9-Apr-07 Nepal
10-Apr-07 11-Apr-07
12-Apr-07 Bangladesh 30-Jun-07 Samoa
12-Apr-07
12-Apr-07 Nepal
12-Apr-07
27-Apr-07 Mongolia
Action Final Interim Report delivered to ADB Equipment procurement Policy and Planning Expert, formal team site assessment Equipment procurement ADB project officer visits RETA team activities in Bangladesh Education Technology Expert in e-Teacher Training, formal team site assessment Strategic planning retreat with Curriculum Materials and Assessment Division (CMAD) Policy and Planning Expert site visit to Bangkok, Thailand, to visit United Nations Educational, Scientific, and Cultural Organization (UNESCO) and United Nations Development Programme (Regional) Study kickoff intervention at Bangladesh Open University 1-day strategic planning workshop for representatives from schools selected to participate in the study Planning workshop in Barisal Training interventions in Nepaljung Curriculum revision workshop 1 35-hour ICT training program for CMAD staff Training interventions in Biratnagar Mongolia 4-day training in aimag center, with 3-day follow-on regional trainings (Training No. 3)
22-Apr-07 1-May-07
23-Apr-07 Bangladesh 31-May-07 Mongolia
Curriculum revision workshop 2 Final Mongolia training intervention, following up from August and October 2006
1-May-07
31-May-07 Mongolia
Data collection and analysis, report writing
Appendix 1
59
RETA Key Dates, continued Date Begin 8-May-07 15-May-07
Date End Country 31-May-07 Bangladesh 30-May-07 Mongolia
30-May-07 6-Jun-07
11-Jun-07 Mongolia 8-Jun-07 Bangladesh
9-Jun-07 1-Aug-07 29-Jun-07
24-Sep-07 Mongolia/intl. 24-Aug-07 Samoa 29-Jun-07 ADB
7-Jul-07
18-Jul-07 30-Jul-07 1-Aug-07 7-Aug-07
17-Jul-07 Nepal
1-Oct-07 31-Jul-07 2-Oct-07 7-Aug-07
Nepal/intl. Bangladesh Bangladesh/intl. ADB
7-Aug-07 11-Sep-07
11-Sep-07 Samoa/intl. 11-Sep-07 ADB
24-Sep-07
24-Sep-07 ADB
1-Oct-07
1-Oct-07 ADB
2-Oct-07
2-Oct-07 ADB
9-Oct-07
20-Oct-07 Philippines
16-Oct-07
18-Oct-07 Philippines
19-Oct-07
19-Oct-07 ADB
1-Nov-07
15-Nov-07
5-Nov-07 focus countries
15-Nov-07 ADB
Action Equipment procurement Second equipment procurement for control schools Data collection Training intervention over 3 days in Barisal Data analysis and report writing Data collection Draft Progress Report delivered to ADB Education Technology Expert in e-Teacher Training in country for data collection Data analysis and report writing Data collection workshop Data analysis and report writing Final Progress Report delivered to ADB (final approval Sep. 9) Data analysis and report writing First draft Samoa Country Report delivered to ADB Draft Mongolia Country Report delivered to ADB Draft Nepal Country Report delivered to ADB Draft Bangladesh Country Report delivered to ADB Team in Manila for conference preparation International ICT for Education Conference in Manila Draft Policy and Strategy Report delivered to ADB Updated draft Country Reports and Policy and Strategy Report delivered to each country (to government counterparts and ADB Resident Missions) Draft Final Report delivered to ADB
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Appendix 2
APPENDIX 2: CONFERENCE PROGRAM
INTERNATIONAL CONFERENCE ON ICT FOR EDUCATION Optimizing ICT in Education. Sharing Practical Experiences from the Asia and Pacific Region: What Works, What Doesn’t, and In What Circumstances
Tuesday, October 16, 2007 – DAY 1: QUALITY AND BENEFITS 8:00-9:00
Participants’ registration
9:00-9:15
Conference Opening Speech, by Ursula Schäfer-Preuss, Vice President for Knowledge Management and Sustainable Development, ADB.
9:15-9:30
Welcome Message, by Elaine Glennie, Senior Capacity Building Specialist, ADBI.
9.30-10:00
Group photo session and coffee/tea break
10:00-10:45
Meeting the Challenge of the Millennium Development Goals Through the Application of ICT for Education. Keynote Speech by Shahid Akhtar, Editor-inChief, Digital Review of Asia-Pacific, and former Head, United Nations Development Programme’s Asia-Pacific Development Information Program (UNDP-APDIP).
10:45-12:00
Benefiting from Experiences and the Way Forward: Introduction to Concurrent Sessions, by Jouko Sarvi, Principal Education Specialist; and Manuela Prina, Social Sector Specialist, ADB, and Session Facilitators.
12:00-1:30
Lunch
2:00-4:00
Concurrent Session Streams
Stream I. Regulatory Frameworks, e-Readiness, Telecom, Hardware: Issues and Trends. Facilitators: Julian Watson and Tony Read, Team Leaders of ADB Regional Studies. •
Conditions Controlled by Government That Have a Positive Effect on Nurturing Innovative ICT In Education, by Julian Watson, Team Leader, Regional Study on Innovative ICT in Education.
•
Developing and Implementing a National Strategy for ICT in Basic Education. Experience from Uzbekistan, by Malika Shagazatova – Regional Study on ICT in Basic Education, Central Asia.
•
Case Study on Rural Connectivity, Rustam Kosimov – Tajikistan.
Appendix 2
61
Stream II. Integrating ICT in Schools and e-Resources in Classrooms: Issues and Trends. Facilitators: Carmen Strigel, Sukhbaatar Enkhjargal, Ioana ChanMow, team members of ADB Regional Study on Innovative ICT in Education. •
Solving the Puzzle – Why Some Pieces Fit and Some Just Don’t. Results from ADB’s Regional Study on Innovative ICT in Education – Mongolia and Samoa, by Carmen Strigel and study team.
•
Innovative ICT in Rural Schools, Experience from IIREM Project, Mongolia, by Sukhbaatar Enkhjargal, IIREM Team.
•
Presentation on Samoa Schoolnet Project, by Rosemarie Esera, Project Deputy Team Leader.
Stream III. E- Teacher Training: Issues and Trends. Facilitators: Sarah Lucas Pouezevara, Binita Parajuli, and Rubina Khan, team members of ADB Regional Study on Innovative ICT in Education. •
Technology as a Catalyst to Improve Access to and Quality of In-Service Teacher Training in Rural Settings. Results from ADB’s Regional Study on Innovative ICT in Education – Nepal and Bangladesh, by Sarah Pouezevara and study team, Regional Study on Innovative ICT in Education.
•
Efforts in Singapore in Teacher Preparation, Schooling, and Preparation of School Leaders Within the Context of E-learning Environment, by Prof Horn Mun Cheah, National Institute for Education, Singapore.
Stream IV. Public-Private Partnerships (PPPs) in ICT in Education. Facilitator: Norman LaRocque, Advisor to the Education Forum, New Zealand. •
Crossing the Digital Divide – Options, Pros and Cons for Affordable Rural and Remote Connectivity, by Nick Read, Network and Connectivity Expert, Regional Study on ICT in Basic Education, Central Asia.
•
Towards Enriching ICT for Education Through Public & Private Partnerships Text2Teach, Philippines, by Zenaida Domingo, Deputy Chief of Party, Education and Livelihood Skills Alliance, International Youth Foundation; and Simo Hoikka, Program Manager, Bridge IT, Corporate Relations and Responsibility, Nokia (Philippines), Inc.
•
Impact and Innovation Through Partnerships in Education, by Jonathan Kushner, Director, International Organizations and Development Banks, Microsoft Asia Pacific.
4:00-4:30
Coffee/tea break
4:30-5:30
Sharing Session Outputs – Summary of Day 1
5:30-7:00
Evening Reception
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Appendix 2
Wednesday, October 17, 2007 – DAY 2: PLANNING, MANAGEMENT, COSTS, AND SUSTAINABILITY 9:00-10:00
ICT in Education Planning Toolkit, by Benjamin Vergel de Dios, Project Officer, ICT in Education Unit, United Nations Educational, Cultural, and Scientific Organization (UNESCO) Asia & Pacific Regional Bureau, Bangkok.
10:00-10:30
Coffee break
10:30-11:30
The Potential of Public and Private Partnerships for ICT in Education by Norman LaRocque, Advisor to the Education Forum, New Zealand.
12:00-1:30
Lunch
2:00-4:00
Concurrent Session Streams
Stream I. Regulatory Frameworks, e-Readiness, Telecom, Hardware: Issues and Trends. Facilitators: Julian Watson and Tony Read, team leaders of ADB regional studies. •
Financing ICT in Basic Education – Policy and Strategy Options for Affordable and Sustainable Investments by Tony Read, Team Leader, Regional Study on ICT in Basic Education, Central-Asia.
•
Revolving Fund Scheme for ICT in Education, by Karine Harutyunyan, Ministry of Education, Armenia.
Stream II. Integrating ICT into Schools and e-Resources into Classrooms: Issues and Trends. Facilitators: Carmen Strigel, Sukhbaatar Enkhjargal, Ioana ChanMow, team members of Regional Study on Innovative ICT in Education. •
Identifying, Developing, Evaluating, Testing and Using Local e-Content. Experience in Kazakhstan, by Gul Nurgeeva, President, National Center for Informatization, Kazakhstan.
•
ICT for Learning, by Anthony O’Hara, Education Technology Strategist, Microsoft, Asia-Pacific.
•
Best Practices in Learning Contents via Multimedia – Capacity Building in Thailand, by Mak Khan, Director, Curriculum Corporation International (CCI); and Susan Atkins, Director, Online E-learning Initiatives, CCI, Australia.
Stream III. E-Teacher Training: Issues and Trends. Facilitators: Sarah Lucas Pouezevara, Binita Parajuli, and Rubina Khan, team members of Regional Study on Innovative ICT in Education. •
e-ASEM Network of ICT Skill and e-Learning for Lifelong Learning, by Prof Taerim Lee, National Open University, Korea.
•
Enabling Teaching and Learning in Future Schooling Models – Teacher Training Needs, Strategic Planning, Management, and Enabling Technologies, by Adrian Blight, Director, Imagine Education Ltd.
Appendix 2
•
63
ICT Teacher Training Model for Developing Shared School Technology Leadership, by Swetal Sindhvad, Researcher, University of Minnesota.
Stream IV. Public-Private Partnerships in ICT in Education. Facilitator: Norman LaRocque, Advisor to the Education Forum, New Zealand. •
Innovative Approaches to Teacher and System ICT Support in Schools. PublicPrivate Partnerships Experiences from Azerbaijan, by Samad Abasov, Regional Study ICT in Basic Education, Central Asia.
•
Global Classroom Connection, by Will Glennon, President GCC.
•
The Nature of the Bridge to Cross the Digital Divide, by Gerry Morgan, Chief Executive Officer, Mercurial Innovations International/InkPC.
4:00-4:30
Coffee/tea break
4:30-5:30
Sharing Session Outputs - Summary of Day 2
6:00-7:00
Dinner
Thursday, October 18, 2007 – DAY 3: EFFECTIVE RESULTS 9:00-10.00
Procurement for ICT, by Robert Rothery, Principal Procurement Specialist, ADB.
10:00-10:30
Coffee/tea break
10:30-11.45
ICT in or for Education? Designing and Implementing Successful ICT for Education Investments. Panel Discussion and Summary of Conference Outcomes.
11.45-12.00
Concluding Remarks, by Director General, Regional and Sustainable Development Department, ADB.
12:00-1:30
Lunch
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Appendix 3
APPENDIX 3: SCREEN-CAPTURE OF THE WIKI ENTRY PAGE
Appendix 4
APPENDIX 4: RETA RESEARCH FLOWCHART AS DESIGNED MARCH 2007
Teaching Quality Improvement In Secondary Education Project in Bangladesh
e-Teacher Training Desk Research
e-Teacher Training Conclusions
GPS Fieldwork in Mongolia GPS Fieldwork in Samoa
e-Teacher Training Intervention in Bangladesh
GPS Fieldwork in Nepal GPS Fieldwork in Bangladesh
Teacher Education Project in Nepal
GPS Fieldwork in Philippines
e-Teacher Training Conclusions Bangladesh
GPS Fieldwork in Thailand GPS Fieldwork in Cambodia
e-Teacher Training Intervention in Nepal
GPS Fieldwork in Others?
e-Teacher Training Conclusions Nepal
Global Policy Study Fieldwork Conclusions from Focus Programmes
Global Policy Desk Research
Global Policy Study Conclusions
Global Policy Study Fieldwork Conclusions from other Programmes & Sources
Is there a demand for innovative ICT in education?
2007 ICT for Education Conference
SchoolNet Pilot Project in Samoa
e-Resources Study Intervention in Samoa
Second Education Development Project Fieldwork in Mongolia
e-Resources Study Conclusions Samoa
Global Study Research Questions
e-Resources Study Desk Research
What contributions do innovative projects and ICT applications make to reduce poverty, and how cost effective are they in reducing poverty? Do science and technology and centers of excellence play roles to support sustainable ICT innovations in education?
e-Resources Study Conclusions Mongolia
What is the role of ICT in the humanities and, particularly, in achieving the EFA goals?
e-Resources Study Intervention in Mongolia
ICT for Innovating Rural Education Project in Mongolia
How feasible and sustainable are innovative ICT solutions regionally?
e-Resources Study Conclusions
What conditions controlled by government have a positive effect on nurturing Innovative ICT in Education?
REPORT Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region
65
66
Appendix 5
APPENDIX 5: RETA FRAMEWORK
Appendix 6
67
APPENDIX 6: RETA BIBLIOGRAPHY 1. This bibliography includes items that were instrumental not only in the development of the key RETA outputs, the four Country Reports and the Policy and Strategy Report, but also in the planning of study activities and the research design. 1.
Subject: Policy and Strategy Issues
Asian Development Bank (ADB). 2005. Technical Assistance Report: Establishment of Regional Knowledge Hubs. Project Number: 39201. Manila. 2. Available: http://www.adb.org/Documents/TARs/REG/39201-REG-TAR.pdf ADB. 2007. Key Indicators 2007: Inequality in Asia. Manila. Available: http://www.adb.org/documents/books/key_indicators/2007 Advameg Inc. Undated. Encyclopedia of the Nations. Available: http://www.nationsencyclopedia.com Agence France-Presse. 2007. Cheap Laptops Project for Poor Countries Draws Big Competition. The Manila Times. 29 May 2007. Available: http://www.manilatimes.net/national/2007/may/29/yehey/techtimes/ 20070529tech2.html Agence France-Presse. 2008. Bangladesh Mobile Phone Users Soar 58 Percent in 2007: Regulator. Yahoo News Online. Dhaka. Available: http://ca.news.yahoo.com/s/afp/080123/world/ bangladesh_telecom_economy_1 Arif, Mohammed Jubaer. 2007. VoIP: Future of telephony and Bangladesh. The Daily Star. Web Edition. 5(966), February 17, 2007. Available: http://www.thedailystar.net/2007/02/17/d702171601124.htm Asher, Moses. 2007. Western Australia Trials Low-Cost Laptop. The Age Online. 12 January 2007. Available: http://www.theage.com.au/news/laptops--desktops/australia-trialslowcost-laptop/2007/01/12/1168105153500.html Asia-Pacific Development Information Programme (APDIP). 2005. Do Governments Actually Believe that ICT Can Help Alleviate Poverty? E-Note 2 / 2005. Available: http://www.apdip.net/apdipenote/2.pdf Boonnoon, Jirapan. 2007. ICT Ministry Has Another Master Plan. The Nation Online. July 31, 2007. Available: http://www.nationmultimedia.com/2007/07/31/technology/ technology_30043034.php Bracey, Bonnie, and Terry Culver (eds.). 2005. Harnessing the Potential for ICT in Education: A Multi-Stakeholder Approach. Proceedings from the Dublin Global Forum of the United Nations ICT Taskforce. Dublin. British Educational Communications and Technology Agency (Becta). 2007. Microsoft’s Academic Licensing Programmes: Interim Report with Recommendations for Improving Value for Money. Interim. Coventry. Chai, Winston. 2003. Microsoft Slashes Windows XP Price to Fend Off Linux. ZDNet.co.uk. 13 June 2003. Available: http://news.zdnet.co.uk/software/0,1000000121,2136259,00.htm
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Chea, Dr. Horn Mun. 2005. Study on Science and Technology and ICT and E-Learning, and Their Role in Supporting Development Toward a Knowledge-Based Economy. National Institute of Education Singapore. ADB Project Number: RSC – C51681. Singapore. Commissioner for Development and Humanitarian Aid. 2003. Financing ICT for Development: The EU Approach. Press release. European Commission. Brussels. Communication Initiative. 2006. ICT Policies - Cambodia ICT4D National Education Policy. Victoria. Available: http://www.comminit.com/en/node/148390/308 Communications Initiative. 2006. Bangladesh ICT4D National Policy. Victoria. Available: http://www.comminit.com/en/node/148278/36 Consumers International. 2007. Copyright and Access to Knowledge. Kuala Lumpur. Available: http://219.93.191.226/a2k/index.php?option=com_content&task=view&id=15&Itemid=30 (Accessed September 8, 2007) Creative Commons licenses. Available: http://creativecommons.org/ Economist. 2006. Splitting the Digital Difference. Global Technology Forum. White Papers. 21 September 2006. Available: http://globaltechforum.eiu.com/index.asp?layout= rich_story&doc_id=9409&categoryid=&channelid=&search=Africa Economist. 2007. A World of Connections. Special Report on Telecoms. Vol. 383. Issue 8526. 28. April 2007. Economist Intelligence Unit. 2007. 2007 e-Readiness Rankings: Raising the Bar. White paper. London, New York, and Hong Kong. Federation of Bangladesh Chambers of Commerce and Industry (FBCCI). 2002. FBCCI Recommendations National Policy. Dhaka. Garcia, Robert Francis. 2004. Divide and Connect: Perils and Potentials of Information and Communication Technology in Asia and the Pacific. Asian South Pacific Bureau of Adult Education. Colaba. Available: http://www.aspbae.org/index.php?option=com_ docman&task=doc_download&gid=111&Itemid=72 Government of the Philippines. 2004. Medium-Term Philippine Development Plan. Manila. Available: http://www.neda.gov.ph/ads/mtpdp/MTPDP2004-2010/PDF/MTPDP20042010.html Guttman, Cynthia. 2003. Education in and for the Information Society. Paris. 63. Available: http://unesdoc.unesco.org/images/0013/001355/135528e.pdf Helsinki Consulting Group and ANZDEC Ltd. 2004. Equity, Quality, Relevance, Efficiency; Education Sector Review The Independent State of Samoa. ADB TA No. 4256–SAM. Helsinki Consulting Group. 2007. Samoa: Supporting the SchoolNet and Community Access Pilot Project. Final Report. ADB TA4305–SAM. Heritage Foundation and Wall Street Journal. 2007. Index of Economic Freedom. Washington DC. Available: http://www.heritage.org/research/features/index/country.cfm?id=cambodia
Appendix 6
69
High Level Commission for Information Technology - Nepal. Available: http://www.hlcit.gov.np Hishigsuren, Gaamaa. 2006. Information and Communication Technology and Microfinance: Options for Mongolia. ADB Institute Discussion Paper No. 42. Manila: ADB. Hoe, Nah Soo. 2006. Breaking Barriers: The Potential of Free and Open Source Software for Sustainable Human Development: A Compilation of Case Studies from Across the World. APDIP. Bangkok. Available: http://www.apdip.net/publications/ict4d/BreakingBarriers.pdf Human Development Unit South Asia Region. 2005. Attaining the Millennium Development Goals in Bangladesh. World Bank. Washington, DC. Information Technology and Electronic Commerce Council - Philippines. Available: http://www.itecc.gov.ph/ephilippines.htm infoDev (Information for Development Program). 2005. Knowledge Map: Content & Curriculum. Washington, DC. infoDev. 2005. Knowledge Map: ICTs in Education. Washington, DC. infoDev. 2006. Alternative Models: Low-Cost Computing Devices for Developing Countries. Washington, DC. infoDev. 2008. The ICT Regulation Toolkit. Washington, DC. Available: http://ictregulationtoolkit.org Intel Corporation. 2005. Government Assisted PC Programs (GAPPs). Available: http://intel.mrmworldwide.com/business/bss/industry/government/gappbackgrounder.pdf International Telecommunication Union (ITU). Undated. ICT Eye. Available: http://www.itu.int/ITU-D/icteye/Indicators/Indicators.aspx Kaestner, Rich. Undated. The Value of Investment for K-12. Converge Online. Available: http://www.convergemag.com/story.php?catid=236&storyid=97099 Koanantakool, Thaweesak, and Chadamas Thuvasethakul. 2002. National ICT Policy in Thailand. Kuala Lumpur. Available: http://www.nectec.or.th/users/htk/publish/20020302National-ICT-Policy-v16-word.pdf Kozma, Robert. (in press). Comparative Analysis of Policy for ICT in Education. International Handbook on Information Technology in Education. New York. Available: http://robertkozma.com/images/kozma_comparative_ict_policies_chapter.pdf Kundu Kumar, Ashis. 2007. Bangladesh. Country Paper on Information Society Statistics: Core ICT Indicators. Bangladesh Telecommunication Regulatory Commission. Dhaka. Available: http://www.unescap.org/icstd/events/Info%2DSociety%2DStats%2DWorkshop%2D2007/ Bangladesh.pdf Labelle, Richard. 2005. ICT Policy Formation and e-Strategy Development. APDIP. Bangkok. Available: http://www.apdip.net/publications/ict4d/ict4dlabelle.pdf
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Lallana, Emmanuel C. 2004. Overview of ICT Policies and e-Strategies of Select Asian Economies. APDIP. Bangkok. Available: http://www.apdip.net/publications/ ict4d/ict4dlallana.pdf Leach, Jenny. 2006. DEEP Impact: An Investigation of the Use of ICTs for Teacher Education in the Global South. London. Available: http://www.open.ac.uk/deep/Public/web/publications/ pdfs/ReportFeb2006.pdf Localisation Industry Standards Association. 2003. Localization Industry Primer. 2nd Edition. Féchy. Available: http://www.cit.gu.edu.au/~davidt/cit3611/LISAprimer.pdf McMillan, John. 2002. Reinventing the Bazaar: A Natural History of Market. New York. Microsoft. 2007. Microsoft Global and Computer Development Portal. Available: http://www.microsoft.com/globaldev/default.mspx Ministry of Education, Youth and Sports. 2004. Policies and Strategies on Information and Communication Technology in Education in Cambodia. Phnom Penh. Available:http://www.moeys.gov.kh/en/education/ict/ict_edu_en.pdf Ministry of Planning. 2005. Achieving Cambodian Millennium Development Goals, 2005 Update. Phnom Penh. Muangkeow, Suchart. 2007. Integration of ICT in Higher Education Provision: The Case of Thailand. Paper presentation at the Regional Seminar on Making a Difference: ICT in University Teaching/Learning and Research in Southeast Asian Countries. Jakarta. 3. Available: http://www.rihed.seameo.org/uploadfiles/ict/ICT_Thailand.pdf Newmann, Matthew. 2007. EU Asks Microsoft Rivals About Word, Excel Dominance (Update4). Bloomberg Online News. March 27, 2007. Available: http://www.bloomberg.com/apps/ news?pid=20601087&sid=a4GPYA7R4Xy4&refer=home National Information Communications Technology Development Authority. 2003. Draft ICT Policy Cambodia. Phnom Penh. Available: http://www.nida.gov.kh/activities/ ict_policy/ict_draft.php Owen, Darrell. 2005. Mongolia: Last Mile Initiative. Available: http://cbdd.wsu.edu/blog/pdf/ Mongolia.pdf Panos. Undated. Giving Away Secrets: Can Open Source Convert the Software World? Toolkit. London. Available: http://www.panos.org.uk/iwitness/toolkit Perry, Tekla S. 2007. The Laptop Crusade. IEEE Spectrum Online. 2007. Issue April 2007. Available: http://spectrum.ieee.org/apr07/4985 Rosin, Mitch. 2005. Reducing Poverty in Cambodia: The Role of NGOs and CSOs in the Development Policy Process. UN Chronicle. The 2005 World Summit. Issue 2, 2005. New York. Available: http://www.un.org/Pubs/chronicle/2005/issue2/0205p7.html Schütz, Marko, Natasha Khan, and Atish Chand. 2005. Baseline Survey on Free and Open Source Software (FOSS) in the South Pacific: Knowledge, Awareness, and Usage. Baseline Survey, Suva, Fiji Islands: ICT Capacity Building at USP Project. Suva.
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Thuvasethakul, Chadamas, and Thaweesak Koanantakool. 2002. National ICT Policy in Thailand. Paper prepared for Africa-Asia Workshop. Bangkok: National Electronics and Computer Technology Center, National Science and Technology Development Agency, Ministry of Science, Technology and Environment, Thailand. Tinio, Victoria L. ICT in Education. ePrimer. United Nations Development Program (UNDP). New York. Available: http://www.apdip.net/publications/iespprimers/ICTinEducation.pdf Tong, Tan Wooi. 2004. Free/Open Source Software: Education. APDIP. Bangkok. Available: http://www.iosn.net/education/foss-education-primer/fossPrimer-Education.pdf United Nations. 2006. Millennium Development Goals Report. Progress Report. New York. United Nations Country Team in Thailand. 2004. Thailand Millennium Development Goals Report. Bangkok. United Nations Development Programme (UNDP). 2006. Human Development Report 2006. Available: http://hdr.undp.org/hdr2006/ statistics/ United Nations Conference on Trade and Development (UNCTAD) Secretariat. 2007. Least Developed Countries Report 2007. Knowledge, Technological Learning and Innovation for Development. New York. Available: http://www.unctad.org/Templates/ Download.asp?docid=8674&lang=1&intItemID=4314 United Nations Population Fund. 2007. State of the World Population 2007: Unleashing the Potential of Urban Growth. New York. Available: http://www.unfpa.org/swp/2007/ presskit/pdf/sowp2007_eng.pdf United States Government. Undated. World Fact Book. Washington, DC. Available: https://www.cia.gov/library/publications/the-world-factbook Ure, John. 2005. ICT Sector Development in Five Central Asian Economies: A Policy Framework for Effective Investment Promotion and Facilitation. Report prepared for the International Conference on Strengthening Regional Cooperation for Managing Globalization, Moscow. UNESCO. Available: http://www.trp.hku.hk/papers/ 2005/report_oct_091005.pdf Ward, Helen. 2006. Goodbye Computer Chips. Times Education Supplement. 19 May 2006. Available: http://www.tes.co.uk/2233918 Warschauer, Mark. 2006. Laptops and Literacy. New York. Reviewed in Camfield, Jon. 2008. A Review of One-to-One Laptop Programs in the USA. Available: http://joncamfield.com/blog/2008/01/a_review_of_one-to-one_laptop.html Wikipedia. Available: http://en.wikipedia.org/ Wong, Kenneth and Sayo Phet. 2004. Free/Open Source Software: A General Introduction. APDIP. Kuala Lumpur. Available: http://www.iosn.net/foss/foss-generalprimer/foss_primer_current.pdf World Bank. 2006. Information and Communications for Development: Global Trends and Policies. Washington, DC.
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World Bank. 2007. Development Data and Statistics. Online database. Washington DC. Available: http://www.worldbank.org/data World Summit on the Information Society. 2003. Plan of Action. Geneva. Available: http://www.itu.int/dms_pub/itu-s/md/03/wsis/doc/S03-WSIS-DOC-0005!!PDF-E.pdf Zita, Ken. 2004. Bangladesh. USTDA South Asia Communications Infrastructure Conference. Delhi: Network Dynamics Associates LLC. United Nations Educational, Cultural and Scientific Organization (UNESCO). 2005. Towards Knowledge Societies. Paris. Available: http://unesdoc.unesco.org/images/ 0014/001418/141843e.pdf
2.
Mongolia: Background and Educational Information
ADB. 2002. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to Mongolia for the Second Education Development Project. ADB RRP: MON 31231. Manila. ADB. 2004. Grant Assistance to Mongolia for Information and Communication Technology (ICT) for Innovating Rural Education. ADB JFICT: MON 36245. Manila. ADB. 2006. Country Strategy and Program Update. Mongolia. Manila. Available: http://www.adb.org/Documents/CSPs/MON/2006/csp-mon-update-2006.pdf ADB. 2006. Loan Agreement Between Mongolia and the Asian Development Bank. LAS:MON 34187. Manila. Ariunaa, Lkhagvasuren et al. 2006. Information and Communications Technology Development in Mongolia – 2006. White paper. Unpublished draft. Batjargal, A. et al. 2003. General Education and Information Technology Survey Report. Ulaanbaatar. Bolormaa, D. 2005. ICT Education Content Development – School Management Progress Reports #2–#4. Consultant Report. Second Education Development Program. ADB MON-1908. Ulaanbaatar. Chambers, Robert. 1983. Rural Development: Putting the Last First. London. Lagos. New York. Quoted in Oyuntuya Shagdarsuren. 2007. Tackling Isolation in Rural Mongolia: Use of Information and Communication Technologies in Agricultural Extension Services. The University of Reading. Geographical Paper No.181. February 2007. Reading. Choijoovanchig, Lhaichin, Sambuu Uyanga and Mendee Dashnyam. 2007. The Informatics Olympiad in Mongolia. In Olympiads in Informatics. 2007. Vol. 1, 31–36. Institute of Mathematics and Informatics. Vilnius. Enkhjargal, Sukhbaatar. 2003. Policy Research: ICT in Education, Culture and Science Sector of Mongolia. International Development Research Center (IDRC). Ulaanbaatar.
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Enkhtuvshin, Ulziisaikhan. 2007. Deepening Education Reform, Improving Teachers’ Leadership. Speech: Minister of Education, Culture and Science. Ulaanbaatar. Available: http://www.mecs.pmis.gov.mn/images/anhdugaar%20zuvulguun/Minister%20s%20Spee ch05.02.pdf European Union. 2007. Mongolia-European Community. Strategy Paper 2007-2013. Available: http://www.europa.eu/external_relations/mongolia/spmipa/sp_mongolia_en_23-022007.pdf ICT for Innovating Rural Education in Mongolia (IIREM). 2006. ICT for Innovating Rural Education of Mongolia. Final Report and Policy Recommendations. ADB TA JFICT 9044. Ulaanbaatar. Ministry of Education, Culture, and Science (MECS). 2002. Education Law. Amended 2006. Ulaanbaatar. Available: http://www.mongoleducation.mn/modules.php?ss=4&id=3 MECS. 2006. Master Plan to Develop Education of Mongolia in 2006–2015. Ulaanbaatar. Mongolia. MECS. 2006. Second Government of Mongolia – External Partners Technical Meeting. October 9–10, 2006. Ulaanbaatar. Available: http://siteresources.worldbank.org/MONGOLIAEXTN/ Resources/E_Education_Draft_Action_plan_Englsih_by_GoM.pdf MECS. 2006. Statistical Report of Education, Culture and Science Sector for 2005 and 2005– 2006 Academic Year. Ulaanbaatar. MECS. 2007. Order No. 183 of 2007. June 5, 2007. Ulaanbaatar. Mira, N. 2005. ICT Education Content Development – Secondary School Subjects. Second Education Development Program. Consultant Report. ADB MON-1908. National Statistical Office (NSO). 2007. Statistics Year Book. Ulaanbaatar. Uyanga, Sambuu. 2005. The Usage of ICT for Secondary Education in Mongolia. In International Journal of Education and Development Using ICT. 2005. Vol. 1, No. 4.
3.
Samoa: Background and Educational Information
ADB. 2003. Technical Assistance to the Independent State of Samoa for Supporting the Samoa SchoolNet and Community Access Pilot Project. TA4305-SAM. Manila. ADB. 2005. Better Learning, Better Future. Education and Training Sector Strategy for the Pacific. Manila. ADB. 2007. Continuing Growth and Stability: Samoa Social and Economic Report 2007. Unpublished draft. TA6245-REG. Manila. ADB. 2007. Samoa: Private Sector Assessment. Consolidating Reform for Faster Growth. Unpublished draft. Manila.
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Chanco, Luis. 2001. Samoa: ICT Status and Recommendations. Apia. Commonwealth of Learning. 2002. School Networking in the Pacific Island States: An Environmental Scan and Plan for the Establishment of Schoolnets for the Pacific Island States. Final Report. Vancouver. Esera, Rosemarie. 2003. ICT Desk Study for Ministry of Education, Sports and Culture. Apia. Government of Samoa. 2002. Samoa Information and Communication Technologies. Policy and Strategic Plan. Apia. Helsinki Consulting Group. 2005. Samoa: Supporting the Samoa SchoolNet and Community Access Pilot Project. Inception Report. ADB TA4305–SAM. Helsinki Consulting Group. 2007. Samoa: Supporting the Samoa SchoolNet and Community Access Pilot Project. Final Report. ADB TA4305–SAM. Ministry of Education, Sports and Culture (MESC). 2004. ICT Master Plan 2004-2007: User Policies, Procedures and Standards. Apia. MESC. 2006. Strategic Policies and Plan, July 2006–June 2015. Apia. MESC. 2007. Education Statistical Digest. Samoa. Ministry of Finance. 2005. Strategy for the Development of Samoa 2005−2007: “Enhancing People’s Choices.” Apia. Ministry of Finance. 2006. Census of Population and Housing 2006. Preliminary report. Apia. Ministry of Finance. 2007. Quarterly Economic Review: January–March 2007. Apia. Ministry of Health. 2002. Statistical Bulletin 2002: Review 1999−2002. Apia. Public Service Commission. 2007. Public Service Official Circular. Issue 2007/29. 1 August 2007. Apia. Samoa National Strategic Plan (NSP) for ICT 2005–2008. Transforming Government, Business and Civil Society. SPAN Consultants. 2007. Samoa National Teacher Development Framework (NTDF). Interim Report. ADB TA4738-SAM. Ward, Lorrae, and Judy Parr. 2003. Computers in Schools: A Background Paper to Inform the Samoan Ministry of Education in Decision Making with Regard to the Use of Computers in Schools, with a Focus on Secondary Schools. The University of Auckland. Auckland. World Bank. 2004. The Little Green Data Book 2004. Washington, DC.
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Nepal: Background and Educational Information
ADB. 2001. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Kingdom of Nepal for the Teacher Education Project. ADB RRP: NEP 32236. Manila. ADB. 2002. Poverty Reduction in Nepal: Issues, Findings and Approaches. Manila. ADB. 2005. Ethnic and Caste Diversity: Implications for Development. R. Pradan and A. Shrestha, Nepal Resident Mission. Kathmandu. ADB. 2006. Aide-memoire, Loan Review Mission 30 December 2005 to 17 January 2006. ADB. 2007. Aide-memoire, Loan Review Mission 26 June to 04 July 2007. Barford, J., and Weston, C. 1997. The Use of Video as a Teaching Resource in a New University. British Journal of Educational Technology. Vol. 28. Issue 1. 40–50. National Council for Educational Technology. London. British Broadcasting Corporation (BBC). 2007. Country Profile: Nepal. Available: http://news.bbc.co.uk/2/hi/south_asia/country_profiles/1166502.stm Bista, M.B. 2006. Status of Female Teachers in Nepal. UNESCO. Kathmandu. Caddell, Martha. 2007. Private Schools and Political Conflict in Nepal. In Private Schooling in Less Economically Developed Countries: Asian and African Perspectives. Oxford Studies in Comparative Education. Symposium. Didcot. 187–207. Danish International Development Assistance (DANIDA). 2004. Evaluation Nepal: Joint Government–Donor Evaluation of Basic and Primary Education Programme II. Available: http://www.um.dk/Publikationer/DANIDA/English/ Evaluations/EvalutionNepal2004/3.asp Government of Nepal. 2000. Information Technology Policy, 2057 (2000). Kathmandu. Available: http://www.npc.gov.np/it/it_policy.pdf Government of Nepal. 2002. Tenth Plan. Chapter on Education and Sports. Kathmandu. Available: http://www.npc.gov.np/tenthplan/english/Chapter%2023Education%20and%20Sports.pdf Government of Nepal. 2005. Nepal Millennium Development Goals. Progress Report 2005. Kathmandu. Available: http://www.undg.org/archive_docs/6563Nepal_MDG_Progress_Report_2005.pdf Government of Nepal. 2007. Nepal Portfolio Performance Review (NPPR) 2007: Budget Implementation and Improving Portfolio Performance. A Government of Nepal Perspective. Available: http:/www.mof.gov.np/facd/policies/pdf/NPPR_Background_Paper_2007.pdf Irin News. Between Two Stones—Nepal’s Decade of Conflict. Available: http://www.irinnews.org/ InDepthMain.aspx?InDepthId=11&ReportId=33600
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Khaniya, Tirth and James H. Williams. 2004. Necessary but Not Sufficient: Challenges to (Implicit) Theories of Educational Change: Reform in Nepal’s Primary Education System. International Journal of Educational Development. Vol. 24. 315–328. Ministry of Education and Sports (MOES). 2003. Education in Nepal. Kathmandu. Available: www.moe.gov.np/admin/res_reports/Education_Nepal.pdf MOES. 2006. Training Policy. Kathmandu. Ministry of Foreign Affairs of Denmark, Embassy of Denmark, Kathmandu. 2007. Education. Kathmandu. Available: http://www.ambkathmandu.um.dk/en/menu/ DevelopmentCooperation/Education National Center for Educational Development (NCED). 2003. Prospectus 2003. Ministry of Education and Sports. Kathmandu. NCED. 2005. Monitoring Report of Teacher Training Programmes. Kathmandu. NCED. 2006 (2063). Effectiveness Study of the Primary Teacher Training in Nepal: A Compilation of Thematic Reports. Kathmandu. Nepal Wireless Networking Project. Available: http://www.nepalwireless.net Nepalese Children’s Education Fund. 2006. GYAN Monthly Newsletter. Vol. 2. Issue 18. Available: http://www.nepalchildren.org/newsletters/letters/0611news.pdf Pradan, R. and A. Shrestha. 2005. Ethnic and Caste Diversity: Implications for Development. Kathmandu : ADB Nepal Resident Mission. Savada, Andrea Matles, ed. Undated. Nepal: A Country Study. Washington: GPO for the Library of Congress, 1991. Available: http://countrystudies.us/nepal/34.htm UNESCO. 2007. Nepalese Teacher Wins Leadership Award for Connecting His Village to the Internet. Available: http://www2.unescobkk.org/education/ict/v2_2/detail.asp?id=389226 World Bank. 2004. Project Appraisal Document on a Proposed Credit in the Amount of SDR 34.5 Million (US$50.0 Million Equivalent) to the Kingdom of Nepal for an Education for All Project. Washington D.C. Available: http://www-wds.worldbank.org/external/default/ main?pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&s earchMenuPK=64187283&siteName=WDS&entityID=000012009_20040618143638 World Bank. 2007. Country Data Profile: Nepal. Available: http://devdata.worldbank.org/ external/CPProfile.asp?PTYPE=CP&CCODE=NPL World Bank. 2007. Nepal at a Glance. Available: http://devdata.worldbank.org/AAG/npl_aag.pdf World Bank. Undated. ICT At a Glance: Nepal. Available: http://devdata.worldbank.org/ict/ npl_ict.pdf
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77
Bangladesh: Background and Education Information
ADB. 2002. Project Performance Audit Report, Bangladesh Open University Project. Manila. ADB. 2004. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the People’s Republic of Bangladesh for the Teaching Quality Improvement in Secondary Education Project. RPB:BAN 26061. Manila. Ahmed M., et al. 2006. Education Watch 2005: The State of Secondary Education: Progress and Challenges. Campaign for Education (CAMPE). Dhaka. Ali, Mohammad. 2003. ICT Education Case Study. Asian South Pacific Bureau of Adult Education (ASPBAE) Research on Information and Communication Technology (Bangladesh). Dhaka Ahsania Mission. Bangladesh Bureau of Statistics (BBS). Undated. Statistics for Monitoring Attainment of MDGs in Bangladesh. Available: http://www.bbs.gov.bd/dataindex/MDGs%20in%20Bangladesh.doc BBS. 2006. Statistics Bangladesh 2006. Dhaka. Available: http://bbs.gov.bd/dataindex/ stat_bangladesh.pdf Bangladesh Telecommunication Regulatory Commission. 2007. Mobile Phone Subscribers in Bangladesh. Dhaka. Available: http://www.btrc.gov.bd/mobile_subscribers_mayjuly2007.htm Hoque, E., A. Sikder, and S. Alam. Undated. Statistics for Monitoring Attainment of MDGs in Bangladesh. Bangladesh Bureau of Statistics. Dhaka. Available: http://bbs.gov.bd/dataindex/MDGs%20in%20Bangladesh.doc Kamal, M.A. and S.A. Sultana. Undated. Barriers to Development in Open Learning and Distance Education: Bangladesh. Dhaka. Ministry of Education. 2004. Development of Education: National Report of Bangladesh. Dhaka. Ministry of Primary and Mass Education. 2003. Education for All: National Plan of Action II, 2003–2015 (Fourth Draft). Dhaka. Ministry of Science and Information & Communication Technology. 2002. National Information and Communication Technology (ICT) Policy. Dhaka. Available: http://www.mosict.gov.bd/ministry_files/ICT_Policy_English19.9.doc National Academy of Educational Management (NAEM). Undated. About Bangladesh. Available: http://www.naem.gov.bd/about_bd.php Public Broadcasting System (PBS). 2005. Dying to Compete: Inside Bangladesh’s Garment Industry. Available: http://www.pbs.org/frontlineworld/blog/2005/08/ dying_to_compet_1.html Reddi, U.V., and V. Sinha. 2003. Bangladesh: ICT Use in Education. In UNESCO. 2003. MetaSurvey on the Use of Technologies in Education in Asia and the Pacific 2003-2004. Bangkok.
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Appendix 6
Wikipedia. 2006. World Population Aspects. Available: http://en.wikipedia.org/wiki/List_of_ countries_by_ population#_note-unpop. A compilation based on country estimates and data from the United Nations population database. World Bank. 2007. Bangladesh at a Glance. Available: http://devdata.worldbank.org/ AAG/bgd_aag.pdf
6.
Subject: Education Quality, Teaching Quality
Aguirre International. 2004. A Reflective Study of Teacher Professional Development in the Latin American and Caribbean Regional Centers of Excellence for Teacher Training. Annexes. Executive summary available: http://literacyhub.org/documents/PNADF174.pdf Darling-Hammond, Linda. 2000. Teacher Quality and Student Achievement: A Review of State Policy Evidence. Education Policy Analysis Archives. Vol. 8. No. 1. Jan 1, 2000. Department of Education and Training. 2004. Competency Framework for Teachers. East Perth. Australia. Education Review Office. Undated. Evaluation Indicators for Education Review in Schools. New Zealand. Available: http://www.ero.govt.nz/ero/publishing.nsf/Content/ Evaluation%20Indicators%20for%20Education%20Reviews%C2%A0in%20Schools Goldhaber, Dan and Emily Anthony. 2003. Teaching Quality and Student Achievement. University of Washington and The Urban Institute. ERIC Clearinghouse on Urban Education. New York. Marshall, Jeffrey. 2004. School Monitoring Activity: Final Report with Implementation Plan. Basic Education Sector Program (BESP). Cambodia. McKinney, Pamela. 2000. A Study to Assess the Relationship Among Student Achievement, Teacher Motivation, and Incentive Pay. Virginia Polytechnic Institute and State University. Blacksburg. Tschannen-Moran, Megan, and Anita Woolfolk Hoy. 2001. The Teachers' Sense of Efficacy Scale. College of William and Mary and Ohio State University. Columbus. Available: http://www.coe.ohio-state.edu/ahoy/researchinstruments.htm#Sense Ward Heneveld. 1994. Planning and Monitoring the Quality of Primary Education in SubSaharan Africa. AFTHR Technical Note No. 14, Human Resources and Poverty Division, Technical Department, Africa Region. Washington, DC: World Bank.
7.
Subject: ICT in Education (General)
Becta. 2003. What the Research Says about ICT and Whole-School Improvement. London. Christensen, Rhonda. 1997. Stages of Technology Adoption. Available: http://www.tcet.unt.edu/ research/survey/stages.htm
Appendix 6
79
Christensen, Rhonda. 1998. Survey of Teachers’ Attitudes Toward Information Technology. TAT Ver 3.2a 1/98. Available: http://www.tcet.unt.edu/research/instrumt.htm Commonwealth of Learning. 2002. School Networking in the Pacific Island States: An Environmental Scan and Plan for the Establishment of Schoolnets for the Pacific Island States. Final Report. Vancouver. Cuban, Larry. 2001. Oversold and Underused: Computers in the Classroom. Cambridge. 173. Edmunds, Julie A. and Nita J. Matzen. 2007. Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education. Vol. 39. No. 4. 417–430. European SchoolNet. 2006. The ICT Impact Report. A Review of Studies of ICT Impact on Schools in Europe. Brussels. infoDev. 2005. Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. Washington. International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS). Available: http://www.iste.org/AM/Template.cfm?Section=NETS. Kessel, van N. et al. 2005. ICT Education Monitor: Eight Years of ICT in Schools. Ministry of Education, Culture and Science, The Netherlands. In European Schoolnet. 2006. The ICT Impact Report. A Review of Studies of ICT Impact on Schools in Europe. Brussels. Loxley, William and Patrick Julien. 2004. Information and Communication Technologies in Education and Training in Asia and the Pacific. ADB. Manila. [UK] Office for Standards in Education, Children’s Services and Skills (OFSTED). 2004. ICT in Schools: The Impact of Government Initiatives 5 Years On. London. Rovai, A. and Jordan, H. 2004. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. The International Review of Research in Open and Distance Learning. Vol. 5. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/article/view/192/274 Ramboll Management. 2006. E-Learning Nordic 2006. Copenhagen. The New Media Consortium. 2007. The Horizon Report: The 2007 Edition. Austin, TX . Underwood, J. et al. 2006. Evaluation of the ICT Test Bed Project. Annual Report 2006. Available: http://www.evaluation.icttestbed.org.uk/files/ict_test_bed_evaluation_2005.pdf UNESCO. 2003. Meta-Survey on the Use of Technologies in Education in Asia and the Pacific 2003-2004. Bangkok. UNESCO. 2004. SchoolNet Toolkit. Bangkok. Available: http://www.unescobkk.org/ index.php?id=1792 UNESCO. 2004. Integrating ICTs in Education: Lessons Learned. A Collective Case Study of Six Asian Countries. Bangkok.
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Appendix 6
Venezky, R.L., and C. Davis. 2002. Quo Vademus? The Transformation of Schooling in a Networked World. Organization for Economic Cooperation and Development/Center for Educational Research and Innovation. 8.
Subject: ICT in Teacher Training
Barford, J. and C. Weston. 1997. The Use of Video as a Teaching Resource in a New University. British Journal of Educational Technology. Vol. 28. Issue 1. 40–50. National Council for Educational Technology. London. Cadiz, J., A. Balachandran, E. Sanocki, A. Gupta, J. Grudin, and G. Jancke. 2000. Distance Learning Through Distributed Collaborative Video Viewing. Microsoft Research Technical Report MSR-TR-2000-42. Redmond. Available: http://research.microsoft.com/research/coet/DTVI/CSCW2000/ paper.pdf Fisher, T., Chris Higgins, and Avril Loveless. 2006. Teachers Learning with Digital Technologies: A Review of Research and Projects. Futurelab series, Report 14. Bristol, UK: Futurelab. Available: http://www.futurelab.org.uk/resources/ publications_reports_articles/literature_reviews/Literature_Review129 Fontaine, Mary. 2002. Insights into Training Teachers with Technology: NOT a Project Description from AED/LearnLink. TechKnowLogia. Vol. 4. Issue 4. Knowledge Enterprise Inc. Available: http://www.techknowlogia.org/TKL_active_pages2/ CurrentArticles/main.asp?IssueNumber=18&FileType=PDF&ArticleID=453 Habitzel, K., T.D. Märk, B. Stehno, and S. Prock. 2006. Microlearning: Emerging Concepts, Practices and Technologies After E-Learning. In Theo Hug, Martin Lindner, and Peter A. Bruck. 2006. Proceedings of Microlearning 2005: Learning & Working in New Media. Innsbruck: Innsbruck University Press. Available: http://www.microlearning.org/ micropapers/microlearning2005_proceedings_digitalversion.pdf Kpanja, Edward. 2001. A Study of the Effects of Video Tape Recording in Microteaching Training. British Journal of Educational Technology. Vol. 32. Issue 4. 483–486. Moon, Bob. 2000. The Open Learning Environment: A New Paradigm for International Developments in Teacher Education. The Routledge International Companion to Education. London: Routledge. Available: http://www.open.ac.uk/deep/Public/web/ publications/pdfs/BMoon2000-RICE.pdf Moon, Bob, Jenny Leach, and Mary-Priscilla Stevens. 2005. Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A Toolkit for Educators and Planners. Washington, DC: The World Bank. Available: http://siteresources.worldbank.org/ EXTAFRREGTOPDISEDU/Resources/Teacher_education_Toolkit_May13.pdf Moss, R., B. Gunter, and C. Jones. 1991. Television in Schools. John Libbey (for the Independent Television Commission). London. Cited in J. Barford, and C. Weston. 1997. The Use of Video as a Teaching Resource in a New University. British Journal of Educational Technology. Vol. 28. Issue 1. 40–50. National Council for Educational Technology. London.
Appendix 6
81
Perraton, Hilary, Bernadette Robinson, and Charlotte Creed. 2001. Teacher Education Through Distance Learning: Technology, Curriculum, Evaluation, Cost. Summary of Case Studies. UNESCO. Paris. Rovai, A. and Jordan, H. 2004. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. The International Review of Research in Open and Distance Learning. Vol. 5. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/article/view/192/274 Zhang, D., L. Zhou, R. Briggs, and J. Nunamaker. 2006. Instructional Video in E-Learning: Assessing the Impact of Interactive Video on Learning Effectiveness. Information and Management. Vol. 43.15–27.
9.
Subject: Mobile Learning
Deterle, Ed., and Chris Dede. 2006. Straightforward and Deep Effects of Wireless Handheld Devices for Teaching and Learning in University Settings. Conference paper. Available: http://gseacademic.harvard.edu/~hdul/AERA_2006_Dieterle_Dede.pdf Fillip, Barbara. 2005. ICT for Teacher Professional Development in Uganda: Impact and Scaleability Assessment. Academy for Educational Development. Washington, D.C. Available: http://www.dot-com-alliance.org/documents/ Uganda_Evaluation_Report_Full1.pdf Fozdar, Bharat Inder and Lalita Kumar. 2007. Mobile Learning and Student Retention. The International Review of Research in Open and Distance Learning. Vol. 8. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/article/view/345/916. Gaible, Edmond and Mary Burns. 2005. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. Washington, DC: infoDev and World Bank. Available: http://www.infodev.org/en/Publication.13.html Keegan, Desmond. 2002. The Future of Learning: From eLearning to mLearning. Hagen: Zentrales Institut für Fernstudienforschung, FernUniversität. Kukulska-Hulme, Agnes. 2007. Mobile Usability in Educational Contexts: What Have We Learnt? The International Review of Research in Open and Distance Learning. Vol. 8. Issue 2. Alberta. Available: http://www.irrodl.org/index.php/irrodl/article/view/356/879 Leach, Jenny. 2006. DEEP Impact: An Investigation of the Use of ICTs for Teacher Education in the Global South. London. Available: http://www.open.ac.uk/deep/Public/web/publications/ pdfs/ReportFeb2006.pdf Naismith, L., P. Lonsdale, G. Vavloula, and M. Sharples. 2006. Literature Review in Mobile Technologies and Learning. Futurelab series. Report 11. Futurelab. University of Birmingham. Bristol. Seppälä, P., and H. Alamäki. 2003. Mobile Learning in Teacher Training. Journal of Computer Assisted Learning. Volume 19. 330–335.
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Appendix 6
Stead, G. 2005. Moving Mobile into the Mainstream: A Paper for MLearn2005. Available: http://www.mlearn.org.za/CD/papers/Stead.pdf UNESCO. 2005. Mobile Learning for Expanding Educational Opportunities: Workshop Report. UNESCO Asia and Pacific Regional Bureau for Education. Bangkok.
