Transcript GeSCI
Introduction to GeSCI Meeting with Ministry of Education in Bolivia 26 April 2006 Objectives • Learn about the priorities in ICTs for education in Bolivia • Discuss current activities that fulfil those priorities • Highlight challenges and gaps • Give you information about GeSCI and answer any questions you have • Explore ways in which GeSCI could support Bolivia’s efforts in ICTs in schools Brief History of GeSCI 2000: Kofi Annan launches the UN ICT Task Force, including 50 leaders from governments, private sector and civil society 2003: Mme. Nane Annan, on behalf of the UN, launches GeSCI at the first World Summit on the Information Society (WSIS). The role of GeSCI is to strengthen teaching and learning through the strategic use of ICTs and to help achieve the Millennium Development Goals 2004: GeSCI formally established, headquartered in Ireland, and with operations in India and Namibia. Key partnerships include the governments of Ireland, Sweden, and Switzerland, as well as UNICEF, World Bank, World Economic Forum, ECDL, and Intel. Brief History of GeSCI 2005: GeSCI begins country programme work in Ghana and develops a Total Cost of Ownership Calculator to help schools identify priorities and the costs of possible technology solutions. Identified as a centre for excellence in ICTs in education by the European Commission 2006: Regional expansion underway in India and Africa with a focus on teacher training, learning content and designing and implementing ICT in education policies What we do: Mobilise, convene and align key stakeholders. Work with them to design effective strategies based on “end-to-end systems” incorporating ICT platform, content, user training & support, technical support and evaluation. Help them raise resources. Provide global services and networks. • Getting real impact from ICTs in schools – and thus building the case for more resources to scale up – requires and “end-to-end system” that: – Includes not only ICT platform deployment, but also content, user training & support, technical support and monitoring & evaluation – Is comprehensive, demand-driven, efficient in all parts and coordinated • Global initiative can play critical role by: – – – Convening the local actors that must work together – government, NGOs, private sector, academia, etc. Supporting them in crafting strategies for ICTs in schools Linking them with global partners (e.g., donors, foundations, private sector) that can provide financial and technical resources What we’ve learned so far: • • • ICTs in schools can strengthen teaching and learning ICTs are the tools – not the solution ICTs can be costly with minimal impact They are effective and cost efficient when: • Integrated into an educational strategy and a regional or national implementation plan • The plan is led by the Ministry of Education and its priorities • Includes consultation with stakeholders • Coordinated with infrastructure, access, teacher training, learning content, and pedagogy • Country capacities are matched with global resources and expertise GeSCI’s Mission, Vision and Guiding Principles Mission Vision Goals Collaborate with local partners to improve education, empower communities and accelerate socio-economic development, thereby supporting achievement of the MDGs by 2015, through the widespread deployment of ICTs in schools. Mobilise, support and partner with national/regional e-schools initiatives that bring ICTs to large numbers of schools and use ICTs to support effectively education and community goals. – By Dec 2006: At least 3-4 impactful partnerships with national/regional initiatives – defined as those that achieve goals agreed with GeSCI – By Dec 2010: 8-10 impactful partnerships, at least 4 in LDCs – By Dec 2015: 20-25 impactful partnerships, at least 10 in LDCs Strategy Organisation Culture Mobilise, convene and align key stakeholders. Work with them to design effective strategies based on “end-to-end systems” incorporating ICT platform, content, user training & support, technical support and evaluation. Help them raise resources. Provide global services and networks. Lean, efficient organisation skilled in facilitation, strategic planning, creating & managing knowledge, cultivating partnerships with multiple stakeholders and communicating with real impact. Focused on results; Partnering; Independent, honest & straighttalking; Demand-driven. “End-to-End” System for ICTs in Schools Goals & strategy •Deployment of ICT platform •Content & applications •User training and support Actors Fund -ing Must be: •Comprehensive •Demand-driven •Efficient in all parts •Coordinated •Technical support & maintenance •Monitoring and reporting Where we work: • Namibia – Total: 1500 schools – GeSCI to reach 600 (Year 1: 300, Yr 2: 200, Yr 3: 100) • India – Rajasthan - Total 90,000 schools (REI to possibly cover all 6,000 secondary schools) • Ghana – Total 20,000 schools – probably cover 500 senior secondary schools to begin with Case Study: Namibia Logistical Challenges: • Population: 2 million • Landmass – 825,418 square kms • Almost twice the size of France - mostly desert • Scattered population • Lack of funding National Strategy for ICTs in Education: • Computers & internet to all secondary schools in 3 years • Critical challenges (infrastructure, hardware, software, training) Knowledge work: Technology Options Total Cost of Ownership Calculator – “End-to-end system” – 10 year time line – Calculate all costs to be incurred – Includes hardware, software, infrastructure, training, support and maintenance, monitoring and evaluation, on-going and replacement costs Knowledge work: E-content E-content framework – For evaluating e-content. A toll which guides the user through the process of selecting good quality content. E-Learning Assets Network – A portal which provides access to good quality e-content at no cost Any questions?