© UNICEF/UN0143477/Prinsloo
Raising Learning Outcomes: the opportunities and challenges of ICT for learning
AGA KHAN FOUNDATION Aga Khan Education Services UNICEF | September 2018 UNICEF | September 2018
Contents
5. Technological infrastructure 30 Introduction 7 Readiness and investment 30 Bring Your Own Device must be handled with care 31 Summary 7 Problem solving connectivity - with technology 32 Raising Learning Outcomes: 6. Implementation and change 33 the opportunities and challenges Holistic change 33 of ICT for learning Change as the only constant 35 More than training 36 Chapter 1: Setting the scene for ICT The need for speed 37 for learning in Sub-Saharan Africa 7. Enabling environments 37 Visioning and policy 37 Context 8 A role for governments 38 New thinking about learning 9 Managing risk through An opportunity for Africa 10 great governance 39 The role of technology 8. Resources 40 in improving learning 13 Considered, committed investments 40 How UNICEF can add value to a New skills for new technologies 41 crowded ICT for learning landscape 16 9. Coalitions 42 Alignment with local and global agendas 42 Chapter 2: Discussion on the evidence Public/Private - ten issues for UNICEF to consider Partnership best practice 42 10. Risks 43 1. Purpose and problem-solving 18 Damaging digital behaviours 43 Problem identification and recognition 18 Digital misuse 44 Integration with teaching and learning 20 Mitigations 44 2. Student capability 22 The Regional Scene 46 Digital Divides 22 The donor/funder landscape 46 Liberating the marginalized 23 © 2018 United Nations Children’s Fund (UNICEF) Providers and intermediaries 48
3. Teacher capability 24 UNICEF country offices 49 Innovation Unit, Aga Khan Education Services and the Aga Khan Foundation were commissioned Integrating technology to complete this report by UNICEF Eastern and Southern Africa Regional Office and West and and developing practice 25 Central Regional Office. Integrating technology, practice Permission is required to reproduce any part of this publication. Permission will be freely granted development and school improvement 26 Chapter 3: Next steps for UNICEF to consider to educational or non-profit organizations. Others may be requested to pay a small fee. Requests Balancing challenge with support 27 should be addressed to: Education Section, Eastern and Southern Africa Regional Office, UNICEF; Technology challenges teacher identity 28 Building knowledge and confidence about tel: +254 207-622-307 email: [email protected]. ICT for learning across the region 51 4. Student and teacher agency 28 Enabling strategic and practical action 52 For readers wishing to cite this document we suggest the following form: Innovation Unit, Aga Teachers as co-designers of ICT Coordination, coherence and integration 52 Khan Education Services and the Aga Khan Foundation (2018) Raising Learning Outcomes: the for learning 28 opportunities and challenges of ICT for learning. UNICEF Eastern and Southern Africa Regional Opportunities for student ownership 29 Office and West and Central Regional Office, Nairobi.
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Raising Learning Outcomes: the opportunities and challenges of ICT for learning
Executive Summary
There is a growing global consensus that 21st-century learning ought to look rather different from 19th-century learning but that in practice, for the vast majority of learners, it does not. International academic, policy and provider organizations are in the process of rethinking learning outcomes and learning environments, and some are even engaged in a fundamental review of the very purpose of education in a more digitally enabled, complex and fast changing world. New learning frameworks are emerging, many in response to UNESCO’s 2030 Agenda for Sustainable Development – an
aspirational and universal agenda to wipe out poverty through sustainable development by 2030, Khan Education Services Aga © UNICEF/ which captures ambitions for education.
Characteristically,1 these frameworks promote in Africa are well motivated to accelerate the integration of: progress towards these 21st-century learning and national ICT for education policies and examples identified by UNICEF ESARO and • Cognitive and non-cognitive (sometimes outcomes. These factors create a necessity – and practices should first of all focus on the WCARO. called soft) skills; therefore an opportunity – for innovation and poorest and most marginalized; • Behaviours or traits (team-work; risk- alternative modes of education. The more agile • Issues of security and the dark side of In particular, the research process was designed confidence; and self-regulation); an education system can be in response, the using ICTs for education are insufficiently to answer the following questions: • Dispositions (leadership; entrepreneurship; more the learners within that system will benefit. addressed in most ICT for education • What is the role of ICT for learning to ensure and creativity); and initiatives, and should be of the highest effective and relevant learning outcomes? • Character (values; empathy; and global The role of technology has defined the priority for UNICEF given its commitment to • How can ICT for learning promote citizenship) acceleration of many industries and sectors, with child safety and security; educational inclusion? education likely to be no exception. Yet with the • UNICEF should take a global lead in working • What are other partners and organizations These so-called 21st-century learning outcomes potential of technology comes risks. Technology in collaborative and consensual partnerships, doing in ICT for learning? are often marginalized by schools, due to their can be introduced to schooling and learning to especially with other UN agencies; and • Who are the partners and donors to work low status and their invisibility in summative the detriment of learning outcomes. Equally, • Language really matters. UNICEF should with in the area of ICT for learning? assessments, and also in the instance of under- access to technology can expose children and ensure that there is consistent use of • What is UNICEF’s role in the ICT for learning developed curricula, and the low skills of young people to new risks that – left unmitigated language relating to the use of ICT in space? teachers in these areas. – can do them serious harm. In recognition of education and for learning throughout the this, UNICEF has developed Global Guidance to organization This paper shares the key findings of the research UNICEF understands that this debate is ensure that technology can be a positive force project. It is supplemented by three sets of as relevant in Africa as in any other part for learning and children’s rights. They include In this context, the UNICEF regional offices in insights in relation to ICT for learning: of the world. Maybe even more so. As the five key policy recommendations: sub-Saharan Africa commissioned the 1. lessons from the experience of introducing continent with the world’s fastest growing • All UNICEF’s ICT for education initiatives Innovation Unit, Aga Khan Education Services ICT for learning in Singapore, New Zealand youth population2 and some of the world’s and policies must first focus on the intended (AKES) and the Aga Khan Foundation (AKF) and Brazil; fastest growing economies, alongside many educational outcomes rather than on the to lead a research project to inform the 2. examples of ICT for learning initiatives challenging political, social and economic technologies; development of a UNICEF’s thinking on ICT that were selected to draw out learning circumstances, low levels of resources and high • UNICEF should play a stronger global role in for learning. The project built on previous from a range of implementation stories rates of out-of-school-children (OOSC), countries advocating and ensuring that international work completed for AKES in which the team – success and failures – and provide a investigated learning technology stories broad set of examples of use of ICT for from diverse contexts, including many that learning examples that are relevant for the are complex and resource-constrained. sub-Saharan African context; and (1) See also (Four-Dimensional Education, Deep Learning (2) “By 2030 Africa’s under-18 population will increase Progressions, Graduate Performance System, Foundations by nearly 170 million. By 2050 40% of the world’s For UNICEF, the team looked in particular 3. country case studies providing background for Young Adult Success, Education for Life Success, Skills children under 18 will live in Africa.” See UNICEF (2014) at stories from the African continent, as well as the experience and prognoses for for Social Progress, Life Skills and Citizenship Education Generation Africa 2.0: Prioritizing investments in children supplementing the AKES data set with new ICT for learning of UNICEF country offices. Initiative Middle East and North Africa to reap the demographic dividend. United Nations Children’s Fund.
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This research project identified ten issues that With a nascent evidence base about the impact UNICEF’s regional offices in sub-Saharan Africa of ICT on learning outcomes and a loose global Ines is speaking live from should consider as they develop their position community of entrepreneurs, philanthropists, Abidjan during the weekly and begin formulating their strategy around ICT educators and policy makers still learning in real young reporters’ radio show broadcasted in 9 locations for learning: time about what works (and what does not), to across Côte d’Ivoire. say ‘the jury is still out’ on ICT for learning would 1. Purpose and problem solving - to what be a gross understatement. Therefore making extent is there clarity around the purpose recommendations would be ill advised. of introducing technology in education and which learning problem(s) it is helping to However, a further learning and consultation solve? agenda does emerge from the challenges and opportunities explored during the research Valter, 21 year old, participates 2. Student capability - what are the existing process. There are three urgent priorities for in a user testing session for the mobile service Internet of and needed technical capabilities of UNICEF to consider: Good Things (IoGT) in Maputo, students, and how do these vary across each Mozambique. student population? 1. Building knowledge of and confidence © UNICEF/UN0143477/Prinsloo about ICT for learning across the region: 3. Teacher capability - which skills do teachers UNICEF should consider how best to engage need to use new technology, and what country offices in contributing to a stronger is the relationship between these skills evidence base, locally and globally. This area and broader teacher competency? In requires more flexibility and openness to particular, how is the ability of teachers to different ways of designing and delivering create powerful learning environments/ programmes of work. experiences enhanced by technology? 2. Enabling strategic and practical action: To mobilize a real sense of practical possibilities 4. Student and teacher agency - how can within the ICT for learning landscape, students and teachers engage as active UNICEF should consider how best to move participants in the introduction and from knowledge to action. As an influential implementation of ICT for learning? international agency, UNICEF is in a position to inject a growing understanding of the 5. Technological infrastructure - what are the opportunities and challenges of ICT for technical requirements of the technology learning into existing global, regional and and are these in place (e.g. power, national education work streams.; and
bandwidth, data security)? 3. Coordination, coherence and integration: © UNICEF/UN050418/Mukwazhi © UNICEF/UN0155460/Michels UNICEF should consider building active 6. Implementation and change - what is the partnerships committed to ICT for learning role of local leaders and what support do internally and more widely. It should actively they need to create a culture of innovation coordinate its efforts to offering more clarity Schoolchildren at Binga Primary school take time to and improvement? and coherence within the ICT for learning familiarise themselves with landscape computers at the school. 7. Enabling environments - what are the conditions that support a thriving learning The above areas for action are not intended ecosystem, enhanced by technology? as recommendations but as starting points for further discussion. To fully understand 8. Resources - what is required for effective the possibilities of the above, UNICEF should and sustainable use of ICT for learning, consider how to test these areas of action in a including on-the-ground support capability? multitude of countries and regions, with a range of frontline stakeholders (school leaders, teachers, 9. Coalitions - what role might partnership play students) as well as key agents of change in ‘bundling’ solutions to complement and (donors, providers, ministries). Building energy amplify ICT for learning? and buy-in across global, regional and local ecosystems will be critical to enable transition 10. Risks - which risks are associated with ICT from a fragmented and dislocated landscape for learning, and how might we mitigate to clear and coherent visions of the role ICT for In the computer lab at the Boys Remand Home in Accra, against them? learning can play in enhancing teaching and Ghana on 12 May 2015.
learning towards impact on outcomes. © UNICEF/UNI188912/Quarmyne
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Chapter 1: Introduction
A definitive technological revolution has enabled Office (ESARO) and Western and Central Africa Setting the scene for ICT for learning fast-paced change around the world. Technology Regional Office (WCARO) lack clear guidelines has connected remote populations, improved about how and where ICTs can add the greatest in sub-Saharan Africa communication, and facilitated widespread value for children to achieve improved learning knowledge sharing. Increasingly, information outcomes. communication technology (ICT) has been introduced and applied in the education space – In this context, the UNICEF regional offices in for both the learner and the teacher, in classrooms sub-Saharan Africa commissioned the Innovation Context • The persistent challenges of out-of-school and schools, and across the Global North and Unit, along with Aga Khan Education Services children, irregular attendance, repetition and Global South – to improve the efficiencies and (AKES) and the Aga Khan Foundation (AKF) to Eastern, southern, western and central Africa are, of dropping out of primary education. effectiveness of programmes and operations. undertake research to inform the development course, highly diverse. The countries in the regions of a UNICEF ESARO and WCARO position on include: Too often this leads to uninspired and The application of technology in education varies ICT for learning. The project built on previous • Middle-income countries with relatively well underachieving students, disappointed parents across the Eastern and Southern Africa Region work completed for AKES in which the team developed social infrastructure and services. In unable to see sufficient returns on their investment (ESAR),3 and West and Central Africa Region investigated learning technology stories from these countries (for example several southern in their children’s education, and employers (WCAR)4 and numerous technology-enabled diverse contexts, including many that are complex African states), challenges include high rates of struggling to identify the literate, numerate young approaches are being used to improve the quality and resource-constrained. For UNICEF, the team HIV and significant inequalities; African creative thinkers, problem-solvers and of education and learning outcomes. Technological looked in particular at stories from the African • Stable lower-middle and low-income countries adaptive, lifelong learners they need for their innovations in education, such as tablet-based continent, supplementing the AKES data set with (such as Kenya, Nigeria and Tanzania) with high businesses to grow and thrive.6 tools, are often viewed as “disruptive” and against new examples identified by UNICEF ESARO and under-five mortality and weak systems and the grain of doing “business as usual” when WCARO. service. In these countries there is government UNICEF is committed to ensuring that all children first designed and implemented, and frequently buy-in for development programming; and young people have access to high-quality viewed as transformative for teaching and In particular, the research process was designed to • Low-income, conflict- and emergency-prone learning as a precondition for happy, healthy and learning. This is true for both the Global North and answer the following questions: countries with high child mortality rates and meaningful lives. The organization’s strategic plan Global South. • What is the role of ICT for learning to ensure relatively less developed social infrastructure for 2018-2021 sets out how UNICEF intends to work effective and relevant learning outcomes? (such as the Democratic Republic of Congo, towards realizing the rights of every child, especially Globally, and especially in sub-Saharan Africa, • How can ICT for learning promote educational Ethiopia, Madagascar and Mozambique); and the most disadvantaged, including by ensuring UNICEF’s primary experience using technological inclusion? • Countries with fragile contexts and/or governance that Every Child Learns, in line with United Nations innovations in education is for real-time • What are other partners and organizations challenges that necessitate adaptive programming Sustainable Development Goal 4. monitoring –largely administrative tasks that track doing in ICT for learning? (such as Chad, Somalia and South Sudan). quality education indicators via mobile phones. • Who are the partners and donors to work with Unfortunately, the world as a whole is running As technology – both hardware and software – in the area of ICT for learning? These countries share a deep commitment to behind schedule, and on current trajectories it will becomes more flexible and cheaper to deploy, • What is UNICEF’s role in the ICT for learning education as part of the solution to tackling their be fifty years late to achieve the global education opportunities to leverage technological tools and space? challenges. Decades of public investment have commitments: platforms for learning are growing. resulted in progress in increasing access and • universal primary completion will be achieved Today, technology is increasingly being applied This paper shares the key findings of the research improving quality. However sub-Saharan African in 2042, with the poorest countries achieving for learning and is referred to as ‘digital learning’. project. It is supplemented by three appendices, countries continue to struggle with complex and universal primary education 100 years later than Globally and across the region, countless to be published separately, which look at (1) seemingly intractable problems in education. These the richest;7 organizations are developing digital learning lessons from the experience of introducing ICT for include, but are not limited to:5 • universal lower secondary completion in 2059; and platforms, programmes, and content, and UNICEF learning in Singapore, New Zealand and Brazil; (2) • Large class sizes and high student-teacher ratios; • universal upper secondary completion in 2084. Country Offices (COs) are increasingly exploring examples of ICT for learning initiatives that are • Schools and families picking up the hidden costs how to deploy these tools. relevant for the sub-Saharan African context; and of “free” education; The equity issues this analysis raises are (3) country case studies providing background as • Over-reliance on rote learning methods that inescapable, and UNICEF’s commitment to every However, despite the many opportunities that well as the experience and prognoses for ICT for deliver poor learning outcomes; child requires a new solution – a fresh response technological innovations can bring for learning, learning of UNICEF country offices. • Teacher absenteeism and too much low-quality – if the most disadvantaged are to be in any way UNICEF’s Eastern and Southern Africa Regional teaching; included in the opportunities that success in • Low levels of participation in pre-primary and education might create. secondary education; and
(3) The Eastern and Southern Africa Region for UNICEF (4) The West and Central Africa Region for UNICEF is (5) These challenges were identified in a 2017 survey of team the future. In South Africa alone, 39% of core skills required is made up of 21 countries: Angola, Botswana, Burundi, made up of 24 countries: Benin, Burkina Faso, Cameroun, members in 12 UNICEF country offices undertaken as part of across occupations will be wholly different by 2020.” – see Comoros, Eritrea, Ethiopia, Kenya, Lesotho, Madagascar, Cape Verde, Central African Republic, Chad, Congo, The this project. World Economic Forum (2017), The Future of Jobs and Skills in Malawi, Mozambique, Namibia, Rwanda, Somalia, South Democratic Republic of Congo, Cote D’Ivoire, Equatorial Africa Preparing the Region for the Fourth Industrial Revolution. Africa, South Sudan, Swaziland, Tanzania, Uganda, Zambia, Guinea, Gabon, Gambia, Ghana, Guinea, Guinea Bissau, (6) “Employers across the region already identify inadequately and Zimbabwe Liberia, Mali, Mauritania, Niger, Nigeria, Soa Tome and skilled workforces as a major constraint to their businesses, (7) http://www.unesco.org/new/en/media-services/single-view/ Principe, Senegal, Sierra Leone and Togo. including 41% of all firms in Tanzania, 30% in Kenya, 9% in news/2016_global_education_monitoring_report_launched_ South Africa and 6% in Nigeria. This pattern may get worse in with_urgent/
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New thinking agenda to wipe out poverty through sustainable development by 2030, which includes ambitions An opportunity for Africa about learning for education. UNICEF understands that this debate is as relevant in Africa The drivers for this reform are well researched as in any other part of the world. Maybe even more so. As the in an avalanche of recent studies exploring the continent with the world’s fastest growing youth population13 “While there has been very rapid technological implications of disruptive change for educating and some of the world’s fastest growing economies, alongside change over the last 30 years, education the next generation. These changes include: many challenging political, social and economic circumstances, systems have in many countries remained • automation, machine learning and low levels of resources and high rates of Out-Of-School-Children largely unchanged over the last century. There unpredictable labour markets; (OOSC), countries in Africa are well motivated to accelerate is widespread agreement that education in • urbanization and globalization; progress towards these 21st century learning outcomes. These the future needs to ensure that people gain • political uncertainty; factors present a necessity and therefore an opportunity for skills such as communication, collaboration, • environmental (un)sustainability; innovation and alternative modes of education. The more agile an creativity and critical thinking, foundational • inequality; and education system can be in response, the more learners within skills such as literacy and numeracy, and • fundamental shifts in demographics (e.g. that system will benefit. digital skills, and support the development the aging population in Japan and the youth of core values. As life expectancy increases bulge on the continent of Africa). The role of technology has defined the acceleration of many industries and sectors, with education and job markets shift with increasing speed, likely to be no exception. Yet with the potential of technology comes risks. The introduction of demand for non-formal education and life- NESTA and Pearson’s recent publication on technology to schooling and learning can be done to the detriment of learning outcomes. Equally, long learning opportunities will rise.” The Future of Skills, for example, emphasizes access to technology can expose children and young people to new risks that left unmitigated can increasing demand for strong interpersonal do them serious harm. In recognition, UNICEF have developed some Global Guidance to ensure Henrietta H. Fore, Executive Director, UNICEF, skills (teaching, social perceptiveness and that technology can be a positive force for learning and children’s rights. at Chief Executives’ Board for Coordination coordination), higher-order cognitive skills meeting, May 2018 (originality, fluency of ideas and active learning) and systems skills (socio-technical skills such as judgement and decision making, systems 5 key policy recommendations for UNICEF: 5 key programme recommendations for UNICEF: There is a growing global consensus that analysis and systems evaluation). 21st-century learning ought to look rather • All UNICEF’s ICT for education initiatives • UNICEF programmes should focus primarily different from 19th-century learning but that Characteristically, frameworks such as OECD’s and policies must first focus on the intended on the support and implementation of in practice, for the vast majority of learners, it Education 2030 promote the integration of: educational outcomes rather than on the systemic ICT for education initiatives does not. • Cognitive and non-cognitive (sometimes technologies; that address ways of enhancing the called soft) skills; • UNICEF should play a stronger global role in learning outcomes of the most deprived and International academic, policy and provider • Behaviours or traits (team-work; risk- advocating and ensuring that international marginalised children; organizations are in the process of rethinking confidence; and self-regulation); and national ICT for education policies and • Teachers/facilitators should be at the heart of learning outcomes and learning environments, • Dispositions (leadership; entrepreneurship; practices should focus first on the poorest most ICT for education programmes; and some are even engaged in a fundamental and creativity); and and most marginalised; • All UNICEF ICT for education programmes review of the very purpose of education in • Character (values; empathy; and global • Issues on security and the dark should ensure that appropriate total-cost- a more digitally enabled, complex and fast citizenship) side of using ICTs for education are of-ownership financing and budgets are in changing world. The OECD’s Education 2030 insufficiently addressed in most ICT for place and guaranteed over the intended International Working Group,8 for example, is These so-called 21st-century learning outcomes education initiatives, and should be of duration of an initiative; aiming to develop a new learning framework are often marginalized by schools, due to their the highest priority for UNICEF given its • All UNICEF ICT for education programme that would provide policymakers with a clearer low status and their invisibility in summative commitment to child safety and security; should build mitigating actions agenda for successful school reform. This assessments, and also because of under- • UNICEF should take a global lead in working for cybersecurity breaches centrally into working group was established in response developed curricula, and the low skills of together in collaborative and consensual their planning and practice; and to UNESCO’s 2030 Agenda for Sustainable teachers in these areas. partnerships, especially with other UN • All UNICEF ICT for education programmes Development – an aspirational and universal agencies; and should include appropriate monitoring and • Language really matters. UNICEF should evaluation policies and practices. ensure that there is consistent use of language relating to the use of ICT in education and for UNICEF’s Global Guidance on ICT for education learning throughout the organisation. (8) http://www.theewc.org/Content/Home/News/OECD- (11) Bakhshi, H., Downing, J., Osborne, M. and Schneider, Learning-Compass-2030 P. (2017) The Future of Skills: Employment in 2030. London: Pearson and Nesta (9) see Gore, A. (2013). The Future: Six Drivers of Global (13) “By 2030 Africa’s under-18 population will increase by Change. New York: Random House., and Hannon, V. with (12) See also (see Four-Dimensional Education, Deep nearly. By 2050 40% of the world’s children under 18 will Peterson, A. (2017) Thrive: Schools Reinvented for the Real Learning Progressions, Graduate Performance System, live in Africa.” See UNICEF (2014) Generation Africa 2.0: Challenges We Face Innovation Unit Press. Foundations for Young Adult Success, Education for Life Prioritizing investments in children to reap the demographic Success, Skills for Social Progress, Life Skills and Citizenship dividend. United Nations Children’s Fund. (10) Nedelkoska, L. and Quintini, G. (2018), Automation, skills Education Initiative Middle East and North Africa use and training, OECD Social, Employment and Migration Working Papers, No. 202, OECD Publishing, Paris
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Masterplan 1 (1997 – 2002 $2bn)
‘Building the foundation for technology’ aimed to:
• provide all schools with the basic infrastructure to support technology • provide training of teachers to use technology (by sending team of trainers to each school) • target to have ICT-enabled lessons for 30% of curriculum time • create a change in mindset of teachers to embrace ICT as a tool for teaching and learning • introduce telecommunications tools to enable students to collaborate with people elsewhere to resolve problems.
Masterplan 2 (2003 – 2008 $600m)
‘Seeding innovation in schools’ aimed to:
SINGAPORE • introduce baseline ICT Standards for students to achieve at certain milestones Singapore is a very high- • develop alternative pedagogies (inquiry-based learning and performing system that has problem-based learning and usage of virtual worlds and blogs, outpaced all other systems wikis, podcasts, e-portfolios, animations and video production, as in its improvement. In well as mobile learning) 2015, Singapore became • stimulate innovative use of ICT in schools in daily learning the top-performing • have schools produce digital content and expand the resource education system in the base for others to share. Program of International Student Assessment (PISA), © UNICEF/UN0143507/Prinsloo © UNICEF/UN0143504/Prinsloo operated by the OECD. Masterplan 3 (2009 - 2014)
Currently on its fourth ‘Strengthening and scaling technology’ aimed to: Teacher Albert Matakone Masterplan for ICT in uses a computer tablet as Education (2015 onwards) • strengthen competencies for self-directed learning a reference to draw the the Singapore government • tailor learning experiences according to the way that each student human digestive system on The extent to which innovations, technological a blackboard as he teaches a has pursued a systematic learns best or otherwise, can accelerate the progress of class of children at a school in and systemic approach • encourage students to go deeper and advance their learning the developing world’s education systems has Baigai, northern Cameroon, to the introduction of • enable students to learn anywhere. Tuesday 31 October 2017 been tested successfully elsewhere, notably technology into schools in parts of China, Brazil14 and India15. Whether and continuing support this can enable them to leapfrog the progress for its effective adoption Masterplan 4 offers a vision for future ready and responsible of their developed world counterparts is still and deployment for digital learners, where quality learning is in the hands up for debate16 but perhaps one of the most teaching and learning. of every learner, empowered with technology. In this well-known ‘leaps’ was made by Singapore. vision teachers are designers of learning experiences and environments and school leaders are culture builders.
The aims of Masterplan 4 are to: • bring ICT into the core of the education process (from planning (14) https://www.brookings.edu/research/innovation-to- leapfrog-educational-progress-in-latin-america/ and design of lessons to testing) • focus on improving the capabilities and skill sets of teachers (15) https://ssir.org/articles/entry/leapfrogging_toward_ success_in_education (ICT-savvy must also be able to translate into effective teaching) (16) Winthrop, R. et al. (2018), Leapfrogging Inequality: • improve the sharing of best practices and successful innovations remaking education to help young people thrive, Brookings • further build up infrastructure (in phases according to readiness Institution Press. of schools and teachers) For more, see Appendix I.
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know play an important part in learning. they have remained. The transformation The role of technology beyond, then all children must be equipped Technology can expand the range of settings remains stubbornly five or ten years in the with the necessary skills to do so. Be it through in which teaching and learning can happen, future but somehow never arrives.23” in improving learning governmental systemic transformations or going beyond schools and formal provision into otherwise, access to technology and the homes and community spaces, by making Michael Fullan, Katelyn Donnelly (2013) Alive in Fundamental to the success of leapfrogging necessary skills to use it are essential for a learning asynchronous and mobile. Making the Swamp: assessing digital innovations in edu- stories like this is technology. The story of the prosperous digital workforce and today’s learning mobile creates a wealth of new cation. NESTA. relationship between education and technology children realising their full potential. opportunities to address Africa’s educational is rich and complex. challenges, for instance: Part of the problem is that the evidence base “Digital technology can be a pathway to • through access to new and broad curricula system leaders require to make significant “ICT interventions include a wide range of expanding economic opportunity for young offline19 to compensate for poor teacher investment decisions, and that teachers and technological monitoring and information adults entering the workforce and for children supply, attendance or quality; school leaders require before they will adopt systems at all levels of education, from and adolescents preparing themselves for the • providing real-time two-way interactive and integrate technology into their practice, individual students to education systems. jobs of tomorrow in several important ways.” distance lessons via projectors20 to close does not yet exist: Computers and computer-assisted learning the distance between home and school for software, as well as online platforms such as UNICEF, State of the World’s Children report, learners in rural and remote communities; or Google Classroom, Blackboard, and Brazil’s 2017, pg.28 even, “Taken together, the correlational and Education Connection, enable learners and • using digital classrooms in a box21 to provide experimental evidence does not offer a parents to communicate with teachers all the content and learning materials convincing case for the general impact of about assignments and materials, and they Countries like Singapore and Brazil have communities need to set up their own school. digital technology on learning outcomes. This offer free materials that educators and reaped the rewards of deliberate, systemic and is not to say that it is not worth investing parents can use in designing age-appropriate systematic technology strategies,17 placing them Perhaps in its most ambitious form, technology in using technology to improve learning. development activities. These platforms at the heart of its post-independence prosperity has the potential to significantly transform But it should encourage us to be cautious include interactive whiteboards, text messages agenda (see Appendix I). Similarly leaders in teaching and learning. From established in the face of technological solutions to to support teachers, and televised programs Brazil see technology as a critical component technologies such as computer aided design educational challenges. Careful thought is to improve instructional quality in areas of their march towards greater democratic and to the more emergent virtual reality, the needed to use technology to best effect.24” with limited access to trained teachers. “ economic participation (see Appendix I). On the opportunities to create new learning landscapes African continent, the Rwandan government’s and innovative pedagogies22, to reduce the Higgins, S., Xiao, Z. and Katsipataki, M. (2012) The World Development Report 2018: push for advancement in ICT across all sectors sense of risk in the development of new skills The Impact of Digital Technology on Learning: A LEARNING to Realize Education’s Promise, comes from a desire to become the “Singapore and to (eventually) reduce the cost of materials Summary for the Education Endowment Founda- The World Bank Group of East Africa”, in their advance towards required for experiential learning are clear. tion. School of Education, Durham University. becoming middle-income in status. However, it is important to be measured in Technology is on the one hand seen as a threat Beyond economic inclusion, technology is assessment of the likely impact for learning of A synthesis of all high-quality education and an opportunity on the other. For example, seen as an effective tool in solving problems such developments: Randomized Controlled Trials (RCTs) conducted automation threatens employment prospects throughout education systems, in particular in low-resource contexts25, published in for young people currently in education and influencing how education systems are Science, concludes that the interventions which therefore represents a focus (and an opportunity) managed. The widespread implementation of “For years – ever since the 1970s – we have most impact are those which “match for new content learning: first computer science, Education Management Information Systems have heard promises that technology is teaching to students’ learning levels”, and that then the use of software applications, then coding (EMIS) has meant that administrators and about to transform the performance of technology appears to be one way to do this and robotics and then big-data fed algorithms leaders are able to more efficiently run their education systems. And we want to believe effectively26. (machine learning) and AI. schools, can capture, share and analyse data the promises; but mostly that is what more systematically and in real-time. Access to technology has intrinsic value and can contribute towards economic inclusion. Technology is also changing the way schools and However, if we want all children to thrive parents communicate18, offering opportunities (19) http://e-limu.org/ (24) Higgins, S., Xiao, Z. and Katsipataki, M. (2012) The during the Fourth Industrial Revolution and for the kind of home-school partnership that we Impact of Digital Technology on Learning: A Summary for (20) https://www.varkeyfoundation.org/content/making- the Education Endowment Foundation. School of Education, ghanaian-girls-great Durham University. (21) https://www.brck.com/education/ (25) Kremer et al. (2013) The Challenge of Education and (22) Paniagua, A. and Instance, D. (2018), Teachers as Learning in the Developing World. Science, 340(6130), Designers of Learning Environments: The Importance of 297–300. (17) https://ictconnection.moe.edu.sg/ Innovative Pedagogies, Educational Research and Innovation, (26) Also see Evans, D. K., Popova, A. (2015) What Really Works OECD Publishing, Paris. (18) https://educationendowmentfoundation.org.uk/ to Improve Learning in Developing Countries? An Analysis of projects-and-evaluation/projects/texting-parents (23) Michael Fullan, Katelyn Donnelly (2013) Alive in the Divergent Findings in Systematic Reviews. World Bank Group, Swamp: assessing digital innovations in education. NESTA. Africa Region, Policy Research Working Paper 7203.
14 Raising Learning Outcomes The opportunities and challenges of ICT for learning 15 UNICEF | September 2018 UNICEF | September 2018
Boys view information at a UNICEF solar-powered Digital Drum computer kiosk at Bosco Youth Centre in the northern
© UNICEF/UNI120138/Tylle district of Gulu.
and/or labour) vary from country to country, A second digital divide separates those therefore any judgements made on cost- with the competencies and skills to benefit © UNICEF/UN0143507/Prinsloo effectiveness need to be made locally. Global from computer use from those without.” analyses30 can act as helpful steers, but local Twelve-year-old Waibai Buka (centre front) learns with the help of a computer tablet provided datasets and evaluations should lead policy and Michael Trucano, Senior Education & Technology by UNICEF at a school in Baigai, northern Cameroon, Tuesday 31 October 2017. investment decisions. Policy Specialist and Global Lead for Innovation in Education, World Bank.
For instance, a computer-assisted learning (CAL) We also must pay attention to the associated “Knowledge about improving learning must programme in India, which used mathematics opportunity cost. Inevitably, when education take both the costs and the benefits of learning Finally there are traps to fall into around software that allowed children to learn at their systems invest in ICT for learning, funding interventions into account…The evidence base feasibility, especially when it comes to low and own pace, increased math scores by 0.35 for other education interventions is squeezed. on costs is much thinner than that on benefits, middle income countries: standard deviations the first year, and 0.47 the Policy makers and investors must consider with a tiny fraction of studies examining both. second year, and was equally effective for all cost-effectiveness as much as effect sizes. But some programs have been evaluated on students27. Importantly though, the synthesis However, much like the ‘what works’ evidence both effectiveness and cost-effectiveness. This “In rural areas, technology may be more highlights how there were no significant base, research on the cost-effectiveness of evidence on costs—adapted to local contexts— attractive because of weak education systems, test-score gains from other CAL programmes (in ICT for learning compared to other education should qualify policy recommendations.” but at the same time those weak systems— Peru or Colombia), illustrating that the impact of interventions is still in its infancy. Meta-analysis with their limited access to electricity or the ICT for learning on outcomes is not guaranteed. of randomized experiments has found mean The World Development Report 2018: LEARN- internet—have the least capacity to support The OECD’s PISA results further reinforce this, effect sizes for interventions associated ING to Realize Education’s Promise, The World education technology interventions.” showing “no appreciable improvement in with computers or instructional technology Bank Group students’ achievement in reading, mathematics compared to other interventions, yet have failed The World Development Report 2018: LEARN- and science in the countries that had invested to gather sufficient data to judge the relative ING to Realize Education’s Promise, The World heavily in ICT for education”28. What we should cost-effectiveness of different categories of Beyond assurances around social return Bank Group take from this is that attention must be paid to interventions29. on investments, there is certainly a need the ‘how’ of effectively implementing ICT for to calculate and manage associated risk, in learning, and consider the amount or level of Critically, any evidence base around cost- particular as it relates to equity: Progress to connect Africa is being made, but ICT that supports learning, i.e. the dosage to be effectiveness of education interventions, remains uneven. In 2015 the proportion of administered. technological or otherwise must take into schools with internet access varied from 0% in account context. Costs of inputs (infrastructure “Researchers at the OECD have warned many countries, with most below 20%, to 100% that the digital divide in education goes in Botswana (lower and upper secondary public beyond the issue of access to technology. schools)31.
(27) The computer-assisted learning program was level of difficulty responded to their ability to solve them. implemented by Pratham, a very large NGO operating in For more details on the study, see - Banerjee, A. et al (2007) conjunction with government schools in India. It targeted Remedying Education: evidence from two randomized all children, but was adapted to each child’s current level experiments in India, MIT Department for Economics. (29) McEwan, Patrick J. 2015. “Improving Learning in Primary Education Opportunity (2017). The Learning Generation: of achievement. Children in grade four were offered two Schools of Developing Countries: A Meta-Analysis of investing in education for a changing world hours of shared computer time per week, during which they (28) OECD (2015) Students, Computers and Learning: Making Randomized Experiments.” Review of Educational Research, the Connection. OECD Publishing, Paris. Vol. 85, Issue 3: 353–94. (31) Manji, Jal, Badisang, & Opoku- Mensah, (2015). The played games that involved solving math problems whose trajectory of change: Next steps for education. eLearning (30) The International Commission on Financing Global Africa Report
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How UNICEF can add In addition, working alongside Governments, other United Nations partners, civil society, value to a crowded ICT the private sector and communities makes UNICEF natural conveners. They are well placed for learning landscape to steward a process by which stakeholders like these can consider the opportunities and A survey completed in late 2017 by 3432 challenges that technology introduces into the UNICEF country office education staff across wider project of improving learning and, with sub-Saharan Africa found that: it, improving the life chances of learners in the • ICT for learning is somewhat emergent region. across sub-Saharan Africa - 94.1% of country offices are actively supporting up to three This research identified ten issues that UNICEF technology-in-learning initiatives within their ESARO and WCARO should consider as they local education context. develop their position and begin to formulate • The majority of ICT for learning initiatives are their strategy around ICT for learning:
currently in pursuit of solving the problem of 1. Purpose and problem-solving - to what © UNICEF/UN0143507/Prinsloo low quality teaching and widening access to extent is there clarity around the purpose national curricula. of introducing technology in education and • ICT for learning currently focuses on what learning problem(s) it is helping to developing basic skills (numeracy and solve? literacy) in sub-Saharan Africa. 2. Student capability - what are the existing • The top three future ambitions for ICT for and necessary technical capabilities of learning are the development of 21st century students, and how do these vary across a 9. Coalitions - what role might partnership with reference to evidence from a range of skills, digital literacy skills and basic skills. student population? play in ‘bundling’ solutions to complement sources including a rapid review of published • The top three challenges when it comes 3. Teacher capability - what are the skills and amplify ICT for learning? research, interviews with expert providers and to ICT for learning are reported to be cost, teachers need to use new technology, and 10. Risks - what are the risks associated with practitioners, a scan of technology strategies in power and connectivity, and maintenance. what is the relationship of these skills to ICT for learning, and how might we mitigate countries where technology plays an important However, reasons such as security remain a more general teacher competency? In against them? role in education, and seven illustrative case a disproportionately critical barrier to some particular how are teachers’ abilities to studies. Importantly, these case studies were country contexts (for instance in South Sudan). create powerful learning environments/ Critically, many of the above issues reflect and selected to draw out learning from a range of • Financial investments, sustainability and experiences enhanced by technology? align with UNICEF’s Principles for Innovation implementation stories – success and failures training are consistently among the biggest 4. Student and teacher agency - how can and Technology in Development33. For instance, – and provide a broad set of examples of the programmatic challenges highlighted by students and teachers engage as active considerations of the enabling environments uses of ICT for learning examples, rather than country offices. participants in the introduction and of ICT for learning would encompass best exemplars. They are as follows: implementation of ICT for learning? practice for ‘Understanding the Existing These insights into the specific challenges 5. Technological infrastructure - what are the Ecosystem’ and ‘Designing for Scale’. Being • Bridge Academies/Spark Schools – Use of teams face in the complex contexts in which technical requirements of the technology thoughtful about implementation and change technology in groups of low cost schools; they work start to hint at how UNICEF might and are these in place (e.g. power, strategies that enhance ICT for learning would • One Laptop Per Child – A programmatic position itself on the issue of ICT for learning bandwidth, data security)? inevitably recognise best practice around how approach to rolling-out affordable tablets, at and some of the strategic approaches for which 6. Implementation and change - what is the to ‘Be Collaborative’, how to ‘Be Data Driven’ scale; they might advocate. role of local leaders and what support do and how to ‘Build for Sustainability’. Equally, • Mwabu – Tablet based e-learning and school they need to create a culture of innovation recognition of the risks associated with ICT improvement; UNICEF holds a very particular brokering role and improvement? for learning would ensure that efforts would • School in the Cloud – Self-organised learning at the intersection of research and practice, 7. Enabling environments - what are the involve best practice that ‘Do no harm’, such environments; providing evidence-informed, strategic advice conditions that support a thriving learning as risk mitigation and a focus on equity and • Eneza Education – An affordable mobile to regional education systems, while also ecosystem, enhanced by technology? fairness. This coherence builds a strong sense of classroom; working on the ground through high-quality 8. Resources - what is required for the effective how to be rigorously and robustly navigate the • One Billion – Adaptive android apps; and large scale programming, technical assistance, and sustainable use of ICT for learning, opportunities and challenges of ICT for learning. • Aga Khan Foundation and Dubai Cares – quality assurance and oversight. including on-the-ground support capability? Transforming teaching and learning through The next section explores each of these issues technology.
(32) Sixty-three questionnaires were issued and so this (33) https://www.unicef.org/innovation/innovation_73239.html equates to a 54 per cent response rate
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Chapter 2: THE IMPORTANCE OF CONTEXT to the curriculum. ICT for learning providers acknowledge that if the content is not acutely Most education priorities and problems vary aware of its context, students disengage as they Discussion on the evidence - depending on local context, therefore ICT struggle to relate to the material. for learning needs to clearly respond to local ten issues for UNICEF to consider demand. Whether it’s to improve teaching quality or provide access to a broader and better Founded by a US teacher and Kenyan curriculum, the purpose, problem or opportunity ‘techie’ in 2011, Eneza Education Limited needs to be explicit and recognised in the provides mobile technology based context. education services in Kenya and other parts of Sub-Saharan Africa. Eneza aims 1 Purpose and problem-solving The Onebillion phone app which recently won to lower barriers to quality education in $1 million in funding from the Learning XPrize, some of the most remote parts of the world To what extent is there clarity around is explicit in its purpose and design. The app through some of the simplest technology the purpose of introducing technology in sets out to teach modular, basic numeracy and available there: mobile phones. Its mobile education and what learning problem(s) it literacy without the need of direct adult support, platform gives students access to quizzes, is helping to solve? making it a suitable tool for schools with high mini-lessons and tips and tricks via the student to teacher ratio. web, mobile web, and text messaging. The emphasis on text messages enables users to PROBLEM IDENTIFICATION continue learning even if they can’t afford AND RECOGNITION Onebillion is a UK-based charity that aims to pay for data or expensive handsets, or to reach one billion children in developing if there is no data network in the area. Technology that seeks to address problems that countries. Its mobile and tablet apps have teachers and school leaders don’t recognise or been designed to progressively develop For more, see Appendix II consider a priority is unlikely to gain traction children’s knowledge of early mathematical in schools and therefore unlikely to make a The New Zealand government sees concepts (such as count to 10 and basic difference to students’ learning outcomes. another gap opening up in employment times tables) and reading and writing opportunities in science and technology. skills. The app sets out to teach modular, Every time Eneza enter a new country, a content An ideal scenario is one in which technology Demand for digital skills is on the curriculum-appropriate numeracy and map is generated by a group of freelance teachers offers a solution to a specific problem, which increase and New Zealand’s schools literacy with no direct adult support, who are employed to produce lesson units based teachers acknowledge and want to solve, and need to be preparing all young making it a suitable tool for schools with on the national standards. This content is then which also addresses a wider purpose identified people to meet that demand. high student to teacher ratio. Onebillion is certified by a relevant local authority. at the level of school or system. also a finalist in the $15m Learning XPrize. The solution to meeting these twin For example, in New Zealand, the overarching challenges in New Zealand has been a The ‘onecourse’ numeracy material is Mwabu’s aim is to reach one hundred narrative of opportunity for all New Zealanders, coherent and concerted national focus curriculum-aligned and available for million learners by 2020. The focus is on including those from minority groups, is to on STEM subjects (science, technology, download on the App Store and Google rapidly improving the educational space in benefit from improved access to quality STEM engineering and mathematics) in schools, Play in fifty different languages. Reading Africa by introducing e-learning resources teaching and learning. This is echoed in the with an emphasis on generating demand is still in the works to become a standalone for teachers and students. The programme Nation of Curious Minds programme which through engagement and inspiration as well app and is being developed in Swahili, offers interactive, local curriculum- involves 101 locally designed and delivered as ensuring supply and quality. Funding English and Chichewa, with more languages aligned e-learning content for maths, technology enabled programmes, funded and other incentives have been targeted to follow. The apps are currently being science and English - which is uploaded centrally but owned by teachers in schools. to schools in disadvantaged areas, termed used by approximately 100,000 children onto the Mwabu educational tablet - low decile in the New Zealand system. worldwide, including Malawi, Uganda and professional development courses, and India. Notably, 20,000 of those are in a specifically created for African markets. New Zealand has long been a top For more, see Appendix I monitored trial in Malawi, in conjunction performer in international league tables with Voluntary Service Overseas (VSO). Mwabu have found that students disengage in relation to student performance. if content is not related to context. To However, the gap between the highest For more, see Appendix II ensure content is engaging for students, and lowest performing students in New Equally, the most critical problems may require Mwabu have local contextual specialists Zealand is wider than in any of the other solutions beyond formal education. ICT for who focus on culturally specific elements high performing countries. Students learning can open the door to the potential for of the content. Because many teachers from Maori and Pasifika communities alternative modes of learning, especially for the In the case of both Mwabu and Eneza Education, struggle to access the whole curriculum are at a particular disadvantage. high number of Out-Of-School-Children. content is contextually relevant and aligned and/or subject knowledge is weak, Mwabu
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work with local education departments of technology into teaching and learning. In year three of Uruguay’s Ceibal Plan (an However, this is not always the result. Bridge to access curriculum content; certain Originally a distributor of devices, OLPC came initiative to provide a computer to every school International Academies have introduced ICT for parts of which are combined on the to realise that access to equipment alone was and every public school teacher, which included learning specifically to counteract a lack of highly tablet to alleviate time pressures. insufficient and that they needed to focus on the deployment of OLPC’s XO Laptops) a series qualified teachers. Their educational technology supporting the teacher and the community as of targeted education initiatives was launched, strategy seeks to bring scripted, high-quality For more, see Appendix II part of the programe. specifically to leverage the technology that instruction to students who have only previously now existed in all Uruguayan schools. These known a poor quality of teaching. Their focus initiatives ranged from adaptive mathematical remains on rote learning and prioritises narrow, The One Laptop Per Child (OLPC) platforms and robotics to remote foreign foundational literacies. initiative, established in 2005, sought language classes and programming classes INTEGRATION WITH to challenge leading entrepreneurs to support 17-26 year olds gain access to new TEACHING AND LEARNING and industry leaders to develop a $100 employment opportunities. Bridge International’s highly standardised laptop that could enable the provision of ‘academy in a box’ provides the training, There is little research evidence to suggest technology to every child on the planet. The relative progress of OLPC in Uruguay, processes, tools, materials and curriculum that technology-based instruction in which The initiative was a response to the digital demonstrates that not only can technology a community needs to open and run a technology replaces the teacher is beneficial. and technology gap that exists for many be an enabler of good practice when properly low-cost, quality school. Teacher tablets High-quality studies point to poor outcomes young people in the developing world. integrated, it can also be a catalyst for innovative are a core component of the Bridge model. from online courses34 and mixed engagement in pedagogy and approaches to delivering content They are uploaded with daily lesson virtual schools35. OLPC saw that what children lack is not in new and more flexible ways. scripts and step-by-step instructions capability, but opportunity and resources. for teachers, regardless of experience. Research suggests that relative to courses To this end, OLPC designed hardware, Similarly, SPARK Schools and School in the Bridge have writers in Nairobi who with some degree of face-to-face teaching, content and software for collaborative, Cloud actively elevate 21st century skills create lessons in Swahili, but many students taking online-only courses may in fact joyful, and self-empowered learning. through more innovative pedagogies such lessons are delivered in English. experience negative learning outcomes36. While They designed the XO Laptop, combining as personalised learning and Self-Organized the temptation is to use ICT for learning that an interface that graphically captures Learning Environments (SOLEs). For more, see Appendix II doesn’t depend on teachers in contexts where a collaborative community of learners they are poorly prepared with limited training emphasising the connections among and motivation, most attempts have failed37. people, and their activities, with an SPARK Schools is a network of eleven primary ultra-low-cost, powerful, rugged, low- schools dedicated to delivering accessible, All of which suggests that technology can Fundamental is the notion that “technology can power, ecological hardware design. high-quality education, mainly in South both catalyse and reinforce broader education amplify great teaching, but great technology African cities. SPARK is an acronym for the movements and philosophies, for good or for ill. cannot replace poor teaching”, as demonstrated OLPC take a programmatic approach, school’s core values: Service, Persistence, Any strategy for ICT for learning must be mindful by PISA data suggesting that induction and working with governments and private Achievement, Responsibility and Kindness. of this, and have a clear vision for teaching and ongoing support needs to focus on supporting foundations to provide 1:1 access for SPARK schools use a ‘Learning Lab’ rotational learning. teachers to use technology effectively38. This students in a particular region or country. blended learning programme, which combines goes beyond the teaching of technical skills From Uruguay to Alabama (USA), Peru traditional classroom instruction with in using the technology itself, and should also to Nicaragua, OLPC has had mixed adaptive software intended to accelerate focus on the successful pedagogical use of ICT success in achieving its access goals learning and increase student achievement. Key takeaways: to support teaching and learning aims39. and improving learning outcomes School in the Cloud is underpinned by • Be clear of the vision for learning and The experiences of One Laptop Per Child (OLPC) For more, see Appendix II Self Organised Learning Environments the purpose of technology within it. are emblematic of the importance of integration (SOLEs), which provide self-directed • Contextualize the use of ICT for learning education to students in areas where high- to meet local demands. quality teachers are not available. SOLEs • Technology must integrate with and the School in the Cloud approach learning, and teachers must play a (34) Figlio, D. N., Rush, M., & Yin, L. (2010). Is it Live or is it evidence-based review. NBER Working Paper Series. Working values learning outcomes that go beyond critical role. Internet? Experimental Estimates of the Effects of Online Paper 23744 http://www.nber.org/papers/w23744 conventional measures, such as test scores. Instruction on Student Learning (Working Paper No. 16089). They are designed to develop ‘softer National Bureau of Economic Research. Retrieved from http:// (37) The World Development Report (2018) LEARNING to www.nber.org/papers/w16089 Realize Education’s Promise, The World Bank Group. skills’ and dispositions such as; teamwork, (35) Pazzaglia, A. M., Clements, M., Lavigne, H. J., & (38) OECD (2015) Students, Computers and Learning: Making independent learning, presentation skills, Stafford, E. T. (2016). An Analysis of Student Engagement the Connection. OECD Publishing, Paris. http://dx.doi. confidence, critical thinking, questioning, Patterns and Online Course Outcomes in Wisconsin. org/10.1787/9789264239555-en deeper thinking and digital literacy. REL 2016-147. Regional Educational Laboratory Midwest. (39) Higgins, S., Xiao, Z. and Katsipataki, M. (2012) The Retrieved from https://eric.ed.gov/?q=learner+agen- Impact of Digital Technology on Learning: A Summary for cy&pr=on&ff1=eduSecondary+Education&p- the Education Endowment Foundation. School of Education, For more, see Appendix II g=5&id=ED566960 Durham University. (36) Escueta, M. et al (2017), Education Technology: an
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2 Student capability LIBERATING THE MARGINALIZED Becoming proficient in the use of technology for Kenya also involves removing technological and What are the existing and necessary technical On the other side of the argument sit the more importantly, social barriers to marginalised capabilities of students, and how do these proponents of approaches such as Self cohorts. Kenya’s aim is to empower children vary across a student population? Organised Learning Environments (SOLEs) at with disabilities through the use of specifically the heart of School in the Cloud. Sugata Mitra’s designed learning apps to widen access to school pioneering SOLEs seek to demonstrate that well and communication with peers. designed content and/or tasks can provide all the DIGITAL DIVIDES scaffolding learners need to independently utilise Examples like this are critical since, in many technology for learning. Evidence collected by parts of the world, technology could be the key Michael Trucano of the World Bank warns SOLE Central - a global hub for research into to providing low cost, high-quality learning to against the risk of creating two digital divides: self-organised learning environments (SOLEs) students who would otherwise receive little or (i) access to technology and (ii) access to UNICEF’s The State of the World’s Children report at Newcastle University - suggests that using none at all. However, it is important to note that this the necessary knowledge and skills to use reinforces the need to address these divides, SOLEs have led to improved comprehension area of research is still emergent and more work technology effectively. A strategy for ICT for which often mirror broader socio-economic and digital skills amongst children. needs to be done to evidence how technological learning requires a commitment to ensuring all divides, between rich and poor, men and women, intuition can enhance learning. Sub-Saharan students have the understanding and select the cities and rural areas, and between those with Brazil’s curriculum materials in Educopedia and Africa has some of the highest rates of Out-Of- right technology for their learning purpose, and education and those without. the online lessons comprising Descomplica have School-Children (OOSC) in the world. The Eastern the competencies to use that technology well. been designed in a similar vein to give students and Southern Africa region has an average of one That means ensuring basic cognitive skills such UNICEF Rwanda are working to address some access to 24/7 learning without the need for in five OOSC, and with countries struggling with as interpreting information (digital or otherwise), of these divides through extra-curricular teachers (see Appendix I). These platforms conflict, that number rises to two in five41. The creativity in the use of technology, and the ability Remedial Clubs which look to utilise learning rely heavily on students’ own capabilities for West and Central Africa region have some of the to make judgements about the accuracy and apps to enhance the curriculum and engage the use when access to high-quality teaching and highest numbers of OOSC in the world – Nigeria, quality of digital information and experiences. disengaged - especially girls - through different learning content is limited. for example, has 8.7 million primary-school-aged pedagogies and interactive learning styles. children who do not attend school42. With the There are at least two schools of thought right foundational capabilities, these children can advocating different routes to students’ With content designed by some of the access content and engage in alternative modes acquisition of these skills. UNICEF Rwanda are working to address best and brightest teachers in Brazil, of learning beyond formal schooling. gender equity in the country through Educopedia is an online platform for On one side of the argument: extra-curricular Remedial Clubs (girls collaborative digital lessons, where As the gap between the two positions above have lower learning outcomes than boys students and teachers can access self- suggests, there is as yet little agreement about in Rwanda). They have worked with the explanatory activities through play what digital literacies (skills and competencies) “Teachers and schools can make a difference Government to establish a paper-based and practice, anywhere, anytime. students need in order to take full advantage of for students who lack the cultural and social remedial curriculum which is more child- the learning opportunities that technology offers, capital that will allow them to benefit from the centred and interactive than traditional Part of the motivation for developing let alone how to acquire them. Many consider it use of digital media in a way that is significant classroom learning. They are now in the Educopedia was to even out inequalities critical to explicitly develop the levels of literacy for their educational performance. If teachers process of mapping all open source learning in access to high-quality teaching by required to access content, as well as the fine and schools fail to acknowledge this second apps onto the grade levels/subjects being making it possible to compensate for poor motor skills required to physically interact with the digital divide, and act accordingly, they will targeted to help improve the curriculum. teaching and, in the most extreme cases, technology. Others advocate for a more hands-off reinforce its emergence. It is important to This catalogue of learning apps would remove the need for teachers all together. learn-as-you-go approach. realise that the fact that students appear to have implications and impact beyond the be technologically ‘savvy’ does not mean Remedial Clubs, by sharing with teachers For more, see Appendix I that they have developed the skills and in other parts of the education sector. Key takeaways: competencies that will make them responsible, critical and creative users of technology”40 Part of the mapping is identifying gaps UNICEF Kenya is working with the government • Recognise and mitigate against new where there isn’t an appropriate app and other partners to focus on a long-term inequities that come from ICT for learning OECD (2010) Are the New Millennium Learners to compliment the curriculum. The vision for all students to become inventors • Be deliberate in how ICT for learning Making the Grade? Technology Use and Educa- aspiration is to partner with technology of technology, rather than simply users (see can impact the most marginalised tional Performance in PISA 2006 companies to fill these gaps by developing Appendix III). In addition to targeted teacher young people apps to give over to the government. training to provide adequate guidance and • Be clear about the necessary digital support, the country office expects to see a high literacies that students need to take full For more, see Appendix III level of intuition and instinct from its children advantage of ICT for learning. when utilising technology in the classroom. (40) OECD (2010) Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. OECD Publishing. Paris. (41) http://allinschool.org/location/eastern-and-southern-africa/ (42) http://allinschool.org/location/west-and-central-africa/
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3 Teacher capability 2013-2016 and now in its first full year, MDTA teaching practice. And they should be proficient in brings together newly qualified and experienced the use of data to diagnose student progress and What are the skills teachers need to use new teachers as mentors to accelerate the skills needs. The relationship might be between teacher technology, and what is the relationship of these development of the beginning teachers so that competency generally and teacher capability with skills to a more general teacher competency? In they can ‘keep up’ with the students in the ICT for learning specifically. Is it the case that particular how are teachers’ abilities to create Manaiakalani schools. Both groups of teachers only ‘expert’ teachers – those who have sufficient powerful learning environments/experiences are studying on Masters Programmes. experience and training – can deploy ICT for enhanced by technology? learning effectively? What does it take for emerging The programme grew out of a frustration that teachers to be successful? What does this look like initial teacher education was not producing for struggling teachers? teachers with the necessary digital know- INTEGRATING TECHNOLOGY how or the pedagogical skills to make the A focus on learning new skills, growing in confidence AND DEVELOPING PRACTICE most of technology for the benefit of student in the use of new tools and approaches, integrating learning. Through the financial support of the new approaches into existing practice and using Of all the issues emerging from our research, Manaiakalani Education Trust, all students data are all recognisable features of classic school considerations surrounding the role, the at cluster schools have access to a 1:1 digital improvement strategies precisely because they have dispositions, the capabilities and the necessary potential of ICT to strengthen teaching device. The MDTA then coaches teachers in the potential to catalyse improvements in teaching support for teachers were the most consistently and learning in formal primary education, digital pedagogy to make best use of these and learning. By weaving together the introduction occurring and most compelling. We are as certain using mobile phones and computers. As the tools. All teachers progressed successfully of ICT for learning and professional development as we can be that, in any ICT for learning strategy, focus on education shifts from Education through the pilot to 2016 and the digital associated with school improvement, systems technical training (in the use of technology) and for All (EFA) to Learning for All (LFA), the pedagogy, mentoring and induction practices and schools create the opportunity to accelerate the development of related pedagogical practice role of the teacher remains critical. are now being developed across the network. the development of teacher competency generally (how teachers teach using the technology) must alongside equipping teachers with the specific reinforce one another in order to effectively Teachers can find it difficult to identify the For more, see Appendix I capability to deploy ICT for learning effectively. improve learning. In many ways this is a deep, resources appropriate for their students and more individual focus on integration. At the level relate these to their classrooms. This project Technology itself has a role to play in the professional of the school or system, integration is about focus has developed content for teachers that was development of teachers43 and improving the quality and purpose - what problem does the technology directly related to the curriculum. While We see three key aspects to teacher capability of teaching. Digital platforms can act as e-libraries solve? For the individual teacher the question this lengthened the process for developing necessary to the effective implementation of ICT for curriculum content and teaching resources to is - how can the technology solve my problem? the content, what has been produced is for learning. Teachers need to be able to: support teachers in their teaching preparation and Or even more specifically - how can I use the relevant to the national context, rather than • straightforwardly learn how to use the practice. They can also provide access to online technology to ensure that it solves my problem? being contextualised from global content. technology, its functions and features, and to courses which scaffold professional development This enables teachers to make concrete feel confident that they know what to do when processes that help teachers to refine and enhance Teachers must be equipped with the capabilities linkages between the content and the it goes wrong; their pedagogic practice. Better yet, technology for deploying technology effectively, like any other curriculum and so enables them to use ICT • integrate technology into their teaching practice can connect communities of practitioners who tool used in the classroom. Aga Khan Foundation with confidence and integrate ICT more so that it adds value and they feel comfortable can share and co-develop best practice together, and Dubai Cares’ ‘Transforming teaching and meaningfully into their teaching and learning. with the role of facilitating learning rather than empowering professionals to take ownership of learning through ICT’ programme in partnership the source of all knowledge; and their own development. with Kenyan and Ugandan governments as For more, see Appendix II • understand and use the data that many well as local providers, seeks to explicitly enact examples of ICT for learning generate about the principle of integration. The programme student progress to diagnose students’ learning BALANCING CHALLENGE provides hardware and engaging digital content In Singapore, every stage of their Masterplan for needs and design next steps. WITH SUPPORT in tandem with investing in the delivery of teacher ICT for learning has included capability building and government professional development. for teachers and New Zealand is tackling both In recognising the level of training and development The programme has even developed a mobile initial and continuing teacher education head on INTEGRATING TECHNOLOGY, teachers need to effectively utilise ICT for learning, app to support communities of practice that go to ensure teachers have access to high-quality PRACTICE DEVELOPMENT AND it’s equally important to recognise that the burden beyond the school or immediate clusters to share professional learning as they adopt technology SCHOOL IMPROVEMENT that technology puts on teachers is high. Support for and refine practice in the effective integration of into their practice. them must therefore also be high. technology in teaching and learning. Interestingly, without the focus on technology these capabilities would be desirable goals for The Manaiakalani Digital Teaching any teacher. Teachers should be able to learn and “Consider the case of an overwhelmed (and ill- The ‘Transforming teaching and learning Academy (MDTA) is a partnership between integrate new tools and new approaches into their prepared) teacher working with students in a through ICT’ project is a partnership with the the University of Auckland, Google and Governments of Kenya and Uganda and locally Manaiakalani Education Trust set up in 2011 based innovative ICT and mobile companies to use digital technology to bridge and enrich (43) http://www.edudemic.com/high-quality-online- to test and demonstrate the transformative learning in school and at home. Piloted in professional-development/
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poor, remote, rural community. It is certainly the very first time. Managing change is the obvious and unhelpful pitting of technology creative and deeper learning to be designed and possible to introduce new technologies (laptops, vital for continued use. The mentor service against teacher, the traditional role of teacher as facilitated by the teacher. tablets) into such learning environments is an additional cost to the school and the ‘expert’ is often challenged in the examples in ways that are useful to her (and indeed: recommended at least three times per year. we have seen, which instead position the powerful!), but doing so is often, to borrow a teacher as a facilitator or even a collaborator in Key takeaways: phrase popular in Silicon Valley, non-trivial.” For more, see Appendix II the learning process. • Develop the technical as well as Michael Trucano, Senior Education & Technology Although there is a need to be sensitive to the the pedagogical capabilities of Policy Specialist and Global Lead for Innovation in Teacher and tech champions can also play complexity of ‘resetting’ professional roles teachers to deploy technology Education, World Bank a critical role in introducing and sustaining like this, there is opportunity here too: the for learning technology in new school environments, chance to grow a workforce equipped with the • Integrate technology into especially those with high-burdened, low-skilled capabilities, including but not limited to the practice development and Take Rwanda (see Appendix III) for instance, where teachers. In Uganda (see Appendix III) the use of ICT for learning; to create 21st century school improvement strategies the UNICEF country office reports that teachers UNICEF country office is leveraging peer-to-peer learning experiences for African students; to • Balance the disruption of are often responsible for over 60 students, and strategies of support through the establishment use technology to perform the mundane tasks technology with the right support already balance this with agricultural and family of a network of teachers who are skilled in ICT in teaching and learning (e.g. assessment, for teachers to adapt and grow. commitments. The introduction of technology is a in education. This network is mobilised to help basic skills development) allowing for more relatively alien concept which would no doubt be shift attitudes and practice within the broader overwhelming and possibly spark hesitation or school system, supporting emergent e-learning resentment from the outset. It also runs the risk of initiatives like Kolibri. reducing teacher time on key instructional tasks. However, that’s not to say that we should dismiss technology as a tool for teachers in underserved UNICEF Uganda are working to ensuring 4 Student and teacher agency contexts. In fact, when done well, the introduction that the focus is placed on the environment of technology can actually protect and sometimes and infrastructure where the technology How can students and teachers engage as active increase teacher’s time on task. A strategy for can thrive, rather than a pure focus on participants in the introduction and implementation ICT for learning must be thoughtful and creative the technology itself. They are therefore of ICT for learning? about how to best support them. concerned with teacher and student attitudes, as much as investment in hardware, Mwabu and SPARK both invest in professional electricity and access for all students. learning but also introduce new schooling and learning designs, like classroom rotational One strategy is to work with ‘Champions’ TEACHERS AS CO-DESIGNERS models, which free up teacher time to be spent - a network of teachers who are OF ICT FOR LEARNING working with small group of students. skilled in ICT - to help shift attitudes and practice within classrooms. Examining the country and provider case demonstrates how the platform meets their studies reveals that a local sense of ownership is curriculum needs and assessment strategies. Before the Mwabu programme is initiated For more, see Appendix III achieved by creating opportunities for teachers to Therefore, to truly benefit learners, teachers and in a school, the principal receives a full participate in the implementation of technology school leaders, the design process for digital day of training, three days are allocated through disciplined co-design processes that products must at the very least consider the to the teacher(s) and a full day for the School in the Cloud (see Appendix II) reports that adapt and iterate the technology and its use in specific needs of users, and at best involve them newly appointed coordinator who acts the on-site presence of a coach/expert/champion context. For example, Brazil’s National Curriculum in the process itself. as intermediary between the school and of the approach is most valuable in winning has been designed by a group of the best and Mwabu. Training involves utilising the over sceptics, especially when it’s the face of the brightest teachers from all over the country and tablets in the classroom, the three rotational innovation, in this case Professor Sugata Mitra. will include tips and guidance for the incorporation Do Like Edu eLearning platform is a joint model - where learners explore through into the classroom. Lessons are accessed initiative of UNICEF Namibia and the understanding, analysing and solving a through an app that can be iterated or adapted Ministry of Education, Arts and Culture. range of tasks in groups using the Mwabu TECHNOLOGY CHALLENGES to suit teacher needs and encourage buy-in and It’s been designed and deployed with a tablet, individually or with the teacher - TEACHER IDENTITY ownership. Brazil’s aim is to empower teachers view to improve access to quality open and a course in change management. and view them as a facilitator, providing students education resources in Namibia. The Getting the technology right is one thing, but with the right tools to produce work that will lead “proof of concept” T4D solution is being Schools are allocated a mentor from the equally important are the strategies by which we to the best learning outcomes. implemented in two successive phases: 1) Mwabu Academy who offers in-person get the social and human aspects right too. Development of the “Do Like EDU” eLearning or virtual training using social networks. Highlighting the customisable offer and portal to support learner performance in Mwabu encourage the delivery of in- The introduction of ICT for learning into tailored content of Namibia’s Do Like Edu key subject areas (Mathematics, English person and observational training as classrooms and schools is frequently disruptive eLearning platform meant that buy-in was and Sciences) and 2) Development of the schools are implementing technology for to the professional identity of teachers. Beyond gained from teachers and school leaders as it “Talk to EDU” mobile application to provide
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learners with psycho-social support and just as an outcome but as a relevant and necessary 5 Technological infrastructure career guidance. The objective is to test focus in how they design their products. the deployability of platform in terms of What are the technical requirements of the ICT infrastructure, user readiness, and the technology and are these in place (e.g. power, policy and coordination environment. “The digital revolution is about more bandwidth, data security)? than learning to use new tools and Learners will be encouraged by both the technologies. It is about a major paradigm school and the community to access these shift in people’s mindsets and habits.” innovative tools to improve their academic performance and foster overall wellbeing The State of the World’s Children 2017: children in in schools. Both phases will be tested a digital world, UNICEF, (2017). Pg 50 READINESS AND INVESTMENT during a pilot phase to ensure that the innovation is useful and does no harm. It is axiomatic that, without a suitable power Eneza Education is an example of even further supply and reliable broadband, a vast number For more, see Appendix III decentralisation of power. The mobile platform of technology solutions simply are not viable. gives students direct access to quizzes, However it remains the case that for schools mini-lessons, tips and tricks via the web, mobile in many parts of the world, these fundamental and made available with an offline option. Conversely, Bridge International Academies (see web, and text messaging, allowing Eneza to requirements are not yet technically or The learning platform, Kolibri was designed Appendix II) take a highly centralised approach to empower the user to take ownership of their financially achievable, noting that the for low resource communities and runs how they collect, interpret and act upon the data learning, beyond school. dynamics of cost and what is technically without Internet to mitigate against these collected by their schools to iterate their product. possible is rapidly changing. School readiness infrastructural barriers for use. A team of central office experts coordinate the use surveys are valuable tools in bringing clarity of A/B testing to make the case for widespread Eneza allows students to directly access about what is needed to utilise ICT for learning, changes to practice. They test and collect data lessons aligned to the local curriculum, but also which infrastructure investments can UNICEF Uganda recognise that on two different instructional approaches, over tutorials, Wikipedia, tips and assessments have greatest impact at scale. technological innovation in developing and over again, to determine what is the best through USSD/SMS, an online Web app, countries must look at solutions that lesson plan or teaching strategy for a particular an offline desktop app, and an Android In the case of Mwabu (see Appendix II), take into account limited connectivity. subject content. This allows them to roll-out best app. Interaction between student and site surveys determine the limitations of There needs to be an offline option. practices, supported by contextually relevant teacher is enabled through live teacher implementation by assessing power and Kolibri is designed for low resource evidence, through changes to their scripted chat, and students can compete for places connectivity levels. While power is essential communities. It is an open-source, lessons and associated lesson plans. on leaderboards through ‘play&share’. The for charging and storing the tablets, if schools offline platform and runs without Eneza platform enables classroom teachers have no or little access to power, alternatives internet (but is also available online). The question is what impact this highly centralised to see how their students are performing such as their capacity to install solar panels approach has on teacher agency and confidence and to assign relevant homework, but also can be considered. For more, see Appendix III over time. It is hard to see how teachers detects student progress and proposes what outsourcing assessment and planning like this courses students should take, based on their One of the striking features of the country builds their capability or encourages a sense of level of proficiency. Currently, schools can cases from New Zealand and Singapore (see ownership of their classrooms and practice. The buy individual accounts for $180 per year Appendix I) is the systematic investment in financial implications of maintaining a central which permits access to student data and infrastructure in advance of (Singapore) and BYOD MUST BE HANDLED team able to review and update content is also teaching resources. Parents can request alongside (New Zealand) national programmes WITH CARE clearly a consideration. While in the short-term similar accounts for $15 per year that allows to stimulate and support the implementation of there is a cost saving associated to avoiding direct access for their children beyond school. technology into schools. For example, one of Mobile phones are widespread across a large-scale teacher training interventions, the the components of Singapore’s Masterplan 4 number of countries on the African continent, long-term cost is a severely under-developed For more, see Appendix II is to further build up infrastructure in phases providing the opportunity for Bring Your Own cohort of teachers. In contrast, SPARK Schools according to readiness of school and its Device (BYOD) strategies that have generally (see Appendix II) actively invest in their teachers teachers. been underutilised. As the World Bank’s World on the ground, growing their ability to interpret Development Report 2016 points out: and act upon data that is collected at a school and Key takeaways: UNICEF country offices like Uganda are taking classroom level. the needs of the unconnected into account • Involve teachers and students when developing infrastructure plans (see “More households in developing countries in the design, development and Appendix III). With invisible barriers such own a mobile phone than have access to OPPORTUNITIES FOR deployment of technologies for as limited connectivity being a challenge, electricity or clean water, and nearly 70 per STUDENT OWNERSHIP learning software is favoured when open-source cent of the bottom fifth of the population in • Recognise and embrace the Eneza Education’s ‘straight to user’ strategy opportunity ICT for learning emphasises engagement of learners as much as consumption, and elevates student agency not
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developing countries own a mobile phone.” therefore incorporating a strong equity focus, While Bring Your Own Device and mobile schools and students to technology, findings from the evaluation showed that there learning models can mitigate against one new initiative has begun to World Bank World Development Report, Digital was an affordability implication for those wanting infrastructural challenges, the costs borne by bridge the divide, starting with Dividends (2016) to access some apps on the platform. Proprietary beneficiaries for both devices and data must be those who need it most in northern services (where there is a subscription fee) were a fundamental consideration. In some especially Cameroon. ‘Connect My School’ has uploaded by the project partner and users were poorer and rural contexts, these models can been successfully implemented in six As mobile adoption proliferates in many expected to pay for their own data, although contribute to the widening of equity gaps and schools in remote areas of the country: countries, including emerging economies, the costs were reduced for learners and parents system leaders should be cognisant of these two in the Far North Region (Baigai opportunity for mobile learning now and in the of low socioeconomic status where possible. risks. Many poorer and rural families are already Public School and Minawao Refugee future, is rife. This is particularly true on the Despite attempts to keep costs low, it was found struggling to pay to ensure their children access Camp), two in the East (Abou Boutila African continent, where mobile penetration that BYO-Data services excluded vulnerable education, through uniform, books and fees. and Timangolo) and two in the capital is high (although data remains expensive audiences and were a recurrent concern for all Technological devices are a further burden, of Yaoundé. Schools received child- in many cases), and smartphone access is users. creating new barriers for poor and marginalised friendly tablets loaded with educational growing rapidly in many countries. communities. games and apps like Wikipedia, as well as drawing, text and photo apps. For Eneza Education (see Appendix II), the The Ukufunda virtual school (or solution to scale content and quality without UVS) is an innovative m-learning PROBLEM SOLVING For more, see Appendix III the infrastructural and bureaucratic challenges service, conceptualised in 2013 and CONNECTIVITY - WITH of school systems lies in using the mobile launched in September 2014 by a TECHNOLOGY phone network and low cost data options partnership comprising the South such as text messaging with teachers and via African Department of Basic Education Lower-income, rural or remote communities The early success of the pilot has encouraged the platform. Partnership with mobile service (DBE), UNICEF SA, and the Reach Trust often struggle with access to power supply UNICEF Cameroon to work with public and providers has made it possible to lower the (formerly known as Mxit Reach). It was and connectivity. This can leave schools with private donors to introduce the satellite units to cost of data usage as the number of users of the DBE’s first attempt to develop and the single option of learning about the Internet more than 100 schools in the most vulnerable the platform grows. Eneza also work closely mobile-learning portal. The UVS is a as a concept, rather than using it as a tool regions of the country. With equity as a guiding with parents to help make sure students have portal that uses a social-networking for learning. With large-scale infrastructure concept for UNICEF, innovative solutions that sufficient phone credit to access learning platform (Mxit) to provide access investments often not possible due to lack of help bridge infrastructure gaps for schools materials. to learning resources and content, funding, or where they are a long way from and communities that are too often left behind counselling and safety services and completion, innovative solutions that bridge should play an integral part in ICT for learning other value-added services and the divide between access and connectivity, strategies. Eneza uses technology that major mobile programmes via mobile technologies. are critical. operators have access to, which means The platform aggregates pre-existing that operators are able to increase their learning and psycho-social applications UNICEF Cameroon is piloting an initiative Key takeaways: revenue streams by selling more services, (‘apps’), but also new, bespoke apps that aims to provide digital education and Eneza’s reach of users subscribing developed specifically for the UVS. The tools to children in Cameroon who have • Understand the limitations of to the platform grew significantly. This UVS makes applications available to never had access to them before. Critically, local infrastructure prior to close collaboration with Telecom, enabled users through three views: a learner Internet connectivity is provided by installing investment and deployment of Eneza to lower the price of their data, view, a teacher view, and a parent view. solar-powered satellite units in each school. ICT for learning in order to make it accessible to users. The Units provide connectivity with a 500 • Be cautious about the For more, see Appendix III metre radius to communities that have implications for equity of ‘Bring For more, see Appendix II historically been isolated from the world-wide- Your Own Devices’ strategies web. UNICEF Cameroon is now looking at how • Innovative technologies can Carefully designed business models offer to best integrate the use of the tablet into the be solutions to infrastructure promise in certain contexts. In Portugal, a lessons and refine the underlying pedagogical challenges. UNICEF South Africa saw the potential in mobile One-Laptop-Per-Child initiative have designed approaches - an opportunity that wouldn’t learning and the opportunities associated with a Telecommunications Partnership for exist for these schools without an innovative using mobile applications to support particular Education Framework which outlines a shared infrastructure solution. educational functions. However found that both responsibility model between operators/ require detailed testing and ongoing monitoring providers, governments and beneficiaries of the and management. While the Ukufunda Virtual technology, tied together by a combination of tax In Cameroon, access to quality School worked on a Bring Your Own Device relief, user discounts and family contributions. education – including internet access (BYOD) model of access to reach remote areas, – is challenging. By connecting remote
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6 Implementation and change specifically the impact on learning outcomes widespread technology can offer a vehicle to it hopes to achieve. In the case of Ukufunda, support teachers living in areas where traditional What is the role of local leaders and what support do a theory of change was retrofitted into the capacity building opportunities are scarce. they need to create a culture of innovation programme design, but by this point the and improvement? parameters of what was intended (originally designed for students) were not explicit and kept CHANGE AS changing (later, teacher and parent platforms THE ONLY CONSTANT were added). It was also observed that the implementation was insufficiently monitored. Typically, Monitoring and Evaluation (M&E) strategies have been used to isolate causal HOLISTIC CHANGE Furthermore, in the case of South Africa, the impacts of interventions – finding out ‘What investment case had not been made clear. In the Works’ – to help inform policy and funding As with any significant change, the ‘how’ of instance of the hardware (2G feature phones), decisions. Yet there is greater value in M&E implementing ICT for learning is almost as there was a lack of understanding about their strategies which incorporate more agile, important as the ‘what’. Intelligent and agile limited functionality and the tech world on experiential learning processes which can feed programme plans that attend to local conditions training and local educational efforts and the precipice of launching cheap smartphone back into the design and implementation the and that are widely shared, understood and insights. devices. Thus, in order to rationalise the intervention. supported are fundamental for successful implementation of a particular ICT for learning implementation and sustained change. offer, an investment case must be made. How In its early years, OLPC encountered technology performs relative to other outputs in “The right combination of M, e [structured The research literature provides strong evidence significant criticism, with many pointing to the system (e.g. training, workbooks, coaching, experiential learning], and E provides the that ICT for learning is more effective within the lack of impact on test scores, declining other devices) is a fundamental consideration right space for innovation and organizational broader improvement and change strategies technology usage, and a lack of a direct if initiatives are to be sustained and continue to capability building while at the same which consider social and pedagogical factors. relationship to the pedagogy needed in have impact. time providing accountability and an A large scale Randomized Controlled Trial to the local context. These failures were evidence base for funding agencies.” investigate peer effects in computer-assisted attributed to OLPC’s initial and under- Investment cases for professionals’ time learning (CAL) in primary schools in rural China44 sophisticated ‘drop-and-go’ strategy. and attention must also be considered when Lant Pritchett, Harvard Kennedy School and found that students make more progress in institutions are making meaningful decisions Center for Global Development48 maths when engaged in CAL than the control Through some hard lessons, OLPC came about which kind of technology initiatives make group, but most notably that ‘weaker students’ to realise the really important role that sense for them to provide. (students who perform far below average in teachers play in the learning process. This Hence, to meet the local need, fit into the local an initial maths test) do better when they are led them to focus more on supporting Massive Open Online Courses (MOOCs) provide context, and maintain relevance and lasting paired with “stronger students”, while having no the teacher and the community as part a free and flexible way to learn new skills. change, programmes need to be designed with negative impact on the performance of stronger of the programme, rather than just Diana Laurillard, Professor of Learning with frequent opportunities to review what has been students. This insight is further corroborated by a deployment of devices. OLPC’s openness Digital Technologies at the London Knowledge learned and make adjustments to what happens meta-analysis which looks at One-to-One Laptop to shifting from the technology to Lab, UCL Institute of Education, champions the next. Environments45, concluding that pedagogy was ‘technology and teachers’ is critical potential of MOOCs as a provider of localised more important than technology in determining to their evolution and the successes professional development for teachers. She Moreover, the more users are given the the effectiveness of the laptop programmes. they have achieved. The realisation argues that if implemented through sound opportunity to share the work they are doing, that sustainability was critical has led digital pedagogies using a cascading model, a gather feedback or ask questions, and have this One Laptop Per Child’s programmatic approach, to significant investment strategies in highly qualified professional can be trained to built into the process, the more inclined they will which sought to deploy ICT for learning ‘at scale’, community engagement and development. teach 25 local adults and less qualified teachers be to engage in the technology. failed to have the impact it promised. In trying to using blended learning. If 10,000 professionals roll-out across hundreds, sometimes thousands For more, see Appendix II are enrolled in the MOOC, the professional In the case of New Zealand (see Appendix of schools, officials were often distracted by learning can ultimately reach a quarter of a I), learning and change is fostered through logistical challenges and paid scant attention million teachers47. Adopting a cascade model can networks that create opportunities for schools to local conditions. Over time the model began Recommendations from the Ukufunda Virtual have a large-scale impact at low cost, making a to collaborate and support one another to solve to shift their ‘drop and go’ approach to become School evaluation report46 highlight the need for compelling investment case for using MOOCs, problems, develop and share new ideas or more holistic, combining technology with a a coherent theory of change that is specific to coaching and innovative digital pedagogies best practice in real time. These networks are prolonged community engagement, teacher the target audience and focus of the initiative, for professional learning. Furthermore, the a layer in the New Zealand education system;
(44) Fafchamps & Mo, (2017) Peer Effects in Computer Review of Educational Research, Vol. 86, No. 4, pp. Assisted Learning: Evidence from a Randomized Experiment. 1052–1084. NBER Working Paper No. 23195. (47) Laurillard, D. and Kennedy, E. (2017) The potential of (48) Pritchett, L., Samji, S. and Hammer, J. (2013) It’s All (46) (Roberts, N., Spencer-Smith, G. and Butcher, N. (2016) An MOOCs for learning at scale in the Global South. Centre for About MeE: Using Structured Experiential Learning (“e”) to (45) Zheng et al (2016) Learning in One-to-One Laptop implementation evaluation of the ukuFUNda virtual school. Global Higher Education working paper series. No.31. Crawl the Design Space, Faculty Research Working Paper Environments: A Meta-Analysis and Research Synthesis. UNICEF, on behalf of The Department of Basic Education. Series, Harvard Kennedy School.
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they are part of the solution to scaling and MORE THAN TRAINING technology can flourish. This role is important for has far outpaced the ability of governments and diffusing innovation, and make it more likely staff having a strong belief in the school’s vision providers to evaluate and adapt their strategies. that new approaches, particularly in the teaching The paper has dealt elsewhere with the and what it is trying to achieve, which is a critical South Africa’s Ukufunda pilot was designed for of science and technology, are understood, importance of training and high-quality support factor for change. Furthermore, to build teacher users of 2G feature phones, but by the time evidenced and widely adopted. to the success of introducing ICT for learning. capabilities as teaching professionals who can of implementation, the majority of users had However where technology is pervasive and is guide their students in their growing years. switched to smartphones (30% remained on intended to make a major contribution to culture feature phones). Similarly, during Ukufunda’s and practice, more than a training course may planning phase, the programme’s platform Mxit Learning and Change Networks (LCN) be required. was at its most popular and had a substantial were collaborations between schools, and Singapore’s Masterplan 4 offers a vision number of users. However, at the point of roll out, their communities; partnerships designed In the case of Mwabu, five days of training is for future ready and responsible digital the application WhatsApp was launched. This to identify local challenges and make provided for staff to engage with the technology learners, where learning is in the hands of consequently meant that Mxit lost a significant changes to improve student learning. and associated pedagogical approaches so they every learner, empowered with technology. proportion of its user-base and subsequently In July 2014, there were 53 networks, are able to see what success of the programme In this vision teachers are designers of shutdown. comprised of 286 schools and kura, about looks like in practice. This can ensure all staff learning experiences and environments 11% of the schools in New Zealand. members in the school are moving in the same and school leaders are culture builders. That being said, in instances of instability, direction as one another. Training covers the use endemic, or conflict, governments can be forced The ‘daughter’ of Learning and Change of the tablets in the classroom, training on the The aims of Masterplan 4 are to: to move quickly without the need for the latest Networks, Communities of Learning underpinning rotational classroom model, and technologies or software. Instead a reliable are not directed to or required to focus a course in change management. The Principal • bring ICT into the core of the system can meet the basic need of countries exclusively on STEM; although naturally receives a full day of training, with three days education process (from planning where violence and unrest have forced many some of them do, that is not their function. allocated to the teacher(s) and finally a full day and design of lessons to testing) out of school. In Sierra Leone and the Central The Communities are a ‘layer’ in the New for the newly appointed coordinator who acts as African Republic, UNICEF are working with Zealand education system, connecting intermediary between the school and Mwabu. • focus on improving the capabilities governments to use data collection systems as schools in self-identified communities of Coordinators are also responsible for assisting and skill sets of teachers (ICT- a way of collecting basic information to track practice to develop and share new ideas teachers use the tablet and provide Mwabu with savvy must also be able to translate the number of open schools and students in and practice. They are part of the solution feedback about implementation and general use. into effective teaching) attendance, even in the most ‘hard to reach’ to scaling and diffusing innovation, and areas. make it more likely that new approaches, • improve the sharing of best practices including in the teaching of science and successful innovations and technology will be adopted. Schools are allocated a mentor from the Mwabu Academy who offers in-person • further build up infrastructure Key takeaways: For more, see Appendix I or virtual training using social networks. (in phases according to readiness Mwabu encourage the delivery of in- of schools and teachers). • ICT for learning is more effective within person and observational training as broader improvement and change Off the back of its experience of the Do Like Edu schools are implementing technology for For more, see Appendix I strategies which consider the social e-learning platform (see Appendix III), UNICEF the very first time. Managing change is context and pedagogical factors. Namibia reflected that schools needed follow up vital for continued use. The mentor service • Rigorous monitoring and evaluation support to see how they were fairing with the is an additional cost to the school and practices must be in place to help test, technology; whether they were happy with the recommended at least three times per year. refine and adapt the use of ICT for product; and whether the learners were using THE NEED FOR SPEED learning. the technology effectively. For more, see Appendix II • Technology moves fast. Teachers need The rapid proliferation of new technologies ongoing support to help respond to the There will inevitably be specific contextual in education means that choosing which change. challenges in each country relating to, for Singapore’s Ministry of Education work closely technology to invest in can be a difficult decision instance, infrastructure and local cultural with teachers and school leaders to support for governments, providers and systems conditions, which require local knowledge and them to be culture builders (see Appendix I), leaders. This is especially true when the speed adaptation. Technology should therefore not be and encourage teachers to update themselves at which new technologies reaching the market a ‘bolt on’/’lift and shift’ solution, but should on changes in content and teaching methods instead be continuously tested to ensure that the to enable more considered creativity and deployment continues to adapt itself to improve innovation49. This is to ensure the right conditions learning experiences for all users. are created within the school so that the
(49) www.Moe.gov.sg
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7 Enabling environments A ROLE FOR GOVERNMENTS Towards the Realisation of Schooling 2030’, a professional framework for digital learning is What is the role of local leaders and what It is clear however that elected governments being developed and will list the competencies support do they need to create a culture of have a continuing role to play, in particular in teachers should have in relation to digital learning. innovation and improvement? securing equity in a competitive and immature technology market place: Government signalling of the importance of the development of such skills to secure the implementation of ICT for learning can “Without state-led commitment to be valuable in and of itself51. But ‘top-down’ complement market-based and private sector approaches like these are insufficient. An VISIONING AND POLICY solutions, children left behind in a digitally enabling environment also supports and fosters connected world will be at great risk of innovation from the ‘bottom-up’. Providing the right conditions for ICT for learning further exclusion and marginalization.” to thrive can be as critical as the implementation The ‘Transforming teaching and learning through strategies themselves. ICT for learning needs UNICEF’s State of the World’s Children report ICT’ project, launched by Aga Khan Foundation to play a role in a wider narrative of, and case A risk in technology policy making is too much 2017 (AKF) and Dubai Cares (see Appendix II) for, education change, animated and supported of a focus on the technology, and not enough recognises that across the learning ecosystem, by a policy platform that stimulates demand on teaching and learning. UNICEF Rwanda no one stakeholder could account for all the from stakeholders and authorises and enables (see Appendix III) recognises that the President Governments have a role in ensuring: necessary moving parts. change. vision for SMART classrooms in every school • The rights of communities and schools had somewhat of a catalysing effect, and to broadband and other technological Its application in Kenya saw the initiative enable the New Zealand’s Curious Minds initiative (see mobilised a number of providers (Koica and infrastructure. Government to provide the policy environment, Appendix I) is a compelling example of a coherent Jica). Yet while these SMART classrooms • The prioritisation of equitable investment infrastructure, and frameworks; other partners and clear direction of travel. A ten-year national align with the President’s political narrative cases, and interventions which remedy like AKF provide the system support, professional strategy supports all New Zealanders to engage for making Rwanda the “Singapore of East differences between learning levels at the development, and community engagement; Elimu with STEM subjects, in particular disengaged Africa” through cross-sector technological baseline. (a local producer of digital content) develop the groups such as students from Maori and advancement, its alignment with a vision for • Mitigation against the abuse and misuse of interactive content for the platform; and Camara Pasifika communities. The initiative invested in teaching and learning is seemingly absent. children’s data, as recommended in UNICEF’s Education (an international education social ICT for learning and technological infrastructure, 2017 The State of the World’s Children report. enterprise, specialising in technology) provide the developed a digital curriculum and built up the • Regional agreement on policy and regulatory hardware and ICT support. digital capabilities of teachers, especially those “Both principal-agent relationships and commitments, much like that envisaged by serving the poorest communities. This strategic behavioral biases likely play a role. The SMART Africa50. In comparison, implementation of the project in approach gained traction from an ongoing public principal-agent model is relevant because • Partnerships, entrepreneurship and Uganda lacked the same level of policy support campaign that linked the challenge of closing public officials may derive political returns knowledge sharing that’s critical for and investment. The overall impact achieved was the achievement gap for Maori and Pasifika from any technological interventions, system-wide change. neither deep nor broad, thus clearly illustrating learners with providing science and technology independent of their usefulness for better how bottom-up partnerships and coordination opportunities to all New Zealanders. learning. Thus their personal incentives (to These responsibilities represent an emerging are needed to deliver better results. make highly visible investments) may diverge set of pre-requisites that governments should from the goals of students (to learn).” consider before ICT for learning initiatives are to Curious Minds reaches out beyond schools be seen as desirable, feasible or viable. MANAGING RISK THROUGH and into communities, connecting young World Development Report 2018: LEARNING to GREAT GOVERNANCE people with scientists and technologists Realize Education’s Promise, World Bank Group Governments can also helpfully specify State to grow demand for engagement expectations for the: Poor understanding of the potential and risks with science and technology. • competencies of technology-enabled of technology can be a problem when people in What this tells us is that finding a balance learners; and positions of institutional and decision making The campaign also includes a review between what is politically valuable and what • skills teachers need to harness technology in power lack the experience or the insight to of the positioning and content of best impacts learning outcomes is important the service of teaching and learning. spot and mitigate problems. As such, creative digital technologies within the in any strategy for ICT for learning, especially approaches to governance that acknowledge NZ national curriculum and Te considering the financial investment that is often In South Africa (see Appendix III), aligned to the limits unequal digital expertise and knowledge Marautanga o Aotearoa (the national at stake. Government’s ‘Education Action Plan to 2019: are required to respond to this challenge. curriculum for Māori-medium).
For more, see Appendix III (50) http://smartafrica.org/?-Smartafrica-Overview- (51) Laurillard, D. and Kennedy, E. (2017) The potential of MOOCs for learning at scale in the Global South. Centre for Global Higher Education working paper series. No.31.
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In South Africa’s Ukufunda programme (see Institutions like the European Union have 8 Resources Appendix II) for instance the app’s service already begun to explore how to better steward provider held a too-powerful role, driving the introduction of technology into education What is required for the effective and forward new versions of their learning platform systems, and challenge the tech industry to sustainable use of ICT for learning, including based on technology requirements rather than nurture more of a moral compass.53 Countries on-the-ground support capability? attention to learning outcomes. In addition, on the African continent might consider what an much of the Intellectual Property resided outside African Union equivalent might be, and how it of government and with the provider, as did can be focused on the learning outcomes they access to data and progress indicators. This want the world’s largest youth population to left educators and ministerial representatives achieve. without sufficient control over the direction of Considered, committed travel and led to poor oversight of the impact Digital technology itself can form part of new investments the technology was having on teaching and and innovative mechanisms for governance. learning. Just as Apple’s App Store acts as a highly trusted Capital investments in infrastructure and platform for providing personalized content hardware, as well as ongoing financial costs of UNICEF’s Technology for Development (T4D) for smart phones, governments can provide maintenance and repair, add up to a significant Design Criteria52 show how a set of best-practice a platform for a thriving ecosystem alongside financial investment for those intent on guidelines might govern and inform the design of their own resources and products, enabling making headway on ICT for learning. As we technology enabled development programmes, them to quality assure provision and secure have noted, ancillary investment in teacher however the extent to which the T4D design and prioritize the engagement of educators. professional development is also required to criteria have been meaningfully internalised This model broadly describes the role of state ensure teachers have the necessary capabilities and adopted across UNICEF’s country offices and city governments in Brazil, where a diverse to deploy technology effectively. is mixed. Other governance approaches might and thriving and largely unregulated technology best enable ICT for learning to be introduced usefully explore how to hold partners to account market, is nevertheless quality assured and In all our examples associated costs are high, and sustained effectively. for impact on learning outcomes and balance market driven by universities and philanthropy, but they are considered by the people making the power of large vendors over commissioners working alongside Government. these financial decisions to beinvestments , Experiences such as those of One Laptop in emerging economies. holding out the hope of increased productivity Per Child (see Appendix II) point to the need in examples like Bridge International Academies to invest in local assets and capabilities. Key takeaways: and Eneza Education and improved learning Networks of schools and communities of UNICEF’s Technology for Development outcomes across the board. practice consistently feature as solutions (T4D) Design Criteria: • ICT for learning needs to play a role to sustaining and deepening the impact of in a wider narrative of, and case for, technology, beyond the initial investment in 1. Design with the User education change, animated and Eneza’s vision is to be the global go-to implementation. 2. Understand the Existing Ecosystem supported by a policy platform. learning platform that empowers the 3. Design for Scale • Top-down government signalling is next generation of leaders with the skills 4. Build for Sustainability most effective alongside strategies to they need to succeed. Their ambition is to Having learned from their early ‘drop-and- 5. Be Data Driven foster innovation from the ‘bottom up’. provide 50 million learners with affordable go’ mistakes, OLPC now identify a local 6. Use Open Standards, Open Data, • Good governance of ICT for learning is quality education for a subscription of $5 a partner organisation to work with their Open Source, and Open Innovation critical. year, to be paid for by individual parents, multidisciplinary team to design a bespoke 7. Reuse and Improve students or teachers (current price is $20 programme, and to be responsible for the 8. Do no harm a year for a basic SMS subscription). day-to-day oversight of the programme 9. Be Collaborative in the longer run. This involves building For more, see Appendix II a local team that are capable of providing These principles have been endorsed various technical and operational support, or adopted by the following partners: to ensure long-term sustainability of UNICEF, USAID, The Gates Foundation, the programme. Systems of inventory EOSG Global Purse, WFP, WHO, HRP, The flip side of this is what happens when and maintenance would be developed to OCHA, UNDP, SIDA, IKEA Foundation, there is underinvestment. The failure of overcome the logistical challenges of getting UN Foundation, and UNHCR. ‘drop-and-go’ strategies is emblematic of the laptops into the hands of each child. efforts to implement ICT for learning on an inadequate and often one-off expenditure For more, see Appendix II without strategic thought of which resources
(52) https://www.unicef.org/innovation/innovation_73239. (53) https://www.theguardian.com/technology/2016/jan/30/ html europe-google-facebook-technology-ethics-eu-martin-schulz
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It is also important to note that, while we III) was the requirement for someone who was 9 Coalitions know that there are organisations keen to both experienced in the use of technology and fund projects like OLPC with one-off capital its application in an education setting. Having What role might partnership play in investments, philanthropy and Corporate this person meant that the country office team ‘bundling’ solutions to complement and Social Responsibility (CSR) funding is less could talk the talk of service providers, while amplify ICT for learning? likely to be available for ongoing maintenance playing an important role in negotiating the and support. Beyond up-front investments, the opportunity to solve the teaching and learning cost of maintaining and repairing equipment problems of their own educational context. and updating software and curriculum content falls to schools or local and national Similarly the team in Rwanda’s UNICEF office, governments. This is one of the main reasons currently feel they lack the necessary technical ALIGNMENT WITH LOCAL that technology falls into disuse. Another expertise to integrate technology into learning AND GLOBAL AGENDAS is how legacy systems - one-off large-scale through teacher training, and to critically infrastructure investments in operating navigate the marketplace and negotiate One way to maximise the reach and the impact systems and devices - fail to respond to the provider contracts/subsidies. They recognise of ICT for learning is to appeal to, and align with, increasingly dynamic needs of users and the the need for more business-savvy strategies existing education policy agendas. Too often, fast-moving evolution of technology. that protect them from exposure to hidden the public narrative that surrounds technology is PUBLIC/PRIVATE PARTNERSHIP costs and contractual obligations, securing focused on infrastructure investments and access BEST PRACTICE Critically though, alternative access to deals that are sustainable and cost-effective. to kit, reinforcing the myth that introducing resources exist. The volume of freely available, technology into education systems automatically Building coalitions for the delivery of technology open-source software in the public domain This combination of business acumen, equates to progress. for enhanced teaching and learning is a complex has proliferated in recent years, presenting a technological awareness and pedagogical challenge. Knowing when and how to convene strategic opportunity to improve the quality expertise is unlikely to be found in one person. Singapore’s agenda for the advancement of the private sector and orientate actors towards of education, knowledge sharing and capacity The opportunity for collaboration across technology across all sectors (see Appendix I), a common, public goal requires further thinking. building.54 country, regional and headquarter offices to aligns the investment of technology in education create the necessary capacity is clear. to wider agendas which go beyond access and However, one caveat is that the quality of commit to specific learning outcomes, with “The future of education in emerging markets, content is inconsistent, in turn reiterating implications for the country’s economic and within Africa and beyond, will be hybrid the need for human investment, not least Key takeaways: social growth. systems — not a monopoly of public financing to administer critical appraisal of content and public provision of education services, to ensure it contributes towards improving • The failure of ‘drop-and-go’ strategies is By aligning ICT for learning initiatives to broader but mixed public and private. This is being learning outcomes. emblematic of the need to considered, debates, dialogue and fora across education, driven by consumer demand, by the market committed investments. countries harness public and professional buy-in stimulating innovations in supply, and by • Alternative access to resources exist and energy. Integrating with these broader the fiscal realities of governments that are NEW SKILLS FOR NEW in increasingly proliferated and freely efforts to improve achievement and progress increasingly engaging private sector capital TECHNOLOGIES available, open-source software. throughout local, regional and global education and delivery solutions to provide services and • Combining the necessary business systems can provide better coherence and clarity products for rapidly growing populations.” Even prior to implementation, skills gaps acumen, technological awareness around the role that technology can and should appear, which need to be plugged if technology and pedagogical expertise requires play in learning. The Business of Education in Africa, Caerus Cap- is to reach its potential. One of the lessons meaningful, coordinated collaboration ital (2016)55 learned by UNICEF South Africa from their trial across teams and institutions. Inter-ministerial collaboration, between ministries of the Ukufunda Virtual School (see Appendix for Education, ICT and Business but also Health and Infrastructure, can better align technology Public/Private Partnerships (PPPs) are seen as with broader efforts to improve and transform a natural model that can harness the potential learning outcomes (and other factors effecting of technology providers and investors, but wellbeing). UNICEF are an international agency also regulate them, ensuring a focus is kept on with the reputation, capabilities and knowledge learning outcomes and equity. of how to do this well.
(54) UNICEF (2017) The State of the World’s Children in (55) https://edafricareport.caeruscapital.co/ 2017: Children in a Digital World. United Nations Children’s thebusinessofeducationinafrica.pdf?aug_2017 Fund
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“Many public sector reformers expect to bring “The level of integrality of a PPP can also be 10 Risks together the best of the private and public defined by whether the partnership fulfils worlds: the state’s presumed orientation clear conditions of knowledge transfer, What are the risks associated with ICT for learning, towards equity and social cohesion, together mutual learning and risk-sharing. These and how might we mitigate against them? with the alleged innovation, dynamism, conditions are hardly represented in the and efficiency of the private sector, and World Bank continuum and within its the compassion and social commitment broader conceptualization of ePPPs” of the private not-for-profit sector” - Verger, A. and Moschetti, M. (2017) Public-Pri- Verger, A. and Moschetti, M. (2017) Public-Pri- vate Partnerships as an Education Policy Ap- DAMAGING DIGITAL BEHAVIOURS DIGITAL MISUSE vate Partnerships as an Education Policy Ap- proach: Multiple Meanings, Risks and Challenges. proach: Multiple Meanings, Risks and Challenges. UNESCO Education Research and Foresight Digital technology is full of opportunity for young Like with any new tool, digital technologies are UNESCO Education Research and Foresight Working Papers. people, but is also a fertile environment for them prone to misuse – inadvertent or otherwise. Perhaps Working Papers. to be exposed to damaging behaviours. While most common is the misuse of data. As more young bullying, harassment and abuse all exist offline people begin to use digital products, platforms and and away from technology, they are all augmented tools as part of their learning, the extent to which In reality, the ability of PPPs to act as an innovative More needs to be done to understand what and enabled by the anonymity and scale offered to corporations and/or governments collect and store vehicle for education initiatives is contested. As best-practice looks like in negotiating and perpetrators by the online world. personal data grows. It raises the ethical question outlined in UNESCO’s 2030 education research constructing PPPs that are true to their purpose about what data should be accessible to these and foresight working papers52, the term and design, and are clear in what success looks institutions, as well as a more practical one about ‘partnership’ adopts multiple meanings in public like, for instance in terms of learning outcomes. “It has never been easier for bullies, sex offenders, how best to protect children’s data whoever holds policy and is partly why PPPs have been able to Questions remain unanswered around what the traffickers and those who harm children to it. Both questions put the security and privacy of gain bipartisan support. They can take different potential of multi-actor partnerships might be, contact potential victims around the world, share children’s data at the front and centre of the ICT for forms and functions. From education delivery and what form PPPs might take if they seek to images of their abuse and encourage each other learning debate. and the procurement of services, to building bundle multiple solutions to augment the impact to commit further crimes. Digital connectivity technological infrastructure, partnerships exist of a holistic integration of ICT for learning, has made children more accessible through on a spectrum between those which are tightly as outlined in The Boston Consulting Group’s unprotected social media profiles and online “Safeguarding privacy and ensuring sensitive controlled by government, and those that more Closed Loop Instructional System57. game forums. It also allows offenders to be data is handled appropriately, especially in loosely resemble a contractual arrangement anonymous – reducing their risk of identification conflict settings, are critical issues for our with private providers. Crudely put, those in and prosecution – expand their networks, increase community as it becomes data-driven.” the private sector lean towards the perspective Key takeaways: profits and pursue many victims at once” that PPPs are a natural progression towards Stephen O’Brien, United Nations Under-Secretary-Gener- market-oriented solutions, aligned to ‘public • Maximise the reach and the impact of UNICEF, State of the World’s Children report, 2017 al for Humanitarian Affairs choice theory’ such as School Vouchers. Those in ICT for learning by appealing to, and the public sector tend towards the perspective aligning with, existing education policy that PPPs are an extension of the regulatory (and other public policy initiatives). Children and young people can be a risk to Of equal concern is the new demands put on environment that seeks to control private sector • Be deliberate and ambitious about inter- themselves when online. Without proper guidance child protection and safeguarding practices by the activity in education. ministerial collaboration. and governance, the internet and all its uncensored digital age. Best practice must keep up with the • Consider public/private partnerships content can be an unwanted promoter of violence, pace of change if children are to remain protected The extent to which PPPs can be a valuable and carefully – the practice remains highly racism and discrimination. and safe. innovative tool in realising the opportunities contested. of ICT for learning will depend on the ability of Furthermore, use of digital platforms – in particular these partnerships to genuinely integrate vested social media sites – can become a dopamine- “Regulatory frameworks for digital protection, interests towards a common public good, but fuelled addiction for children and young people, digital opportunity, digital governance and also a shared vision to teaching and learning. if not managed sensibly.58 There is a worrying digital accountability are not keeping pace correlation between poor mental health and access with the rapidly changing digital landscape, to the digital world. Recent studies have shown and are overlooking the unique impact that depression has increased in tandem with digital technologies have on children.” smartphone use,.59 and time spent on social media sites is linked to mental health issues..60 UNICEF, State of the World’s Children report, 2017
(56) Verger, A. and Moschetti, M. (2017) Public-Private Research and Foresight Working Papers (58) https://www.theguardian.com/technology/2018/mar/04/ health?utm_content=buffer41ba3&utm_medium=social&utm_ Partnerships as an Education Policy Approach: Multiple has-dopamine-got-us-hooked-on-tech-facebook-apps-addiction source=twitter.com&utm_campaign=buffer Meanings, Risks and Challenges. UNESCO Education (57) https://www.bcg.com/en-gb/industries/education/closed- loop-instructional-system.aspx (59) https://www.weforum.org/agenda/2017/11/ (60) https://hbr.org/2017/04/a-new-more-rigorous-study- smartphones-are-damaging-this-generations-mental- confirms-the-more-you-use-facebook-the-worse-you-feel
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MITIGATIONS strategies must include raising the awareness and digital skills of children and their parents Mbasa Mengzuva, 14, As access to the digital world grows across to be savvy and safe online. This is particularly Gcobisa Maroloma, 12 and Anathi Mlengana, Sub-Saharan Africa, there is a pressing need for important as access to technology and the digital 13 are amongst the best effective mitigation strategies against the risks world beyond school grows. students of the Bijolo outlined above. Clarity around what the risks School situated in a disadvantaged rural area associated with ICT for learning is critical in raising in Eastern Cape, South the awareness of stakeholders and supporting “Most children – and many parents – have Africa. Each of the three them to respond effectively. UNICEF’s typology of very limited, if any, awareness of how much friends has a dream that they hope to achieve ICT-related harms is a helpful starting point for those personal data they are feeding into the internet, through education. Mbasa on the ground looking to build coherence. much less how it might one day be used” wants to become a pilot, Anathi – a writer and UNICEF, State of the World’s Children report, Gcobisa hopes one day to work with technologies. Content Risks: Where a child is exposed to 2017 (p71) unwelcome and inappropriate content. This can include sexual, pornographic and violent images; some forms of advertising; racist, discriminatory Many children and adolescents lack the ability or hate-speech material; and websites to critically gauge the safety of their digital advocating unhealthy or dangerous behaviours, experiences, as well as the credibility of digital such as self-harm, suicide and anorexia. spaces (website, forums, social media platforms). © UNICEF/UNI186014/Miltcheva Raising the level of digital literacy amongst users Contact Risks: Where a child participates in risky themselves must be a priority in safeguarding communication, such as with an adult seeking children online. inappropriate contact or soliciting a child for sexual purposes, or with individuals attempting There is still a significant role for Teachers. to radicalize a child or persuade him or her to As guardians of children in their school, their take part in unhealthy or dangerous behaviours. responsibilities and practices must extend into the digital world. Continuous professional Conduct risks: Where a child behaves in a way development must incorporate online child that contributes to risky content or contact. This protection and safeguarding practices, alongside may include children writing or creating hateful their training in the technical use of technology, materials about other children, inciting racism or and how to integrate it effectively into teaching posting or distributing sexual images, including and learning. material they have produced themselves. © UNICEF/ Aga Khan Education Services Aga © UNICEF/
Typology of ICT-related Harm (UNICEF, Key takeaways: State of the World’s Children, 2017) • Access to the digital world puts children at risk of being exposed to negative and harmful behaviours, of others and
Robust governance systems must be developed to themselves. © UNICEF/UN0143507/Prinsloo form solid foundations for the mitigation of online • The digital world puts new and risks. Some progress has been made around different pressures on child protection, specific child protection issues. For instance, the safeguarding practices and privacy WePROTECT Global Alliance61 have developed a rights. A student learns with the help Model National Response to combat online child • Mitigation strategies need to combine of a computer tablet provided by UNICEF at a school in 62 sexual abuse and exploitation globally . More effective governance, improvements in Baigai, northern Cameroon, Tuesday 31 October 2017.
needs to be done to coordinate similar efforts, digital literacy and continuous teacher © UNICEF/UN0143515/Prinsloo share knowledge and to stay ahead of the evolving training on online child protection and risks associated with the digital age. Mitigation safeguarding.
A student uses a computer tablet provided by UNICEF to record a video as other students participate in an inter-school (61) https://www.weprotect.org/ athletics competition, in Baigai, northern (62) United Nations Children’s Fund (2016) Child protection in Cameroon, Tuesday 31 October 2017. the digital age: National responses to online child sexual abuse and exploitation in ASEAN Member States, UNICEF EAPRO.
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The Regional Scene regulated curriculum content to life within and Imagine Learning64. Tinybop develops science beyond classroom learning environments. education apps for children while Labster offers browser-based virtual labs65. Games such as Interestingly, for learning assessments, a Kerbal Space Programme are built around Our discussion of issues for UNICEF ESARO (Knowledge and Innovation Exchange) globally, number of private foundations are seeking realistic physics situations66. Newsela adapts and WCARO to consider in the development of to provide seed funding in part for promising to not only invest in education management news stories and nonfiction articles to multiple a position on ICT for learning calls on a global innovations to leverage ICT for learning at information systems, but in new constructs and reading levels, and then combines these with evidence and experience base. Before moving scale in the developing world, and particularly methods of how to measure quality learning, exercises such as quizzes and writing prompts. to conclusions, it is important to dwell a little for classrooms and schools in some of the including social-emotional learning, leadership, Services like ‘Epic!’, Speakaboos, and FarFaria longer and to take a more detailed look at some lowest-resourced countries. This provides and pluralism. Teach for All’s Global Learning also offer access to a library of digital children’s of the unique challenges and opportunities that a new opportunity for co-financing ICT for Lab seems to positioning itself and other books on a subscription basis67. Within Kenya exist in the region. To understand and locate our learning, driven by government priorities and partners around developing new technology alone, ENEZA Education68 offers more than 3 analysis as accurately as possible we have: supported by more nimble funding actors such platforms to support a new global educational million African children with access to increased as those from the private sector and education ecosystem that generates public goods (i.e. learning content via their mobile phones (SMS • Completed a scan of the donor/funder philanthropy community. blended learning courses, teacher-led education or via smart apps). landscape, as defined by a variety of communities of practice, etc.) to support the interviews and attendance at a select group of The Canadian government’s new Feminist future direction of education professional Technology Infrastructure, hardware and global education forums with key donors and International Assistance Policy (FIAP) will development schemes and opportunities. maintenance remain the most common investors in the sector; prioritise and incentivise more attention reasons why donors remain hesitant of • Collected data (from surveys) and insights to developing and scaling more gender The two areas where most foundations are investing in large projects related solely to ICT (from site visits and interviews) from UNICEF responsive and gender transformative uses seen investing in ICT for learning include for learning within the Sub-Saharan African country offices across ESAR and WCAR; and of technology for equitable learning. Global enabling teachers with complementary context. Rarely are we seeing traditional or • Conducted interviews with providers and Affairs Canada has convened a new Innovation tools for improving lesson planning and new donors provide significant investments intermediaries. in Gender Equality working group that includes content delivery. Some examples of the in the much needed digital infrastructure Gates, USAID, Australia Aid, DFID, and others companies receiving support from both private needed to run ICT for learning solutions This section summarizes learning from each of that is meant to identify ways that women and foundations and venture capital include (but are at scale. Facebook, Google, and Microsoft these three enquiries. young girls are benefiting from opportunities not limited to): Mystery Science (offers online Philanthropies are of course providing new to learn through technology. According to the K-5 science lessons that can be delivered by innovations in generating access to the UN’s SDG ICT Playbook63, up to 25% fewer generalist teachers) and BookNook (offers tools Internet and power; but the fact is that 3.6 THE DONOR/FUNDER women than men have access to the internet, to facilitate in-person early childhood reading billion people still have no or partial access LANDSCAPE globally; GAC along with others will reshape instruction). ProFuturo, supported by La Caixa to electricity, and this figure does not reflect the landscape of bilateral and multilateral Foundation and Telefonica Foundation, aims broader deficiencies in affordability, reliability Bilateral and multilateral agencies are investments in ICT for learning to be more to reach 50 million learners by 2030 through and quality of service.69 Connectivity also prioritising more thought leadership and gender-sensitive, gender-responsive, and a new suite of blended learning opportunities remains a significant issue; while many innovation in promoting the use of technology gender-transformative moving forward. through a suitcase full of offline networked strides have been made in making technology in and through education; developing new tablets and content developed to improve resources more visual, video-based and opportunities for investing in research and The International Education Funders Group learners’ knowledge, skills, attitudes and values interactive, questions of data affordability product development. The United Kingdom’s (a network of over 100 private foundations to become contributing members to a pluralist and internet download speeds still prevent Department for International Development investing in education in the global south) society. a number of investments that are gaining (DFID) has proposed to invest £19.9 million have seemed to prioritise a number of shared momentum in West to be similarly supported over 8 years in forming a global ‘what works’ clusters of ICT for learning investments The largest offering of funding for ICT for within Sub-Saharan African contexts. More evidence hub to answer key research questions (confirmed by NAVITAS 2017’s Global learning still includes content provision for than half of the world’s population, including such as: What works to spread and scale ICT for EdTech Landscape 4.0 report). These include improving maths, science, and literacy lessons. the vast majority of individuals in the least learning interventions to deliver better learning technologies for: learning assessments; gig Some highlighted investments include: developed countries, do not have Internet outcomes for the poorest children in developing economies; teacher and school leadership adaptive math software such as Dreambox, access; a crucial issue needed to be addressed countries? Which ICT for learning interventions professional learning and development KnowRe, Carnegie Learning, Mathspace, and as soon as possible to be able to fully realize present the greatest value for money? What opportunities; curriculum development and is critical here, is that these solutions are lesson planning; and improved educational yet to be rigorously connected to improving content. However, in a recent article from learning outcomes. Meanwhile, in December EdSurge, the trend for the future of technology 2017 the Global Partnership for Education companies will be providing supplemental (64) For more, http://www.dreambox.com/ ; http://knowre. (67) For more, https://newsela.com/ ; https://www.getepic. com/ ; https://www.carnegielearning.com/ ; https:// com/ ; http://www.speakaboo.io/ ; https://www.farfaria.com/ confirmed a new funding channel called KIX methodologies of how to bring often strictly mathspace.co/us ; http://www.imaginelearning.com/ programs/math (68) http://enezaeducation.com/ (65) For more, http://tinybop.com/ ; https://www.labster.com/ (69) UN Foundation (2015) SDG ICT Playbook: from innovation to impact. (66) https://kerbalspaceprogram.com/ (63) UN Foundation (2015) SDG ICT Playbook: from innovation makinghistoryexpansion-eu.php to impact.
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ICT for learning’s promising potential at scale. They tend to be global behemoths who have school systems to avoid getting bogged down UNICEF COUNTRY OFFICES the brand recognition to permeate down into in what they perceive to be red tape. Instead, Tech giants such as Salesforce, Microsoft or local and regional contexts. But there are also they pursue funding through impact investors Firstly, each country across WCAR and ESAR Google see investment in the development of increasingly animated and thriving ‘start-up’ and foundations. As users increase, funding is distinctly different in its context, but also ICT for learning as needing to either a) align ecosystems that exist much more locally and increases. in the level of understanding of the potential with their business interests (as with Microsoft are more likely to include native education and challenges of ICT for learning. For Philanthropies) and/or b) adopt a 1:1:1 to entrepreneurs. These two contrasting groups These frictions between public education instance, Uganda and Namibia UNICEF teams their giving patterns that reflect giving 1% of each come with different challenges and require systems and technology providers is further are increasingly capable and ambitious in their capital, 1% of their talent and 1% of their different considerations. muddied by the reality that on the one hand, their use of technology to improve teaching product to charitable investments. In other Ministries of Education have a duty of care as and learning, while some countries such as words, rather than only cash, the ‘big tech For established global providers, UNICEF well as a responsibility for the effective use South Sudan and Sierra Leone are limited companies’ are offering their time, talent, and is seen as a route to scale in a number of of public funds, and on the other providers by fundamental security and conflict issues. products to support otherwise weak markets emerging and largely untapped markets. Yet are perceived to be more market-driven. The purpose of ICT for learning and which for innovation and uptake of meaningful even with the discounts that come with working Often, providers approach ministries and problems it might seek to solve therefore varies technology for student learning, professional at scale, and subsidies offered through CSR intermediaries such as UNICEF as a route to greatly, as does the levels of sophistication. learning and education systems learning. initiatives, the unit costs remain high for low/ market, with the impact on children’s lives a Seemingly, the significance of ICT for learning LinkedIn, Twitter, and Facebook (or the Chan middle income countries (although many secondary objective. is mixed and countries have wavering levels of Zuckerberg Initiative) are crucial partners economies still see it as a critical investment). understanding about how to do it well. moving forward as they continue to develop There is a growing perspective that a number their international giving and investment of technology providers are acting more Most country offices have a desire to strategies. “What’s cheap in Silicon Valley, or Europe, like venture-capitalists than humanitarians, understand the skills, training and expertise is incredibly expensive in relative terms subsequently breeding suspicion and teachers need to use ICT for learning, and Finally, we continue to learn from the in [UNICEF] programme countries.” confusion around which interests are in play create powerful learning environments that are crowdfunding age where investments in some and therefore how to make good decisions enhanced by it. While many of the educational of the most innovative, culturally relevant, Juan-Pablo Giraldo, Global Education Team, about partnerships and investments. It has also challenges faced relate to teachers: teacher and sustainable ventures in education UNICEF. caused problems for those who are genuinely absenteeism (South Africa); high student- technology in the developing world have mission-driven, social entrepreneurs, balancing teacher ratios (Central African Republic); been funded by crowdfunding platforms their modest commercial ventures with solving other agricultural and familial commitments such as DonorsChoose, SchoolsPlus, The solution most often put forward to this is problems and having positive impact. eKitabu72 (Rwanda), poor mastery of the content they AdoptAClassroom, and GlobalGiving70. to turn to local vendors who tend to have lower has sought to overcome the suspicion that are required to teach (Kenya); there has been There is growing demand for developing associated costs. While this solves the pricing they as a commercial venture have met by no desire to replace teachers with technology. more localized versions of giving platforms issue, it opens up another set of challenges. embarking on a public/private partnership with Rather, they seek to explore a) what role to not have to depend on large international Most ICT for learning ecosystems in low/middle their sister NGO and the Kenyan Ministry of technology can play in better preparing transaction costs; for example in Kenya, income countries are still emergent, saturated Education. teachers, and b) how they can support teachers the Aga Khan Foundation and USAID have by small start-up providers who are revenue- to integrating technology into their pedagogies supported the Yetu Initiative71 – a local sensitive, with shallow reserves. There is a An alternative to these frictions has been to and practice. philanthropy giving platform for Kenyan disconnect between what these companies need rely on quasi-autonomous non-government donors. Other initiatives hold promise if to survive (i.e. quick and easy revenue streams) organisations (QUANGOS), such as Kenya’s For the majority of UNICEF country offices, more engagement and collaboration between and the realities of slow-moving bureaucracies. Institute for Curriculum Development to act the lack of technological infrastructure is a local civil society, edtech entrepreneurs, and Ministries of Education are rarely equipped beyond the full constraints of the public sector fundamental challenge. Access to new digital locally financed solutions can be strengthened with the confidence, knowledge and skills to build more effective partnerships with tools and content via the internet are critical moving forward. to comprehend and leverage the potential providers. elements that make technology attractive of technological solutions quickly, while to the education systems UNICEF country the tech-industry, in particular start-ups, We know that if ICT for learning is to realize office representatives are working with. PROVIDERS AND underestimate the time it takes for procurement its potential, it needs time, commitment, Yet, poor electricity and connectivity are INTERMEDIARIES for example, or gathering sufficient consent acceptance of failure, and the space for fundamental barriers. Many country offices and buy-in across ministry teams and other iteration and improvement. The challenge is (Uganda, Namibia, Central African Republic) Technology providers come in different shapes government agencies. For this reason, start-ups to best support public/private interactions that are therefore pursuing offline solutions and sizes. There are well-established vendors such as Eneza Education (see Appendix II) have allow for these enabling conditions, while and working from the lowest common who have long-standing legacies across the a higher propensity for exploring opportunities satisfying the competing priorities of different denominator. This is seen to be critical in Global North and South, such as Microsoft to go straight to the consumer (learner) and the stakeholders. fulfilling UNICEF’s commitment to equity in and more recently Google and Salesforce. customer (often parents). They opt to bypass education.
(70) For more, https://www.donorschoose.org/ ; https://www. (71) For more, http://yetu.org/ (72) http://unicefstories.org/2017/07/11/ekitabu/ adoptaclassroom.org/ ; https://www.globalgiving.org/
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Chapter 3: Insufficient financial resources and high Lastly, interviewees recognised specific and Total Cost of Ownership (TCO) are common often significant skills gaps in their own hindrances to the sustained use of a ICT country offices that limited their ability to for learning. The majority of country office confidently and effectively explore the potential Next steps for UNICEF to consider representatives stressed the need for software of ICT for learning. Some countries that were to be free and open-source to encourage interviewed (South Africa, Rwanda) holistically continued use and avoid hidden costs evaluated their unique programme contexts (licensing, subscription) which are usually to get a sense of the skills required to better applied following a pilot scheme. South run the programme. South Africa identified High school students using Africa’s country office recommend using a gap in needing experts who understood technology in class, in the supply chain management processes to ensure technology and at the same time understood town of Odienné in the North West of Côte d’Ivoire. more transparency of costs following its how technology could be applied in an evaluation of Ukufunda, which demonstrated educational setting. Without this skill set, the that the intervention was not cost-effective. technology provider drove the change rather Sustainability of initiatives is both the priority than the education system. This led to a series and the critical challenge for ICT for learning of negative consequences for the Ukufunda initiatives. programme, including cost implications and misalignment to the context in which they were A number of UNICEF country offices reported working. Similarly in Rwanda, there was a that they are planning to, or have aspirations frustration at the lack of expertise and in-house to, pursue ICT for learning initiatives in the knowledge around how best to integrate coming years. They simultaneously report technology into practice, but also how to that Ministries of Education have yet to set navigate business negotiations and contractual out a coherent policy platform to support ICT agreements with technology providers, for learning. If Ministries of Education are not considering the tendency for hidden costs and fully engaged, the sustainability of initiatives license fees to undermine sustainable and
becomes an issue, especially when reliant on long-term provision. © UNICEF/UN061728/Dejongh short-term philanthropic funding.
In Kenya, UNICEF has been embedded within With an immature evidence base about the impact of ICT on learning the Ministry of Education for four years, outcomes and a loose global community of entrepreneurs, philanthropists, working with them on their guiding principle educators and policy makers still learning in real time about what works (and of engagement: digital learning, which what does not), to say ‘the jury is still out’ on ICT for learning would be a gross sits at the heart of their new competency- understatement and the move to recommendations, traditional at this point in based curriculum. In contrast, the Ghanaian a paper like this, therefore ill-advised. government has taken more of a catalytic role, providing only guidance and authorisation However, we do see a further learning and consultation agenda emerging to partners who wish to instigate initiatives from the challenges and opportunities we have explored through our beyond that of data collection (see Ghana’s various enquiries and the insights and guidance offered from our generous Mobile School Report Card in Appendix III). respondents and advisers. Without a coherent and committed political agenda, priorities remain elsewhere and We see three urgent priorities for UNICEF to consider: efforts to leverage technology for teaching and learning remain fragmented. • Building the knowledge and confidence of ICT for learning across the region; and
• Enabling strategic and practical action;
• Coordination, coherence and integration.
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Building the knowledge and confidence Enabling strategic and practical action of ICT for learning across the region
UNICEF should consider how best to engage country office teams in what we know about the To mobilise a real sense of practical possibilities opportunities and challenges of ICT for learning, as well as engage them in ways of contributing within the ICT for learning landscape, to a stronger evidence base, locally and globally. Many Chiefs of Education and other senior UNICEF should consider how best to move representatives have resisted venturing into this space because they lack the confidence and expertise from knowledge to action. As an influential to do so effectively, as well as the time and necessary safety net to take measured risks. It requires international agency, UNICEF is in a position more flexibility and openness to different ways of designing and delivering programmes of work. to inject a growing understanding of the opportunities and challenges of ICT for learning As a foundation, UNICEF country offices should be well-equipped to offer a neutral and objective into existing global, regional and national voice of reason to governments, providing them with a sounding board for ideas about what education work streams. role technology might play in their national education agendas, specifically how it can bridge existing inequities, be them between rich and poor, urban and rural, or girls and boys. That means providing informed advice grounded in the broad knowledge base (explored in this paper) and their understanding of the local context.
To ensure this foundational knowledge exists, UNICEF should consider different strategies and mechanisms for sharing and making familiar what is known about the opportunities and challenges of ICT for learning. While this paper offers one such vehicle, UNICEF should consider more innovative and pedagogically grounded approaches. These might include: 1 Integrate ICT for learning into existing teacher training and school improvement practices - ICT for learning can reinforce, augment and align 1 The mobilizing of existing regional 2 The development and rolling out of a broader efforts to impact on key learning outcomes. communities of practice around ICT for Massive Open Online Course (MOOC) learning - for instance, cluster supporting and cascading model of Continuous 2 Share and make familiar the ICT for learning knowledge base through ICT in education component of the Professional Development (CPD) focused the creation and dissemination of resources - handbooks, toolkits and Continental Education Strategy for Africa on ICT for learning - enrolling a number best-practice guidelines can open the door for UNICEF country office (CESA 16-25) lead by GESCI , ADEA ICQN of lead staff from UNICEF country and teams to feel confident in exploring the potential of ICT for learning and on teaching and learning - by connecting regional offices in a rigorously designed build local capacity to realise its potential across ministerial teams. UNICEF country teams with regional online curriculum which covers the broad counterparts (e.g. other country office ICT for learning knowledge base and 3 Develop a set of rigorously designed tools for system strengthening that teams or regional experts), cohorts can broader Technology for Development enable ICT for learning ecosystems to thrive - change management tools, collectively engage in active peer-to-peer (T4D) principles. UNICEF’s Global Hub for such as roadmaps, capture what is known about ICT for learning and social learning and action-research, Learning Development, AGORA,76 would provide UNICEF, governments and other stakeholders with the ability to providing opportunities to critically engage be a natural home for such a course. practically shape flexible and bespoke strategies. in, and contribute to, the knowledge base Representatives will establish working from a breadth of perspectives. groups that include relevant departments outside of education, to engage them in the curricula to share and make familiar the ICT for learning knowledge base. An additional benefit of administering Continuous Professional Development in this way is the opportunity to demonstrate the potential of ICT for learning across country offices, and model best practice.
(73) http://gesci.org/ (75) https://www.edu-au.org/cesa/launched-clusters (74) http://www.adeanet.org/en/icqn/teaching-and-learning (76) https://agora.unicef.org/
54 Raising Learning Outcomes The opportunities and challenges of ICT for learning 55 UNICEF | September 2018 UNICEF | September 2018
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