Harnessing the Potential of ICTs for Literacy Teaching and Learning Effective Literacy and Numeracy Programmes using Radio, TV, Mobile Phones, Tablets, and Computers Harnessing the Potential of ICTs for Literacy Teaching and Learning Effective Literacy and Numeracy Programmes using Radio, TV, Mobile Phones, Tablets, and Computers Selected case studies from http://www.unesco.org/uil/litbase Published in 2014 by UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany © UNESCO Institute for Lifelong Learning While the programmes of the UNESCO Institute for Lifelong Learning (UIL) are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official posi- tions of UNESCO or the UNESCO Institute for Lifelong Learning. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or the UNESCO Institute for Lifelong Learning concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. We would like to thank the following people for their support in developing case studies- during their internships at UIL: Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab, Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen, Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb, Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad, Stephanie Harvey, Thomas Day, Ulrike Schmidt, Unai Arteaga Taberna. Edited by Ulrike Hanemann Copy-editing of selected cases by Paul Stanistreet Graphic design by Jan Kairies ISBN 978-92-820-1188-1 Table of Contents Africa Arab States Cape Verde Iraq Distance Learning for Adults: Civic Education Information Radio ECCA Service for Female Iraqi Leaders Page 11 Page 62 Kenya Lebanon Empowering Self-help Groups Adult Literacy Using Information through ICT for Better Education Technology (ALIT) Page 16 Page 70 Niger Alphabétisation de Base par Asia and the Pacific Cellulaire (ABC): Mobiles 4 Literacy Afghanistan Page 24 Mobile Literacy Programme Page 74 Nigeria Use of Radio in a Nomadic Cambodia Education Programme Pink Phone Page 30 Page 83 Senegal India Literacy Project for Girls and Reading for a Billion: Same Women using ICT Language Subtitling Page 36 Page 92 Senegal Mongolia Jokko Initiative Literacy Through Distance Page 48 Learning Page 97 Somalia Somali Distance Education and Literacy Page 56 Pakistan Panama Mobile-based Post Literacy El Maestro en Casa Programme Page 148 Page 102 Solomon Islands Europe and North Community-based radio network America for development and learning Page 109 Canada AlphaRoute Page 155 Latin America and the Caribbean Germany Ich will lernen Brazil Page 165 Programa de Alfabetização na Língua Materna (PALMA) Page 116 Ireland WriteOn Page 171 Colombia Virtual Assisted Literacy Programme Turkey Page 122 Web-based Literacy Programme Page 179 Colombia Sistema Interactivo United Kingdom of Great Britain Transformemos Educando in the and Northern Ireland Department of Guainía Maths Everywhere Page 129 Page 188 Costa Rica Information and Communication Technologies in Andragogical Mediation Page 138 Jamaica AutoSkills Page 144 Introduction The right to education as recognised by the for the International Assessment of Adult Universal Declaration of Human Rights Competences (PIAAC), the use of ICT skills includes the acquisition of literacy, numer- was introduced as one of the new elements acy and other basic skills as a foundation into direct testing of literacy skills. Problem for lifelong learning. Lifelong learning is a solving in technology-rich environments «as central principle of the international post- the ability to use digital technology, com- 2015 education agenda. In its Position Paper munication tools and networks to acquire on Education Post-2015, UNESCO proposes and evaluate information, communicate with that «flexible lifelong and life-wide learning others and perform practical tasks» (OECD, opportunities should be provided through 2013: 59), includes the use of computers at formal, non-formal and informal pathways, different proficiency levels. including by harnessing the potential of ICTs to create a new culture of learning» However, ICT skills do not only represent (UNESCO, 2014:4). UNESCO values the a novel dimension which has been inte- role of ICTs in providing universal access grated in official literacy definitions and to education, equity in education, quality major surveys to assess skills levels among learning and teaching as well as teachers’ the adult population of participating professional development. If policies, countries. Different technologies have been technologies and capacities allow, education used already for decades to support adult management, governance and administra- education and learning. These include radio, tion can also be improved by means of ICTs. television and audio and video cassettes. More recently digital ICTs such as comput- The Belém Framework for Action (UIL, ers, tablets, e-books, and mobile technology 2010), in its article 11 on Adult Literacy, have spread at great speed and also found states that «Literacy is an indispensable their way into the teaching and learning foundation that enables young people and of literacy and numeracy skills. The large adults to engage in learning opportunities at spectrum of ICTs, which can be applied to all stages of the learning continuum» (ibid., different contexts, includes satellite systems, p.6). As an age-independent, context-bound network hardware and software as well as and continuous process, the acquisition and videoconferencing and electronic mail. Each development of literacy takes place both one of these technologies opens up new within and outside explicitly educational possibilities to develop literacy skills from settings and throughout life. Increasingly, the safety of one’s home and offers a virtually reading, writing, language and numeracy are unrestricted access to learning materials viewed as part of a broader conception of key (Kim et al., 2012). competencies, including ICT skills, which require sustained learning and updating. The great potential of ICTs for learning is Instead of being perceived as a stand-alone also challenged by limitations. Especially set of skills to be developed and completed for the older generation it is difficult to in a short time frame, literacy and numer- catch up with ICT skills, which is why they acy are increasingly seen as fundamental are at risk to be left behind. In addition, components of a complex set of foundational a lack of literacy skills is often connected or basic skills. to poverty, which may restrict access to and the efficient use of those technologies. As a consequence, a number of UNESCO Meanwhile, despite growing use of mobile member states have included ICT skills, phones and personal computers, access to the together with other essential skills, in their internet is restricted in many parts of the literacy definitions (UIL, 2013:21). With the world. For example, in Kenya about 72% of implementation of the OECD Programme the population own a mobile phone but only 7 Introduction around 32% are internet users (UNICEF, grassroots level to reduce domestic violence 2012). The challenges of using mobile incidents in their communities by enabling learning to accomplish Education for All them to take action in a timely manner. The (EFA) goals and of mainstreaming mobile use of tablets has been successfully piloted learning include building strong multi-sec- in the Amazon rainforest of Colombia offer- tor partnerships to foster widespread uptake, ing the learning software in four different linking mobile analytics to learning theory, indigenous languages in addition to the training teachers in mobile learning design national language. The many examples and promoting mobile learning for all of literacy and numeracy practices using (UNESCO, 2013). web-based learning programmes through computers include literacy programmes After television, radio is the mass com- from Brazil, Canada, Colombia, Costa Rica, munication technology that reaches the Germany, Ireland, Jamaica, Kenya, Lebanon, widest audience throughout the globe. It and Turkey, from which valuable lessons can is a low-cost but powerful tool, especially be drawn. for reaching vulnerable populations in remote areas. This compilation includes case The examples of literacy and numeracy studies from Cape Verde, Nigeria, Panama, programmes included in this compilation Solomon Islands and Somalia as examples confirm that the use of ICTs to support the of how radio helps to preserve local cultures acquisition and further development of read- and languages while contributing to global ing, writing and numeracy skills is usually understanding and promoting development, part of broader blended learning strategies. lifelong learning and cultural diversity. At Traditional classroom teaching and learning the same time it supports life skills and approaches are complemented by self-di- adult basic education programmes. Very rected learning, where learners can practice often,