OLPC Evaluation Report Papau New Guinea

September 2013

Table of Contents

ACRONYMS AND ABBREVIATIONS I

NOTES AND ACKNOWLEDGEMENTS II

STRUCTURE OF THE REPORT III

INTRODUCTION 1 BACKGROUND AND CONTEXT 2

OVERARCHING ISSUES 3

DESIGN & TECHNOLOGY: A NATIONAL PERSPECTIVE 3

PURPOSE AND SCOPE OF EVALUTAION 4 THE EVALUATION 4

THE CASE SCHOOLS 4

EVALUATION QUESTIONS 5

LIMITATIONS 5

REVIEW OF LITERATURE 5 ACER GLOBAL EVALUATION 2010 6

SINGH 2012 6

WORLD BANK (TEN COUNTRY SUMMARY) 6

JAMES, 2010. A CRITIQUE OF OLPC 7

KRAEMER, DEDRICK AND SHARMER 2009 7

BUTLER 2007. RACE TO WIRE UP THE POOR 7

LEEMING, THOMSON & FORSTER 2009 7

KEY LESSONS FROM LITERATURE 8

METHODOLOGY 8 CONCEPTUAL FRAMEWORK 8

EVALUATION STRATEGIES 9

SELECTION OF SITES AND PARTICIPANTS 9

ETHICS 9

EXECUTIVE SUMMARY 9

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TECHNICAL INFRASTRUCTURE AND CAPACITY 10 CONTROL AND SECURITY 10

POWER SUPPLY 13

RELIABILITY 15

TRAINING 15

UTILISATION AND EDUCATIONAL APPLICATION 18 UTILISATION 18

SKILLS ACQUISITION 21

ASSESSING CORE PRINCIPLES 23

EARLY IMPACT 25

ORGANISATIONAL AND SOCIAL ISSUES 26

RESOURCING OLPC 28

KEY LESSONS 29 AWARENESS & OWNERSHIP 29

LEADERSHIP 30

ATTITUDE & WORK ETHIC 31

ENTHUSIASM TO HABITUATION 32

CONTROL & ACCOUNTABILITY 33

VALUE & INTEREST 33

AGREEMENT & PARTICIPATION 34

INFRASTRUCTURE, MOBILITY & TRAINING 34

SUPPORT & FINANCE 35

RECOMMENDATIONS 35 MOVING FORWARD: AN OPEN SYSTEMS APPROACH 35

BROADENING THE VISION: AN OPEN LEARNING CONCEPTION 36

FINAL THOUGHTS 39

REFERENCES 40

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ACRONYMS AND ABBREVIATIONS

ACER Australian Council for Education Research

GoPNG Government of Papua New Guinea

ICT Information Communication Technology

MDG Millennium Development Goals

NDoE National Department of Education

PNG Papua New Guinea

PNGSDP PNG Sustainable Development Project

OLPC One Laptop Per Child

OLPCA One Laptop Per Child Association

UBE Universal Basic Education

XO Low Cost Laptop Designed by OLPC

NOTES

In September 2013, a draft version (Version 1) of this document was completed and provided to the PNGSDP with the intention of providing relevant information regarding the future support and development of OLPC in PNG.

ACKNOWLEDGEMENTS

Special thanks is given to the participants of the evaluation whose various contributions were extremely valuable. Acknowledgements are made to Mr Lawrence Stephens (Program Manager, PNGSDP); Mr Garry Laka (Program Officer, Community & Social Investment, PNGSDP); Mr Stanley Raka (M&E Coordinator, Development Program, PNGSDP); and Mr Blair Finis (Teachers & Psychologist).

CONTACT

For any queries, please contact [email protected]

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Introduction resources and which operates within a broad political and social landscape. It The race towards technology is on! has a population of around 7 million people, and is represented by 860 According to the World Bank, the different ethnic groups. In the main, PNG increasing speed and scale in which is regarded as being well-endowed with portable computing devices diverse natural resources; however, 85% (laptops/tablets) are being rolled out is of the population continue to live in now a headline story. Decisions remote areas with 40% of the population concerning the use of technology in now living in poverty. schools, both in developed and developing nations are becoming PNG faces challenges to its development increasingly more central to educational from a diversity of cultures, languages policy and planning. and traditions, geographic remoteness of communities, and the effects of Within this conversation, One laptop Per globalisation. The reforms arising from Child (OLPC) has emerged as an the decentralisation of its government alternative for developing countries. Its services have seen a loss of efficacy and introduction is complex and given its legitimacy of the state, accompanied by recent introduction in developing nations weak capacity, poor organization of remains a highly debated topic. A politicians outside of urban areas, number of nations are in the midst of political challenges, clan based politics, rolling out an OLPC strategy and PNG rent seeking1, corruption, Sustainable Development Project mismanagement and conflict, making it (PNGSDP) has also been implementing a difficult for the PNG government to pilot project in 13 remote schools in mine- respond to the needs of a rapidly growing affected areas in Papua New Guinea population. (PNG). An OLPC evaluation in PNG should Three years after the start of the pilot consider these complexities if it is to be project, PNGSDP began a review. Whilst relevant. It has therefore been our intent the intent of this present evaluation is to to ensure that this present evaluation and review the success or otherwise of an its findings have been positioned within OLPC pilot in PNG, it is envisaged that this historic-socio-cultural frame. The the findings and recommendations may lessons learned and recommendations go some way towards helping meet the do not in any way represent a ‘silver educational challenges of PNG within an bullet’ for developing nations attempting ever-increasing globalised and to embrace a digital pathway, but do technology-driven world regardless of raise some important and complex socio- whatever tomorrow’s technology or cultural issues that may need device-of-choice may be. consideration along the way.

PNG’s culture, history and practices Whilst the findings of this evaluation do provide some significant challenges for not lend strong support for OLPC in PNG an evaluation. PNG is Australia’s nearest in its current form at this point in time, we neighbor and former colonial borrow from Merlee Grindles notion of dependency. PNG is now described as a ‘good enough governance’2 (Grindle fragile state that is diverse in natural

1 ‘rent seeking’ occurs when a company, 2 Good enough governance suggests that organization or individual uses their poor countries cannot put a large range of resources to obtain economic gain from governance reforms in place simultaneously, others, instead of trying to create wealth. and also advocates for limiting the agenda of

2007), to consider what a good enough Pacific deployments in recognition of the approach to moving forward with a more value of collective community-sharing feasible digital empowerment program in rather than individual ownership. a developing nation like PNG may look The OLPC technology is designed like. It is our hope that this present around 1:1 computing for teaching and evaluation report can contribute in a learning and consists of robust “XO” meaningful way towards this discussion laptops that foster self-learning and are by assisting PNGSDP’s consideration of suited to the harsh environment in how best to advance OLPC in PNG in developing countries. The technology future years. includes specially designed solar power Background and Context solutions for charging the laptops when no grid electricity is available. In excess One Laptop Per Child (OLPC) is a of 1 million XOs have been deployed relatively recent initiative supported by through OLPC projects in over 40 the Miami-based One Laptop Per Child countries. More recently, the XO Android Association (OLPCA) and the tablet (fourth generation of the OLPC Cambridge-based OLPC Foundation concept) has emerged and is now being (OLPCF), two U.S. non-profit sold in the US, indicative of an overall organisations set up to oversee the world-wide trend of a move away from creation of affordable educational devices the initial focus on developing nations, for use in the developing world. but also being rolled out in developing countries. Some critics suggest that this OLPC is suggested as being both new Android device is a “commercial and pragmatic and ideologically driven, with US-centric product” pushed by a the mission to create educational “discount computer company” that has opportunities for the world's poorest little to do with the broader vision and children by providing each child with a work that OLPC has done in the past 8 rugged, low-cost, low-power, connected years” and “shifting its focus away from laptop with content and software the developing world”3. designed for collaborative, joyful, self- A number of Pacific Islands Forum (PIF) empowered learning. It is envisaged that nations have introduced or piloted the when children have access to this type of OLPC program in their schools, notably tool they get engaged in their own Fiji, Republic of Marshall Islands and education. They learn, share, create, and Kosrae in the Federated States of collaborate. Micronesia, Nauru, Niue, Solomon The OLPC concept is founded on a set of Islands, PNG and Vanuatu. five core principles, which inform and guide any OLPC project: In PNG, two pilots, one in Central Province and another in the East Sepik i) right of child ownership were initially conducted through the ii) low age use National Department of Education (NDoE) made possible by early support iii) continuous digital saturation from OLPC and early in-country support iv) connectivity and by Divine Word University. Most recently, PNG Sustainable Development v) free and open source use for local (PNGSDP) has introduced 13 pilot growth and learning. programs in mine-affected areas which, A sixth principle of community like other parts of the country, are participation has recently been added for characterised by poor resourcing, poor

what must be done by targeting fewer, more feasible interventions. 3 Refer http://planet.laptop.org/

performance and a lack of initiative and been introduced with the latter the creativity. The program, with in excess of subject of debate and most recently 1000 laptops, networking and solar reviewed by the Government of Papua equipment costing 1.47 million kina, was New Guinea (GoPNG). rolled out in 2010 through a ‘learning by PNGs sixth Education For All (EFA) goal doing’ approach upon the assumption seeks to improve all aspects of the that OLPC can bring economic, social quality and excellence of education with and educational benefits to these areas. measurable learning outcomes (NDOE Overarching Issues in PNG 2004). Combining this goal with the PNG Education National Plan (2005-2014) and Universal Basic Education 2010-2019 (UBE) the clear education objectives are to improve In poor nations like PNG, education is access, retention and quality of viewed as a crucial investment for education. national development and an important strategy for breaking the To achieve these goals, local church-run intergenerational cycle of poverty. A education agencies partner with the greater importance has been placed on government, to deliver educational international bodies in setting the services to approximately half of the agenda, spurring the UN Education, children attending education institutions Scientific, and Cultural Organisation to in schools in PNG (Malone, 2005). The continue its Education for All initiative, government’s partnership with churches and the World Bank to carry out its plans in the delivery of education services, for universal access to basic primary particularly in rural areas, still today education (UBE) as part of the remains a priority. This is due to the Millennium Development Goals (MDGs) reputation or churches being able to to be achieved. influence change, stemming in large part from their strong connections with diverse The PNG government has adopted UBE communities (Hauck et al., 2005; Robin, as a necessary part of nation building 1981). where citizens, both male and female, have a better understanding of the outside world and a greater engagement Design & Technology (A PNG in the development of PNG as members National Curriculum Perspective) of the global community. The PNG government today holds the view that it Whilst the PNG National Education Plan has not been able to meet its education (2005-2014) is relatively silent on the goals due to factors which result in poor application of technology for teaching and access to education, retention rates of learning in PNG schools, the National students in schools, equity of education Curriculum Statement for PNG provides for all and quality of learning (NDOE, guidance for the teaching of skills, 2009). There are, however, some more knowledge, attitudes and values recent signs that enrolment and incorporating design and technology, and completion rates of elementary and encouraging students to excel in future primary students has progressed, with studies, gaining skills for employment in access to education also given a boost the workplace, and in their communities. with PNGs free education policy. As a The Statement is positioned within an way of enabling schools, together with overarching outcomes-based curriculum their communities, to achieve PNGs which is student centred, and also education goals and increase education envisages that the current low standing of outcomes for students, school learning applied technologies will shift to that of a improvement plans (SLIPs) and high standing in the future. As such, outcomes-based education (OBE) have technology is imbedded as an integral

part of the Curriculum Statement’s Purpose and Scope learning objective: Culture and Community, emphasising its application in elementary, lower secondary and The Evaluation upper secondary levels. In turn, Culture and Community as a key The present evaluation is of PNGSDP’s learning area within the curriculum makes One Laptop per Child (OLPC) Program a vital contribution to integral human which started in 2010 and aims to development incorporating a range of contribute towards improving the quality subjects, including design and of primary education in mine-affected 4 technology, which are connected with the areas . It is a requirement of PNGSDP many cultural practices and traditions that that evaluations are conducted and exist among the diverse cultures of PNG. reports presented to the Board after 3 years of program implementation. The subjects in this learning area with a technological orientation are designed to Specifically, for the One Laptop per Child assist students to appreciate PNG’s past (OLPC) Program, the evaluation is both as well as prepare them for a productive formative and summative in orientation future. Beginning at the elementary level directed towards testing initial of schooling, students are expected to assumptions that OLPC would provide gradually develop technological educational, economic and social knowledge, skills, and attitudes as they benefits to school communities. progress through primary and secondary Furthermore, the evaluation sought to schooling. Students are encouraged to use intellectual (head), emotional (heart)  verify the implementation of and physical (hands) attributes to program activities and the become active and informed citizens program’s short-term results capable of achieving a sustainable way of (including outputs, intended and life. The technological component of unintended results) Culture and Community encourages self-  to understand early outcomes and reliance through teaching students to impacts (both positive and think critically and to become problem negative) solvers, enabling them to tackle real life  to identify the degree of program problems by designing and developing partner support solutions to these problems.  to identify strengths and weaknesses and For instance, new technologies have  to learn from these experiences changed the level of complexity of for the purpose of program mathematical problems encountered continuation and improvement. today as well as the methods that mathematicians use to investigate them. When students have opportunities to use technology, their growing curiosity can The Case Schools lead to richer mathematical invention. Although the program was piloted in 13

schools, the target populations of the review are six schools located in the mine-affected areas beginning in the North Fly District of Western Province

4 A number of communities along the Fly compensation package due to environmental River have been affected by the presence of damage incurred and suffered by the people the Ok Tedi Mine (OTML), and are currently of Western Province. receiving a specifically targeted

(Rumginae Primary School, Kungim challenges, but rather of the potential for Primary School and Callan Services), OLPC as a tool in addressing some of Oksapmin District Sandaun Provinces PNG’s current educational challenges. (Tekin Primary School and Tomianap With any new program it can be difficult Primary School), and Kisap, Jiwaka to establish a link between an initiative Province (Jim Taylor Primary School). and student outcomes as there can be so many factors that affect student

performance in a school community. As most information was qualitative and some responses potentially socio- political in nature, every effort was made to ensure rigour by triangulating using a number of different sources. For some schools there was no baseline data made available and therefore the evaluation findings represent a snapshot of the OLPC pilot as a point in time. In some schools, inadequate control of passwords prevented access to servers to check teacher and student usage. Evaluation Questions Additionally, in some cases, laptops were Four key evaluation questions were distributed throughout the school making framed from the OLPC Program a physical count impossible and Framework Results Chain Logical therefore school inventory records Framework. These broad questions supported by respondent accounts were were: used as the measure. 1. Has the program been Furthermore, the shift from child implemented completely and ownership to shared arrangements effectively with all activities carried between teachers and students has out and outputs delivered? meant that accurate individual usage was 2. What are some notable outcomes not always able to be ascertained. and possible impacts; intended and Given the rigour employed throughout unintended? the present evaluation, these limitations 3. How effective have the partners have not affected the trustworthiness of (including individual schools) been the findings. in ensuring the program was successfully delivered and sustained? 4. What are some of the strengths and Review of Literature

weaknesses and how can the lessons from these lead towards Obtaining accurate information regarding continual improvement? OLPC is a difficult pursuit with information exclusively online and largely Answers to these questions are in the form of a wiki maintained by OLPC. imbedded within various sections of this Nevertheless, additional information is present evaluation report. also available in journal articles and the websites of donor agencies and other Limitations interested parties. The purpose of this review of literature is This present evaluation is not of efforts to position this present evaluation as a into addressing PNGs educational contextual piece within the broader

knowledge base concerning the use of teachers in Kosrae, Micronesia to help OLPC in developing countries. The teachers use laptops more effectively. intention here is also to learn from the Observations led to findings which experiences of others who have been revealed the existence of successful down similar paths and to inform the lesson plans, and high teacher questions raised in this evaluation. satisfaction concerning OLPC activities and their contribution to student learning. Current empirical findings and differing The OLPC program was found to perspectives of this sample literature enhance learning by providing an avenue review are highlighted followed by the for students to apply creative and critical key lessons that have emerged. thinking skills, improve communication skills through writing, and foster ACER Global Evaluation 2010 collaboration skills through peer to peer sharing. Key skills demonstrated by teachers were found to be: lesson A desktop review of global use of OLPC planning, using the technology in a way undertaken by ACER in 2010 revealed that is relevant to the topic and which that, given OLPC is a recent initiative, at supports the learning objective, and a broader level there has been little time ensuring activities were student-centred to conduct any longitudinal assessments with careful teacher guidance. Key issues of impact and sustainability. Methods arising from the classroom include employed for carrying out evaluations teacher pre-planning and use of lesson have been affected by variations in plans before engaging in OLPC activities, project implementation models. Findings using the technology in a way that is are largely anecdotal and positive in relevant to the topic and which supports nature, backed up by little formal the learning objective; student - documentation or baseline data to track centeredness of activities with careful changes. There is little clarity concerning teacher guidance. measures of success and recommendations generally relate to training needs or technical matters. World Bank Although recent studies internationally (Ten Country Summary) reveal little correlation between the use of ICT and test scores in numeracy and In a ‘ten country summary’, the World literacy, some of the more general effects Bank provides an outline of OLPC in a of OLPC deployment include: an number of developing countries. The observed sense of pride; increased Peruvian experience which concentrated student attendance; increase in on small and remote schools in poor motivation to go to school; and improved areas is the subject of a large scale student behaviour. Specific issues raised evaluation which brings to light for OLPC include perceived lack of incentives for proponents a complicated and messy teachers and work overload; reality. In a bold plan, Kenya is attracting incompatibility of method of learning with much international attention as it plans to teacher-centered models; unease with roll out large scale OLPC project for first concept of student ownership and graders and this one will be watched with security concerns. much interest. Other countries of interest include USA, Uruguay, Thailand, Turkey, Singh 2012 India, Argentina and Portugal.

Malkeet Singh conducted implementation workshop training for administrators and

James 2010: A Critique of OLPC institutional problems of diffusion and scaling-up issues in developing countries. In a critique of OLPC in developing Described as a threat to the PC industry nations, James advised that the idea of a in emerging markets, as it has stimulated laptop for child in developing nations has innovation by bigger players into low not been seriously reviewed. The cost, low power options for developed as distribution of one laptop per child in poor well as developing countries. nations creates a resource imbalance, Competition created by this interest has and negative welfare effects; an now become OLPCs biggest challenge. argument based on economic reasoning. Further research by well-designed An argument is also put forward that studies can provide much-needed insight OLPC “offers no rationale for its view that into such IT innovations. there should be no sharing in schools” (p. 381). Other options based on the inducing of sharing are described as Butler 2007: The race to wire up being worthy of consideration include the poor Intel’s ‘Classmate’ and another option: ‘NComputing’. As PC markets in industrialised nations becomes saturated, companies are The need for additional teachers and turning their sights on developing nations. skills is often neglected based on the Intel has rolled out its ‘Classmate’ PC constructivist notion of self learning, option along with a sizeable investment which is inconsistent with approaches in to promote access to IT in developing developing nations where the teacher countries. There is no question plays a central role. concerning the technical innovation in the OLPC laptop but the suggestion is that Kraemer, Dedrick and poor countries have other public Sharmer 2009 spending priorities.

In comparing vision vs reality of OLPC, Leeming, Thomson and Forster Kraemer, Dedrick and Sharmer hold that 2009: Challenges and Impact OLPC has fallen well short of its goals of OLPC with much still to be learned by this form of IT innovation. Some pilots studies Published in 2009 by the One laptop Per claim increased enrollment numbers, Child (OLPC) Oceania Consultant David decreased absenteeism, increased Leeming, this paper presents feedback discipline and more participation, and advocacy for the 2008 PNG pilot although the strength of the relationship program which took place at Gaire and is unclear. Whilst students are shown to Dreikikir Primary Schools involving Year be excited by the tool, there remains 3 children as the test sample. confusion on use of the tool. In an effort to provide PNG school Other reports reveal limited teacher children in remote areas with culturally training, and the willingness of teachers relevant and culturally appropriate to adopt a new style of teaching has yet pedagogy and content this pilot project to be tested in research. The interest of introduced the XO learning devices to countries can deteriorate as training and move towards progressive learning ongoing support costs increase, adding methods such as “ active learning “ and to concern regarding sustainability. The “learning by doing”. The OLPC program program is suggested as showing a is centered around using the XO to learn, degree of naiveté by the developers in not learning to use a computer. not anticipating the social, cultural and

The reported feedback from staff and explanations and for authentic PNG students at both schools was favourable perspectives to be heard. and supportive of the OLPC program. The evaluation approach was therefore Strategies used for providing power to designed to be collaborative, constituting run the XOs seemed to be a challenge at an intercultural learning space between both schools. evaluation team members which informed the evaluation strategies Key Lessons from the Literature employed and built the capacity of those involved. Within this learning space, The information that is available to date PNGSDP officers and overseas technical point to four broad lessons: support personnel were heavily involved at different stages of the research design, data collection, and the review of 1) There is little clarity concerning findings. By employing this approach, measures of success and multiple points of view were harnessed to recommendations of the OLPC add rigour to the evaluation process, and project. to harness a collective wisdom which would open the possibility of a negotiated 2) The introduction, diffusion and partnership of knowledge that was scaling up of the XO should sensitive to the PNG context. Further, the consider the social, cultural, approach minimized risk by ensuring economic and institutional suitable safety protocols and ethical implications. treatment of participants. 3) Anecdotal findings points to some The IWCK model6 served as a guiding social/educational advantages of framework for the evaluation. The three XO diffusion amongst teachers broad goals of the model are: (1) all and students. Across differing development initiatives should strive for contexts, the situation is not sustainable projects; (2) all development straightforward and can be projects should strive to benefit all; and complicated. (3) all development projects should strive 4) OLPCs innovative, robust, low to have the broadest possible knowledge cost, low power IT option for base. developing countries has stimulated the interest of bigger players, becoming OLPCs biggest challenge.

Methodology

Conceptual Framework

The approach to this present evaluation has been informed by an emergent Melanesian methodology5 which opens up the possibility for locally meaningful

5 See (Vallance, 2007) World Bank (WB), Candadian International 6 The IWCK model ‘is jointly published by the Development Agency (CIDA), and KIVU International Labour Organization (ILO), the Nature, Inc (Sillitoe, Bicker & Pottier 2010).

Evaluation Strategies Ethics

The evaluation took place over four Ethical aspects concerning guarantees of weeks, incorporating an array of confidentiality, use of photo, audio and strategies of inquiry and methods of data video media as well as safe storage and collection that were determined would reporting of data have been upheld best meet the objectives of the evaluation through the use of participant consent within a complex educational setting. forms. Requirements concerning The predominant qualitative measures to identifiable information have been capture data included: documentary adhered to and pseudonyms of evidence, semi-structured interviews, individuals are used in order to protect informal relational conversations, participants. workshops and observation.

The approach was an iterative process, where cycles of investigation revealed Executive Summary of the new knowledge in each site, leading to the identification of gaps that warranted Present Evaluation further investigation in sites that followed. The findings were combined to develop a ‘rich picture’ for learning concerning the In the earliest days of the OLPC program OLPC pilot project in PNG. curiosity and enthusiasm was high. Some communities were abuzz with the

prospect of technology being brought into Selection of Sites and Participants the community and the educational setting. Out of 13 schools involved in the OLPC But, over a 3-4 year period, confounds pilot, the selection of six remote schools presented themselves. To name a few, was intentional in order to gain local methods of deployment and ownership perspectives from as broad a stakeholder by stakeholders were questioned; XOs group as possible within the practical and went missing at all schools due to poor financial limitations of the evaluation. control and security; XOs became forms Selection of sites, carried out of entertainment rather than useful for independent of PNGSDP, aimed to bring learning; reports of conflict between to light differing knowledge based on siblings over XO assignment privileges geographic location, church agency (low age and saturation issues); teachers affiliation, timing of pilot implementation, trained in OLPC were reassigned to size of school, and extent of saturation. different schools; and incoming teachers didn’t have any training in OLPC. Participation was voluntary and all points of view were informed by local It would be fair to surmise that these communities’ direct accounts, so as to confounds cumulatively influenced OLPC ground the interpretation in the lived enthusiasm to wane, and in some cases experiences of evaluation participants. to come to a standstill. If the original Participants comprising teachers, objective was to see that XOs would be students, parents, principals, OLPC used to learn, the findings in general do champions7, and people with special not support this. Rather, with limited use, country perspectives were selected some basic skills have been acquired based on their ability to contribute concerning the use of computers and first effectively to the project. level user activities.

7 OLPC Champions are PNG teachers who OLPC to assist other schools, implementing have been especially chosen and trained in OLPC, in addressing technical issues.

Our evaluation has found that the core and capacity of each selected school site. principles of OLPC have failed to gain It sought first to review control and traction in a PNG context. Based on the security by identifying how many schools, evaluation findings, the principles are not that were allocated XOs, had systems compatible to the context of remote that were installed and working according communities of PNG and should not have to the original plan. Second, to review been imposed as a condition of the adequacy of power supply. Third, to acquisition and deployment. Despite review whether there is reliable and many challenges, schools have slowly routine access to OLPC’s educational started to generate their own systems to technology for teachers and students. minimize the negative effects created Finally, to determine whether teachers because of the clash of ideology between and students had received training to OLPC principles and the local context. operate laptops and access server resources. The findings are presented in The message throughout this evaluation the analysis which follows. report is clear: PNG has a desire to embrace a digital revolution as a component of sustainable development, Control and Security however there is confusion: How should it be implemented? Who should take ownership in carrying it out? Successful Broadly speaking, all of the schools visited possessed servers and XOs along implementation requires a number of with the associated hardware that was enablers: appropriate awareness and originally prescribed and delivered for the ownership; good leadership; a positive implementation of the OLPC program. attitude and work ethic; a shift from For some schools, there were some enthusiasm to habituation; appropriate discrepancies between how many XOs controls and accountability; high value and interest in the program; agreement individual schools were reported as receiving and how many they actually and participation amongst all received. stakeholders; infrastructure that minimizes mobility; and continual support For some schools, some laptops in the and finance. original deployment had been taken away A reconceptualisation of OLPC in terms and not replaced. Further, the location of all reported laptops still operational within of a broader digital empowerment plan is each school were not accounted for suggested as a way forward. This vision during our review. This is due to the embraces a ‘whole of community rights- extent of their distribution amongst based approach’, commencing with a conception of ‘open learning centres’, teachers and students on the days of our visit, making a full physical count within ongoing provision of reliable equipment the limited time frame impossible. A and training of head teachers and count of XOs during this present teaching staff. Teachers with confidence evaluation revealed the following are more likely to achieve higher student achievement in the use of technology, findings: motivation and management strategies. Table 1: School XO Inventory Count School Date of XO XO % Diff Issue Issue count Technical Infrastructure Tekin July 2010 167 40 -76% Tomianap July 2010 133 96 -28% and Technical Capacity Rumginae May 2010 70 25 -64% Callan Nov 09 25 25 0% Kungim 2011 60 32 -47% The first priority of the OLPC evaluation Jim Taylor Oct 2010 244 194 -20% was to review the technical infrastructure

In accounting for the losses shown in redundant as laptops issued to individual Table 1, the evaluation team found quite students became shared resources varied explanations that included 1) lack between greater numbers of teachers of awareness; 2) confusion over the initial and students. Whilst one or two schools ‘child ownership policy’ espoused during had developed usage registers, their the original deployment; 3) poor successful implementation was not leadership and commitment by observed by the evaluation team as headmaster; 4) breakages and damage; being operational. 5) theft or sale by school head teachers, community members, students and outgoing teachers. Despite efforts by one of the school’s leadership team to bring the laptops back into circulation, members of the community were generally unresponsive. A key informant suggested the reason was because XOs began to be used for private home viewing of movies and pornographic material. In another school, despite control by the former head teacher, the incoming head teacher failed to continue control measures where multiple staff were provided access to secure storage housing XOs. As some schools experienced losses in XOs and associated peripherals, lessons “Some have been stealing and carrying were learned and strategies developed them out” (Parent/Community) by committed head teachers to preserve what infrastructure remained. Inadequate control of laptops (with the exception of Callan Services, a special “We have learned from our mistakes needs school) was a recurring theme and next time we will not do the same across most OLPC schools with very little thing” (Deputy Principal, Sandaun) coordination of XO movements between classes when the XOs were in use, leading to losses which could not be Furthermore, following significant attrition accounted for. In most schools, it was of XOs, schools adapted and moved acknowledged that outgoing teacher towards sharing arrangements between transfers resulted in fewer numbers of teachers and students and timetabling of laptops available for use in the school as use and/or lab-style environments. teachers “claimed them as their own”. Whilst these attrition rates were clear to school management, in many schools, “ When teachers in an OLPC school community members were not clear on walked out to a non-OLPC school, the XO numbers or the status of equipment. teacher walked out with the XO” There were isolated incidents where this Teacher) was known to community members.

At some schools, XOs were not kept in a Attempted control by the labelling of suitable condition. Student graffiti and laptops with numbers or student names removal of internal batteries in some was evident. In many schools however, were prevalent whilst in others more the initial control environment through sporadic. such labelling appeared to become

lockable storage and an XO register of use.

“With many hands touching these things, they will be spoilt” (Teacher)

Similarly, at Jim Taylor Primary School, compact storage boxes for each grade level housed laptops, cabling and solar panels which kept units securely stored.

Where school head teachers demonstrated greater commitment to the OLPC program and care in looking after However, teacher apathy meant that XOs the XOs through careful storage and spent more time in boxes than were enforcement of rules, laptops were in utilised for classroom use. The better condition and fewer differences unintended collateral effect was their between the number of XOs issued and reduced usage for educational counted was evident. For example, at instruction. Callan Services, great strides were made in security of XOs by the development of “They [children] want to use them [XOs] but all the teachers cannot be bothered with carrying them around” (School OLPC Coordinator)

Laptops in the best condition and with minimal failure rates were noted at Tomianap Primary School, where following each lesson, XOs are placed back in their original packaging and boxes, and stored securely in a moderately safe building.

Our evaluation visits led to several school requests for additional XOs to bolster remaining numbers. This request was generally premised on the failure of the policy of ‘child ownership’ leading to the attrition. Callan Services was the From the samples selected, failure rates exception where early decisions were between schools varied between 10% to taken by the school, teachers and 40% Some of these failures included 1) parents during original deployment as a the inability to charge with any power deviation from the ‘child ownership’ supply; 2) disk errors; 3) mouse not principle and it is here that minimal if any functioning; 4) laptop requiring reflashing. attrition was experienced. Furthermore, whilst not recorded as a failure rate, some laptops were cited as having menus and reporting in a Power Supply language other than English. In another case, new laptops remained in original We observed a number of different packaging as a result of being arrangements in place for powering up of preinstalled with now-redundant software laptops. For some schools, flimsy solar in terms of compatibility with the update panels were in place, whilst for others, server. generator supply was used to power up a It was reported in one school that these bank of computers. In one school failure rates contribute somewhat to the generator supply was limited due to a failure of implementation and where faulty power line that was not repaired for teachers then revert to the “old style of six months. In another case, lightning teaching”. strikes led to equipment failure. One school on grid power reported frequent

“The failure of XOs brought my morale blackouts as affecting access to server down” Teacher) resources. Some schools argued for larger modified panels or hydro power whilst others reported a lack of sunlight for powering up of XOs.

Whilst power issues were cited by some Students, teachers, administrators and school communities as inhibiting frequent most stakeholders were aware of server use of laptops, others provided a deeper locations and the location(s) of where the perspective concerning the XOs were housed along with recharging inconveniences of charging and the need hardware. Communities believed that the for discipline to carry out these functions. XOs should be housed in a safe secure location on the school campus. Most It was reported with consistency stakeholders knew that the XOs throughout five of the six evaluation possessed preloaded activities that were schools (Callan being the exception as it available upon start-up. However, not all is on grid power) that managing the teachers and children were aware that powering up the XOs was an additional “Sugar “and “Nome“ were inconvenience. This perceived confound available from the server. Most took root to the extent that the XOs stakeholders were aware that the server where left unused throughout the schools had internet capabilities to connect with for months at a time. Journal records the World Wide Web. from the XOs, teacher and students interviews support this finding.

“The narrow way requires discipline and responsibility…its about discipline and control and making choices”

(Catholic System Spokersperson)

In one school, 30 flimsy solar panels are available but not being utilised due to incompletion of installation of regulators. Consequently, 10 of the functioning panels are being used to provide power to 40 laptops.

Reliability OLPC champions did display was evidence of the significant investment of We noted in one school that when 20 or training at project start-up. One of the more client machines try to browse or OLPC Champions requested that more connect, the system slows and takes a training be offered in technical areas long time for connectivity to the server. such as setting up of the server, and for Besides connectivity issues, other local repairs of XOs and solar panels. problems encountered included the inability of some teachers and students to For some however, server logins and access the server; need to delete journal passwords were unknown or not records for activities to run; and difficulty recorded anywhere, making it difficult for in accessing some activities. the present evaluation team to access all school teacher logs to ascertain levels or In one school, we noted technical issues frequency of usage. As a result, concerning access to the server due to PNGSDP team members spent large some access points malfunctioning and amounts of time with one OLPC poor coverage which led to tampering of champion to access the relevant sections equipment by teaching staff. In one of the server. The fact that this support case, it was reported that a failed inverter was available was positive but also took 8 weeks to be replaced, creating a indicated the need for future OLPC challenge for connectivity to server schools to have the necessary mobile resources. It was confirmed on a number communications in place for technical of occasions that when infrastructure fails support. to work, and there is no immediate technical support available, morale drops off and teachers resist planning and utilizing the XOs in the classroom.

“We can have the best plan, but when we get in there, we think the plan’s workable, but when we see the XO is not working, the best idea is put aside and we have to plan again” (Deputy Principal, Sandaun)

Along with the inability for many schools to access the server information, the evaluation team found that internal Training monitoring and evaluation of usage is not taking place either by head teachers or Our evaluation noted that training during OLPC champions. This was confirmed initial implementation was high. by one of the OLPC champions who Following on from the initial rollout, there viewed their role in terms of operational was evidence of continued support by support rather than monitoring. OLPC champions to schools and collaboration between OLPC champions "My volunteer work was to make sure when additional support was required.

this thing runs, not to evaluate” (OLPC Champion) There was also some evidence of inter- school collaboration between Tekin Primary School and Tomianap Primary The skills level between OLPC School. The new head teacher of Tekin Champions and/or school OLPC Primary school transferred across at the coordinators varied. What knowledge commencement of 2013 from Tominiap

Primary School where he had been for instruction as encouragement to use several years. He had been a OLPC. designated champion for OLPC since initial deployment and has continued in “XOs should not be the first thing, that role. He has seemed to bring some teacher training should be the first on leadership, continuity and stability to the use of XOs” (Head Teacher)

OLPC schools in the area. Whilst inter- school collaboration was initially strong “Maybe more training needs to be between Rumginane Primary School, given to the teachers…to build up the

Kungim Primary School and Callan capacity like Ken has…maybe like in

Services, this interest has dropped off to every second school” (Catholic System the point to of being non-existent. Spokersperson)

When schools were questioned “It must be ongoing so we can do our concerning training, all schools made work better” (Head Teacher) reference to initial training at the initial rollout stage but stated concern over the lack of ongoing training. Concern was also raised that technical support is “To date we still cannot make use of contingent upon access to OLPC this valuable thing they call XO. Our Champions. OLPC champions have issue is a lack of qualification to make continued to provide necessary support use of them” (Head Teacher) to schools which is widely appreciated by the schools. However, it was noted that “For us who have not had training, we some laptops sent in for servicing were cannot get much out of that” (Head beyond repair and used for parts, but this Teacher) was either not communicated to or well understood by schools who are still “The spirit needs to be lifted with a lot waiting on the return of laptops. The of training” (OLPC Champion) dependency of schools on OLPC champions is high and these champions take on the voluntary role in addition to their normal paid jobs. Where individual school training has occurred since initial deployment, it has been in an unplanned and ad-hoc “If Ken [OLPC Champion] is not here, fashion. Some schools indicated informal what will I do?”(Head Teacher) in-servicing in place whilst others acknowledged that no in-servicing had taken place since deployment.

The majority of school communities stated that training to build the capacity of teachers should precede deployment to students, and that it needs to be ongoing to continue motivate teachers in its implementation and application. Some schools opted for the appointment of OLPC Coordinators who were responsible for the OLPC program in schools. It was reported that teachers will adapt to the technology when they are continually guided, meaning that teachers require ongoing support and

Schools have suggested that more With regard to an OLPC trained teacher localized and frequent higher-level transferring in or out from OLPC pilot support either within individual schools or schools, the evaluation revealed a picture between small clusters of schools would of what typically takes place. Teacher have been ideal. The benefits that school transfers are quite common and can be cluster in-servicing provides are stated by radical (at Tekin Primary School there one of the school headmasters: was an 80% turnover of staff this last year).

Such numbers in turnover of staff was not ‘We meet and we talk and we work. I find the relationships as uncommon amongst schools in the North important…training, meeting and Fly and Oksapmin schools but appeared talking” (Head Teacher) to be less the case for Jim Taylor Primary School in Banz. Of greater significance (in terms of program support and In our view, the need for regular support continuation) is a non-OLPC Principal and training and for regular in-servicing transferred to an OLPC school. Teacher was frequently stressed. Where this or head teacher transfers are recognised habitual training for teachers is not in as a real concern. In these cases, it is place, implementation failure is likely to considered that “knowledge is wasted”. occur in that the teacher’s failure to utilise the system sends a clear message to “If you transfer a non-OLPC trained students concerning the value the teacher to an OLPC trained school, the technology as a learning tool. person will be blackout!...Kungim has been a victim” (Teacher)

“The feeling I have is, I don’t think they The high levels of transfer of teachers are fully utilizing this…the teacher may between schools by Provincial not be literate enough in computing government decision makers appears to skills…it means nobody is really be the biggest threat to the sustainability interested yet” (OLPC Champion) of OLPC program. The ‘buy in’ of such officers from inception prior to launching “If they don’t train good, how will the is therefore critical for project success. kids get save [knowledge]…the failure is the teacher who is trained, but we don’t know what the problem is with the teacher” (Parent)

At a church agency level, there appears to be a sensitivity to wanting to have OLPC trained teachers at OLPC schools (the CEA has made it policy to place OLPC trained teachers in OLPC schools) but the practical reality suggests that as few teachers are available for remote

location assignments, in many cases, it The XO has been described in the feels like having a teacher is better than following way at one of the schools no teacher, whether OLPC trained or not. issued with 25 XOs: However, it is agreed by schools that it is in the best interest of OLPC schools and “…we have 25+1 teachers now” (Head best practice to retain OLPC trained Teacher) teachers at their schools and to transfer in OLPC trained teachers to OLPC schools. This is contingent upon partner support from Provincial Education The views between various respondents decision makers. concerning the contribution that OLPC can make to learning is mixed. Some Based on the sample group we can recognise the value of XOs having an report that there is no technical support inbuilt library, whilst for others, and the officer currently enrolled in the OLPC-AU majority of community members, OLPC is XO-Cert program. Email contact is not more about being able to learn how to generally taking place except at the most use a computer, essential for higher basic levels due to poor Digicel coverage education and for raising prospects of to access Google group emails. future employment. OLPC is also Champions have therefore reverted to described as a resource that helps one to mobile phone support and SMS texting “learn new things” and that with its use, for inter-school/inter-district support. students’ “minds will be opened’.

Utilisation and “It’s the basic introduction for students Educational Applications to learn about computing…I have learned as much as I can, not much of

it. It’s a handy thing, not only for Utilisation students but for teachers, we both learn from it, teachers and students, The verbal support from all stakeholders which helps from both ends. ” for the idea and potential contribution of (Teacher) OLPC as a resource in all schools is very strong. Clear evidence for this was a recent showcase of OLPC at the National From all accounts, initial interest in OLPC Literacy week by Jim Taylor Primary appeared to be quite high and a flurry of School as reported in the Post Courier activity was reported with increased Paper Wednesday, September 11, 2013. student motivation and student attendance. Students learned keyboard skills, were able to play games and use “catchy and interesting activities”. Following this initial interest, usage became irregular and whilst students remained interested in using XOs, teachers failed to continue supporting the program. One respondent notes that “teachers now need to be pushed to use them [XOs]”. The proficiency of teachers concerning the use of XOs was not observed to any significant extent beyond what was

reported during interviews or observed Whilst not observed directly, it was during class lessons. There was reported that teachers find that the evidence that XOs are being used by laptops make their job easier through some teachers in some schools. write and image functions which are However, our evidence indicates that in useful for writing lessons and printing the sample taken, there is no regular them off for classroom handouts. usage on the part of teachers and Further, accessing the server browse students on a daily or weekly basis. No function for research purposes, and for visible signs of work generated through the facilitation of communication via email XO use were present at the time of our has shown to be of value. investigation.

“With technology coming in it makes the work easier” (Head Teacher)

Beyond this, the interest in OLPC rarely translates into the structured integration of XOs into the classroom. Our concern also, although unconfirmed, was that OLPC may be used by some teachers as a babysitting tool.

“When we give the kids the XO, they Some teachers were observed in never give up…from morning all the classrooms providing skills on screen way to 3pm afternoon, we have seen basics to students (i.e., turning on and that” (Head Teacher) off, navigating the menu, using paint, keyboard functions such as erase). The majority of teachers as new recruits did Extracts from 2013 teacher activity not feel competent in the use of XOs and reports available from the server in in some cases, did not know anything schools provided mixed results. One about them as training had not been school (see Table 2) reported poor offered. Only one member of the teaching results concerning last usage. These staff was observed using the XO at a results were typical of the type of activity work station and the positioning of XOs in in most schools visited although this teacher workstations suggested some could not be confirmed as access to the usage by other teachers. server was not available in some schools. In the example below, the issue was not necessarily just frequency of use, but rather for some staff, results revealed a serious disengagement with the OLPC system. There were also no indicators that teachers are using SMS and Email for OLPC support.

Table 2: Teacher Activity 2013, Tekin Wikipedia and Khan videos featured Primary School prominently.

Tekin Primary School teachers report Tekin Staff Days since last using the XOs to type lessons which save use onto a flash so that the head teacher can Principal 63 days download to his laptop (not an XO) and Teacher 1 2 days print for them. One teacher at Tomianap Teacher 2 120 days Primary School reported that he looked Teacher 3 1 yr 89 days into the server to see if he could better Teacher 4 92 days prepare for science lessons. Other than Teacher 5 140 days these examples, teachers have not Teacher 6 1 yr 213 days generally spoken specifically regarding the personal educational impacts, As an exception, Jim Taylor Primary relevance and usefulness that OLPC has School reported more recent usage been to them in their teaching practices. amongst sampled staff. However, the Frequency of usage by students was checking of teacher activity against sporadic with infrequent bursts of activity. student journals did not support the In most schools, journal data revealed existence of regular classroom instruction that activity in the month leading up to the or integration. evaluation spiked whilst previous utilisation occurred only in irregular or Table 3: Teacher Activity 2013, Jim infrequent bouts in the prior year. From Taylor Primary School our samples, the majority of usage was text, image, audio, video, link or browse activities and appeared to be associated Jim Taylor Staff Days since last with activities other than for classroom use purposes. Principal 73 days We did not find any reportable Teacher 1 4 days differences between usage between male Teacher 2 1 day and female students. Teacher 3 20 hrs Teacher 4 82 days In many schools, we observed a Teacher 5 3 days departure from the OLPC principle of “low age”8 and “child ownership”9 as schools moved towards shared arrangements Teacher activity reports taken from between students ranging from grade 3 school servers indicated to varying all the way up to grade 8. Access to the degrees a preference towards the use of server on the part of some Year 9 school Wikipedia; UNESCO-2008 students (not of low age), from the high ASEAN SchoolNet learning animations; school in Oksapmin, using ‘browse’ e-book collections; miscellaneous predominantly for research purposes, collection of resources; curriculum was confirmed by viewing usage logs documents from Education PNG; indicating a departure from the original downloaded videos from Khan planned OLPC principles. Such shifts academcy; UNESCO e-learning from the original policy following collections; PNG resources; and school deployment indicated a resistance from upload folders. Of these, schools’ most schools to stick to the ‘rules of the

8The XO is designed for the use of children of 9 Every student has the right to own a laptop. ages 6 to 12, covering the years of the A laptop can be transformed in a mobile elementary school but nothing precludes its school, a mobile library, and into a portable use earlier or later in life. learning and teaching environment.

game’. Rather, schools adopted a locally relevant and practical approach to OLPC that best suited their contexts.

Skills Acquisition

Students and teachers remaining at their schools from 2010 to the presen,t who were provided with initial OLPC training and support, tended to retain some of their knowledge of the XO operating systems. Some of the teachers who were assigned to OPLC schools did verbally report on attending a few provided At all visited schools, on arrival, we asked trainings on OLPC applications over for the opportunity to view directed these past few years. Predominantly classroom lessons involving the use of teachers did not engage in self-learning the XO as an educational tool as part of on the XOs. the instructional day. The intention of this request was for us to observe some of On a couple of occasions at Kungim the above-mentioned indicators in a Primary School and Tekin Primary natural environment. Our purpose was to School, teachers have reported learning form a richer picture of what has been by watching what the students were happening at all schools with contrived doing on the XOs. They reported a lack events kept to a minimum. of provision for training opportunities, and the high financial cost associated with At no time did we witness a child using going to training, in contrast to the personal initiative to explore or access preferred option of the lower cost of information deeper into the sugar bringing training opportunities for in- activities or on to stored resources in the servicing to individual schools. Teachers server. We specifically asked each at some of the schools demonstrated school for random samples from the some knowledge of being able to access student body with gender equity and the server. We were not shown examples grade representation for focus groups, for verification, simply told of the practice. however we tended to be presented with “ringers” or children whose parents At each school visited, students taught at the school. These children had demonstrated an understanding of what additional opportunities to access the the OLPC program was and how to XOs and therefore the backing of a access information. Although in most parent who is an educator with the schools, individual students did not additional or enhanced desire for their demonstrate practical and technical child to have the educational advantage proficiency using the XOs, we did that technology brings. We had intended observe children at each school who for a sample of children who would were comfortable accessing their present us with a realistic picture of what favourite activities and games and in was actually taking place on an OLPC some limited cases being used along with level for each site. a class lesson. One female student at Tekin Primary School recounted how during her science class the theme of mammals was being explored and she was encouraged (by her teacher) to search for mammals around the world using the XO. At the

Jim Taylor Primary School we were this lesson created the appearance of an invited into six (6) classrooms where the OLPC program running with health and XOs were being used with great effect. purpose. Here there was some evidence that teachers have benefitted from knowing something of the XOs capabilities and how to integrate its use in the delivery of educational services to students. Activities related to the integration of OLPC in phonics and society and environment were observed.

In another situation, we requested a lesson which included the use of the XO in the course of everyday educational activities. A lesson that was not planned was hastily put together with the supervising teacher needing to help students with little or no personal XO knowledge. This example too, like the one above, created a positive impression. At each school lesson plans10 were requested at the beginning of each visit. The number and quality of lesson plans created, tested and evaluated was not evident. During one discussion group attended by the whole staff a teacher shared with us that she didn’t know what a lesson plan was and that she wanted to know what one looked like. At one school, the Head Teacher stated:

“Its not an instructional approach…I go with the flow, the current of the river”. Apart from these isolated cases, we were not able to ascertain other instances where the XO was specifically integrated Generally speaking, head teachers have into the curriculum. As we arrived at not insisted that the XO’s be brought out another school, we encountered children and incorporated into the school learning with XO’s involved in a science lesson on processes. Overwhelmingly teachers plants. They were taking pictures of the prefer to not promote self-discovery or different types of flora around the school self-learning in which students have an grounds. Upon further inspection and opportunity to explore the XO and it’s cross checking with those students and capabilities on their own. There was no the OLPC timetable, we discovered that evidence at any visited school of teacher or administrator record keeping (e.g.:

10 standard templates for a lesson plan effectiveness of the technology activities after (uploaded to server) enable teachers to taught lessons. consider the ‘technology advantage’ and

lesson plans, directed lessons, used as shared resources. This finding is educational reports, personal testimony, accompanied by the qualification that record of OLPC training attendance ) some journal records were deleted by except at Callan Services where the users to free up space to operate present headmistress had been the selected activities. classroom teacher for the past 12 years. Upon our visit to the Jim Taylor Primary She stated that she has instructed the School in Kisap, where the OLPC children in accessing preloaded activities program has been in use for the longest and her previous students evidence this. period of time with the largest allocation However, due to this teacher being of XOs, one teacher reported to us that promoted to head teacher, the new and she at times had sent and accessed current teacher has no experience with emails (we are unaware if these were OLPC, and has not shown much interest personal or work related emails) using in the program. her issued XO. Having the XOs on individual school sites obviously heightened the awareness that Information Communication Technology (ICT) exists. There was little observed evidence of other savings in cost or time, or improvements in productivity and quality of lessons or teaching.

Assessing the Core Principles

The five original core principles upon which OLPC for the Pacific is based include: 1) child ownership 2) low ages 3) saturation 4) connection 5) free and open source. The extent to which the program has followed these OLPC core principles has showed definite streams of continuity where all schools, learning from their experiences, have shifted away from ideology to pragmatics. Teachers and the community have felt as though they have

needed to move away from the five Teacher apathy towards OLPC generally OLPC core principles to better serve runs high. Unfortunately, the majority of PNG cultural nuances. XO use witnessed throughout our evaluation appeared to be conveniently arranged purely for the purpose of the Child Ownership evaluation. When each school was After the first year of deployment, some asked to produce lesson plans of any schools reported poor results with the kind or documentation of any kind related child ownership policy. Other to the use of the XOs all locations were implementing schools were therefore unable to produce evidence. Random encouraged to come up with their own sampling of XO use journals support the policies, and they generally decided not notion of limited and low use. This is to allow laptops to be taken home. Most even more so the case where XOs are

schools have departed from the principle Low Ages of “child ownership” in order to combat the attrition of laptops out of the schools. Schools have generally departed from As a result, no schools are now in the the original low age policy and adopted practice of sending students home with varying new forms of implementation the XOs. strategies. At Jim Taylor Primary School, the For the most part, schools have not administration has decided on a hybrid limited themselves to the low age policy student/school ownership policy for the with many schools allowing upper grades duration of the child’s attendance at (i.e. grades 7-8) to utilise XOs for the school. At the end of the child’s purpose of maintaining equity for all education, the equipment reverts back to children. Where utilisation has spread to the school and the cycle begins again grades 7-8, and in one case year 9, from grade 3 for a new student. Due to students are utilising browse functions as the lack of saturation at the outset, this a convenient means for carrying out policy has resulted in a staggering of research. At the lower age range, access to XOs with gaps appearing in students appear to be entering a usage between year groups and causing discovery phase as they familiarise disappointment for students missing out. themselves with the capacity of XOs whilst the upper year levels (yrs 8-9) lean Generally, the concept of ‘child towards actualising the potential of the ownership’ is not an embraced OLPC system in higher level functions. sociological value within a PNG cultural context. This principle is culturally impractical, causing confusion and unrest Saturation in communities. People in this context do not understand the idea of individual One of the key principles of OLPC is to ownership but rather orient towards attain the objective of “digital saturation” family ownership. In one school visited, it in a given population. was reported that the confusion created Initially, the number of XOs allocated to sibling rivalry and resulted in breakages each pilot school did not lend itself to of XOs. In another school, it is reported saturation of any particular school. that older siblings have commandeered Attempts at saturation were made at Jim the XO for purposes of entertainment. Taylor Primary School, but in this case, Ideologically schools are migrating to a promised funding from another sponsor more controlled environment where the to complete the rollout was reallocated. XOs are securely housed and made Furthermore, Jim Taylor Primary was the available in the form of a computer lab or only school who had designated XOs for E-library for either storage, safety or individual students within the original instruction. Jim Taylor Primary School allocated grade levels. would be the exception In that they do Respondents also indicate concern over allow XO use in the classrooms with social tensions arising due to some designated classroom sets of XOs. surrounding recipient schools failing to be However, where there are limited recipients of the service. Some of the numbers of XOs they become shared teachers from these outlying schools resources and are therefore open for requested teacher training as they did not domination by more skilled users. want to be “left behind”. The idea of child ownership has proven beneficial for students who have special needs. In these cases, it is noted that the child has developed a special kind of relationship with the XO.

Connection and Free and Open Source Early Impact The XO has been designed to provide what is suggested as the most engaging Whilst it is recognised that “its too early wireless network available. for impact” (Catholic System spokersperson), the evaluation sought to In all schools throughout the present bring to light any impacts, either intended evaluation, connectivity did not rate or unintended. highly. There were however some reports of students connecting to play The most significant impact was an games. Given the limited number of XOs increased knowledge of basic computing now available to students, students do skills among students. Higher year levels interact and assist each other during were using OLPC to assist in research activities. and teachers were assisted in communication and carrying out various typing duties. When questioned, one of the respondents stated some early impact indicators as follows:

1. Ability of students to use a keyboard 2. Use of activities in XO 3. Browsing server 4. Connecting to each other 5. Watching movies 6. Playing music

Whilst a review of student results did not

11 feature in the evaluation, a high school in The idea of an expanded school , one district made available school results appeared to have utility only in a limited for entry into high school. Interestingly, way, as we observed only a few cases in as revealed in Table 4 and 5, the schools which students used the XOs in non- did not show any signs of improvement instructional classroom contexts. throughout the duration of the OLPC deployment. Rather, the OLPC schools continued to report amongst the lowest accumulative scores (shown in red) of all the feeder schools.

Table 4: 2013 School Entry Results

School 2010 2011 2012 School 1 115 165 133 School 2 96 School 3 106 123 135 School 4 85 112 98 School 5 109 133 N/A School 6 100 101 100 School 7 96 118 88

11 The idea of an “expanded school” sees learning extending beyond the walls of the classroom

School 8 114 126 109 computers, and that knowledge of School 9 84 99 79 computers will aid in one’s future employment. Table 5: School Selection Results

2013 Averages “Us parents in this place, we are so very happy” (Parent/Community) School English/30 Maths/30 Total/30

School 1 15.95 8.49 24.43 “ Its the modern way and children need School 2 8.50 6.91 15.41 to use computers to go to further School 3 11.00 10.00 21.60 school, like business…If they don’t School 5 8.50 6.91 15.41 know computer, they will be sitting School 6 11.44 9.32 20.76 blank and idle” (Parent) School 7 11.00 8.73 19.73 School 8 10.70 7.53 18.00 “ We like the program…its very helpful in fact” (Provincial Education Division) At Callan Services, computing skills appeared more pronounced than in the mainstream schools. “OLPC is like manure to help our children grow well…when children hold laptops, their knowledge increases” “The only school that is actively using it (Parent) is the disabled school. When you go out there, maybe others are using it “We the mums and dads in this place 0.001%” (Interested stakeholder) are very happy” (Parent/Community)

Students appeared to demonstrate a higher proficiency in navigating the XO, However, concerns regarding the showed delight as they achieved organisational issues of OLPC emerged success, and had developed a special at the beginning of OLPC conception and bond with the XO. deployment. We have been advised that whilst PNGSDP is a funding agency, the lack of interest shown by implementing “They have developed their friend, a bodies led to PNGSDP becoming an relationship is there” (Head Teacher). implementing agency which challenged its know-how and extended its limited human resource base. The quick speed with which the project was carried out Organisational and Social has been questioned by some respondents. Issues It is also our understanding that whilst

concern over the child ownership policy General support from all school head had been raised, the policy nevertheless teachers, provincial education officers, was required to be carried out. One church agency reps, parents and school reported social unrest that community members was evident. occurred upon distribution. Sibling rivalry The support for OLPC was founded on led to the damage and theft of XOs and the knowledge that “it’s the modern surrounding schools not included in the way!”. The world is viewed as being pilot were disheartened. These social increasingly computerised, that issues caused the school to reconsider advancement in further education is the value of OLPC in the school and to contingent upon knowledge of ask the question “What is its meaning?”

One community also reports that during “For a start, we did not know our role in awareness activities, commitments of there, that was a weak thing…what “One Laptop Per Child” were was our role and responsibility?...It was understandably perceived by community an experiment using our institutions…If members as being made available to all we are all informed and engaged, students and this failed to eventuate in nothing of such would happen” the desired manner, leading to (Provincial Education Division) community dissatisfaction. “[If engaged] because it’s a part of us, OLPC at a national level has verbal support however this has not translated then we can convince the into any official policy directive. During administration” (Provincial Education Division) implementation there was a clear understanding that impact would be limited without corresponding development at the policy level. PNGSDP support in financing the pilot The failure to incorporate OLPC in the program was recognised and appreciated curriculum at a national level was by all schools. Church agency support is described by an OLPC champion as ‘the given predominantly in the area of logistic missing link”, where teachers who are support and trained OLPC champions. already overloaded feel it is an additional Beyond this, there is currently no burden. OLPC champions have additional financial or technical support suggested that where such policies do being provided in any ongoing way not guide the use of XOs in any beyond that provided by OLPC contractual way in terms of teacher champions employed in church agency responsibilities, teachers have also schools12. adopted the idea that “It’s not my job!” For some church agencies, personnel Despite being invited during the changes have led to a loss of intellectual launching phase of OLPC, Provincial capital concerning the OLPC program. officers in Western province indicate Indications of agency support for training limited knowledge and inclusion in the in the schools managing OLPC were overall OLPC program. evidenced by an OLPC coordinator or It is our understanding that efforts were champion being designated at the made to engage with the education following schools: Tekin, Rumginae, authorities at church, provincial and Kungim and Jim Taylor. School-based national levels, to varying degrees of technical support was made available success. The lack of perceived from the deputy at Kungim Primary ownership by some of these important School, the head teacher at Tekin stakeholders has had serious Primary School and by the OLPC implications for sustaining the program, Champion for Callan Services due to his particularly in relation to supporting the close proximity to the school. However, it retention of OLPC trained teachers in was considered that the extension of this OLPC schools. Furthermore, a lack of support into regular training was knowledge has meant that education inadequate. officers are unsure of what they should “Teachers are the ones that impart be checking during monitoring visits and knowledge to the students. The therefore are unable to enforce proper diocese should on a regular basis give usage. knowledge to teachers so we know how to use the XOs ” (Teacher)

12 During the early stages of deployment, the for a short time by a visiting Canadian IT Baptist schools in Oksapmin were supported professional.

One school observed that partner support 5) Solar power equipment for the is limited. Blame was not placed on other Oksapmin schools, designed to partners but there was acknowledgement expand their existing systems, that local efforts to encourage partnership sufficient for the school server and development was minimal. wireless networking.

“OLPC is a good program, but we don’t Prior to the present evaluation, K1.47 million has been spent on the program. have partners…maybe its our fault, maybe we havent been doing This figure does not take into account in- awareness or something” (Deputy kind human resource contributions by Principal) stakeholder organisations. Across 1000 laptops, the per unit price for each laptop stands at K1,470 (equivalent to US$560). At the time of this evaluation there is no evidence of the existence or formation of When the cost is shared by each of the OLPC committees at the visited schools. recipient schools in this present It was reported that teacher attrition and evaluation the costing per school is as daily routines of teaching staff inhibit follows: regular meetings with school based in- services being the preferred form of Table 6: OLPC Cost Per School training. School Allocation We requested evidence of program Callan Services K36,750 reports, school policy reports, budget Jim Taylor K321,930 reports as related to OLPC, in-service Kungim K 88,200 training documentation and any Rumginae K102,900 anecdotal evidence of skills transfer to Tekin K 245,490 new teachers. With the exception of Jim Tomianap K 195,510 Taylor Primary School which conducted a TOTAL K 990,780 Term 3 training for a few new teachers and some in-servicing photo diaries by Tekin Primary School, we were not During the three to four year period that provided with any evidence from the the OLPC program has been in existence other visited schools. at pilot schools, no additional funds have been directed either through School Learning Improvement Plans (SLIPS) or in actual funding from the school, Resourcing OLPC community or outside agencies to bolster the OLPC programs. The exception was With an initial budget of K1 million, the one school that budgeted K1000 but PNG OLPC pilot program resulted in the failed to draw down on those funds. procurement of: Church agencies and agency schools have not provided additional funding to 1) 1000 OLPC “XO-1” laptops and ac purchase additional equipment for the chargers; program, although temporary in-kind 2) 1000 15W thin-film solar panels technical support has been reported in with 250 “DC Share” cables for the case of the Tekin schools. charging of laptops; 3) Small form factor PC computers One of the reported reasons for the lack (without monitors) for establishing of investment is due to a change in school servers; national policy regarding how operational 4) Wireless networking equipment; grants can be used. Within this guideline, 20% is now able to be used for

library purposes. One head teacher is of In addition, church agencies appear to the opinion that the policy does not have other spending priorities that support OLPC investment whilst another compete with OLPC. One agency head teacher has stated the intention to representative listed the following advance e-library potential with these spending priorities which did not include funds. OLPC:

Another reason provided for the lack of 1. Providing education where the school capital investment into OLPC is opportunity is still not available due to the poor supply chain. Given the 2. Building the capacity of teachers original allocation being made by an 3. Transport infrastructure external agency, one school reported that 4. Teacher retention there was a lack of clarity concerning the means to purchase more XOs and within proximal distance.

The minimal commitment by school to Key Lessons allocate funding to OLPC continuation Our evaluation of OLPC in PNG represents how OLPC is positioned as a highlighted the need for a number of priority for spending within the enablers for an OLPC program to have community. In an activity with one of the greater success. These enablers are schools, community members were addressed in the following section. provided with a hypothetical situation which would require them to make spending choices. Out of the activity, the school listed the following priorities: Awareness & Ownership Awareness and ownership beginning Table 7: School Funding Priorities from design and flowing through to implementation and monitoring are 1 Classrooms critical to any successful project in PNG. 2 Teacher Houses The initial design and communication of 3 Library an OLPC plan in PNG was well 4 Science Laboratory researched by PNGSDP. A very good 5 Water Supply background, rationale and history of the OLPC program in PNG along with a 6 Uniforms logical framework linking strategies, 7 XOs (OLPC) inputs, activities, outputs and early 8 Bridge outcomes was developed. This detailed 9 Lawnmower plan indicated a strong sense of 10 Tools ownership of the pilot program on behalf of PNGSDP. In this particular scenario, the school Awareness and ownership of the OLPC determined that it would be program meets in the middle with those approximately 15 years before the school at the top and at grass roots coming was in a position to contribute to the together in agreement. At the top level, program. awareness starts with the governing bodies who hold a stake in the “Water is more important than XOs” educational controls of PNG. Informing (Parent/Community rep) all governing bodies from the outset and a willingness by all parties to be involved

with a spirit of unity is the first step

toward ownership. When awareness and

information between these powers are Leadership not adequate the likely result will be Research points to good leadership as an either failed commitment or rejection of a enabler for student learning gains and program altogether by one or more stakeholders. school improvement (Dimmock, 2011). Good leadership in the OLPC program Ownership of the OLPC program on the can be demonstrated commencing at the school site needs to involve not only national level. At this level, policies can awareness on the part of the educational provide appropriate steer for provinces, team but in this case a familiarity with denominations, schools and staff, what is being offered. Those unfamiliar concerning the importance of ICT in with OLPC tend to leave it alone, not self- schools. Failure to implement a push discover or self-learn. strategy concerning ICT is likely to lead Parental ownership of the OLPC program to minimal buy-in (teachers feeling that appears to be in a rudimentary state. “it’s not my responsibility”, “it’s not my job Parents acknowledge that OLPC is a or what I am paid to do”). good idea because it supports efforts for Policies should not simply adopt their children to be better equipped for a constructivist strategies and methods but technological world and for employment, rather be informed by balanced research but after that OLPC becomes hazy for sensitive to the cultural context. The most parents. The results of the present design of policies should consider PNG’s fieldwork indicate that communication unique context and grapple with the within schools and school communities question of technology in a context where has broken down with regard to how to the teacher is viewed more so as go about providing an OLPC learning activator rather than facilitator. According environment for the students. to Hattie, cited by Dimmock (2011), Child ownership is the first core principle research evidence into constructivist of the OLPC program. In a PNG context strategies such as gaming and problem based learning have shown to result in the concept of child ownership is not 13 embraced by the community. Ownership low effect sizes in student learning . tends to be bestowed on adults and the The most effective roles for teachers in clan or family at large. Consequently, all improving student learning is when the of the evaluation schools have migrated teacher operates in the mode of activator to a computer lab model which is a rather than facilitator. rejection of the actual practice of At the provincial level leadership in physically owning the XO. planning and providing provincial educational awareness is crucial. “To keep the program rolling… Provincial leaders need to be informed of

sustainability, its community OLPCs intent and desired outcomes prior ownership…the community needs to to deployment and training. The overall take ownership in looking after it, not viability of an OLPC program would be

vandalising it…the OLPCs are given on supported with OLPC policies embedded a golden plate to us…the students into all stages of a teacher’s professional must take care of it, not spoil it, pathway. The pathway could begin with

damage it” (Teacher) training in teacher’s college, flowing through into teachers’ duty statements and continuing into the monitoring of teacher performance by standards officers.

13 To the extent that higher order soft skills solving skills, more constructivist approaches are desired, such as creativity and problem are desirable (Dimmock, 2011).

Head teacher stability, buy-in to the Leadership at a student prefect level OLPC process, and a desire for success could bolster the OLPC program as of the OLPC program are desired students are provided with leadership elements. A head teacher responsibilities for keeping laptops who could champion the cause of OLPC charged. This strategy could be or provide a designee to coordinate the enhanced through maintaining reciprocal OLPC effort within the school could arrangements where students benefit contribute to keeping a program like from their contribution. OLPC viable. Casting the vision of computer literacy for the school community and leading by example and Attitude and Work Ethic enforcing regular in-servicing are desired leadership outcomes for a head teacher The attitude necessary to give OLPC a leading an OLPC school. go requires willingness to use the XO and find out what it has to offer. What are its “A leader trains his ground force!..A activities? What are its capabilities? leader who does not know, everyone is Where can it take me? What can I learn? in the same boat” (Deputy Principal, If there is a fear, lack of confidence,

Sandaun) technical issues, or unwillingness to

explore the XOs these feelings lead to complacency on the part of the Teachers who find themselves at an administrator and teachers, particularly OLPC school can demonstrate when small setbacks are perceived as leadership through OLPC program buy-in major problems. The attitude necessary and support of the computer literacy for a successful OLPC program includes movement at their school by making a having a “have a go” outlook, an attitude sincere effort to involve themselves in of “this is good for my students and me”, self-learning the XO and encouraging “we can do this”, and “I will prepare today their colleagues to do the same. for tomorrow”. Collaboration with fellow staff members in becoming proficient with the applications of the XO and server could be a common “The XO is a teacher of its own, but you need to go into it to learn.” (Head goal which could lead to increased morale and increased unity for the staff. Teacher)

Having a healthy mindset towards OLPC, Breakdown occurs at the stage of before students make use of the implementation; where school resource, will help to cast a healthy vision communities are required to put into of hope that the XOs could be a key to action the work that OPLC requires. A learning. Giving the students time on the successful program requires hard work XOs each week where they are free to from everybody. follow the teacher’s suggestions or free to explore could prove to increase the computer literacy of the majority of the “Your hard work and our hard children in each class. Leadership in work…the student can be somebody” having the resolve to meet small (Parent) challenges such as powering up in readiness for classroom use could contribute to the teacher developing The amount of time a teacher spends in a her/his preparedness skills which are of classroom is paramount. OLPC is not a great value for a teacher. babysitter or a time gap filler, but must be incorporated into the teaching and

learning process. Using the available more confidence into teachers who feel technology can provide teachers with that technical problems could be dealt new and innovative ways of presenting with more expeditiously. Failing this, due lessons. This newfound teaching tool to the challenges of retaining skilled could help to cultivate a sense of professionals, funding for training and empowerment to spur teachers on in technical assistance adequately via wanting to be even better equipped and outsourced options may prove to be more more highly skilled to perform as a beneficial. teacher. Perhaps teachers and concerned Students could greatly improve their ability stakeholders could on a regular basis to acquire technology skills for learning utilise OLPC committee structures to and for life if teachers provided students consider solutions to what they see as more opportunities to explore (beyond confounds within the OLPC process. For music and games). Classroom teachers example; if powering up the XOs is who provided students with more direction problematic, have some of the more could result in students eager to receive senior and responsible students take on and develop their abilities on laptops. the responsibility of setting up the solar panel recharging at fixed intervals

throughout the school week, ensuring Enthusiasm to Habituation charged XOs for the school.

Student enthusiasm is clearly visible as There is an ancient Chinese proverb that shown by the body language of the says “do the same discipline for 21 days students when they are given straight and it will become habit”. opportunities to use the XOs. However, Computer literacy through OLPC is a any enthusiasm that existed by other program that needs to be a regular part members of the school community since of every school week in order for it to deployment has waned. take hold within the school community. OLPC schools have demonstrated that OLPC is not a featured or habitual learning tool in the school. After the initial enthusiasm of OLPC coming into a school, ‘OLPC for habituation’ is a worthy target. This can be enhanced through appropriate means to keep XOs charged and operational. A second confound that retards or inhibits habituation all together is first, school leadership; and second, the failure of teachers to embrace the technology in a way that enables one to “work smarter and not harder”. If teachers are not in the habit of using the XO, a teacher is likely Renewing a sense of enthusiasm for to revert back to the default position of OLPC may be achievable through traditional teaching and learning. This is enthusiasm on the part of the school particularly the case in a PNG context OLPC Champion getting behind the where the teacher is expected to be ‘all training of head teachers and teachers knowing’. and encouraging them to go beyond the surface of the XO. “You don’t want to put yourself in the front and not know anything…As a This champion would also ideally teacher, you should be the one ahead possess technical skills which could instill of everything” (OLPC interested respondent)

Students are keen to want to explore on programs, alternative hardware or XOs. Students enjoy using the XOs and supplier options should be sought as the the majority would like to have more time risks to equipment and the negative using them. Head teachers can promote social implications run extremely high. the expectation that the XOs are to be used with regularity by both teachers and Policies which inhibit flexibility in control students. Self-learning is something to and accountability measures should be be encouraged. Keeping the XOs avoided. Rather, local measures and powered up, safely secured, creating a policies which enable program success usage timetable that is expected to be should be encouraged. honored (i.e., each class has XO time once a week), using the XO for support throughout the content/curriculum areas Value and Interest and ongoing in-service educational and technical training could help contribute The values associated with the OLPC are towards achieving habituation. in the embryonic stage as school communities in the pilot project begin to discover, own, and embrace the program. Control & Accountability In an ideal environment, a dichotomy should not exist between the intended The strengthening of accountability as a value, the spoken value, and the good governance principle needs to be practical/observed value of the OLPC promoted at all levels. program in everyday operations.

With respect to OLPC there is no clear There is limited research that has been internal or external monitoring systems to conducted concerning contemporary put accountability in place. If an PNG values. However, in describing the evaluation team visits then there is an values underlying a Melanesian automatic perception of accountability worldview, Franklin (2007) notes that and value in the program. However, no “education of any sort is widely prized real system for accountability has been throughout the country” (p. 35). In our put into place along the course of the own research, we have also identified past four years since the inception of this that a “modern lifestyle” is also valued pilot program. Two champions who have within a PNG context and as such the risen out of this program have been contribution that technology brings in willing to provide some basic assistance terms of fitting in with the modern with educational and technical support. educational and employment climate is However, an agency or individual who felt at the grass roots. acts in the capacity of monitor and supervisor has not been present to For some, OLPC provides status credits oversee the OLPC program. The through provision of service delivery, and accountability starts from on top and others have a personal interest in meets in the middle with school boards extending their own knowledge of and management teams, along with computing. Furthermore, it appears that students taking responsibility for care of for others its usefulness may not be felt the XOs. to the same extent.

At the core of OLPC is the principle of “OLPC is not a spade, not a bushknife! child ownership. Such policies from the An axe has a practical use…OLPC is outside, should be sensitive to local an adornment. A tool has pracitcal contexts and not undermine cultural application, OLPC is not being used as mores. Should such policies be imposed a tool” (Interested stakeholder) by providers to digital empowerment

The value of OLPC for community localised actors such as local community members, teachers and students also members. We conclude that without appears to be connected in varying generating agreement at all levels, the degrees with its entertainment value. participation of these actors will be The school community experiences limited. Agreement of what OLPC can participation in the program through using offer is a prior requirement to support the XO as a gaming device or “boom OLPC on each of these levels. box” (a media device to play music or movies thru a plug-in). Practically speaking, support of the OLPC program has been quite limited over the course of the three or four years “People are interested in using it like a that the XOs have been available at the boombox” (OLPC Champion) pilot schools. Support given to teachers by their head teacher and the school council as it applies to OLPC can be Creating educational value beyond the reported as limited. Teacher support of perceived entertainment value would the program is limited based on the low remain a significant challenge should the level of OLPC activity at all locations. program develop to its intended scale. Student’s support of OLPC, however, seems high. When children are given opportunities to use the XOs their interest Agreement and Participation and attention points to their support of the OLPC program. Support to students has some drawbacks in that the majority of For the purposes of this evaluation there teachers are not trained in OLPC to a has been unanimous agreement amongst level of proficiency where they can various stakeholders that there is a need provide classroom support to children to introduce technology for inclusion in who have difficulty or questions on how educational programs throughout PNG. the XOs and associated activities work. Despite this agreed understanding, the Financial support beyond the initial evaluation findings reveal that support provided by PNGSDP to launch participation on the part of school leaders the program does not seem to exist. in OLPC is low or nonexistent. The Educational and technical support teachers are mostly in agreement that provided to the pilot schools has been OLPC is a good idea, but participation in provided to a limited degree. Teachers the program for research, personal agree that additional support in the way preparation of lessons, and professional of ongoing training would be welcome. satisfaction proves to be low.

The delivery of OLPC services in terms of providing access for students occurs in a Infrastructure, Mobility & Training sporadic and limited basis. In spite of this, student willingness to participate in As a departure from original OLPC OLPC activities as a self-learning tool principles of “child ownership” and “low runs high. Actual participation in using age” espoused by OLPC, for OLPC the XOs tends to be mostly teacher- success, schools should be entitled to determined and students do not have the move away from such models and phase freedom to access the XOs at their own in approaches that are culturally sensitive discretion. and relevant. The five core principles of OLPC are ideologically driven but in In terms of support for OLPC, actors such many respects impractical within a PNG as national and provincial government context. Learning from how PNG pilot should be included, extending to more schools have adapted to their own

environments, secure computer lab external financial support is highly models and shared resources rather than unlikely to stand the test of time. In the personal ownership appear to be the absence of national policy, without long approach to which schools are migrating term committed funding partners outside towards. of church agencies and local communities, the success of OLPC is Minimising set-up time and movements of highly unlikely to be sustained. equipment, along with suitable, more convenient powering options that are not Other spending priorities have emerged time-wasters, appears to be the ideal. as having a higher priority and therefore The charging of the laptops with flimsy any digital empowerment strategy needs solar panels takes discipline, initiative to hook in to existing service delivery and persistence which is generally not options that have a higher placed value in present in the PNG schools. the mind of all stakeholders. How this can be achieved is addressed in the following section of this report. “You cannot induce curiosity for learning when the medium for learning keeps running away” (OLPC “The community will bring its priority

Representative) needs, you don’t create it” (Teacher)

Equipment should be reliable and OLPC has moved on to generations of XOs for very good reason. How equipment can Moving Forward: An Open be continual updated is a major challenge Systems Approach and has significant financial implications. The educational and technical support necessary to carry-on with OLPC Conceptions of ‘Activity Theory’ have programs is paramount to a viable developed over three generations of program. OLPC program requires research; where the notion of ‘activity’ constant training and support by both has moved beyond the individual towards externally available skilled technicians a focus on the complex interactions and a higher number of trained and between an individual and their equipped locally available support community. These interactions cannot technicians or OLPC coordinators. be seen outside of their cultural and historical context. Paid (not voluntary) trainers possessing both educational and technical training Activities are ‘open systems’ (Engestrom, who can pass training on as an itinerant 2001). Open system thinking is a resource (I will come to you service) conception that is pervading the social would be of great value to the OLPC sciences today and is considered as one process. Whilst the capacity of Star of the most important principles of Mountain Institute of Technology (SMIT) community development. It draws has not been assessed as part of this attention to holistic, informal, dynamic present evaluation for carrying out this and interactive processes. It recognises service, they may be an option worth the cultural and political side of considering. development and encompasses notions such as capacity, empowerment, Support and Finance participation empowerment, leadership and values. OLPC is an expensive intervention strategy that without ongoing major

Within the OLPC activity system including throughout the pilot schools as the teachers, students, parents, agencies beginnings of such a change effort. and community members, the number of confounds leads to a view of OLPC in As part of a deliberate change effort, it is PNG in its current form which is not our hope that this present evaluation can favourable. Yet, as a result of our be understood in terms of a collective investigation we endorse the words of a envisioning or reconceptualisation of Catholic spokesperson, whose guidance OLPC that embraces a wider vision and on this matter resonates with horizon of possibilities than what may Engestrom’s understanding of changes in have been previously considered in the activity systems: initial OLPC pilot in PNG.

According to a World Bank report14 on “Here in Western Province, a lot of OLPC, all too often, the related question things takes a lot of time and a lot of being asked is not 'What challenges are money and a lot of energy…you must we trying to solve, and what approaches not give up…we must not give up on and tools might best help us solve OLPC…it’s a time of reflection” them?', but rather, 'we know what our (Catholic System Spokersperson) technology 'solution' is, can you please help us direct it at the right problems?'. According to Engestrom (2001), when a system adopts a new element from the A reconceptualization of OLPC for PNG outside (for example, a new technology), does not limit a digital empowerment disturbances and conflicts can occur, but education program to OLPC and neither can also be followed by innovative does it place OLPC in a dichotomous attempts to change the activity. relationship with other approaches. Rather, OLPC is seen as one approach Activity systems move through relatively available that belongs within a broader long cycles of transformations. When an digital empowerment vision for PNG and activity system is aggravated by new it is to this that we now briefly turn as a elements, ‘some individual participants final recommendation and conclusion to begin to question and deviate from its the evaluation. established norms. In some cases, this escalates into collaborative envisioning and a deliberate collective change effort.’ Broadening the Vision: An (p. 137). ‘Open Learning’ In the majority of schools visited, many of conception of OLPC in the core principles of OLPC were identified as not being compatible with PNG the PNG context. As a result, schools themselves deviated from the established The conditions of each country provide norms and implemented their own the opportunities and constraints to policies. As threats were identified, improve student learning. The vision schools began to question processes and presented here does not constitute a adopt new ways of managing the ‘silver bullet’ for developing nations but program to address the risks. The rather is suggested as a digital questioning of established norms empowerment strategy for PNG that contributed to what has emerged begins with progressive steps. Each

14 See http://blogs.worldbank.org/edutech/big- educational-laptop-and-tablet-projects-ten- countries

community may advance faster than Stepping Stone 1: One ‘Library’ Per others through these stages and School (OLPS) therefore any strategy should be flexible enough to move with the successes of The support for this first stepping stone is individual communities. located in PNGs national education policies. The Universal Basic Education

“We don’t build the future on failure, we Plan suggests that school library facilities constitute important aspects of quality build the future on success” (Catholic System Spokersperson) education, and that these for a long time have been neglected. Activities recommended in the UBE plan include A reconceptualization of OLPC for PNG the establishment and upgrade of library suggests a shift away from an individual facilities along with the procurement of ‘child centric’ approach to a ‘community library books. centric’ whole of community approach. A community centric approach would link communities with national policy directives such as the Universal Basic Education Plan (UBE) and PNGs Integrated Community Development Policy15 in a more direct and meaningful pathway of engagement and participation.

The pathway as shown in Diagram 1, draws from an ‘open learning conception’ to conceive of a broader digital empowerment vision than OLPC provides For some schools, access to transport is when conceived as a stand-alone project. limited whilst for others it is more The following stepping stones accessible. The costs of freight can often demonstrate how this would be done. inhibit the ability of school communities to acquire library resources. Does an intervention strategy that is flexible for Diagram 1: Stepping Stones of an such situations exist? We believe so. Open Learning Digital Empowerment It is our view that should the current Strategy for PNG understanding of ‘library’ in the traditional sense shift towards a renewed vision of an ‘open learning centre’, the possibilities open up for the whole community. An ‘Open Learning Centre Per School’ can be conceptualised as a physical ‘service delivery hub’ that acts as a cornerstone for progressing effective learning communities that are digitally empowered; where community members, teachers, and students can all learn new skills and gain exposure to the use of technology for life.

15 See (GoPNG 2007)

are able to feel more confident with “I want OLPC to give us a computer for applying the use of technology in the the community. Before I used to write classroom. Teachers with confidence are more likely to achieve an increase in with a biro, to write submissions or recommendation letters or business student achievement in the use of letters and my hand would be painful. technology, motivation and management ‘Now I would follow up and they would strategies. ask me ‘Hey, your letter, your submission we didn’t get it’, so I would go and write it again and it was too painful” (Community Councillor)

Locating library texts or e-library facilities in the one location may also provide the opportunity for more fixed and less mobile powering options16 that may lead to cheaper financing, and better access, control, and use of technology in a structured learning environment. “For a teacher to have [an XO], it would be sustainable” (School Principal) Stepping Stone 2: One Laptop Per Principal (OLPP)

The evaluation has pointed to the need Stepping Stone 4: OLPC (One for head teachers to buy-in at very early Laptop Per Class/Child) stages into the benefits of technology for teaching and learning. As head teachers OLPC can mean different things to familiarise themselves with technology, different people. What it means and how their self-belief about individual capability it fits in with an overall effective digital is greatly enhanced. empowerment strategy should be carefully considered before embarking on Familiarising head teachers with such a strategy. For instance, could technology in advance of teachers and OLPC be a shared resource housed in a students may encourage leaders to cast lab-style environment? a vision for both teachers and students towards computer literacy. A digital empowerment strategy needs to provide opportunities for students to engage in using technology. The extent of the rollout and skills to be learned Stepping Stone 3: OLPT (One should be sensitive and relevant to the laptop Per Teacher) needs of the local context.

Teacher self-efficacy with computers is Decisions would need to be made critical to the use of technology in the concerning the cost limitations, extent of classroom. As teachers gain in exposure to technology, and how it fits confidence and realise the benefits that into the educational objectives in each accrue with the use of technology, they school. Local decisions can be assisted

16 OLPC has a powered storage rack where 75 XOs can be charged from one power point.

by clear national and provincial guidelines.

Final Thoughts

OLPC in some form has a future in PNG. The success or otherwise of a broader vision is a shared responsibility and without supportive organisational and leadership configurations is unlikely to yield the desire effects.

We recommend that a feasibility study testing the utility of, and addressing the practicalities of a broader digital empowerment vision for PNG schools be carried out before any further investment is made into OLPC in PNG.

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