Empowering Youth through ICTs

1. Empowering Youth through ICTs TheWorld Linksfor Developmentprogram Michael Trucano, ICT for Education program, World Bank Institute

2. Outline of today’s presentation • World Links: Program description • Community outreach:Collaborative projects, school-based telecentres (Zimbabwe, Uganda, Laos), entrepreneurship • Community impact and lessons learned: Teaching and learning, gender impact, telecentre sustainability

3. Program description

4. The “World Links” Program To catalyze the development of national ICT In Education initiatives To improve & expand educational opportunities and horizons To prepare youth to develop skills to effectively enter a global economy based on knowledge and information To build bridges among the leaders of tomorrow --bridging the digital divide.

5. The New Global Economy Requires a New Global Education • Everything Education Did Before, AndMore • Basic Skills (literacy, numeracy, civics, etc.) • Greatest priority is STILL primary education, but it is not enough • Information-Reasoning Skills for Life-long Learning and Productivity • gather, evaluate, analyze, synthesize, visualize and communicate information (“dynamic knowledge”) • problem solving, teamwork, communication skills, and ability to be flexible learner -- skills demanded by new economy. • Global Knowledge and Outlook • Ability to work collaboratively across cultures, languages, time zones • Digital Literacy - word processing, spreadsheets, Internet.

6. World Links Pilot Project1997-2002 Botswana Burkina Faso Gambia Ghana Mauritania Mozambique Senegal South Africa Uganda Zimbabwe Brazil Chile Colombia Costa Rica El Salvador Paraguay Peru Palestine Turkey Sri Lanka Tanzania Rwanda Overview: • programs in 22 developing countries • Over 200,000 teachers and students, in over 1000 schools • 22 partner countries • hundreds of projects • external evaluations • Equity: more than 2/3 of schools are outside capital cities • Challenge: To reach the most rural schools on a sustainable basis

7. At its heart, World Links is a Professional Development (Training) Program • For teachers:Teaching with technology (four 40-hour workshops over two years) • For communities:Schools as Community Learning Centers • For policymakers:ICTs in Education Strategiesworking in coordination with local NGOs

8. Collaborative Projects Examples: • Environmental Awareness • Women and Tradition • Water Quality Project • World Poverty • Global Arts Project • Outreach to Our Communities • The Refugee Project • The Impact of Industrialization on Development • Science Review • HIV/AIDS

9. World Links: NGO and World Links for Development Program in WBI • World Links NGONon-profit created in 1999, now responsible for 100% of resources and program delivery. • Focus on teacher training & e-learning • World Bank Institute: ICT for Education program • Policy Makers Workshop for Staff and Clients. -- integration of ICT into Bank lending • Schools as Community Learning Centers (combined)

10. World Links in Asia World Links NGO taking lessons learned from pilot project and expanding to: • India • China • Sri Lanka • Philippines Pilipinas Schoolnet • Laos Jhai Foundation • soon: Vietnam, Cambodia, Indonesia with support from Japan Social Development Fund

11. Community outreach

12. School-based telecentres Zimbabwe and Uganda, Laos

13. School computer labs Schools’ responsibility • Staffing • Recurrent costs: electricity, phone/Internet, consumables (e.g., paper. toner)

14. This begs the question:How can participating schools fund recurrent costs?

15. Schools as Community Learning Centers • Takes advantage of available resources • Aggregates demand, enhances sustainability and school/community links • Open for teachers and students during school hours, with a small monthly access fee • Open for all community members during non-school hours (evenings, weekends, vacations) • about 180 days per year Enthusiastic reception by Ministries and school heads

16. School as Community Telecentreworkshop 40 hr workshop with nine modules and worksheets • General Introduction to Telecentre Movement • Linking Schools and the Community • Getting Organized – Operation Plans • Knowing Your Clients • Knowing Your Services • Making it Work In Your Schools • Spreading the Word • Paying the Way – Financial Planning • Knowing How You’re Doing Material is also relevant for non-school based sites

17. Zimbabwe-WorLD Case Study • Schools and educational resource center telecenter sites established in 1999 • School Decentralization • greater school autonomy/”champion” headmasters • Cluster model • more than one school served by each site • 43 dual-use centers • (9 resource centers, 33 school-based, 1 mobile van)

19. Uganda Wireless Internet Pilot • Support from WorLD, Gates Foundation and Schools Online • 15 new school-based telecentre sites in rural areas with high-speed Internet connection • new computer labs • 11 of these sites with VSAT satellite • 4 connected to VSAT hub via spread spectrum • Fast Connection – 36 kps (up)/ 256 kps (down) • Community Needs Survey in May 2001 • Technical, Financial, Institutional, Educational Sustainability • Schools working with full-time business plan developer • Economies of Scale – US$400 US$50/month

21. Wireless Pilot Objectives • Provide Access: Reach most rural areas in Uganda • Test Technology: Determine use and maintenance of VSAT technology • Financial Sustainability: Determine demand and willingness to pay • Push Regulatory environment: Licenses for rural wireless connectivity • Community impact: determine info services and impact on rural communities and increase school and community interaction. • Educational impact: benefits of rural connectivity on schools and for life long learning

22. Areas of Intervention • Assessment and Evaluation • Awareness Raising, Site Assessement, Community Needs Survey, High Impact Knowledge Assessment, Impact Evaluation – To be delivered • Technology Implementation • Computer Labs with LAN, Licensing Requirements for Wireless, VSAT and Spread Spectrum • Training • Technical Training, Pedagogical Training, Management Training, Content and Usage Training, Evaluation and Lesson Sharing Workshop • Content and Services • Tele-medicine, e-commerce, e-learning, NGO networking • Coordination and Support • Schoolnet Uganda coordinator, Technical coordinator, and Community Learning Center specialist

23. Service Example: Tele- Medicine ( Linking Moroto Hospital to Mulago Hospital) Linking Hospitals in Moroto (worst health indicators) to Mulago for E-consultations – breaking down doctor isolation and reducing the referral cases from the district

24. Entrepreneurship

25. Youth Information Technology (YouthIT) (Microenterprise Project) Opportunity:Create new youth-led IT businesses for opportunities for in-and out-of-school youth in developing countries Co-sponsored project of: • Altadena Rotary Club 5300 and other Clubs • JA International and JA Country Programs • World Links and Country Partners

26. Laos • World Links working with Jhai Foundation • Seven sites throughout the country • Wireless connectivity, refurbished computers • Schools as community telecentres • Usage based on community needs: schools, local business, medicine

27. Impact and Lessons Learned

28. Impact Surveys SRI Survey - Evaluation Conducted in 12 WorLD countries (1999-2000, follow-up study underway) Evaluation focused on implementation of program, differences between WorLD and non-WorLD schools, and impact on teachers and students Tracer Study - Uganda (2002) Gender Study – Senegal, Mauritania, Uganda, Ghana(Nov. 2001)

29. Impact of World Links Program on Teachers Percentage of Teachers Responding “A Lot” or “A Great Deal” How to design and lead collaborative student projects How to integrate computers into the curriculum How to use Internet software How to develop web pages WL Teachers How to design and use student assessment materials Attitudes about teaching Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

30. Impact of World Links Program on Students Percentage of Teachers Responding “Large Impact” or “Great Impact” Improved school attendance Improved knowledge or awareness of other cultures Improved communications skills Improved ability to get better jobs upon graduation WL Teachers Increased scores on national tests Improved attitudes towards technology Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

31. Gender impact

32. Gender Impact: Key Findings “Our self-esteem has really improved because of the World Links program. Now we can rub shoulders with boys that want to step on our toes. We walk with our chests out! Anytime we are confronted with questions we feel confident answering, even with older people we come boldly!” - Female World Links participant, Ghana • Same “High” Impact for boys and girls • Knowledge about other cultures • Attitudes towards school • Higher Impact for Girls • Academic results • Information-reasoning • Self-esteem • Communication skills • Higher Impact for Boys • Access to computers • Technological skills

33. Gender impactissues impacting equity of access • While a majority of girls do not feel that access to technology is an issue for them (60-90%)…. • high student to computer ratios and first-come-first serve computer lab policies disproportionately affect access issues for girls • Curfews & chores • Fair use policies • Role models

34. Gender impact • research on information considered taboo for girls is a major draw for girls accessing the Internet for academic work in World Links schools

35. Community impact

36. World Links Tracer Study World Links Control Group RespondentsUniversity Are Computer Literate 100% 58% Have Taught Others Computer Skills 80% 28% Use Computer Skills to Aid Studies 100% 35% Are Pursuing a Degree Related to ICTs 36% 13% Are Currently Employed in ICT Field 17% 0% Are Planning a Career in the ICT Field 43% 13% Females Pursuing an ICT Related Degree 24% 0% Females Pursuing an ICT Related Career 24% 0%

37. Community ImpactTelecentre project • Economic Development. • Tourist guides and small businessmen are using computers and the Internet in their day-to-day activities. • Telemedicine content and consultations developed. • Life Long Learning. • More and more upcountry students and in-service teachers are enrolling for distance education courses in and outside Uganda. • Partnerships developing with educational institutions delivering distance education courses. • Community interest in the School • Schools and community interaction has increased. • Catalytic project for national rural communications development programs.

38. Lessons LearnedTelecentres • The Concept Works – Sustainability not yet proven • Community Involvement essential • Needs survey to proceed all activities • Build ownership and involve in management • Head Teachers important • Work with existing organization with existing user base • Training, training, training • Demand and ability to pay strong thus far but not certain • Need to tailor content to meet community needs • Choose open standards for Equipment • Technology stable but need to build in replacement costs

39. www.worldbank.org/worldlinks