The Multilingual Challenge in the EFA context WSIS Thematic Meeting Bamako, Mali May 6, 2005 Pro-Poor ICT for Education Dan Wagner Director and Professor International Literacy Institute University of Pennsylvaniawww.literacy.org

Main points Many reasons for multi-lingualism in ICT and education From human/linguistic rights to student achievement But, what role can ICT play, and how to make this concrete? First, what is the Pro-Poor ICT, and who are the very poor? Relationship between literacy, language & development Multilingualism and ICT for education One new model: Bridges to the Future Initiative (BFI) Principles for concrete action Principles for measurement Policy conclusions

Who are the Poor? Global Illiteracy and Technological Illiteracy Youth and Adult Illiteracy Rates (15 years and older, 2000) OECD countries AfricaArab region Latin America East Asia & Oceania South Asia Traditional Illiteracy Technological Illiteracy Youth/adult literacy and technological literacy gaps are massive and growing Large inequalities by gender, ethnicity and language In Africa, more the half the population is illiterate or low- literate

Adult Illiteracy by Gender (2004) Gender Disparities in Adult Illiteracy (15 years and older) **Gender ratio remains nearly 2:1

Youth literacy, by gender and location ( years) Rural girls and women - primarily local language speakers - are at much higher risk in poor countries the world over

Literacy and Development: Strong global relationships Literacy Rates (age 15+) & GNP per Capita Literacy Rates (age 15+) & Life Expectancy Source: UNESCO (1997) Adult Literacy Rate (%) GNP Per Capita (US Dollars) Adult Literacy Rate % Life Expectancy (years) %

The Digital Divide is plural 1.Access 2.Connectivity 3.Content (language) 4.Skills

Why consider ICTs for multi-lingual education?  Increase in learning quality for school children  Second-chance education for out-of-school youth  Cost-effective culturally-relevant materials  Immediate productivity  Customizable & context-sensitive  Improved teacher training  Low-cost scale up

Bridges to the Future Initiative (BFI) Main target groups: Reaching the most disadvantaged: Girls and women Ethnic and linguistic minorities Lowest income and unemployed BFI provides: Low-cost hardware infrastructure based on under-used ICT labs; NO web required Multimedia materials in multiple languages for literacy and information In-service teacher training India South Africa Ghana Partners: UNESCO, Unicef, World Bank, Microsoft, others

Principles for action... Access-only Digital Divide programs do little to address poverty reduction. The last three cranium inches count - Content is key ICT tools must be consumer-oriented and context/culture sensitive, and must have learning at their core. Literacy and technology are becoming inter-dependent The Pro-Poor Challenge is…building bridges to the bottom half of the bottom half of the Digital Divide.

Principles for measurement... Handbook for the Monitoring and Evaluation of the Impact of Educational Initiatives Utilizing ICTs Key questions: What is the impact on student achievement using ICTs in LDCs? How do ICT interventions compare to other types of interventions? How should impact be measured, and especially as they relate to EFA and MDGs? How should monitoring and evaluation studies of the impact of ICTs in education be conducted?

Policy conclusions Shape the policies: Build on what government wants to do, and help to guide them. Follow the money: Policies guide spending. Spending is in sectors like health and education. Multiple languages can work: Language choices and high-quality. Incorporate research and evaluation: The only way to continue after the Minister departs.