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By Alex Twinomugisha 2009. Education in the Knowledge Society In the world economy, knowledge is increasingly the key factor of production as well as.

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Presentation on theme: "By Alex Twinomugisha 2009. Education in the Knowledge Society In the world economy, knowledge is increasingly the key factor of production as well as."— Presentation transcript:

1 By Alex Twinomugisha 2009

2 Education in the Knowledge Society In the world economy, knowledge is increasingly the key factor of production as well as a raw material for economic development It is acknowledged that transitioning successfully to the knowledge society requires investment in education, innovation systems, ICT infrastructure and implementation of those policies that support such a transition. Education in the knowledge society is critically important - not only is it the source of basic skills, it is also the foundation for the development of new knowledge and innovation.

3 ICT’s and education ICTs have the potential to widen access to educational resources, improve the quality of learning, and improve management efficiencies of the education system. It is also important for developing countries to equip tomorrow’s citizens with the increasingly important skills related to science and technology. More critically, ICTs have the potential to transform education; a potential that many developed countries are doing their best to harness.

4 GeSCI’s Foundation Developing countries following the rest of the world by placing ICTs and ICTs in Education at the centre of their development strategies. However, developing countries are less equipped in terms of capacity and resources- human and financial- to successfully and effectively harness the potential of ICTs. With this in mind, GeSCI was founded by the UN ICT Taskforce in 2003, and began operations in 2005 working initially with Namibia, Ghana, India, Bolivia and later Rwanda. WSIS UN ICT TaskForce GeSCI as a Global Programme

5 GeSCI Services Strategic advice to MoEs and other relevant actors (e.g. Ministry of S&T) together with building or strengthening strategic capacity of MoEs that leads to successful large-scale deployment and integration of ICTs in their education systems; Development of high-quality and relevant “knowledge products and services” such as knowledge tools and research that advances our overall understanding and strengthens the capacity of developing countries to leverage ICTs in education; Promoting and facilitating global policy dialogue on ICTs for Education as a way of contributing to the general understanding and development of the knowledge society.

6 GeSCI Activities 2009 - 2011 Country programmes involving direct advisory engagement with developing country MoEs on a system-wide basis to provide high quality strategic advice and support to the countries’ own plans, policies and efforts to deploy and integrate ICTs in education. Regional programmes involving knowledge sharing between GeSCI and the partner countries and between the partner countries, at the regional level in Africa, Asia and Latin America. Knowledge products and services through the identification of major knowledge gaps or common challenges related to ICTs in education. Promoting partnerships and facilitating global dialogue by leveraging ICTs to promote communication and collaboration with a diverse number of partners, globally, regionally and locally.

7 Country Programs

8 Working with countries- overview Every country is different. GeSCI tailors the strategic advice and capacity building to the local context. Typical engagement for a period of 3-5 years and then transitioning to regional engagement Direct advisory engagement with MoEs Comprehensive system-wide and multi-stakeholder approach Goes beyond traditional approach to encompass education and its role in development of knowledge societies Providing more strategic advice rather than purely technical advice Focus on capacity building rather than implementation– building capacity for implementation Focus on institutionalizing ICT4E in SWAps, ESPs, Budgets for sustainability Provide dedicated experts and advisors to the MoE

9 Working with countries- typical outputs GeSCI does NOT tell countries what they should do; rather GeSCI assists countries to develop the capacity to identify problems, craft suitable and sustainable solutions and prioritize actions. ICT in Education policies and strategic plans; Implementation or action plans; Organizational structures and staffing plans; Budgets and resourcing plans; Convening and aligning partnerships.  Successful deployment of ICTs.

10 What GeSCI provides Strategic advice to develop or strengthen the MoE’s ICT4E policies, plans and strategies Goes beyond traditional boundaries to encompass education and its role in development of knowledge societies More of strategic rather than technical advice Leads to institutionalization of ICT4E in SWAps, ESPs, Budgets for sustainability Building the strategic capacity of MoE to develop and implement its ICT4E plans Access to dedicated experts and advisors to the MoE as well as knowledge, research and experiences from other countries Overall leadership and commitment to the Ministry’s or government’s own ICT4E agenda/ policies and plans Overall management of implementation activities and resources (human, financial) Office space and limited communication facilities for GeSCI experts What the MoE provides

11 What GeSCI does NOT Do GeSCI is not a donor in the traditional sense but more like a “consulting” organization dedicated to ICT4E and Knowledge society issues and to working in close multi-stakeholder partnerships with governments. Work with small piecemeal disconnected projects that are not part of a country's overall strategic plan. Donate computers, other goods or money to the government. Run workshops or training courses for schools or individual learners on behalf of the government. Implement or manage any programmes on behalf of the government.

12 How are countries selected? Process of selection has 6 major steps:  Short-listing  Situational analysis- desk study and country assessment visits  Evaluation (against selection criteria)  Development of Country Engagement Strategy  Internal and external appraisal  BoD decision 1. short-listing criteria PRSP and/or Education Sector Strategy/ Plan prioritize ICTs for Education Country is a GeSCI Donor priority country 2. Selection criteria Country is politically stable There is clear demand from and commitment of the government/ MoE as expressed by letter to GeSCI, proposal or willingness to sign an MoU MoE can clearly articulate the major educational challenges and objectives and has some ideas of how ICTs can help MoE can demonstrate commitment by having or promising to have dedicated staff and budget lines within the context of a SWAp There are existing or planned government-led initiatives to use ICTs in Education There is an educational reform process underway and ICTs are considered an important part of the reform process MoE understand the implications of ICT integration in terms of system change and transformation

13 Transition and Sustainability GeSCI does not stay engaged full-time in any country indefinitely but at the same time GeSCI does not exit a country entirely After 3-5 years, GeSCI will transition its full-time support to another mode often offering support from its specialists at a distance and through the regional knowledge programs GeSCI makes it clear prior to engagement that support will be time-bound MoUs with countries spell out roles, responsibilities and deliverables Periodic reviews of MoU Focus on sustainable interventions (capacity building) and institutionalization of ICT4E Continued support after transition to ensure sustainability of programs

14 Regional Programs

15 Africa Regional Programme (ARP) The overarching goal of the ARP is to strengthen Knowledge Society related capacities and policies in SSA countries, emphasising the role of and linkages between education, ICTs, Science and Technology, Innovation and Knowledge systems Develop a regional Knowledge Sharing community and a platform or forum that brings together government agencies, development partners, civil society, private sector organisations and expert individuals Build strategic partnerships and form collaborations with other key stakeholders (e.g. with ADEA, UNECA, AU) Develop mechanisms to coordinate actions with key partners and stakeholders on Knowledge Society development in Africa Build knowledge and strategic capacity on knowledge society issues through targeted research activities especially as relates to ICTs for Education.

16 AKE AKE is GeSCI’s primary vehicle for knowledge sharing among the Ministries of Education as well as other relevant ministries (like Science and Technology) and institutions in SSA African Knowledge Exchange (AKE)- is a strategic knowledge sharing community geared towards empowering members to make more informed decisions on ICTs in Education, Knowledge and Innovation policies and strategies underpinned by research, good practice and the experiences of peers brings together and collaborates with developing and developed country governments, development agencies, civil society, private sector organisations and expert individuals (at national, regional and global levels) Relies on physical networking events and the latest web 2.0 tools such as social networking tools 16 countries so far invited to participate in AKE; expect all SSA countries to be involved by 2012

17 Asia and LAC India and Bolivia programs to transition to regional programs at end 2008 Focus on strategic capacity building, knowledge creation and sharing at the regional rather than country level. Regional programs in Asia and LAC undertaken with a strategic partner instead of GeSCI having own staff and offices

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