Role of Eeducation in Promoting Access to Knowledge in the Developing Countries

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Role of E-education inPromoting Access to
Knowledgein the Developing Countries

• Internet Governance Research Program
• Diplo Foundation

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Research Team

• Veronica Cretu, Research Supervisor, IGRP,
  DiploFoundation, Malta and President of the CMB
  Training Center, Moldova
• Priyanthi Daluwatte, Virtual Village Project,
  Sarvodaya, Sri Lanka

Jimmy Bruce, Bring ICT to Haiti, Haiti Irina
Cusnir, The Ministry of Information Development
of the Republic of Moldova Moldova Andrea
Silva, Administrative Development Foundation
FUNDAP, Brazil
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WHAT - Research Hypothesis

• Access to ICT can enhance the effectiveness of
  teaching and of knowledge dissemination, and
  support will enhance teachers ability to use
  ICT effectively

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Research Objectives

• To identify and document examples
• of online programs (life-long learning programs)
  aimed at supporting INOVATIVE  teachers,
  educators, professors from the developing
  countries
• To analyze current initiatives launched by the
  Ministries of Education in regards to promoting
  and facilitating a wider access to knowledge for
  the INOVATIVE teachers
• To come with a list of recommendations for each
  Ministry of Education from the countries involved
  in the research.       

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Research Methodology

• Online research the results of which are
  available in an Online Portal (http//textus.diplo
  macy.edu/Textusbin/portal/Ghome.asp?IDspace118)
• Case studies conducted by the research team in
  their home countries Moldova, Sri- Lanka,
  Brazil and Haiti
• Interviews conducted with stakeholders involved
  in the Educational Sector school teachers,
  university teachers, school principles, NGOs and
  International Organizations representatives,
  Ministry of Education Representatives.

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Case Studies

• The Research Team has conducted case studies in
  their home countries

Moldova
Brazil
Haiti
Sri Lanka
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Discussion of Results

• Strengths

Weaknesses
Opportunities
Threats
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Discussion of Results

• Strengths

• Clear IT and e-learning strategies at the
  national level (all cases)
• Front-runners among the teachers The teachers
  positive attitude and involvement (Sri Lanka and
  Brazil especially)
• Capacity Building Programs initiated (all 4
  cases).

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Discussion of Results

• Weaknesses

• The teachers positive attitude and involvement
  (especially Moldova case)
• Low level of IT competences among the teachers
  plus prevalence of relevant training (Moldova
  case)
• Adequate infrastructure and equipment
• Effective technical support
• Lack of enthusiasm among teachers ( or the
  presence of techno fear) and lack of positive
  attitude among teachers (in Moldova especially)
  in using the ICT in teaching
• Lack of interest and motivation among the
  teachers
• (often this is related to low salary and lack of
  time)
• Low degree of e-readiness in society
• Inadequate infrastructure and equipment at
  institutions
• High vulnerability to technical problems and high
  maintenance
• costs
• Lack of technical support
• Lack of access to computers at the workplace
• Availability of adequate e-content in local
  languages.

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Discussion of Results

• Opportunities

• E-learning is improving the quality of teaching
  and students qualifications
• High degree of flexibility and individualization
• Momentum towards the information society
• Increased requirements from the labour market
  concerning IT skills
• National focus on e-learning strategies, action
  plans and funding from donor agencies (especially
  Sri Lanka, Brazil and Haiti)
• Emphasis on e-learning at donor agency level
  initiatives, projects and funding on capacity
  building and content preparation, as well as
  improving the infrastructure
• Public/private partnerships regarding e-learning
  
• Co-operation between institutions regarding
  e-learning programs and initiatives
• Self-satisfaction of teachers who use ICT in
  having a wider Access to Knowledge.

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Discussion of Results

• Threats

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• Lack of e-content
• Lack of funding

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Recommendations

• Elaboration of a consistent institutional
  framework, legislation and regulations
• Supplying educational institutions with computers
  and other ICT related equipment and
  infrastructure
• Reducing the digital divide between rural and
  urban educational institutions, between different
  types of schools and universities
• Developing specific approaches to enhance ICT
  training, to improve their use in teaching and
  learning processes
• Developing and providing computer-aided training
  software products and electronic textbooks
• Developing mechanisms to encourage teachers to
  use ICT in their teaching practices
• Providing support to the effective use of ICT in
  education management
• Exploring the possibilities with private sector
  companies to develop or adapt software to meet
  local concerns (by using local content, local
  languages, etc.)
• Conducting feasibility studies and piloting
  projects to investigate innovative materials and
  approaches
• Supporting and promoting innovative teachers (who
  will serve as change agents in the educational
  system)
• Offering improved conditions for lifelong
  learning, including people who are outside the
  formal education process, and thus improving
  their professional skills.

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THANK YOU FOR YOUR ATTENTION !!!!