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The Future of Learning and Technology in Deprived Contexts

Tim Unwin, Mark Weber, Meaghan Brugha, David Hollow

London: Save the Children (2017), 51 pp.

"This report has focused on predicting what basic education, the use of ICTs, and the ways that these technologies will contribute to education will look like by 2025, with a particular emphasis on the implication for those living in the most deprived locations. Three broad conclusions are appropria ... te. First, there is immense diversity, not only in education delivery but also in access to, and use of, ICTs. This will remain the case in 2025, and the resultant inequalities might well be very much worse than they are today. If current trends continue, then the use of technologies by the rich will be markedly different from the use of ICTs by the poor. The most deprived will continue not to have access to ICTs, will continue not to benefit from them, and will become relatively more disadvantaged. However, millions of slightly better off poor people will indeed be able to benefit from the potential that existing ICTs will be able to deliver over the next decade, especially in terms of access to educational content that may enable them to live more fulfilled lives. Second, for education systems to be improved, especially for the poorest and most marginalised children, there must be a fundamental rethinking of the vision for education in almost every country of the world. Educational change is slow, but some of those consulted for this report were optimistic, and thought that the pressure for change will soon become so high that governments will have to respond by instigating fundamental reforms. These, though, will be very expensive, and it still remains unclear how they will be funded and implemented. While the ICT sector is still likely to experience much rapid innovation, it is much more probable that the education sector will only evolve slowly. It is therefore also important that these technologies are used to enhance opportunities for learning everywhere, even where the education systems are slow to evolve. Third, there have indeed been many exciting and innovative uses of technology within education over the last two decades, and some of these are already being applied in contexts of both physical and socio-cultural deprivation. However, all too often those implementing ICTs initiatives in the education sector focus primarily on the technologies, rather than the education. If technology is indeed to be used to support learning, both in school and out of it, there needs to be a complete reversal of much current practice. The focus must be first on the education, and only then on the various technologies that can help deliver it." (Conclusions, page 20) more

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Textbook Provision for All: Lessons Learned from the General Education Quality Improvement Project (GEQIP)

Girma Woldetsadik, Chandrani Raysarkar

Washington, DC: World Bank Group (2017), xiv, 40 pp.

"Ethiopia printed more than 78 million textbooks for 20.1 million students under GEQIP1. When the current reliance on development partners to provide teaching/learning materials comes to an end, these impressive gains can be sustained only if the Ethiopian government allocates adequate, predictable ... yearly financing from the treasury to do so. Based on the experience of GEQIP1, the average budget to sustain the provision of textbooks and teaching guides is estimated at 6–8 percent of the yearly recurrent budget for education (8–10 percent if supplementary materials are added). A second prerequisite for sustaining these gains is to develop an effective information management system to track national demand for textbooks in relation to supply and facilitate inventory control. To handle the complexities of international competitive bidding and maintain a strict timeline for routine delivery, the MoE should plan a robust capacity-building exercise that will help Ethiopia not only to manage textbook provision for larger linguistic groups but mainstream access to textbooks for minority groups as well. Lack of expertise and limited production facilities of local publishers and printers have required the government to resort to international alternatives, sometimes to the detriment of local enterprises. Given that it would be preferable to rely on local suppliers to produce teaching/learning materials of comparable quality to those produced internationally, a systematic effort is essential to scale up local capacity and enable the local printing industry to become competitive in supplying national requirements. As in many nations, Ethiopia’s weakest link in the textbook supply chain is the distribution system. Schools in rural and remote areas suffer the most. Restructuring the delivery system would ensure more timely distribution of teaching/learning materials from districts (woredas) to schools. Finally, students must be encouraged to bring their textbooks to school rather than keep them at home for fear of damaging them and incurring fines. Teachers, who are the primary facilitators of learning, must be trained in effective handling of textbooks and to play an active role in sensitizing families to the importance of using textbooks in the classroom." (Main findings, page xiv) more

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Orientaciones para docentes y recursos digitales para atender a la diversidad en la educación a distancia en el contexto del COVID 19

UNICEF (2017), 22 pp.

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Guide to Developing Open Textbooks

Andrew Moore, Neil Butcher

Burnaby: Commonwealth of Learning (COL) (2016), 62 pp.

"The Guide to Developing Open Textbooks has been developed to assist teachers, teaching support personnel and educational technology administrators to: 1. understand the value of open education, OER and open textbooks for teaching and learning; 2. appreciate the potential value of developing an open ... more

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Engaged Learning Guidebook for Students: Using ICTs for Community Development

Royal D. Colle

Incheon: Asian and Pacific Training Centre for Information and Communication Technology for Development (APCICT-ESCAP) (2016), vii, 76 pp.

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Radionovena: Florece la vida en territorios de paz

Milton Álvarez

In: Siembras del buen vivir: Entre utopías y dilemas posibles

Quito: Asociación Latinoamericana de Educación Radiofónica (ALER) (2016), pp. 163-170

"Surge el propósito, desde La Esquina Radio [Medellín, Colombia] en aprovechar el interés de las comunidades por la celebración cultural de la novena navideña, y a partir de ese acto, potenciar el encuentro ciudadano y la reflexión ciudadana, sin ningún tinte religioso, realizando una transmi ... more

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Terminaux et environnements numériques mobiles dans l'espace francophone

Alain Kiyindou, Étienne Damome (eds.)

Paris: L'Harmattan (2016), 240 pp.

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Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review

Negin Dahya

Bonn; Eschborn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) (2016), 67 pp.

"ICT have a high potential for education system strengthening, despite the particular obstacles that exist in conflict and crisis settings. Enabling education systems, for example, involves the use of mobile money transfers to ensure teachers receive regular salaries. Two-way communication systems u ... more

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A Comparative Study on the Role of Digital Media and Print Media in Enhancing Literacy and Reading Culture in Africa

Working Group on Books and Learning Materials (WGBLM)

Association for the Development of Education in Africa (ADEA) (2016), 33 pp.

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Cuentos y mitos amazónicos en la construcción de la identidad cultural indígena desde la educomunicación

Mónica Janeth Villanueva Galdos

Barcelona: Universidad Autónoma de Barcelona, Master en comunicación y desarrollo (2016), 79 pp.

"Frente a la ausencia de material educativo elaborado desde los valores y la cosmovisión de los pueblos indígenas de la Amazonía, este proyecto presenta una serie de cuentos y mitos amazónicos, al servicio de los procesos educativos interculturales -formales y no formales- en la ciudad de Lima-P ... more

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The Scramble for Textbooks in Tanzania

Sonia Languille

African Affairs, volume 115, issue 458 (2016), pp. 73-96

"In 2014, the Chama Cha Mapinduzi (CCM) government in Tanzania decided to discontinue the market-based system for textbook provision that was established in the early 1990s and revert to full state control. Drawing on the theory of political settlements and the literature on Tanzania's industrial po ... more

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Popular Cultural Action, Catholic Transnationalism, and Development in Colombia before Vatican II

Mary Roldán

In: Local Church, Global Church: Catholic Activism in Latin America from Rerum Novarum to Vatican II

Julia G. Young, Stephen J. C. Andes (eds.)

Washington, DC: Catholic University of America Press (2016), pp. 245-274

"This chapter examines the history and development of Popular Cultural Action (Acción Cultural Popular, or ACPO), the multipronged project of Christian revitalization, local empowerment, and communitybased development whose radio education network, Radio Sutatenza, founded by a Colombian parish pri ... est in 1947 to address rural adult illiteracy, became Latin America’s first Catholic radio network and the model for media-based rural education and community development programs in twenty-four countries throughout Latin America, Asia, and Africa. In nearly a half century of existence, ACPO published and distributed more than six million cartillas (illustrated instructional manuals) for its five-point “Fundamental Integral Education” (EFI) program, which included Alphabet, Numbers, Health, Economy and Work, and Practical Spirituality; distributed seventy-six million copies of the newspaper El Campesino; received and answered 1.2 million letters from rural listeners and readers; graduated twenty-three thousand Colombian and foreign radio auxiliaries and community leaders from its training institutes; logged 1.4 million hours of educational broadcasting; and pressed 690,000 records. By 1990, when ACPO was forced to shutter its press and record-cutting studios and sell off its 245 radio network and buildings, it had a presence in hundreds of rural parishes stretched across the length and breadth of Colombia, and its broadcasts and educational materials were frequently acknowledged as inspiration for many a professional of rural origin. ACPO was but one among many other Colombian projects inspired by Leo XIII’s Rerum novarum (1891) and spearheaded by both laypeople and clergy that emerged in the period before Vatican II to redress longstanding social, economic, and cultural inequalities made more acute in the first half of the twentieth century by the specter of totalitarianism, economic crisis, rural migration, urbanization, and incipient industrialization. This chapter traces the history of ACPO between 1947 and 1962. It grew from modest origins, conducting adult rural literacy work and basic community-centered development in three small, Central Andean settlements supported by local in-kind contributions and a small diocesan subsidy. Gradually, it would expand into a multimedia-based educational juggernaut with transnational influence, partners, and funding lauded by Pope Pius XII in a 1953 Vatican Radio broadcast heard throughout Latin America. By the late 1950s, ACPO was held as the model for Catholic-directed, radio-based rural education and community development. ACPO’s success and eventual influence beyond Colombia’s borders was partly the result of Catholic transnational activism occurring in the decades before Vatican II. Efforts to redress the excesses of unrestrained capitalism and to build a community based in papal encyclicals such as Rerum novarum or Quadragesimo anno, even when they stopped short of advocating the kind of structural, grassroots Christian base community approach embraced by Liberation theology, I suggest, laid the foundations for participatory and transformative forms of social action that emerged after Vatican II." (Pages 245-246) more

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Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age

Olaf Zawacki-Richter, Adnan Qayyum (eds.)

Springer (2016), viii, 140 pp.

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Open Educational Resources: Policy, Costs and Transformation

Fengchun Miao, Sanjaya Mishra, Rory McGreal (eds.)

Paris; Burnaby: UNESCO; Commonwealth of Learning (COL) (2016), 231 pp.

"Open Educational Resources (OER) — teaching, learning and research materials that their owners make free for others to use, revise and share — offer a powerful means of expanding the reach and effectiveness of worldwide education. The Commonwealth of Learning (COL) and UNESCO co-organised the W ... more

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Inside De Caliphate's Classroom: Textbooks, Guidance Literature, and Indoctrination Methods of the Islamic State

Jacob Olidort

Washington, DC: Washington Institute for Near East Policy (2016), xii, 76 pp.

"The study is divided into three parts, the first of which describes the Islamic State’s publishing house, Maktabat al-Himma, and its activities and offers a rough chronology of when the group published various works. The second part examines the group’s classroom textbooks, drawing comparisons ... more

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Online-Trainings und Webinare: Von der Vermarktung bis zur Nachbereitung

Silvia Luber, Inga Geisler

Weinheim; Basel: Beltz (2016), 227 pp.

"Der virtuelle Klassenraum hat sich als interaktives Medium für synchrone Online-Trainings bewährt. Dieses Buch zeigt, wie solche »Live Online Trainings« geplant und Schritt für Schritt umgesetzt werden: von der technischen Installation über Fragen zur IT-Sicherheit bis zur Aufbereitung eines ... more

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Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. Case Studies from the UNESCO Effective Literacy and Numeracy Practices Database (LitBase)
Deep Insights

Ulrike Hanemann, Cassandra Scarpino (eds.)

Hamburg: UNESCO Institute for Lifelong Learning, 2nd ed. (2016), 159 pp.

"This publication provides a selection of literacy programmes that use radio, TV, mobile phones, tablets and computers to support the development of literacy, numeracy and language skills. Due to continuous demand, the second edition of the publication has been updated with new case studies. All pro ... more

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Storytelling and Education in the Digital Age: Experiences and Criticisms

Matteo Stocchetti (ed.)

Berlin: Peter Lang (2016), 191 pp.

"While the importance of the role of storytelling can hardly be overestimated, the impact of digitalization on this role is more ambivalent. In this second book-length publication of the programme Media and Education in the Digital Age – MEDA, the authors take a critical stance towards the alleged ... more

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Guidelines for Quality Assurance and Accreditation of MOOCs

Allison Littlejohn, Nina Hood

Burnaby: Commonwealth of Learning (COL) (2016), v, 27 pp.

"Two main factors influence how we might assess the quality of a massive open online course (MOOC): purpose and perspective. By purpose we mean the reason(s) the MOOC has been developed and facilitated. By perspective we mean who is measuring the quality. These two factors are intrinsically linked. ... more

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Open Learning Guide

rOg agency for open culture & critical transformation (2016), 2 pp.

Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. Case Studies from the UNESCO Effective Literacy and Numeracy Practices Database (LitBase) Deep Insights

Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. Case Studies from the UNESCO Effective Literacy and Numeracy Practices Database (LitBase)
Deep Insights