KAWA Uganda ICT Programmes in Schools

ICTs in Education Impact KAWA is making in schools Page | 1

KAWA ICT REPORT JUNE 2012

2012

Table of Contents Executive Summary ....................................................................................................................... 3 Background of KAWA ..................................................................................................................... 5 Vision............................................................................................................................................... 5 Mission Statement ............................................................................................................................ 5 Background ...................................................................................................................................... 5 Training Teachers in Computer Repair And Troubleshooting ........................................................... 6 Objectives: ....................................................................................................................................... 7 The Way Forward for ICT in Education ......................................................................................... 10 Creating Digital Content for and by teachers .................................................................................. 10 Train all teachers and instructors in basic ICT and pedagogical skills ............................................. 11 Support networking among teachers ............................................................................................... 11 Use administrative applications as complementary services ........................................................... 11 Increase access to computers .......................................................................................................... 12 Search for low-cost solutions .......................................................................................................... 12 Poorly furnished Classrooms .......................................................................................................... 14 Presentation on the Learn with Grandma concept of intergenerational Learning ............................. 15 Improve youth learning skills ......................................................................................................... 18 Community Telecentres.................................................................................................................. 19

2

KAWA ICT REPORT JUNE 2012

2012

Val Wood Gaiger, a global ICT in Education promoter talks to teachers about technology and Intergenerational learning.

Executive Summary This news letter explores the experiences, achievements and lessons learned KAWA Uganda in using Information and Communication Technology (ICT) towards the innovative Secondary Education Skills Enhancement in the districts of Tororo, Busia, Mbale, Kapchorwa, Kween, Bukwo, Bududa, Manafa, Pallisa, Kibuku, Budaka, Kumi, Serere, Ngora, Kaberamaido, Katakwi, Amuria, Soroti, Iganga, Bugiri, Kaliro, Mayuge, Namayingo, Namutumba, Jinja, Kamuli, Mityana, Mubende, Kyenjojo, Fort Portal, Kasese, Kabale, Kisoro and Mbarara districts, Kamwenge, Bukedea, Lyantonde, Amudat, Buyende, Luuka, Ntoroko, Bukomansimbi, Butambala, Kalungu, Sheema, Kibuku, Kabarole, Kibaale, Kisoro, Kween, Lwengo, Mitooma, Buhweju, Ntungamo, Rakai, Rukungiri, Butaleja, Ibanda, Isingiro, Kiruhura, Namutumba, Rubirizi, and Kanungu.

The education sector is crucial for developing the human capital of countries to innovate and find solutions for sustained and equitable growth.

ICT can be used to improve the quality of education by enhancing educational content development, supporting administrative processes in schools and other educational establishments, and increasing access to education for both teachers and pupils via distance learning. It offers opportunities for

3

KAWA ICT REPORT JUNE 2012

2012

students and young people, particularly those living in rural communities, to broaden their horizons and improve their employment prospects.

Teachers being trained in content creation at Iganga High School in Eastern Uganda To achieve this, KAWA is supporting secondary schools in Uganda to integrate appropriate ICTs through a wide variety of education projects that cover areas such as teacher training through Continuous Professional Development (CPD), the creation of Digital Educational Content and development of teaching materials, as well as use ICT for efficiency in administration at secondary school level.

This impact study highlights the projects’ achievements and describes the lessons learned. By sharing these experiences, KAWA hopes to contribute to a better understanding within the development community of the opportunities and challenges of using ICT in the education sector.

We would therefore like to thank the Ministry of Education especially John Agaba, Commissioner, Secondary Education, who supported the idea of Private Public Partnership in the promotion of Education Standards in the country. In addition, we would also like to thank all the District Education Officers, CAOs and Headteachers who helped by funding the programme and sharing their experiences and challenges with us in the implementation of ICT projects.

Special thanks also go Valerie Wood Gaiger of Learn With Grandma, UK for the direct involvement in training teachers in Inter generational Learning using Skype.

We hope you find the impact study useful for your work.

Moses Wamanga Wamboga, National Chairman, KAWA June 2012

4

KAWA ICT REPORT JUNE 2012

2012

Background of KAWA Kisubi Associated Writers Agency (KAWA) is an educational forum founded by teachers and authors of books for schools. KAWA focuses on printing and publishing educational materials, promotion of reading culture, setting standard Examinations, IT training, creation of databases and websites for schools, career guidance services, free library support, free online schools directory as well as other outreach services.

Vision To be a leading education service and family support provider through use of ICT for sustainable development.

Mission Statement To improve the quality of life among the rural poor by creating opportunities in education, health, global links through appropriate use of ICT.

The Minister of Education Launching KAWA Books and digital content in 2010.

Background KAWA raises its funds from sale of books and digital content as well as conferences, seminars and workshops. Appeal is made to the National, Regional and International funding agencies to fund partner with KAWA in ICT projects. KAWA has projects in the following districts of Uganda

The agency started in 2000 by few teachers of St. Mary’s College Kisubi. It has expanded to include most teachers from other prominent schools and Universities countrywide. The management is made up of highly qualified and dedicated teachers.

With the right tools, people in Uganda and other developing countries can considerably improve their livelihoods and quality of life. Better access to information and communication technologies (ICT) is particularly vital in enabling them to achieve their goals. That is why the Kisubi Associated Writers Agency (KAWA) creates practical and sustainable solutions that connect people and enable them to benefit from ICT. As an independent notfor-profit foundation, we put knowledge, innovation and finance to work with partners from the public, private and not-for profit sectors.

Together, we can make a Uganda of difference.

Adjumani, Bugiri, Busia, Katakwi, Nakasongola, Ssembabule, Kamwenge, Kayunga, Kyenjojo, Mayuge, Apac, Arua, Bushenyi, Gulu, Hoima, Iganga, Jinja, Kabale, Bukedea, Lyantonde, Amudat, Buikwe, Buyende, Kyegegwa, Lamwo, Otuke, Zombo, Alebtong, Bulambuli, Buvuma, Gomba, Kiryandongo, Kyankwanzi, Luuka, Namayingo, Ntoroko, Serere, Bukomansimbi, Butambala, Kalungu, Sheema, Kibuku, Kabarole, Kalangala, Kampala, Kamuli, Kapchorwa, Kasese, Kibaale, Kiboga, Kisoro, Kitgum, Kotido, Kumi, Kole, Kween, Lwengo, Mitooma, Napak, Ngora, Buhweju, Lira, Luweero, Masaka, Masindi, Mbale, Mbarara, Moroto, Moyo, Mpigi, Mubende, Mukono, Nebbi, Ntungamo, Pallisa, Rakai, Rukungiri, Soroti, Tororo, Nakapiripirit, Amolatar, Amuria, Bukwo, Butaleja, Ibanda, Isingiro, Kaabong, Kaliro, Kiruhura, Koboko, Manafwa, Mityana, Nakaseke, Abim, Amuru, Budaka, Buliisa, Dokolo, Namutumba, Oyam, Maracha, Bududa, Nwoya, Agago, Rubirizi, Pader, Sironko, Wakiso, Yumbe, Kaberamaido and Kanungu.

KAWA is active in Uganda, but soon extending to Southern Sudan and DRC working Learn With Grandma, where we shall create and enhance development opportunities in education, livelihood, good governance, health and the environment. Our approach includes linking local, national and international organisations as well as formulating and implementing ICT-supported development projects.

5

KAWA ICT REPORT JUNE 2012

2012

Training Teachers in Computer Repair And Troubleshooting

studies. The schools which attend include both public and private schools secondary schools.

Kisubi Associated Writers Agency (KAWA Uganda) in partnership with the Ministry of Education and Sports has so far organized and conducted a two day non-residential Computer Maintenance, repair and troubleshooting hands workshops for District secondary school computer lab managers and teachers in Tororo, Busia, Mbale, Pallisa, Kumi, Soroti, Iganga, Bugiri, Jinja, Kamuli, Mityana, Mubende, Fort Portal and Kasese districts.

New Districts has been always attended these workshops from the main districts.

Training Teachers in Computer Repair and Troubleshooting The workshops are held on a cost-sharing model between KAWA Uganda and the participating schools. KAWA Uganda is responsible for provision and payment of facilitators, workshop tools, Computers and spare parts for demonstration, CDs, DVDs and books. Each participating school contributes 60,000 (sixty thousand shillings) to cater for the meals, stationery, certificates and other

The workshops which commenced in March, 2012 at Manjasi High School in Tororo target school ICT administrators, system managers, computer technicians, lab managers and teachers of computer

6

KAWA ICT REPORT JUNE 2012

2012

workshop materials. Schools are also responsible for the transportation and accommodation of some participants for those who were coming from far.



 Manjasi High School Tororo, Dabani Girls School Busia, St. Thomas Secondary School Mbale, Pallisa SSS, Nyero Rock High School Kumi, Soroti SS, Iganga High School, Buzaaya SS – Kamuli, Wairaka College Jinja, Mityana SS, Light College Mubende, Mpanga SSS Fort Portal and Kasese SSS, Kigezi High School, Ntare School and Basajjabalaba SSS, hosted the workshops by providing venue, whole computer lab, interactive white board, generators, preparing tea and the standby technical team.  

To learn and practice the installation of software including the Operating system, Utility programs and applications on computers.

To enable teachers discover and practice computer restoration from software crashes.

To learn Computer and peripheral maintenance and troubleshooting.

To share useful basic principles of computer lab care, management and leadership in implementing school ICT projects.

A teacher Installing a motherboard for the School Computer after training.

Launching the Learn With Grand Project at Parents Pride School in Busia

To introduce the participants to intergeneration learning and Learn With Grandma which their schools can join for international school linkages and for tele-collaborative projects.

Objectives: The workshop had the following objectives:  To provide the ICT teachers and computer lab managers an opportunity to brainstorm the challenges they face in maintaining, repairing and troubleshooting computers and share experiences for each one to learn from the other.  To identify tools, equipment and hardware composition of a computer and name them accordingly.  To help teachers and lab managers learn and practice assembling computers.

7

KAWA ICT REPORT JUNE 2012

2012 Teachers going through identification of tools, equipment and hardware composition of a computer







To introduce the computer lab managers and ICT teachers to a School Digital Library that does not require Internet access as a supplement to the traditional book library.

To introduce teachers to practical computer networking in creating a simple LAN for the school.

To introduce and give a hands-on experience to new technologies which support learning like the Clever Board – the hard surface interactive board from UK. Cleverboard is an interactive whiteboard with a touch-sensitive screen and in built computer and speaker.

Teachers analyzing the composition of the HDD.



Joram Ngobi sharing his experience from the interactive Clever Board

8

To get ideas and suggestions from the school teachers on how best schools can be supported in order to use Information and Communication Technology (ICT) to enhance teaching and learning in schools.

KAWA ICT REPORT JUNE 2012

2012 We do have extensive experience in this kind of development so I hope we will be able to be of maximum assistance - we have established around 300 accredited training and testing centers country wide and this figure includes organizations such as yours, which would be very welcome additions to our global community.

Introduction to Continuous Professional Development in ICT Moses Wamanga, the Executive Director of KAWA Uganda took the participants through the CPD programme that will help teachers to study computer and be retooled from their own centres and schools at very low cost.

Our ethos is to facilitate a transfer of skills that leaves the new centre with the same capability to run CPD (from an academic standards perspective) as any of the other 300 centers, from Kampala or Arua to the most remote parts of Uganda. All certificates issued by us signify the same level of achievement, to the same standard of rigour, regardless of the location in which the examinations were taken.

Moses told the school computer lab managers that Digital literacy is having an increasingly important impact on individuals, communities and societies as the world becomes more technology-dependent, and the information society and knowledge economy become increasingly global.

ICT skills enable teachers to use technology more effectively in the teaching process, thus achieving educational goals more efficiently, and in doing so saving time, and increasing productivity in the classroom.

The project involves use of modules that are given to all teachers taking up the course from the recognised testing centres found in prominent secondary schools and colleges all over the country. The training takes five months after which one will be issued a valid certificate.

By the end of the course, each participants will have covered the following 

Kawa Uganda works with communities, local and regional authorities, governments, international stakeholders, Non-Governmental Organisations (NGOs), and other development-orientated organisations around the world to promote digital literacy, and to deliver ICT skills development across all key sectors.

     

9

Module 1 – Concepts of Information and Communication Technology (ICT) Module 2 – Using the Computer and Managing Files Module 3 – Word Processing Module 4 – Spreadsheets Module 5 – Using Databases Module 6 – Presentation Module 7 – Web Browsing and Communication

KAWA ICT REPORT JUNE 2012

2012

lab managers and teachers have received sufficient training to be able to install, maintain and repair hardware and software.

The Way Forward for ICT in Education

Creating Digital Content for and by teachers

KAWA is working closely with the Ministry of Education and other development partners to develop and implement a broad range of educational projects that use ICTs to achieve the following: • • • • •

• •

One of the key lessons found in this study is that it is necessary to focus on training teachers and instructors to use ICT to develop their own teaching support materials. This approach assures ownership by teachers and instructors and enhances the usability of products. Many projects still focus on using materials for teachers and students that have been developed externally; however, such materials often fall short of providing appropriate or relevant content for the local situation.

Enhance the quality of teachers and instructors; Improve the learning process by provision of more interactive educational materials; Improve management and administration; Improve young people’s learning skills; Improve the reading culture and research; Develop a critical mass of knowledge workers;

Secondly, relying on imported educational content from developed countries is a perpetuation of neo colonialism to both teachers and students. As Uganda celebrates her Golden Jubilee, Schools, teachers, parents and students should be proud of educational digital content made in Uganda.

Provide access to ICT in schools.

In supplementing to the services of government through Uganda Communications Commission that has provided very good computer labs to schools, KAWA has helped to develop and support, educational content has been created and enriched,

10

KAWA ICT REPORT JUNE 2012

2012

By way of an example: in Biology the functioning of the heart is difficult for pupils to comprehend. A three-dimensional image of the heart may assist in the understanding of the anatomy and physiology of the heart. Information and Communication Technology (ICT) can be used to make this type of content available and, more importantly, adaptable.

Train all teachers and instructors in basic ICT and pedagogical skills Teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. It is equally important to train them to integrate ICT in their teaching methods. For this reason therefore, KAWA Uganda is launching massive training through CPD starting this August with Secondary School Headteachers.

Support networking among teachers Teachers need to be supported to set up platforms that enable them to share their opinions, experiences and teaching materials with other teachers. Face-to-face and virtual exchanges are both equally important to motivate teachers and improve the quality of local materials. Networking between projects at the country level is also very valuable.

If this is done correctly and efficiently, it is expected that the teaching process in itself will be improved and that this, in turn, will have a positive impact upon the quality of teaching. This approach is largely supported by the widely-observed and accepted fact that pupils understand and retain difficulty concepts more easily if these are enhanced by visual representations.

Through KAWA District to District Training, Teachers are developing their own digital networks

Cross-country exchanges are also important as a way to motivate and promote the exchange of experiences in ICT for education projects and programmes. For more sustained learning, online communities of practice for practitioners can be an additional option.

KAWA has created District ICT teacher Committees and a platform for interaction on www.writersagency.blogspot.com.

Use administrative applications as complementary services

Outdated books in school libraries have proved irrelevant to the needs of students

The prospect of managing information more effectively and streamlining internal administrative procedures will act as an important incentive for

11

KAWA ICT REPORT JUNE 2012

2012

headmasters and administrative staff to institutionalize the use of ICT at all levels. While most beneficiaries view ICTs for teaching and learning purposes as a priority, the use of ICT to support management and administrative procedures is very important.

unavailable or very costly.

In such cases, alternative exchange modes such as CD ROMS need to be integrated right at the start of a project.

Increase access to computers Any initiative, be it government, NGO or private sector based, should make lobbying for more investments in computers a priority. Most teachers, instructors and students cited insufficient access to computers as the main obstacle in ICT for education programmes.

Search for low-cost solutions Even where computer and Internet access is available and affordable, do not develop or introduce expensive online education platforms that require high-bandwidth Internet access. The widespread availability of free and open access platforms strongly increases the feasibility of a dynamic virtual exchange of experiences, opinions and materials. Many discussions have taken place in recent years on the use of Open Source Software versus proprietary software, but clear-cut answers remain elusive. It is therefore important to consider the philosophy as well as the level of convenience and related costs.

This is particularly relevant for educational institutions located in the rural areas where the school or training institution is often the only access point for computers. Although this will require massive investments in the infrastructure, it is nevertheless essential in order to guarantee equal access and overcome the digital divide.

ICT labs provided by government through RCDF. Most teachers, instructors and students cited insufficient access to computers as the main obstacle.

Jinja ICT Workshop at Wairaka College: Working with Computers needs refreshing including a balanced diet.

Introduce combined off-line and online based applications Access to the Internet is viewed by most as an important tool for education as it allows for easier access to online teaching and learning resources. It also facilitates networking between teachers and between students. Finally, it is an important tool to exchange administrative and management information in the sector.

Secure technical capacities at the institutional level ICT managers in the participating institutions need to be sufficiently trained to ensure that they can maintain and upgrade the ICT facilities on their own without any outside help. As it is very difficult to retain ICT-trained managers, institutions need to train a select number of enthusiastic teachers and

Internet access is recommended where services are provided at a low cost and are of acceptable quality.

Yet, in many areas Internet access is either

12

KAWA ICT REPORT JUNE 2012

2012

students to ensure that temporary replacements will be on hand if needed.

Make sure that partners identify a locally feasible financial plan. Private training institutions may be able to generate sufficient income from trainees to afford more advanced ICTs.

Set up an appropriate organisational structure Strategically involving headmasters and parents is necessary for the institutionalisation and longerterm sustainability management of ICT facilities.

Setting up administrative committees to manage ICT facilities has proven to be very effective in ensuring the sustainability of ICT initiatives.

Beyond the institution, it is important to seek political support from the local authorities and the district or national education authorities to prepare for longer-term opportunities of funding and to have ICT recognised as part of the curriculum.

Larger public teacher-training and training institutions need to define how much of the institutional budget can be reserved for the recurrent costs of ICT and take this as a starting point for an ICT plan. Smaller rural schools or vocational training centres will not be able to sustain costly ICT applications and should avoid high recurrent costs right from the start. Empirical evidence, however, does show that small institutions can also sustain smaller computer labs. Through contributins to the school, the Parent-Teacher Associations can be very supportive towards the ICT projects.

Think through a viable financial model before starting

The Headmistress and her Deputy attending ICT Training at Dabani Girls SS Busia

Generate awareness on the basis of experiences It is important that practitioners with experience in ICT and education promote and raise awareness and engage in lobbying activities. Despite the enormous progress made in the last decade, there is

13

KAWA ICT REPORT JUNE 2012

2012

still a lack of general awareness among policymakers, particularly with regard to the development aspects of ICT in the education sector.

of their roles, but are also often trying to work to the best of their ability in isolated and underresourced contexts.’

Support from external supporting institutions is found to be important as a complementary instrument in awareness and lobbying.

While government has created Universal Secondary Education (USE), with education topping expenditure in the national budget, many parents are still ignorant of education as a basic human right. They are still irresponsible hence high levels of illiteracy, large numbers of children dropping out of school, and the increase in poverty level resulting from lack of skills.

To compound this situation further, the education provided in most schools has not been adjusted to and does not correspond with the needs of the national labour market.

Teacher training, too, is often below par, with few possibilities for teachers to update their skills and few incentives for young people to choose teaching as a career in the first place. Those who do enter the teaching profession often leave because of poor wages and difficult working conditions.

Mr. Daudi Mulongo, Headmaster Manjasi High School attended the training in his school and offered constructive advice.

Finally, the devastating impact of HIV/AIDS on the education sector cannot be overstated, from the shortage of teachers to the large numbers of children who are forced to leave school prematurely either to stay at home with sick relatives or to take up work to sustain their families.

Participate in ICT policy and strategy development in education A long-term vision on the integration of ICT in education is a clear necessity in order to provide guidance and motivation to enthusiastic early adopters and other stakeholders. A vision is also crucial to actively plan for the deployment of ICT in the sector.

In the longer term, the active participation of the government is essential to ensure the sector-wide introduction of ICT in education. Government involvement is critical to source additional investments in the ICT infrastructure; to integrate ICT in the curriculum; and to facilitate the widespread diffusion of materials.

Poorly furnished Classrooms ‘Many students learn in crowded, poorly furnished classrooms, with no teaching aids displayed and often have to share scarce textbooks. Many teachers are poorly qualified and poorly deployed in the sector especially in private schools, but in any case are often trying to do a good job with a minimum of basic resources. The curriculum is often seen as too diverse and in some ways irrelevant for many of the pupils and their life needs.

Most students come from poor families. Some are lucky to afford bicycles

Many teachers, head teachers and other education support staff are also poorly prepared for the management and quality assurance tasks demanded

14

KAWA ICT REPORT JUNE 2012

2012

Presentation on the Learn with Grandma concept of intergenerational Learning

by Valerie Wood Gaiger MBE. Valerie Gaiger presented a paper in to the participants in the afternoon using an online technology known as skype. It was an exciting online conference which some teachers had for the first time.

The world has a rich storehouse of knowledge and we are in danger of losing a huge chunk of those riches. We really do have only a couple of decades before the pre digital older people pop off. We are losing skills; traditions; culture; languages at an alarming rate and yet we have the technology and the manpower to save it all.

I can hold, in the palm of my hand, a micro computer with more memory than computers of less than five years ago. This tiny gadget can access the World Wide Web and all the information posted on it is available – to everyone. Everywhere there is either broadband or a mobile phone signal.

From the palm of my hand I can see - and learn and communicate with people all over the world.

So what is the Learn with Grandma Concept of intergenerational learning?

What is this network idea - how will it work?

Well the concept is not new. It is as old at the hills – psalm 78 tells us to teach children the mysteries our fathers taught us. What is new, in this technological age, is that we have forgotten how important the link between the generations is and society is the poorer.

Modern communication methods are wonderful educational tools - for all age groups! The internet does not recognise national barriers or age barriers.

We can use this same technology to break down the digital age barrier. We have the teachers. The young can share their technological skills with the older generations. While they teach – while they record older peoples stories and knowledge they will learn – the mysteries of the past.

Technology is not new to the young. What to my generation is either scary – or magic – is to young people the way it has always been. They are digital natives.

When I met Moses at elearning Africa conference in Tanzania last May one of the other speakers was Gaston Donnat Bappa, a chief from Cameroon, He shocked me when he said the ‘we are losing traditional skills in Africa at an alarming rate’ That is so true in more developed countries but I had not imagined that the same thing was happening in Africa!

15

KAWA ICT REPORT JUNE 2012

2012

Who is better to teach those older people who are curious and want to learn – than you the digital natives?

Who is better to teach the you your history; culture and traditions – than the older people - your parents and grandparents?

So the Learn with Grandma Concept is not so much about – what people do; what they learn; what fun activities they take part in – it is that they do these things together using technology to record what they are doing.

Technology will be the bridge uniting the generations as they learn together we will also encourage greater respect and understanding.

Technology – in all it’s forms - is just a tool.

It is a wonderful tool – here I am in my little cottage in Wales talking directly to you in Uganda – Wow! Technology is breaking down age barriers. I am 70 and a great granny but I love technology – don’t totally understand how it works but I don’t need to know. I just need to know how to use it. I am not unique – there are lots of older people like me but I do admit that older people simply do not see the need. Why - when you are quite comfortable as you are - should you spend a lot of money buying something you don’t understand, don’t see the need for and - even worse - show your ignorance to young people?

I was like that – my son dragged me kicking and screaming – I don’t want to know. Now I love it.

I said NO way to Facebook but my grandson Adam put Vote for Val on and I won a competition. I received votes from Ukraine to California & Latvia to Australia. Amazing!!

NO to Twitter - You can now also follow on www.twitter.com/@learnwgrandma NO to Skype - Then the BBC put out a call for a granny who uses the Internet - & I replied will a great-granny do. You can see me in my cottage in the Brecon Beacons National Park on http://www.youtube.com/watch?v=g330tgitYbw And here I am today – speaking to you via skype – via tecnology.

Throughout history each generation has invented new ways of doing things and in each generation there have been those who said – I don’t need it!

When my dad put electricity into my grandmothers’ cottage she would not have it upstairs – far too dangerous – she went to bed with a candle instead!!

My mother never learnt to drive – she became an expert back seat driver!!

We cannot go back to a simpler time – if there ever was one – but we can use these new tools to bring communities together and help to preserve local skills; knowledge and memories and in doing so we hope to help build more sustainable communities.

Learn with Grandma aims are very simple.

Basically they are to encourage parents & grandparents to instil a love of learning and create lasting memories. To encourage respect between the generations and show that each has skills to share. It all sounds totally idealistic – unrealistic!

I believe that it is only the idealists that do actually change society and my granny used to say ‘great things are achieved by DOING a little thing today.”

So what little thing can we do today?

Learn with Grandma wants to establish that ‘brand’ to encourage more intergenerational activities and you can help.

A Learn with Grandma Network will l promote the concept of intergenerational learning to the wider community and become a forum where all can share best practise; share helpful experiences – learn from the mistakes others have made - and encourage more intergenerational learning and activities.

By we I mean - all of us – we can record intergenerational activities to share this idea and encourage more.

There is a brilliant organization in Wales called Pont – which means Bridge in Welsh - in a district called Rhonda Cynon Taf. This organization links many local schools with schools in Mbale. Phil Richards, the founder, often visits Mbale and has linked many other initiatives to help people in the

16

KAWA ICT REPORT JUNE 2012

2012

Mbale district with contacts in Wales. I hope he and Moses Modern will meet next communication time he is in methods are wonderful Uganda. I hope educational tools - for to include Pont all age groups! The in the Learn internet does not with Grandma recognise national network we plan barriers or age to establish in barriers.

Rhondda Cynon Taf. Helping to strengthen intergenerational interaction on this side of that bridge – will I hope help Moses encourage the generations to come together more in Mbale.

what Moses is doing in Uganda in running these seminars – showing people the value of using technology and in promoting intergenerational learning – is exactly what I want to happen in Europe – Everywhere.

Moses has a very big job to do throughout the whole of Uganda but I hope he will be able to use the Pont link as an example to the whole of Uganda

Here is a little challenge for you. Go home and talk to your parents & grandparents – learn one thing from them and teach them one thing.

Learn with Grandma is has initiated a European project - "Granny PC" - and our Turkish partner has already posted some intergenerational activities on to the internet. Have a look on www.cudak.web.tr and look at their video gallery. To fulfil the objectives of this project all our partners must film examples of intergenerational learning and activities and share them within the partnership and the wider world via the web.

Write what you have done and can post it on Learn with Grandma in Uganda on Facebook – If you can film this learning exchange – Brilliant! Then I, sitting here in my little cottage in Wales will be able to see what you have achieved and it will go onto my next plan – a dedicated LearnwithGrandma Youtube channel that will show anyone – anywhere that the generations can learn and have fun together.

The application was submitted in time – so now it is fingers crossed and pray time. If we are successful – then Moses will receive enough funds to come to Europe to teach the other partners what he is achieving here in Uganda. He will also have to film some intergenerational activities. But we don’t have to wait for the result - you can start now.

In Tanzania the Shukuru Kawamba, Tanzanian Minister for education said – we must all be teachers and all learners. There can never be enough teachers but each generation can learn from each other.

And when you do this I will tell my followers on www.twitter.com/@learnwgrandma

This February we applied for more EU funds to extend this project to more European countries and – I was so pleased – to discover that we could add one country from outside Europe, providing what they were doing was of value to the European partners. Of course we included Uganda – because

I am a granny on a mission!

Now I hope someone has a question for me?

Mrs Valerie Wood-Gaiger MBE March 2012.

17

KAWA ICT REPORT JUNE 2012

2012

Other ICT Programmes in secondary schools Management and administration Institutional capacity in the education sector needs to be strengthened in order to manage and plan activities more effectively. Information is mostly in hardcopy format and is not easily accessible. Data about teachers, salaries, student grades, the number of pupils per class, and statistical information in general are scattered and are not readily available.

The scant amount of information that is available tends to be unstructured and dispersed, which makes analysis for management purposes difficult.

Activities include gathering and linking reliable and significant information from local and national sources; distributing relevant content to users; facilitating dialogue among relevant parties in the education sector around the country; and sharing knowledge and communicating information through discussion boards and a blog.

A monthly newsletter will be produced and the offline version will also be circulated up-country through KAWA partners. The news bulletin will contain articles that are mainly targeted at students, teachers and parents.

The need for educational management systems to provide structured and up-to-date information about the educational system is clearly evident. The introduction of ICT to support institutional processes is complex and requires organizational changes which, in turn, will pose other challenges once they have been implemented.

Improve youth learning skills In a world that is increasingly connected and moving towards an information or knowledgebased society, new ways of learning are crucial. In this context, learning skills go beyond learning through the formal education system. As many young people drop out of formal education, ICT can enhance vocational training for early school leavers or unemployed adults to help them to gain technical skills. A good example of how KAWA catalysed learning for this group is found in a CD/DVD used to teach technical skills by two separate projects. Some of these DVDs are downloaded from www.youtube.com.

The KAWA Educational Website project is soon to be developed and newsletter with reliable, accurate and up-to-date information about education services around the country. Together with high-profile events, the initial goal is for this to become a hub for knowledge sharing in the education sector.

Information about schools, examination school administration, and the latest news disseminated in the education sector. The (www.kawauganda.org) will be improved for this.

results, is to be website to cater

Skills training for young school-leavers The KAWA Youth Project at Mafubira, 4km from Jinja town along Kamuli Road in Uganda is a ‘Skills Training Centre’ to help young people in the disadvantaged outskirts of Jinja. The centre offers short ‘life skills’ courses in subjects such as book binding, shoe repair, computer repair, radio and TV repair, carpentry, and ICT to improve the young people’s chances of finding work or help them become self-employed.

18

KAWA ICT REPORT JUNE 2012

2012

One hundred people have been training so far. The centre has also integrated ICT components into several courses. For example, teachers now use the Internet to find appropriate training material to enhance the content of their courses. They access diagrams of engines using Google Images instead of drawing and redrawing complex diagrams of engines on the blackboard by hand, student handouts can be produced quickly and easily, and existing lesson plans can be stored and re-used. The Training Centre is also using ICT to streamline its own administrative procedures and increase its efficiency.

Community Telecentres 1. Introduction The management of KAWA Uganda in partnership with Learn With Grandma is in the process of opening community telecentres at each sub county in Uganda. Each centre will have a digital library, storing not only digital books on mobile phones that will be given to the readers by transferring using memory cards but also bridging a digital divide that has bee there for long. The programme seeks to support families, communities and schools develop a habitual reading culture and to exploit the easily accessible information from the internet.

Developing a critical mass of knowledge workers The introduction of ICT in any country requires adequate human capacity and effective local support mechanisms. It is necessary to develop a pool of skilled professionals that can install, maintain and repair systems, as well as provide sound advice on hardware and software in the educational field. Training in the use ICT provides benefits to a wide range of professionals and can provide employment opportunities to students.

Benefits 

improving self esteem through being able to study and up skill at a community level  providing additional jobs  contributing towards the communities stability  keeping funds in communities instead of seeing them move towards regional and city locations  providing the means for long term unemployed to re-enter the workforce  dramatically improving communication and information access This is coming as Phase III of the KAWA Community programs after successfully training secondary schools teachers in computer repair and maintenance; they are also to serve as telecentre technical support staff in 112 districts.

In this area, KAWA is helping to build ICT capacity by strengthening Continuous Professional development in ICT as well as supporting training institutions in information management, basic ICT skills, and more advanced applications including cable, wireless and satellite connectivity, networking, database development, websites and the latest Web 2.0 applications.

Programs which may Community Telecentre

be

offered

in

the

Internet related: 1. Internet access at local call cost 2. Acting as an Internet Service Provider or Point of Presence and ‘on selling’ the service.

3. Home Page design 4. Information retrieval from the Net 5. Software sales 6. Help Desk 7. Floppy disk sales 8. EMAIL Post Office – including delivery service 9. Information Access - Business related sites/market prices/Commodities/Mine Tenements/Upskilling young mothers to understand what their children are learning on the internet at school.

Richard Wamboka, Senior Lecturer of Computer Science from UCU/Busitema University unplugging Computational thinking.

19

KAWA ICT REPORT JUNE 2012

2012 37. Tourist post cards, fridge magnets, screen printed TShirts, bags, caps 38. Heritage/Historical Information 39. Community Newspaper Production 40. Information Radio station 41. Library Service 42. Book Exchange 43. Community Craft Shop 44. Management of Community Projects 45. Organizing Community Activities Government Services:

Computer related: 10.

11.

12.

13.

14.

Sales and service CD, DVD, Memory cards and Flash Disks sales Training/instruction Design of Conference Presentations Video productions Resource Centre:

15. Desktop Publishing - wide variety of production from leaflets to reports/published books /business cards) 16. Secretarial Service (word processing, data entry, reports and community profile, data base development, grant applications) 17. Minutes and Agenda Secretary - undertaking work for community organizations and other clubs 18. Anthologies (recording of history into book/CD format ) 19. Printing and laminating 20. Binding of documents 21. Photocopying 22. Reception Service 23. Facsimile (incoming and outgoing ) Clubs:

46. Government information site (Regional/ State/ National) 47. Including on line forms, information, feed back centre, 48. Revenue collection point, grant forms, supported services and programs, obtaining permits online, birth certificates etc General: 49. Ticket Booking Office for bus and other travel requirements 50. Payroll Service for small business 51. Phone answering service 52. Art gallery 53. Engraving service 54. Cyber Cafes 55. Community lounge/rest centre for out of town persons 56. Advertising distribution point 57. Provision of a small business office (incubators) to allow 10 or more persons to conduct their small business from a recognised address with access to all technology requirements.

58. Hire of equipment 59. Professional rooms for itinerant visiting persons (Bank Manager/Police/Insurance/Tax Officials/Government Officers) 60. Video Library 61. Grant writing Technology:

24. TeleYOUTH providing education, clubs (Chess/ Computer Games etc) Small Business opportunities 25. TeleSENIOR (teaching seniors about the internet using Crafts/Clubs/Social Activities/Chat Clubs) 26. KIDS CLUB (generally homework clubs after school and instruction in using the net to obtain information.)

27. Technology information evenings Labour Market Programs: 28. Assisting unemployed, retired, single mothers, disabled and disadvantaged persons 29. Training and upskilling for unemployed persons 30. Provision of Employment Information Board 31. Employment service for community tasks (painting, domestic cleaning, minor repairs ) Education Programs:

62. Upskilling Seniors in the use of technology 63. Scitech - Upskilling children in options/technology/science related activities Agriculture:

32. Post Compulsory Education with MCT operating as Distance Education Centre delivery and support site (Technical and University) 33. General training in IT areas, small business.

34. Basic training programs arranged by the centre for the local community 35. Examination supervision Community Programs:

64. Land care and imaging service 65. Agribusiness Centre (providing information on business/agriculture) 66. Women in Agriculture 67. Organising Field Days 68. New Enterprise Initiative Scheme (assisting with new business development)

36. Tourist Information Centre

20