GlobDev Paris – Education & Knowledge Management

Notes from the workshop on Global Development, December 13 2008 in Paris.

Track III – Education & Knowledge Management
Session Chair:
Roy Johnson – University of Pretoria, South Africa

As I talked to several people during the lunch break I was late for the following session, which was:

Technology in the classroom in conditions of infrastructural and capacity constraints: Lessons from Uganda
Laura Hosman – University of California, USA

Due to an initiative of the government of Ugande, work for teachers was increased, but salary or facilities were not. So eventually the government refrained from this aproach again.

Case Study:
School of the Sisters of Notre Dame
Goals: to set up a computer class
Idea: laptops -> were more expensive, especially maintenance
The American NGO Inveneo worked out a solution especially for the circumstances. Local ICT experts were also trained.

Very realistic goals: “in 2010 students can sit for computer science courses”
The whole project turned out to be quite successful.

Why was this case successful:

  • ICT based on existing capabilities
  • ICT trained people were already there and training was not enforced on the teachers
  • Infrastructure allowed for it (solar panels could be installed because the roof had a good position)
  • “Feedback loops” were established
  • Sustainable funding – though this is a questionable claim
  • Realistic goals were established

Lessons learned:

  • The case is not applicable to whole Uganda
  • Government policy matters
  • Realistic assessment of current situation is important

Questions:
What are the key findings?
– Focus on the teachers – make sure they get paid enough, are well trained and have the right equipment.

– It’s important to have goals and to define ways to reach them

.

Extending the ICT Technological Culturation Model – The Role of Accessibility and Perceived Socio-Economic Prospects on ICT Diffusion
Peter Meso and Philip F. Musa – Georgia State University, USA

Study in Kenya: extending the Technological Culturation Model by adding two constructs:

  • Accessibility of technology
  • Perceived socio-economic prospects

Do these aspects influence the usage of ICTs?

If individuals have access to ICTs they become culturated = familiarized = comforted with ICT -> impacts the usage of technology.

198 questionnaires

Results:
Cellphone technology:
Exposure to technology is not by itself important to usage.

Email:
Same results – email use is not related to technology culturation.

Findings:

  • It pays to have ICTs readily accessible
  • This fosters usage and entrepreneurship
  • Accessibiliy is more important than physical proximity of ICTs
  • Culturation is not as effective as access

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Towards a model for national e-learning implementations
Christine Charlton-Laing – University of the West-Indies, Jamaica; Gerald Grant – Charleton University, Canada

Many nations try to implement e-learning programs at a national level. Technology in education has great potential.
Therefore many countries try to embrace e-learning, but without a clear plan and lacking a clear strategy.

National e-learning strategy:
– Government led strategy to transform human capital via e-learning
Research has in this regard the burden to prioritize efforts.
It’s important to include public & private sectors and to conduct trainings on all levels.
Basic characteristics:
– Centralized body
There are national differences

Factors affecting achievements:
led by the government
significant and sustainable funding
– many factors are already identified, but there are still lacks in knowledge (what kind of ICT, how many ICTs, how to convert ICTs in useful assets, governance, time frame, …)

There should be a clear strategy, but it is uncertain which strategy to use.

The presenters approach was, to adapt Soh & Marcuses Model with 3 processes and 4 constructs.

The model is currently carried out as a case study in Jamaica and specific constraints are being addressed. Some problems were encountered and are delaying the whole process.

.

Assessment of Knowledge Menegement’s Growth in South Africa
C.J. (Neels) Kruger and Roy D. Johnson – University of Pretoria, South Africa

Knowledge Management: many definitions – much research -> is it a waste of time?
It seems the acceptance and usage of knowledge management determine the success.

Still there exists confusion with the expressions in knowledge management -> knowledge, information, wisdom, …
There are also managerial issues.

Approach: a questionnaire was given to companies in South Africa to find out what the true issues are.

Results:

KM has

  • grown quickly in 20% of the companies
  • 50% grow
  • 22% don’t grow
  • 5% decline

It seems like we’re using it.

Middle & senior management think we need KM. Education industries are not increasing KM.
Organizational size & availailty of resources is playing a role – but it has more to do with commitment, especially from middle management.

Conclusion:
KM is alive and moving beyond information management.

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GlobDev Paris – Education & Knowledge Management
was published on 18.12.2008 by Florian Sturm. It files under global
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