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| | Intel Learn Program in India | Yes | | | | No | | In cases where learners did not complete the program, reasons cited typically related to family and school circumstances, rather than problems or dissatisfaction with the program. Reasons commonly cited were conflicts with family vacation or school schedules, problems with severe winter weather conditions, safety concerns over sessions held after dark, and learners’ need to study during school exam periods. Exam times at school had a particularly strong effect on attendance in some countries. Many of these problems, including conflicts with school demands, were easily solved by changing scheduling or other implementation factors to fit local needs better. | No | | No | | | | | Education and Literacy Programme | Yes | | | | No | | | Yes | | No | | | | | Program of Updating Teachers in Education (Actualización de Maestros en Educación, AME) | Yes |
- Select and register in the Web the educational centers that want to participate and that are equipped with computers and connectivity
- Select and register in the Web the teachers that want to participate in conjunction with the Director of each educational center. In some cases, on- site workshops are offered on the use of ICT and functioning of AME’s Web page
- They monitor the progress of the teachers on-site during the duration of the course to assist them and avoid desertion due to frustration derived from lack of knowledge in the use of ICT
| | | No | | • Continuous supply of resources
• The Web page and its database necessary for follow-up
• The model used for online courses which adapts itself to a variety of themes
• The contribution of agents that have previous important experiences to the program like the universities
• The participation of national and provincial educational authorities, private foundations, universities and NGOs that share common objectives and goals and contribute with public legitimacy and positively affect the self-esteem of the participants
• The onsite and follow-up done by the partners
• The establishment of open communications that generates trust among the members of the different work teams to solve any problem that could arise | Yes | Since 2003, the percentage of female teachers has been 78% | No | | | | | Virtual Schools Colombia | Yes | Provides computers and funds for teacher training; provides experts in pedagogy and technology; facilitates access to all national projects such as WorldLinks, Computers for All, among others. | NGO: Federacion Nacional de Cafeteros de Colombia-Comite de Caldas | | No | | ICT projects in rural schools should not be hardware centred. The provision of computers with poor training and software provision has no impact at all.
Frequent visits to schools are mandatory. Teachers and students are anxious to show their progress and have on-site advice.
The farther the better. Remote schools tend to take more advantage of the opportunities than schools that are close to towns. This happens year after year.
Each school has its own learning pace. Not all schools should be pushed to be at the same stage of the project as some schools take longer to adopt what is being offered by the project.
Students tend to learn easier and faster than their teachers. It is recommended that students should have access to many different sub-projects, where no teacher participation is needed.
It is not a good idea for the schools to have a technology teacher or courses such as technology, computing, or systems. Computers, Internet and software are tools with which to better learn the traditional subjects like mathematics, social and natural sciences and languages, and therefore all teachers should be involved and trained.
Internet is slow and expensive for rural schools. Its use should be precise so that most of the students can have access to it. Good schools may turn into schools with poor results, especially when teachers are transferred. However, schools with poor results may raise their outcomes and results in a short time when their teachers are committed to the project.
The selection of the schools due to their proximity, infrastructure or special location is not a good idea. A public call for schools to become part of the project and then choose only those really interested is the best way.
To work in partnership is more difficult, as it takes longer to reach agreements and it is hard to harmonize different organizational and personal cultures and styles. However, the results are much better in the end. All members should be considered as owners of the project and therefore when good results are shown, all members should be recognized.
Visibility of the project is necessary. Therefore participation in ICT awards and contests is desirable. Research papers and newspaper articles are good ways to tell general public what the project is about and what impacts have been achieved. Permanent evaluation by an independent research centre or university is very important. Project leaders tend to lose objectivity.
Although the schedules have been defined, budgets have to be spent and goals have to be achieved, the word ‘flexibility’ has to be always in our minds.
A bottom-up approach to set realistic objectives and goals is a must.
The key word in a successful partnership project is ‘trust’. Permanent, accurate and trustworthy information must flow at all times. | No | | No | | | | | Empowering Underprivileged Youth in Bangladesh through Computer Literacy | No | | D.Net (Development Research Network) | No baseline survey before on set of evaluation | No | | 1: The costs of maintaining and repairing these old equipmenst are rising, these increasingly disrupt the teaching routine, and disappoint the students. A part of the difficulty of servicing these equipment is that these are brand machines. Locally assembled clone machines would be better suited for the CLCs.
2: Not having a slot scheduled during regular school hours results in having to force students to come early or stay after school, regular school hours results in having to force students to come early or stay after school, which is particularly difficult for female students. It forces students to give up time to other regular classes in the school to accommodate the school schedule. Having a regular slot will also allow better planning around holidays and school exams. 3. : Not a single school we visited managed to cover everything that was intended to be covered by the CLP course. The course should be scheduled for 40 hours and ideally, 48 hours, from the current 32 hours.
4. : Many schools are unable to find a contiguous two-hour segment for the students to use the computers. This is detrimental to the learning experience of the students. Necessary steps need to be identified to allow uninterrupted computer-time for the students.
5: Currently, the opportunities for students who have completed the course to
6. : Given the success of the CLP in introducing the students to the basics of the course, the same approach can be used to introduce students to more advanced topics, both on topics that are currently being addressed at a beginner's level, and new topics, including an introduction to the Internet.
7: While the request for a higher honorarium is valid from the teachers' point of view, it is also a reality that the CLCs are run within certain budgetary constraints that make it difficult to honour this request. D.Net should discuss this issue with teachers and head teachers to see if other sources of funding can be arranged for this purpose to augment funding from D.Net, considering utilising the CLCs for revenue generating ancillary services by making them available to the public.
8. This has been recommended by some of the teachers. Teachers can also be taught some additional material with each refresher training.
9: Students have responded to the CLP course with a level of enthusiasm and immersion that is not like their responses to other subjects. Computers can be leveraged as a preferred tool of learning to teach the students mathematics and science to start with, expanding to other topics with time. | Yes | | No | | | | | Intel Learner Program Brazil | No | | | | No | |
- In cases where learners did not complete the program, reasons cited typically related to family and school circumstances, rather than problems or dissatisfaction with the program. Reasons commonly cited were conflicts with family vacation or school schedules, problems with severe winter weather conditions, safety concerns over sessions held after dark, and learners’ need to study during school exam periods. Exam times at school had a particularly strong effect on attendance in some countries. Many of these problems, including conflicts with school demands, were easily solved by changing scheduling or other implementation factors to fit local needs better.
- From the perspective of both program staff and independent evaluators, learners are achieving the goals of the program. In particular, learners are gaining technical skills and learning to work with their peers, and they are also developing the ability to plan and design projects, and to solve problems. Intel Learn is also making a difference for staff, who are delivering the curriculum via a student-centered approach instead of relying on more traditional teaching methods.
- Three areas of program practice stand out in particular as worthy of additional attention:
- Translation and localization. Recommendations from staff who work with the curriculum in classrooms would be a useful resource for future revisions in local materials.
- Staff training and support. Staff would benefit from additional training, pedagogical support, and opportunities to collaborate in the form of user-groups or other online forums.
- Learner outreach. Continuing to reach out to the most underserved populations will ensure the program is reaching those who need it most.
| No | | No | | | | | Intel Learner Programme Chile | Yes | | Intel Learn Program Chile | | No | | In cases where learners did not complete the program, reasons cited typically related to family and school circumstances, rather than problems or dissatisfaction with the program. Reasons commonly cited were conflicts with family vacation or school schedules, problems with severe winter weather conditions, safety concerns over sessions held after dark, and learners’ need to study during school exam periods. Exam times at school had a particularly strong effect on attendance in some countries. Many of these problems, including conflicts with school demands, were easily solved by changing scheduling or other implementation factors to fit local needs better.
From the perspective of both program staff and independent evaluators, learners are achieving the goals of the program. In particular, learners are gaining technical skills and learning to work with their peers, and they are also developing the ability to plan and design projects, and to solve problems. Intel Learn is also making a difference for staff, who are delivering the curriculum via a student-centered approach instead of relying on more traditional teaching methods.
Three areas of program practice stand out in particular as worthy of additional attention:
1) Translation and localization. Recommendations from staff who work with the curriculum in classrooms would be a useful resource for future revisions in local materials.
2) Staff training and support. Staff would benefit from additional training, pedagogical support, and opportunities to collaborate in the form of user-groups or other online forums.
3) Learner outreach. Continuing to reach out to the most underserved populations will ensure the program is reaching those who need it most. | No | | No | | | | | Intel(R) Learn Program China | Yes | | | | No | | In cases where learners did not complete the program, reasons cited typically related to family and school circumstances, rather than problems or dissatisfaction with the program. Reasons commonly cited were conflicts with family vacation or school schedules, problems with severe winter weather conditions, safety concerns over sessions held after dark, and learners’ need to study during school exam periods. Exam times at school had a particularly strong effect on attendance in some countries. Many of these problems, including conflicts with school demands, were easily solved by changing scheduling or other implementation factors to fit local needs better.
From the perspective of both program staff and independent evaluators, learners are achieving the goals of the program. In particular, learners are gaining technical skills and learning to work with their peers, and they are also developing the ability to plan and design projects, and to solve problems. Intel Learn is also making a difference for staff, who are delivering the curriculum via a student-centered approach instead of relying on more traditional teaching methods.
Three areas of program practice stand out in particular as worthy of additional attention:
- Translation and localization. Recommendations from staff who work with the curriculum in classrooms would be a useful resource for future revisions in local materials.
- Staff training and support. Staff would benefit from additional training, pedagogical support, and opportunities to collaborate in the form of user-groups or other online forums.
- Learner outreach. Continuing to reach out to the most underserved populations will ensure the program is reaching those who need it most.
| No | | No | | | | | Intel(R) Learn Program Egypt | Yes | The Ministry of Information and Communication Technologies is involved | | | No | | In cases where learners did not complete the program, reasons cited typically related to family and school circumstances, rather than problems or dissatisfaction with the program. Reasons commonly cited were conflicts with family vacation or school schedules, problems with severe winter weather conditions, safety concerns over sessions held after dark, and learners’ need to study during school exam periods. Exam times at school had a particularly strong effect on attendance in some countries. Many of these problems, including conflicts with school demands, were easily solved by changing scheduling or other implementation factors to fit local needs better.
From the perspective of both program staff and independent evaluators, learners are achieving the goals of the program. In particular, learners are gaining technical skills and learning to work with their peers, and they are also developing the ability to plan and design projects, and to solve problems. Intel Learn is also making a difference for staff, who are delivering the curriculum via a student-centered approach instead of relying on more traditional teaching methods.
Thee areas of program practice stand out in particular as worthy of additional attention:
1) Translation and localization. Recommendations from staff who work with the curriculum in classrooms would be a useful resource for future revisions in local materials.
2) Staff training and support. Staff would benefit from additional training, pedagogical support, and opportunities to collaborate in the form of user-groups or other online forums.
3) Learner outreach. Continuing to reach out to the most underserved populations will ensure the program is reaching those who need it most.
| No | | No | | | | | Intel(R) Learn Program Israel | Yes | | | | No | | In cases where learners did not complete the program, reasons cited typically related to family and school circumstances, rather than problems or dissatisfaction with the program. Reasons commonly cited were conflicts with family vacation or school schedules, problems with severe winter weather conditions, safety concerns over sessions held after dark, and learners’ need to study during school exam periods. Exam times at school had a particularly strong effect on attendance in some countries. Many of these problems, including conflicts with school demands, were easily solved by changing scheduling or other implementation factors to fit local needs better.
From the perspective of both program staff and independent evaluators, learners are achieving the goals of the program. In particular, learners are gaining technical skills and learning to work with their peers, and they are also developing the ability to plan and design projects, and to solve problems. Intel Learn is also making a difference for staff, who are delivering the curriculum via a student-centered approach instead of relying on more traditional teaching methods.
Three areas of program practice stand out in particular as worthy of additional attention:
1) Translation and localization. Recommendations from staff who work with the curriculum in classrooms would be a useful resource for future revisions in local materials.
2) Staff training and support. Staff would benefit from additional training, pedagogical support, and opportunities to collaborate in the form of user-groups or other online forums.
3) Learner outreach. Continuing to reach out to the most underserved populations will ensure the program is reaching those who need it most. | No | | No | | |
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