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| | Education and Literacy Programme | We build primary schools, improve community participation in all aspects of school management, and encourage gender and urban/rural equity in primary education. The introduction of school libraries has also become a significant program activity. We have created school libraries in some 40 villages to increase reading among children and encourage them to read with their parents. Literacy is an important issue in Guinea - less than one adult in three is literate and this rate drops to about one in five for females. Save the Children will continue to build libraries in village schools in the upcoming years. | Mattel's support will focus on expanding Reading for Children to 20 primary schools in Guinea to benefit almost 10,000 children.
| | No | | | | Program of Updating Teachers in Education (Actualización de Maestros en Educación, AME) | |
- From 2003 to 2006, 514 schools registered. Since schools can participate in more than one course, since 2003 to 2006, registered schools participated 1,088 times. In the first period of 2007, 255 schools participated.
- From 2003 to 2006, 4,981 teachers registered in the courses. Since a teacher can participate in more than one course, since 2003 to 2006, 7,217 teachers have participated
- The number of approved teachers per course since 2003 is 2,170
- The percentage of approved teachers in 2003 was 30, 01%, 78,30% in 2006 and in the first period of 2007, 70%
| We believe that this program, because of its relevance and pertinence, can be extended to a greater number of countries, schools and teachers through the inclusion of new partners, collaborating with human, material and economic resources for the development of new courses and virtual tutorships. | Yes |
- The evaluation of each course is intimately related to the focus and type of learning that orients it. It has a qualitative and quantitative character. The products of the learning activities are evaluated according to a scale established by the University that evaluated the course.
- Evaluations relating to the internal efficiency of the Program: Performance evaluations; Managerial diagnosis of the AME Program; Directionality
- Evaluations relating to the external efficiency of the Program: • Evaluations of the didactic materials; • Evaluation of the tele-educational programs; • Usability evaluation of the current Web page: it refers to the easiness of use of the Web.
| | | Virtual Schools Colombia | 1. ‘This project has achieved its goal, in that students and teachers at schools use computers, educational software and Internet in a qualified manner’. We read this conclusion as indicating that ICT is really involved in the learning process. 2. ‘Internet is being used to develop collaborative projects among different schools and to exchange academic experiences among teachers and students’. Our understanding of this conclusion is that the Internet is really used in a useful, innovative and academic way. The researchers did not notice any misuse of the Internet, such as playing games or use of inappropriate (pornographic) websites. 3. ‘Virtual School has changed the previous perception that teachers had about ICT’. The researchers noticed that rural teachers were not afraid of using computers, software and the Internet as they had been previously. 4. ‘The Project has strengthened the relationships between public and private institutions and the community around the schools’. The researchers highlighted this finding as an important conclusion. A Multi-Stakeholder Partnership in education has the potential to be a powerful support for schools, teachers and students. | | | Yes | Every year, the project asks a regional research center called CRECE to do a comprehensive survey among teachers, students and members of the communities to see if the goals have been achieved and the expectations have been reached. They also ask the project beneficiaries for new expectations, new needs and new ideas to be analyzed by the Strategic Committee and probably decide to make changes in the project. | | | Empowering Underprivileged Youth in Bangladesh through Computer Literacy | As of December, 2007, CLCs have graduated over 9565 students over a period of 28 months through its CLP. Currently, 600 students are enrolled and 60 CLCs are operational in 29 of Bangladesh’s 64 districts. | In response to these demands and in consideration of potential impact at the grass root level, some new initiatives are being actively considered. “Computer Teaches Everyday English (CTEE)” is one such project that aims to leverage the availability of computers to enhance English learning and communication skills of the students. Particular emphasis will be placed on developing students’ skills in comprehending spoken English and communicating ideas in English both orally and in writing. With that objective, preparations are underway to develop an educational CD ROM using contents that the students are familiar with. Initially the project will be implemented in five centers at a pilot level. Along the line, D.Net is in discussions with Foundation for Education Research and Invention (FERI), Bangladesh Math Olympiad and Institute of Education of BRAC University for developing multimedia instructional materials for enhancing the level of Mathematics and Science teaching. | no info - want to change from imported PCs to locally produced because of lower maintainance costs | Yes | D.Net monitors and evaluates via focus groups with teachers and students and questionnaires, but no pre-project baseline was in place. The monitoring has been carried out by a visit of a mission. | | | Intel Learner Program Brazil | | | | Yes | The worldwide evaluation of Intel Learn Program implementation is being conducted in partnership with local evaluators in all participating countries using a set of instruments that SRI developed. The evaluation organizations in each country are experienced in conducting educational research, but vary in their evaluation focus, resources, and priorities.
Sources of data on the implementation of Intel Learn from the pilot in late 2003 through December of 2006 include daily attendance records, observations of centers by local evaluation teams, a staff training survey, a final staff survey completed at the end of staffs’ first implementation with learners, staff logs, learner logs, and samples of learner work. In addition, some countries’ evaluation experts have examined notes from staff support group meetings; quality control checklists; exchanges among staff members and center directors; and records of interviews with staff, parents, and learners. | | | Intel Learner Programme Chile | | | | Yes | The worldwide evaluation of Intel Learn Program implementation is being conducted in partnership with local evaluators in all participating countries using a set of instruments that SRI developed. The evaluation organizations in each country are experienced in conducting educational research, but vary in their evaluation focus, resources, and priorities.
Sources of data on the implementation of Intel Learn from the pilot in late 2003 through December of 2006 include daily attendance records, observations of centers by local evaluation teams, a staff training survey, a final staff survey completed at the end of staffs’ first implementation with learners, staff logs, learner logs, and samples of learner work. In addition, some countries’ evaluation experts have examined notes from staff support group meetings; quality control checklists; exchanges among staff members and center directors; and records of interviews with staff, parents, and learners.
through December of 2006 include daily attendance records, observations of centers by
local evaluation teams, a staff training survey, a final staff survey completed at the end of
staffs’ first implementation with learners, staff logs, learner logs, and samples of learner | | | Intel(R) Learn Program China | | | | Yes | The worldwide evaluation of Intel Learn Program implementation is being conducted in partnership with local evaluators in all participating countries using a set of instruments that SRI developed. The evaluation organizations in each country are experienced in conducting educational research, but vary in their evaluation focus, resources, and priorities.
Sources of data on the implementation of Intel Learn from the pilot in late 2003 through December of 2006 include daily attendance records, observations of centers by local evaluation teams, a staff training survey, a final staff survey completed at the end of staffs’ first implementation with learners, staff logs, learner logs, and samples of learner work. In addition, some countries’ evaluation experts have examined notes from staff support group meetings; quality control checklists; exchanges among staff members and center directors; and records of interviews with staff, parents, and learners. | | | Intel(R) Learn Program Egypt | | | | Yes | The worldwide evaluation of Intel Learn Program implementation is being conducted in partnership with local evaluators in all participating countries using a set of instruments that SRI developed. The evaluation organizations in each country are experienced in conducting educational research, but vary in their evaluation focus, resources, and priorities.
Sources of data on the implementation of Intel Learn from the pilot in late 2003 through December of 2006 include daily attendance records, observations of centers by local evaluation teams, a staff training survey, a final staff survey completed at the end of staffs’ first implementation with learners, staff logs, learner logs, and samples of learner work. In addition, some countries’ evaluation experts have examined notes from staff support group meetings; quality control checklists; exchanges among staff members and center directors; and records of interviews with staff, parents, and learners. | | | Intel(R) Learn Program Israel | | | | Yes | The worldwide evaluation of Intel Learn Program implementation is being conducted in partnership with local evaluators in all participating countries using a set of instruments that SRI developed. The evaluation organizations in each country are experienced in conducting educational research, but vary in their evaluation focus, resources, and priorities.
Sources of data on the implementation of Intel Learn from the pilot in late 2003 through December of 2006 include daily attendance records, observations of centers by local evaluation teams, a staff training survey, a final staff survey completed at the end of staffs’ first implementation with learners, staff logs, learner logs, and samples of learner work. In addition, some countries’ evaluation experts have examined notes from staff support group meetings; quality control checklists; exchanges among staff members and center directors; and records of interviews with staff, parents, and learners. | | | Intel(R) Learn Program Mexico | | | | Yes | The worldwide evaluation of Intel Learn Program implementation is being conducted in partnership with local evaluators in all participating countries using a set of instruments that SRI developed. The evaluation organizations in each country are experienced in conducting educational research, but vary in their evaluation focus, resources, and priorities.
Sources of data on the implementation of Intel Learn from the pilot in late 2003 through December of 2006 include daily attendance records, observations of centers by local evaluation teams, a staff training survey, a final staff survey completed at the end of staffs’ first implementation with learners, staff logs, learner logs, and samples of learner work. In addition, some countries’ evaluation experts have examined notes from staff support group meetings; quality control checklists; exchanges among staff members and center directors; and records of interviews with staff, parents, and learners. |
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