| 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.
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| 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. |
| 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. | | |
| 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 |
| Intel Learner Program Brazil | | | |
| Intel Learner Programme Chile | | | |
| Intel(R) Learn Program China | | | |
| Intel(R) Learn Program Egypt | | | |
| Intel(R) Learn Program Israel | | | |
| Intel(R) Learn Program Mexico | | | |
| Intel(R) Learn Program Turkey | | | |
| Partners in Learning | In November 2006, 10 of Brdy's [a teacher] students attended a three-day Microsoft-sponsored School of Games at the ICT Learning Innovation Centre, where they learned how to design, build and test their own games; create graphics, animation sequences, and soundtracks; and explore potential careers in the games software industry.
Indeed, the Games in Learning and Spatial Technologies in Schools projects seem to suggest that at least in some instances, the more fun learning activities are, the more relevant and meaningful they can be.
Incorporating the use of compuers, the Internet, and spatial technology software into her geography classes has enabled "really powerfull engagement with kids", says Vellar [a teacher].
| Games and Learning explores the learning potential of games through initiatives focused on game study (design), game making, game play, and game innovation
Spatial Technologies in Schools introduces students and teachers to the rapidly emerging and relevant field of spatial technologies, including geographic information systems (GIS) and the Global Positioning System (GPS).
Thinking Digitally offers mentoring and coaching to teachers to help them design, create, and incorporate educationally rich and engaging digital content in their classroom.
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| Partners in Learning | | *More than DKK 1,000,000 contributed by business
*6 grants delivered in 2007 *1000 students reached
*24 teachers trained
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| Partners in Learning | The Junior Development Program (JDP), created with support from Microsoft and adopted as an elective middle schools throughout Egypt, promotes advanced technology skills among 12- to 16-year-olds
A growing innovative Teachers Network, with 6,000 submissions from 13 governorates around the country, includes four regional Innovative Teachers Forum winners. | The Junior Development Program (JDP), created with support from Microsoft and adopted as an elective middle schools throughout Egypt, promotes advanced technology skills among 12- to 16-year-olds
A growing innovative Teachers Network, with 6,000 submissions from 13 governorates around the country, includes four regional Innovative Teachers Forum winners | |
| 1st International Symposium on Power Users of ICT | The questions raised in the Power Users Symposium, the research framework that emerged from this work has made a significant contribution to the depth and breadth of knowledge around these "new learners". An emerging framework describes the learning characteristics and thinking dispositions of power users of technology.
Research questions that have emerged from this work focus on redefining ICT literacy and fluency in the 21st Century, assessing the technology facilitated learning that takes place in informal learning environments and redesigning curriculum in schools to account for informal learning, use of cyberinfrastrucutre, Power Users as creators of new knowledge and innovators.
A dissertation on Patchworking a metaphore for learning, Understanding youth, learning and technology describes how new learners, empowered with technology are developing new approaches to creating new knowledge.
New research questions are being proposed that focus on how long term, intensive experiences using technology impact the ways today's digital natives think, process information, learn and work. | Five recommendations were presented at WSIS 2 to impact policy and practice on ICT for development.
1. Engage youth in shaping policies/practices for the future.
2. Expand and deepen research to deepen our learning about Power Users and their impact/influence on education and the economy.
3. Build global awareness to translate lessons learned into policy and practice.
4. Connect and leveage investments among partners to nurture the talents of these "new learners"
5. Translate research into action/practice through accountabilities.
6. Expand research partners and continue to conduct new studies based on emerging research questions. | Research partnerships developed through this project have been sustained since the project was completed in 2005 through continued collaborations, publishing results of the project, integrating results with new thinking and presenting new frameworks at educational and research conferences and seeking funding for new related research projects. Contingent upon funding the partnership is ready to plan the Second International Symposium on Power Users of ICT for 2009. |
| The Digital Media and Vendor Alliance (DIVA) | "In practice, this means that Scottish learners now have access to national ICT qualifications that have been enriched by industry and are mapped to the standard prevalent among ICT industry leaders. Strong and effective models for ‘cascading’ qualifications and teaching/ learning materials to colleges have been developed by a number of the vendors and their lead centres, most notably by:
• Microsoft and Cardonald College;
• Cisco Systems, Stevenson College and James Watt College;
• Adobe and Adam Smith College; and
• ComputerPREP/ CIW and the University of Paisley." | Outputs of the DIVA model are principally a significant number of qualifications that have been developed and/or enhanced by partnerships between vendors and lead centres. These include national certificates, higher national qualifications and professional development awards. Another anticipated output of the project has been the rolling out of these new qualifications to colleges and learners. Each vendor/lead centre partnership has a different approach to this ‘cascading’ process, with mixed success. | The relationships built between the national awarding body, the vendors and the lead centres is such that if either awarding body or lead centres withdraw from agreement. The model will still be sustainable. |
| Partners in Learning Argentina | ICT education for more than 160,000 teachers both hands-on technology experience as well as new pedagogical approaches to encourage problem solving and critical thinkings skills | Partners in Learning has catalyzed a rich set of partnerships built around the creation of sustainable and scalable educational programs
More than 100 documentaries have been produced for public television showcasing creative uses of technology in the classroom, teaching over 250,000 teachers each week
Web portals have been designed to give teachers at all skill levels guidance on implementing new technologies and innovative teaching practices
Hundreds of teachers are inspired to use computers more effectively in the classroom after having attended intensive technology training workshops
in 2007, a Peer Coaching program is being rolled out to more than 4,000 teachers in 14 provinces | no evidence given, apart from that the project is 'scalable' and has 'cascade effects' and therefore sustainable |
| The Commonwealth Education Fund Kenya | "School/district authorities lobbied to address budget and expenditure gaps
School management committees and PTAs are trained in and undertake budget monitoring, including analysis of budgeting for girls’ and boys’ specific needs.
MPs provided with analysis and lobbied to encourage government to address gaps.
Meetings with Ministries of Education, Finance and Gender to lobby to address gaps and account for discrepancies.
National education budgets and expenditure are analysed to assess fit to need, including analysis of whether girls’ and boys’ needs are addressed, (and the impact of IFI policies on education budgets)
Press releases, radio programmes and other media events
CSOs trained in budget monitoring
Meetings held with officials across government (Ministries of Education, Finance, Gender) and with local government officials
Policies reviewed and report on analysis disseminated to CSOs " | "*Supported CSOs increased credibility, recognition and involvement of the education policy process
| n/a |
| Commonwealth Education Fund | "Gender Mentors assessment of gender dimensions in these programmes, i.e. capitation grant, teacher deployment, quality of teaching and learning for boys and girls, gender budgeting for girls and boys.
Meetings held with traditional leaders, MPs, national and district/local government officials
Young people engaged in advocacy through marches, petitions, conferences
Media work: production and showing of documentaries; positive educational outputs were also noted in the 18 cocoa-growing district communities supported by the grant from Cadbury Schweppes Foundation.
The main outcomes of the CEF’s work with the national and regional Coalitions has been the:
Reactivation of District and Community Level Education Structures
Helping communities solve educational problems and demand better quality education.
Increased Enrolment and improved student performance in deprived areas
Increasing the number of available teachers serving in deprived rural areas of Ghana.
Increased capacity of civil society to engage with Government on key policy issues." | "1)CEF has successfully formed or reactivated education teams and structures.There remains a great need to continue building momentum of civil society in order to ensure their participation and input into key government processes. To a large extent District Education For All Teams success is limited to the north.
2)Different methods of budget preparation, tracking, lobbying, and educational governance were promoted and supported in different areas through different educational groups and coalitions. Overall 37 communities were involved. There is greater participation in the planning of resources to address teaching and learning needs. Communities are now demanding accountability and there is increased information flow and transparency. 3)The CEF programme in Ghana has recorded considerable success in working with traditional chiefs and leaders to engage the most marginalised groups in education. A significant outcome was the identification of the key factors
inhibiting parents from sending their children to school.
4) The grant from Cadbury Schweppes Foundation supported work by Action for Rural Education (ARE) in 18 educationally underserved rural communities in a cocoa-growing region. The communities were supported to form School Management Committees and to develop Community-School Action Plans to address the local education issues they identified themselves. In some communities this included instituting mechanisms to assess school performance, increase transparency in managing school funds, and passing by-laws prohibiting children from working on farms during school hours. The project also supported Rural Education Volunteers to assist in understaffed schools and to gain formal qualifications during school holidays. This led to increased enrollment and attendance in the target communities." | Two major publications have been released based on 2006 research done in the 16 CEF countries and the UK, including over 500 interviews. These were shared with multilateral and bilateral donors and civil society networks. Funding Change: sustaining civil society advocacy in education argues that there is a gap in the present aid architecture around funding education civil society, and that national Civil Society Education Funds (CSEFs) offer an effective way to fill this gap. Driving the Bus: the journey of national education coalitions is a reflection and analysis of CEF’s experience working with and supporting national civil society coalitions/networks in the education sector. A briefing paper on national Civil Society Education Funds has been published. The paper has been shared broadly in various education/donor forums and has been circulated to all CEF country programmes for use at country level. Some country programmes are hoping to build on the existing “education donor consortiums” and encourage them to consider CSEF mechanisms at country level. |
| Commonwealth Education Fund Nigeria | Increased information and learning, for example there is more information available on EFA goals, and there has been increased dissemination of print materials (IEC) on EFA goals with policy makers and Civil Society.Evidence of improved organizational skills and capacity to local communities, through coalition members. Greater synergy through zonal and state and national strategic meetings of CSOs and CBOs within the coalition and alliance between CSACEFA and CISCOPE. There is increased representation and engagement with government through participation in policy dialogues, for example, input into the National Economic Empowerment and Development Strategy (NEEDS) and its counterpart at the state level, SEEDS, with gradual growth in change in opinion by government. There is evidence of improved community involvement through participation in planning and conflict resolution in management and decisions in school at local level. There is growing acceptance of civil society perspectives by the government. | " | A sustainability plan will be developed starting from 2006. This will necessitate a buy in by all stakeholders, partners’ capacity around fund raising built and sustainability options for all on-going projects. Two major publications have been released based on 2006 research done in the 16 CEF countries and the UK, including over 500 interviews. These were shared with multilateral and bilateral donors and civil society networks. Funding Change: sustaining civil society advocacy in education argues that there is a gap in the present aid architecture around funding education civil society, and that national Civil Society Education Funds (CSEFs) offer an effective way to fill this gap. Driving the Bus: the journey of national education coalitions is a reflection and analysis of CEF’s experience working with and supporting national civil society coalitions/networks in the education sector. A briefing paper on national Civil Society Education Funds has been published. The paper has been shared broadly in various education/donor forums and has been circulated to all CEF country programmes for use at country level. Some country programmes are hoping to build on the existing “education donor consortiums” and encourage them to consider CSEF mechanisms at country level. |
| Commonwealth Education Fund Bangladesh | more flexible school calendar, more regular opening and closing of schools, employment of community teachers to provide after-hours tutorials and coaching, greater punctuality of teachers and better attendance by pupils, increased engagement of civil society with education policy planning, increased awareness by parliamentarians of education issues, increased focus on school feeding with some provision in budget, increased scrutiny of education budgets; Articles written by all mentors, edited by GPM and published in a newsletter; Case studies of themes in gender equality in education on achieving gender parity; Presentations at conferences; Regular monitoring by Gender Project Manager and mentors of own, CEF and partners’ progress; End of project evaluations and summary reports. | "1) Formation and Functioning of School Management Committees
2) More diverse representation on local education-related committees
3) Decreasing teacher absenteeism and increasing pupil school attendance
4)Increased awareness among civil society on the many opportunities for parents to participate in the education of their children, particularly at the school/community level.
5) An underlying enthusiasm among local organisations working with the CEF in the potential of improvements in the educational situation- both for individual schools and in influencing policy.
6) Supported the formation of a Parliamentary Caucus on Primary Education.
7) Support to CSOs and media to conduct and launch two investigative reports on the process of the National Plan of Action on Education (NPA) and the Primary Education Development Programme (PEDP II).
8) CEF Bangladesh supported the formation of a Primary Education Budget Watch Group, which provided training to partners on budget analysis and developing a research initiative." | Two major publications have been released based on 2006 research done in the 16 CEF countries and the UK, including over 500 interviews. These were shared with multilateral and bilateral donors and civil society networks. Funding Change: sustaining civil society advocacy in education argues that there is a gap in the present aid architecture around funding education civil society, and that national Civil Society Education Funds (CSEFs) offer an effective way to fill this gap. Driving the Bus: the journey of national education coalitions is a reflection and analysis of CEF’s experience working with and supporting national civil society coalitions/networks in the education sector. A briefing paper on national Civil Society Education Funds has been published. The paper has been shared broadly in various education/donor forums and has been circulated to all CEF country programmes for use at country level. Some country programmes are hoping to build on the existing “education donor consortiums” and encourage them to consider CSEF mechanisms at country level. |
| Commonwealth Education Fund Tanzania | n/a | " | "The first element of strategy (facilitating targeting of corporate social investment in education) depends for its sustainability and effectiveness on the second (facilitating business-Government-civic dialogue). -- From our very limited sample, it is clear that demand exists (and can be further generated) in the corporate sector for guidance in directing funds to high-quality education initiatives with demonstration value and relevance to the development of the education system. This would
involve some aspects of the grant-making work currently done by the CEF, and could potentially be part of a financially sustainable arrangement to succeed the CEF. It would need to add value beyond what the main alternative mechanisms (such as TEA) offer." |
| Eduvision E-Learning System | usage of software and hardware for children and how easy was for them to pick up this and use it. The learn curve has changed dramatically just due to the fact that each kid had it's text book and could take it home with his OLPC. | Strong partnership between government, GTZ and Eduvision established. | Eduvision was designed with sustainability in mind from the beginning. Knowldge trasfer to local agency ICT4D. |
| Eduvision E-Learning System | Existing books convereted to digital form, content distribution system built and textbook reader software created. | Strong partnership between government, content partners and Eduvision established.
Partnership between Eduvision and FirstVoice International (WorldSpace) established for content distribution. | Eduvision was designed with sustainability in mind from the beginning |
| eSkwela Project | n/a | ICT-HCDG was able to secure a grant from the APEC Education Foundation (Korea) for the establishment of eSkwela Centers in four (4) pilot sites, namely: Quezon City, San Jose del Monte, Cebu City, and Cagayan de Oro City. Furthermore, funding from the Philippine government finances the establishment of 14 additional pilot sites by mid-2007. Recipient communities are provided with 21-unit networked computers, relevant peripherals, Internet connectivity for one year, educators’ training, content, and a customized learning management system. | n/a |
| Forum on Street Children in Ethiopia | More than 500 non-formal students in Nazret are benefiting from this learning centre. By the end of 2007, some 200 girls from different high schools in the area had graduated in basic computer skills, which have been useful in helping them find jobs and intheir university careers. A central element of the FSCE programme of activities initiated with the assistance of Imfundo has been the creation of an ICT Learning Resource Bank. This work has been undertaken by BBC Worldwide Interactive Learning (particularly Andrew Law and Dominic Graveson) and has been funded by DFID. In essence, it draws down upon free learning resources that are available on the internet, localizes them into Amharic, and then puts them into an easily accessible html format on CDs and FSCE's server. | n/a | The value of partnerships in helping to create sustainable initiatives is clearly indicated in the way that FSCE's ICT activities are continuing to flourish following the end of Imfundo's involvement. [end of 2007] |
| TECH/NA! | n/a | 1.Establishment of the web portal Tech/Na! ( www.tech.na) 2. The NETSS Centre has been created as a public/private partnership between the MoE and various private sector and civil society partners acts as a distribution hub for ICTs in education and a National helpdesk for technical support. 3. In conjunction with the National Training Authority, the MoE has developed a National ICT literacy certification certified by the Namibian Qualification Authority. 4. The Namibian Open Learning Centre, a multi-stakeholder partnership including all educational institutions has developed a National e-Learning Centre to coordinate that e-Learning activities of all its partners. 5.
The Namibian Communications Commission has recently granted the MoE a VSAT License, affording the education community in Namibia access to cheaper international connectivity bandwidth rather than relying solely on connectivity provided by the state owned telecommunications company. 6. Multi-country Teacher Professional Development workshop (TPD):
To coincide with the Tech/Na! launch, GeSCI conducted a Multi-country TPD workshop in Namibia in September 2006, bringing together participants from Kenya, Uganda, Senegal, Ghana, Tanzania, South Africa, Mozambique and Namibia. The strategic objective of the workshop was to identify and define GeSCI’s role in supporting knowledge sharing, networking and collaboration for TPD in Sub Sahara Africa | n/a |
| Partners in Learning | ICT education for more than 4400 teachers | All of these efforts have contributed to significant increases in the technology skills of teachers and students in Hungary. | n/a |
| i-class (part of the i-Bulgaria programme) | n/a | The ratio of students per computer has been reduced from 49 to 15.
Furthermore, some 900,000 Bulgarian students will obtain the digital skills they need to be competitive in the modern knowledge-based society
So far, more than 3000 school systems administrators have passed through the programme
More than 200 senior instructors for training of educators have been trained | n/a |
| Project Shiksha (Partners in Learning) | ICT education for more than 160,000 teachers both hands-on technology experience as well as new pedagogical approaches to encourage problem solving and critical thinkings skills | To date, more than 160,000 teachers have been traned using a curriculum created by Partners in Learning at more than 70 sites across the country, including at 10 Microsoft IT Academy Centres set up by Microsoft with state-of-the-art computer labs and staffed with teacher educators proficient in the use of technology in the classroom. These teachers, in turn, have been able to share their new computer skills with more than 7.5 million students throughout India. | no evidence given, apart from that the project is 'scalable' and has 'cascade effects' and therefore is sustainable (no further details given). |
| Josoor-Arabia | The project extends beyond the limitations of formal education providing students with an opportunity to extend on their learning experience and build learning/research skills that enables them to become critial learns and thinkers. The participants through an ongoing process of collaboration and team work gain some of today's important skills that allows them an employable edge agains their peers. | The main partners of the program are ministries of education in the MENA region, NGO's operating in the area of ICT for ecuation, international organizations and private sector, where the program focuses on the value of public private partnership and its impact on the sustainbility of the program. The model of PPP in this case is foreseen as a catalyst for establishing partnerships and creating synergies among educational institutions in the region with the main objective of unfiying efforts for educational development and the promotion of collaboration among the different educational initiative undertaken in the region. The program relies heavily on the establishment of a network of partners in the MENA region who will act as focal points for promoting the program providing support to the participants in addition to securing funding for the ongoing operations of the program. | The project sustainability is built around the collaborative agreement between the partners. The project is launched by the Egyptian ministry of education and shall be promoted in each country by the ministry of education. Each partner shall bear the cost of local promotion and cover the cost of its participation in the programme. Partners from the NGO sector shall be in charge of local implementation, partners from the private sector are foreseen to provide financial support in terms of training, equipment, connectivity, etc. From that respect the programme will ensure its sustainability since it does not rely on external sources of funding for the basic operations. Partners may collaborate in raising funds locally and internationally to implement training programmes, arrange for awards for the youth etc. |
| New Partnership for African Development's e-School Initiative | n/a | The project has been implemented in 6 secondary schools across Egypt | n/a |
| Explor@: Creative and Entrepreneurial Experiences for Youth | Between 2006 and 2007, Explor@ has achieved the following:
• Launch of two ‘Dulce Ayuda’ (Sweet Aid) campaigns to support Explor@ in 2006 and 2007.
• 45 training courses given to facilitators all over the country.
• Building of computer lab and classrooms for training facilitators and teachers at ODF`s facilities.
• The program has also produced one of the most sought after outcomes. Young participants are getting from the process a renewed vision of their own abilities, making them feel that they can support community projects, and an empowerment sensation that allows them to assume a more participatory role wherever they go.
• ODF acquired valuable experience in partnering with other smaller organizations in the country that use digital technologies for training and basic education. | Key partnership outcomes are that:
• All partners are committed
• They share the challenge
• They feel they own the project
• They establish direct, clear, and assertive communication among each other
• They have common objectives and goals
• Each partner organization has a leader
• Strengths and weaknesses of the partners are complementary | n/a |
| Partnerships for Education TEST | | | |
| TEST - DEMO | | | |
| PfE-Demo | | | |
| Demo-Test | | | |
| PfE Demo Project | | | |
| Intel Teach Program in Argentina | Teachers learning outcomes: The focus of the Intel Teach Program is to prepare educators to properly cultivate innovative learners and critical thinkers who can successfully compete in this economy. We train K-12 teachers (both in-service and pre-service) to learn the optimal ways to integrate technology tools and resources into their own lessons to promote 21st century learning and student-centered practices in the classroom. Students outcomes: Students gain 21st century skills to help to prepare them for a knowledge economy that include technology and digital literacy, effective communication, critical thinking, problem solving, and collaboration. | | Working with public-private partnerships, a range of program offerings provides flexibility which adapts to a country’s evolving infrastructure and addresses the readiness of individual teachers. The program is regularly, independently evaluated. Its curriculum is developed by educators for educators. |
| Intel Teach Program in Australia | Teachers learning outcomes: The focus of the Intel Teach Program is to prepare educators to properly cultivate innovative learners and critical thinkers who can successfully compete in this economy. We train K-12 teachers (both in-service and pre-service) to learn the optimal ways to integrate technology tools and resources into their own lessons to promote 21st century learning and student-centered practices in the classroom. Students outcomes: Students gain 21st century skills to help to prepare them for a knowledge economy that include technology and digital literacy, effective communication, critical thinking, problem solving, and collaboration. | Teachers learning outcomes: The focus of the Intel Teach Program is to prepare educators to properly cultivate innovative learners and critical thinkers who can successfully compete in this economy. We train K-12 teachers (both in-service and pre-service) to learn the optimal ways to integrate technology tools and resources into their own lessons to promote 21st century learning and student-centered practices in the classroom. Students outcomes: Students gain 21st century skills to help to prepare them for a knowledge economy that include technology and digital literacy, effective communication, critical thinking, problem solving, and collaboration. | Working with public-private partnerships, a range of program offerings provides flexibility which adapts to a country’s evolving infrastructure and addresses the readiness of individual teachers. The program is regularly, independently evaluated and consistently ranks among the most effective programs of its kind in existence. Its curriculum is developed by educators for educators. |
| Intel Teach Program in Brazil | Teachers learning outcomes: The focus of the Intel Teach Program is to prepare educators to properly cultivate innovative learners and critical thinkers who can successfully compete in this economy. We train K-12 teachers (both in-service and pre-service) to learn the optimal ways to integrate technology tools and resources into their own lessons to promote 21st century learning and student-centered practices in the classroom. Students outcomes: Students gain 21st century skills to help to prepare them for a knowledge economy that include technology and digital literacy, effective communication, critical thinking, problem solving, and collaboration. | | Working with public-private partnerships, a range of program offerings provides flexibility which adapts to a country’s evolving infrastructure and addresses the readiness of individual teachers. The program is regularly, independently evaluated and consistently ranks among the most effective programs of its kind in existence. Its curriculum is developed by educators for educators. |
| Intel Teach Program in Chile | Teachers learning outcomes: The focus of the Intel Teach Program is to prepare educators to properly cultivate innovative learners and critical thinkers who can successfully compete in this economy. We train K-12 teachers (both in-service and pre-service) to learn the optimal ways to integrate technology tools and resources into their own lessons to promote 21st century learning and student-centered practices in the classroom. Students outcomes: Students gain 21st century skills to help to prepare them for a knowledge economy that include technology and digital literacy, effective communication, critical thinking, problem solving, and collaboration. | | |