infoDev Knowledge Maps

8 items available

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https://hdl.handle.net/10986/9414
infoDev’s Knowledge Maps on ICTs in education are intended to serve as quick snapshots of what the research literature reveals in a number of key areas. They are not meant to be an exhaustive catalog of everything that is known (or has been debated) about the use of ICTs in education in a particular topic; rather, taken together they are an attempt to summarize and give shape to a very large body of knowledge and to highlight certain issues in a format quickly accessible to busy policymakers. The infoDev knowledge mapping exercise is meant to identify key general assertions and gaps in the knowledge base of what is known about the use of ICTs in education, especially as such knowledge may relate to the education-related Millennium Development Goals (MDGs).

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    Enhancing the Livelihoods of the Rural Poor through ICT - A Knowledge Map: Tanzania Country Study
    (World Bank, Washington, DC, 2008-06) Economic and Social Research Foundation; McNamara, Kerry
    The major objective of the study was to come up with illustrative success stories as well as failures to give lessons on ICT interventions in the area of rural livelihoods and their impact in Tanzania. The key issues addressed in this study were: 1) common ICTs used by the rural poor in Tanzania; 2) which ICTs are regarded as attractive by different groups and why; 3) the use of ICTs by different age cohorts as part of their livelihoods strategies; 4) the role of ICTs in influencing the livelihoods of the poor; 5) what effects, if any, does use of these resources have on vulnerability, livelihoods and value of assets; and 6) whether or not ICT services can be improved in relation to their usage and effects. The study also made a comparative analysis of the use of ICTs by different groups based on age, location, gender and ethnicity. This study was conducted for a period of four months from October 2006 to January 2007, in three different districts (Bagamoyo, Moshi Rural and Njombe). The findings from this study reveal that ICTs commonly used by the rural poor in the selected districts are radio, mobile phone and TV. Development of ICTs is a result of a number of interventions by government, NGOs, development partners and the private sector, and this has impacted on the livelihoods of the rural poor. Survey results confirmed this by revealing that ICTs contributed to improving rural livelihoods through improved businesses (17%), increased access to education (3%), ease of communications (50%) and increased access to key information (30%). The output of this study is expected to inform policymakers as well as other stakeholders, such as development partners, civil society and the private sector, on how ICTs can be adapted to help improve the livelihoods of poor individuals, families and communities in rural areas and increase their income opportunities and/or livelihood sources, thereby improving their chances of escaping from persistent poverty. It also documents what has already been implemented in Tanzania as far as ICTs and rural livelihoods are concerned, and the pertinent gaps in terms of improving the livelihoods of the rural poor by using ICT tools.
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    Knowledge Map : Monitoring and Evaluation
    (Washington, DC, 2008-01) World Bank
    Bias is a very real issue in most of the monitoring and evaluation work done of information and communication technologies (ICT) in education issues across the board. Such biases are often introduced at the monitoring and evaluation design stage, and include a lack of relevant and appropriate control groups, biases on the part of 'independent evaluators' (who often have a stake in seeing positive outcomes), and biases on the part of those evaluated (who may understandably seek to show that they have made good use of investments in ICTs to benefit education). The opportunity for such biases (which are usually positive biases) are especially acute where there a great reliance on self-reported data. There appears to be a lack of institutional and human resource capacity to carry out independent evaluations of ICT in education initiatives by local organizations in least development countries (LDCs) (which increases the cost of such activities and potentially decreases the likelihood that the results will be fed back into program design locally). A general lack of formal monitoring and evaluation activities inhibits the collection and dissemination of lessons learned from pilot projects and the useful formation of necessary feedback loops for such lessons learned to become an input into educational policy. Where such activities have occurred, they focus largely on program delivery, and are often specific to the project itself.