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ICT for the Promotion of Literacy

Project title
"ICT for the Promotion of Literacy, especially in E-9 Countries"

Implementing agency
UNESCO Islamabad

Region/country covered
E9 Countries

Duration
2004-2005

Context/problem being addressed
The Beijing Declaration of the E-9 countries, adopted by the E-9 Ministerial Review Meeting held in Beijing, China during 21-23 August, 2001, underlined the importance of harnessing the great potential of ICTs to achieve the goals of EFA, particularly literacy.

The following areas were highlighted in the Beijing Declaration:

1. The application of ICTs in the fields of basic education, especially to reach the unreached;
2. Creation of a network of the use of ICTs to foster interactions and experiences and sharing of resources;
3. Training of teachers and administrators in the use of ICTs; and
4. Identification and documentation of best practices in ICT.

According to the EFA Monitoring Report 2002, the greatest EFA challenge lies in South Asia. A wide range of initiatives have emerged to address this, including a cross-cutting project “ICTs for the promotion of literacy, especially in E-9 countries”, which will be implemented in the 2004-2005 biennium. The project aims to focus on two main activities: 1) Studies on best practices in ICT-assisted literacy in the E-9 countries, and 2) The development of ICT-based literacy materials and identification and mobilization of partners for implementation in the three E-9 countries in South Asia: Bangladesh, India and Pakistan. These efforts will be coordinated with other literacy activities carried out in the context of the United Nations Literacy Decade (UNLD).

Target audiences
Literacy policy-makers, trainers, researchers and practitioners

Objectives

  • To strengthen cooperation and networking among the E-9 countries in harnessing ICTs to promote literacy
  • To enable the exchange of ideas and information about the best practices in ICTs
  • To develop quality ICT-based literacy materials

Specific Objective of the Study

To identify successful innovations and best practices in ICT-assisted literacy in the E-9 countries

Activities

  • Review of Literature and Criteria for Best Practices: Undertaking a literature review of ICT-based basic education initiatives, with particular reference to literacy. The section will conclude with a list of operational criteria that will be used for selecting successful innovations and best practices.
  • Identification and Review of Best Practices: Selecting and reviewing best practices in ICT-assisted basic education, particularly those related to literacy, which meet the criteria e.g., large number of beneficiaries; successful implementation for over two years; replicability of the project; cost effectiveness; sustainability; etc., selected by the researcher. Document an inventory of Best Practices in ICT-based Education – lessons from the past (not more than 8-10 practices). The study will systematically document the core elements of best practices, the institutional provisions, the necessary pre-conditions and other factors (incentives programmes, etc) within which they emerged, and their duration. Also state the reasons why certain best practices have continued at a particular scale, or discontinued.
  • Identifying Current Innovative Best Practices: Identifying two to three current initiatives in ICT-based education, applying the criteria developed in the study, which are innovative and hold promise for the future. The initiatives will be comprehensively described in the context of core elements; the institutional arrangements and resources utilized.
  • Assessment of the impact of ICT-assisted literacy initiatives on target communities: notably women and girls.
  • Recommendations: A set of strategies at policy and operational levels may be recommended for ICT-based education in general, and for literacy in particular. The recommendations should focus on the following key elements:
  • highlight institutional and practical linkages for optimal collaboration between various tiers of government;
  • coordination with civil society sector/public private partnership;
  • effectiveness of donor assistance;
  • potential for collaboration at the regional/international level;
  • financial and/or policy implications.