In the light of increasing evidence, ICT for education development assistance at the institution or school level will likely have a limited impact unless the ICT policies and strategies in the sector have been developed to facilitate and support efficient use of ICT for education at these levels. In the absence of such comprehensive sector-level policies and strategies for ICT for education, it is justifiable to design a stand-alone ICT for education project as a pilot with the specific aim to use the pilot experience to inform and help the planning of policy and strategy for the sector. Decisions on ICT investments in the education sector in developing member countries (DMCs) are too often driven by hardware procurement and infrastructure issues only. Project designs based on such a narrow approach are pursuing an “ICT in education” perspective instead of an “ICT for education” perspective. The “ICT in education” perspective does not provide • •
1µ Incorporating ICT for Education in Project Design and Implementation an adequate framework for assessing to what degree the ICT solutions and arrangements pursued will actually improve educational quality and delivery (the “ICT for education” perspective) in the context of an individual DMC. While procurement of ICT equipment can be important, it should not be the main objective of ICT activities in the sector. Evidence (ADB 2007) strongly suggests that larger scale procurement of ICT hardware and development of ICT infrastructure for the education sector should be undertaken in a DMC only after sector plans adequately address ICT policy and strategy options in the sector and their synergies with the national ICT vision and regulations; contextualizing and optimizing ICT for education solutions in the sector to suit the local circumstances; Total cost of ownership (TCO) and cost efficiency of ICT investments in the sector, including appropriate use of high and low technologies, and feasible cost-sharing options through public– private partnerships (PPPs) to achieve and maintain developmental and financial sustainability of ICT for education in the sector; and capacity development and resource needs in the sector to effectively implement and monitor the preceding three points. Guides In addition to the issues indicated above, the following issues should be reflected in project design, initially at the project concept stage, and more comprehensively in the final project design. 1. Devise a clear rationale for investment in ICT for education. Knowledge economy rationale. In the broader development perspective, it should be emphasized that, to be able to compete in the global economy, DMCs need to make their way toward transitioning to knowledge economies. A key aspect of a knowledge economy is an information-literate and ICT-capable labor force. Investments in ICT for education foster information literacy and ICT capability at all levels of education. Education systems need to respond to the demands of the global economy.
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- Spring '19
- ADB, education sector, Information and Communication Technology for Education