The primary development challenge that we are addressing is the technology and informational gap that exists in third world countries. As a first step, this project addresses this gap specifically in the K-12 Education sector by focusing first on teachers. Third world countries are committed to meeting their millennium goals for reading, writing and mathematics education in the country. To do this, they need an efficient, low cost means to distribute curriculum, collect and maintain educational data, train teachers, foster collaboration among teachers, and measure student progress in a consistent manner. This project proposes a partnership between the teachers, the government and private business to provide a device to the primary and secondary school teachers. This hardware will provide a platform for curriculum distribution and teacher training, as well as a mechanism for reporting back standardized student progress reports and accurate statistics on student populations relative to the countries millennium and funding goals.
The project believes that most countries are committed to meeting their millennium goals for reading, writing and mathematics education. Unfortunately, in-country government funding alone is not adequate to meet these goals. Compounding this, the public school systems in many countries are not getting the needed assistance and/or grant monies from NGOs and other agencies. This is a circular problem as the governments are unable to provide accurate data to potential funders to adequately define the need. This project proposes to establish a partnership between the government and private business to provide devices to the primary and secondary school teachers at a subsidized cost to the teacher in order to report back accurate statistics on student populations, student performance relative to the country's millennium goals and to ultimately provide the government the data to accurately define need and progress toward goals. In return for providing this data, the teachers would become owners of devices, receive a zero interest loan for their purchase, receive the necessary training in their use and have access to a service and support infrastructure, all at reduced or no cost. The general design of this project has borrowed from the best practice learning’s of other, successful private/public partnerships. An important difference in this project however, will be the emphasis on both on-going training and building a hardware support infrastructure for the teacher population. By exposing 100s of thousands of educators at the K-12 level, we also anticipate community benefits that include access for teachers and students to previously unavailable content, such as better curriculum, digital literacy, books, and knowledge via the internet. These ancillary impacts have shown to have a positive effect on poverty, literacy, women’s rights, and health. This access to information could open doors for students and teachers alike to professional careers and educational opportunities that may impact college enrollment, higher salaries, and overall economic development.
The major components of the project are:
Social Impact: According to the United Nations, "The ability to create, acquire and adapt new technologies is a critical requirement for competing successfully in the global marketplace.” Adopting useful and relevant technology at the teacher level can have the greatest impact in the country as teachers not only effect the lives of a great number of people, they also shape the future generation. Success: To date, a successful pilot has been completed proving the technology.
Technology adoption Geography: Asia/Africa/Latin America
Stage: Initial Operational Phase Funding
Initiate the program for the first 500 teachers in three regional areas into the operational phase. Funding to pay half of the device cost and enough support staff to run the program in country. Funds will also be use to manage the data collected and grow the program country wide.
Information Technology & Business Consulting