International Workshop on Improving E-Learning Policies ......International Workshop on Improving e-Learning Policies and Programs iv countries is presented. The aspirations of their

International Workshop on

Improving E-LearningPolicies and Programs

PROCEEDINGS

Intl WorkshopPrelim.pmd 27/01/2005, 1:29 PM1

International Workshop on Improving e-LearningPolicies and Programs

ii

Copyright: Asian Development Bank 2004

All rights reserved.

The views expressed in this book are those of the authorsand do not necessarily reflect the views and policies of theAsian Development Bank, or its Board of Governors or thegovernments they represent.

The Asian Development Bank does not guarantee theaccuracy of the data included in this publication and acceptsno responsibility for any consequences of their use.

Use of the term “country” does not imply any judgment bythe authors or the Asian Development Bank as to the legalor other status of any territorial entity.

ISBN 971-561-557-0

Publication Stock No. 101304

Published and printed by the Asian Development Bank, 2004.

This publication is available on the following web sites:http://www.adb.org/Publicationshttp://www.adbi.org


Contents iii

FOREWORD

The Asian Development Bank (ADB) and the Asian DevelopmentBank Institute recognize the importance of information andcommunications technology (ICT) to foster development in the Asia-Pacific region. The adoption of new learning technologies for billionsof people in Asia has stimulated governments to incorporate ICT intheir policies and plans. Private organizations have also recognizedtheir roles in facilitating ICT development to serve their needs.

The education sector is a focus area of ADB, and ADB hasacknowledged that ICT is a crucial instrument in bringing educationto everyone. Many countries in Asia and the Pacific have already showninterest in this new learning tool.

Innovative technology that develops the human resource base is akey to improving people’s lives. Rapid innovation in ICT is transformingthe way we work, the way we interact, and the way we learn. In theeducation sector, e-learning improves education by making it possiblefor students to fit their education into family and work schedules, andby providing a greater choice of quality courses. E-learning allowsstudents to enroll simultaneously in more than one good school inorder to achieve their particular learning goals in the most timelymanner. At the same time, each school can maintain a different set ofgeneral education tools, prerequisites, academic specialties, and otherinstitutional requirements.

The growth of e-learning changes the very nature of education—how it is designed, administered, delivered, supported, and evaluated.As more developed countries adopt anytime-anywhere learning,students in developing countries are faced with the digital divide andwidening gap in academic achievement. This gap results from aninteraction of several factors, but if left unaddressed, unequal access todigital resources and differences in ICT skills will allow the “haves” toincreasingly outpace the “have nots.”

This book, the proceedings of a high-level workshop on ImprovingE-learning Policies and Programs, explores the issues and benefits ofe-learning. The status of e-learning and ICT in 19 Asian developing



iv

countries is presented. The aspirations of their governments to upliftthe educational level of their populations through e-learning—that is,to bridge the digital divide in academic achievement—are thendescribed in a series of draft action plans.

We hope that the discussion here will inspire not only theparticipating countries but also other countries in the region to takepositive action toward developing e-learning capabilities and to makethem accessible to all their people.

Peter McCawleyDean

Asian Development Bank Institute

Geert van der LindenVice President

Knowledge Management andSustainable DevelopmentAsian Development Bank


Contents v

PREFACE

The Asian Development Bank (ADB) and the Asian DevelopmentBank Institute (ADBI) conducted an international workshop onImproving E-learning Policies and Programs on 9–13 August 2004 inManila. The workshop was jointly coordinated and sponsored by thegovernments of Australia and Republic of Korea and two privatecompanies: International Business Machines (IBM) Corporation andMicrosoft Corporation. There were 28 participants, who were decisionmakers in government ministries of education, economy, finance, orplanning from 19 countries. There were also speakers and resourcepersons from IBM; Microsoft; United Nations Educational, Scientificand Cultural Organization; Australia; and Republic of Korea. Othersfrom the private sector were also invited to share their knowledge intheir specific fields of expertise.

The objectives of the workshop were to review, compare andevaluate e-learning policies and programs in the selected countriesand to draft action plans to improve them or to introduce e-learningpolicies and programs.

The presentations were organized into three parts: macro analysisof components facing e-learning in countries; micro analysis of thesecomponents, and case studies. A forum was held during the workshopto share and discuss ongoing applications of e-learning projects indeveloping countries. A major outcome of the workshop was a seriesof 25 draft action plans prepared by the participants for their respectivecountries.

In the draft action plans, the use of e-learning has been proposedby the countries involved to develop school networks, to upgradenonformal systems to improve literacy and life skills, for teachereducation, for development of policy in information andcommunications technology systems, and for modernizing curriculaand learning methods. Together, they represent major trend lines forthe region over the coming years as countries begin to focus on e-learning technology as a way to increase access to and improve thequality of both formal and nonformal education systems.



vi

ADBI, ADB, and the private sector organizers are committed tocontinue the process of integrating e-learning in Asia and the Pacificwith all forms of knowledge sharing and awareness campaigns. In 2005,an international conference on mobile learning or m-learning isscheduled to continue the e-learning series of conferences. In 2006, e-textbooks and in 2007, an e-teacher training conference will behighlighted. In addition, the organizers will search for ways to fundselected concepts developed during these conferences, including theprovision of technical assistance to pilot innovations in e-textbooksand e-teacher training.

Jeoung-Keun LeeSenior Capacity Building Specialist

Capacity Building and TrainingAsian Development Bank Institute

William LoxleyPrincipal Education Specialist

Agriculture, Natural Resources,and Social Sectors DivisionAsian Development Bank


Contents vii

ACKNOWLEDGMENTS

The organizers are grateful to the workshop sponsors: thegovernments of Australia and Republic of Korea, International BusinessMachines Corporation, and Microsoft Corporation.

The workshop could not have been successfully completed withoutthe help of a large number of staff from the Asian Development BankInstitute (ADBI) and Asian Development Bank (ADB): at ADBI, PeterMcCawley, Dean; Raymond Z. H. Renfro, Director, Capacity Buildingand Training; Jeoung-Keun Lee, Senior Capacity Building Specialist;and Doi Tomoko, Program; and at ADB, Jan van Heeswijk, DirectorGeneral, Regional and Sustainable Development Department; RobertDobias, Director, Agriculture, Natural Resources, and Social SectorsDivision (RSAN); William Loxley, Principal Education Specialist,RSAN; Ma. Virginita A. Capulong, Sr. Sector Officer, RSAN; SheelaRances, Administrative Assistant, RSAN; Jocelyn Bolos, AdministrativeAssistant; and Ma. Socorro Duenas, Rapporteur.

In addition, special thanks are due to ADB and ADBI support staffmembers who prepared the workshop hall and materials.

Participants greatly appreciated the work done during the workshopby the elected chairperson, Mr. Anura Dissanayake, Director, NationalHuman Resources Development Council of Sri Lanka, and vice-chairperson, Ms. Khin Maung Ba, Deputy Director, Ministry ofNational Planning and Economic Development of Myanmar.

Finally, the workshop would not have been successful without thestrong support and assistance given by resource persons and by theparticipants from developing member countries. Their expert adviceand country-specific experiences were valuable in making the workshoprelevant to the needs of the developing member countries.



viii

CONTENTS

FOREWORD iiiPREFACE vACKNOWLEDGMENTS viiABBREVIATIONS xiEXECUTIVE SUMMARY xiii

I. INTRODUCTION 1II. COUNTRY PROFILES 4III. KEY PRESENTATIONS

A. MACRO COMPONENTS OF E-LEARNING

Current Status and Trends of E-learning 7Conducive Environments for E-learning 16New E-learning Paradigm: Intellectual Capital Creation,

Knowledge Management, and EconomicCompetitiveness 18

Technical Aspects of E-learning 20Converged Internet Protocol Networks, Wireless Fidelity,

Personal Digital Assistants, and E-learning 21Components of E-learning Policies and Strategies 24

B. MICRO COMPONENTS OF E-LEARNING

Benefits, Issues, and Constraints in E-learning 26Instructional Systems Design 28Capacity-building for E-learning 29Learning Management Systems and Projects 32Managing E-learning Programs 34Measuring Success of E-learning Programs 35Role of E-learning in E-government Implementation

and Adoption 37


Contents ix

Future of E-learning Programs 39Unlimited Learning and Knowledge Management:

The E-agenda 41E-learning Beyond the Classroom: A Forum 42

C. CASE STUDIES: APPLICATIONS OF E-LEARNING

Key Issues in E-learning: Republic of Korea 45Technological Advances and Trends in E-learning 47E-learning Programs in India 49E-learning Trends in Japan and the Asian

E-learning Network 52

D. WORKABLE ACTION PLANS

How to Draft Workable Action Plans 53Summary of Participants’ Action Plans 55

IV. CLOSING REMARKS 62

APPENDIXES

1. Issues Identified by Participants in E-learningPolicymaking 65

2. Draft Action PlansAfghanistan 70Bangladesh 72Bhutan 79Cambodia 82People’s Republic of China 94India 102Indonesia 110Kyrgyz Republic 120Lao People’s Democratic Republic 122Maldives 125Myanmar 129Nepal 136Pakistan 142Philippines 145



x

Sri Lanka 154Tajikistan 161Thailand 166Turkmenistan 168Viet Nam 170

3. Directory of Participants, Resource Speakers,and Organizers/Secretariat 171

FIGURES

1 National Labor Market Profiles by Sector andCountry Income 8

2 Internet Monthly Dial-up Costs in Asia and thePacific, 2002 9

3 Evaluation Grid of ADB’s ICT Projects 154 Nine Critical Components of an E-learning Strategy 175 Profit and Shareholder Formation Flow 196 Participants and Processes in E-learning 217 Network Architecture 238 Evolution in Education 279 ADDIE: The Common ISD Methodology 2810 Correlation of Capacities for E-learning 3011 Learning Transition: Seamless Computing to

Seamless Learning 3312 Roles in E-learning Implementation 3513 E-learning as Enabler of E-government Success 3814 Factors that Shape the Future of Learning 4015 The EBS E-learning Project 4616 Planning a Learning Project 5517 Guidelines for Action Plans 56

TABLES

1 Major ICT Issues by Country 52 Outlines and Costs of Participants’ Action Plans 58


Contents xi

ABBREVIATIONS

ALIC - Advance Learning InfrastructureConsortium

ADB - Asian Development BankADBI - Asian Development Bank InstituteADDIE - analyze, design, develop, implement, and

evaluateAEN - Asian E-learning NetworkASEAN - Association of Southeast Asian NationsCD-ROM - compact disc-read only memoryCLC - computer learning centerCSAT - College Scholastic Aptitude TestCompTIA - Computer Industry Trade AssociationDMC - developing member countryDVD - digital video discEBS - Educational Broadcasting SystemEFA - Education For AllEMIS - educational management information

systemsESP - Education Strategic PlanESSP - Education Sector Support Programe-VRC - e-Vidhata resource centerGDP - gross domestic productGISP - Government Information Systems PlanHEI - higher education institutionIBM - International Business Machines CorporationICT - information and communications technologyID - instructional designIDRC - International Development Research CentreIP - Internet protocolIPR - intellectual property rightsISD - instructional system designIT - information technology



xii

ITU - information technology unitK-12 - kindergarten to grade 12LMS - learning management systemMDG - Millennium Development GoalMoEYS - Ministry of Education, Youth and SportMONE - Ministry of National EducationNCC - National Computer CenterNCI - National Computer InstituteNIE - National Institute of EducationNUOL - National University of LaosPC - personal computerPDA - personal digital assistantRTTC - regional teacher training centersSESP - Secondary Education Support ProgrammeTTCN - teacher training centers networkUNDP - United Nations Development ProgrammeUNESCO - United Nations Educational, Scientific and

Cultural OrganizationUSQ - University of Southern QueenslandVCD - video compact discVOIP - voice-over Internet protocolWiFi - wireless fidelityXML - extensible markup language

Abbreviations


Contents xiii

EXECUTIVE SUMMARY

An international workshop on Improving E-learning Policies andPrograms was held on 9–13 August 2004 at the Asian DevelopmentBank (ADB), Manila. The workshop was organized for participatingcountries to share and review electronic learning (e-learning) policiesand programs. Speakers and resource persons from various public andprivate organizations contributed their knowledge and skills forimproving e-learning. At the end of the workshop, participatingcountries drafted action plans to initiate projects based on improvinge-learning in their countries. The international workshop wasconducted by ADB and the Asian Development Bank Institute togetherInternational Business Machines Corporation (IBM), MicrosoftCorporation, and the governments of Australia and Republic of Korea.

There were 28 participants from 19 countries: Afghanistan,Bangladesh, Bhutan, Cambodia, People’s Republic of China, India,Indonesia, Kyrgyz Republic, Lao People’s Democratic Republic,Maldives, Myanmar, Nepal, Pakistan, Philippines, Sri Lanka, Tajikistan,Thailand, Turkmenistan, and Viet Nam. Participants were mostlydecision makers in their respective fields of government.

Resource persons and speakers came from private organizationsand institutions, such as IBM, Microsoft, and the United NationsEducational, Scientific and Cultural Organization. Other privateorganizations that attended were William Horton Consulting,Incorporated; Advance Learning Infrastructure Consortium; ParadisePatent Services, Incorporated; Janison Solution; Flexible LearningAccess Services; and Computer Industry Trade Association. Thegovernments of Australia; Republic of Korea; West Bengal, India; andJapan also shared their e-learning projects. A special forum wasconducted as part of the workshop to discuss views of the private andpublic sectors.



xiv

The following are key messages from the workshop:

• E-learning is defined as the delivery of a learning, training oreducation program by electronic means. It covers a wide set ofapplications and processes, such as web-based learning, computer-based learning, virtual classrooms, and digital collaboration. Itincludes the delivery of content via Internet, intranet, audio andvideo tape satellite broadcast, mobile phone, interactive television,and compact disc-read only memory (CD-ROM).

• The function of e-learning is to empower educators and learnersto express their ideas easily and naturally, interact with others,explore and discover the world, manage the process of learning,and assess its quality and quantity.

• Three elements are needed to complete the e-learning processes:producer, host, and learner; and three processes are required fore-learning implementation: create, offer, and access. Unless thethree processes work, e-learning does not take place.

• In managing e-learning programs, one should target worthy goalsand make general principles apply to each country, each culture,each organization, and each learner.

• Instructional systems design is concerned with understanding,improving, and applying methods of instruction. It is thetheoretical backbone to understanding the psychology of learningand how to shape performance. The differences in value and resultsbetween designing for e-learning conversion and redesign aresignificant—both in terms of return on investment and learningempowerment.

• Intellectual property can be a valuable economic asset and a criticalbusiness tool to enhance competitiveness. Its creation is ultimatelylinked to the quality of innovation and creativity. Intellectualproperty rights (IPR) protection in a local economy is an importantfactor in the investment decision. Affordable access to IPR is achallenge for developing countries, but IPR can be used as a meansof promoting technology access in the long run.

• E-learning technology has the potential to bring improved learning

Improving E-learning Policies and Programs


Contents xv

opportunities to a larger audience than has previously beenpossible.

• Designing an e-learning project needs broad capabilities, whichcan help advance learning effectiveness and efficiency and producereal education training value.

• E-learning is helping to transform governments through workforcetransformation, citizen education, and service optimization.

• Traditional approaches to learning are being replaced by acontinuous approach aimed at driving performance.

• The vision of future e-learning is success through learninginnovation. E-learning will change the way people acquire newskills and access knowledge by making learning pervasive. E-learning will eliminate barriers to accessing high-quality educationby making learning continuous and relevant. E-learning will enableorganizations to be more responsive to the changing environmentby making learning collaborative.

• There are eight key issues in an action plan—access, equity,innovation, research, lifelong learning, government, systemsintegration, and emerging business models.

• Bear in mind the objectives when drafting an action plan. Alwaysdeal with it in a holistic fashion. Remember to keep it simple andmanageable.

Executive Summary



I. INTRODUCTION

Mr. William Loxley, Principal Education Specialist of theAsian Development Bank (ADB), briefly welcomed the

participants and introduced Mr. Geert van der Linden, VicePresident, Knowledge Management and SustainableDevelopment, ADB, to give the opening remarks.

Mr. van der Linden welcomed the participants and thankedthe sponsors of the workshop, namely ADB, Asian DevelopmentBank Institute (ADBI), the governments of Australia and Republicof Korea, International Business Machines (IBM) Corporation andMicrosoft Corporation.

He defined e-learning as simply the delivery of educationalcontent via electronic media, including Internet, intranet, extranet,satellite, video, interactive television, and compact disc-read onlymemory (CD-ROM). He emphasized that e-learning is a powerfultool that frees teachers and students from the confines of theclassroom. He also added that this can be applied to in-serviceteacher training, communication among school administrators,contacts between the school and community, and other uses thatare still being discovered.

As far as the relationship of e-learning to a country’sdevelopment is concerned, Mr. van der Linden stated that thecreation of the national wealth of the country comes from theway it uses its investment and labor capital. Many developingcountries are not able to provide students with the knowledgeand skills training needed to compete in the increasinglysophisticated global workforce. Many students are not able totake advantage of learning and training due to vast distances fromlearning centers. Through e-learning, people in rural areas cannow remain in their communities and access a world-classeducation. Thus, e-learning can provide a cost-effective solutionto geographic gaps in education.

He stressed that if e-learning is properly harnessed, it can bethe fuel that propels Asia’s economies to new and greater heights.He cited various countries in Asia and the Pacific that have showninterest in the field of e-learning. Some have even embraced this

International Workshop.pmd 27/01/2005, 1:25 PM1

Improving e-Learning Policies and Programs2

technology and it has become a way of life. He noted that the privatesector will always be a key element in developing e-learningtechnology. However, the public sector also needs to do its part byestablishing policies that embrace this type of education, and settingstandards and regulations.

Mr. van der Linden stated that ADB is committed to the business ofeconomic and social development. Innovative technologies related tohuman resources are key tools for poverty reduction. Thus, ADB is keenon learning new and best practices in applying e-learning to assist itsdeveloping member countries (DMCs). E-learning is important becauseit is a tool to develop a national resource, namely, an educated workforce.

Mr. Raymond Renfro, Director for Capacity Building and Training,ADBI, speaking on behalf of Mr. Peter McCawley, Dean of ADBI,gave a few welcoming words. Mr. Renfro began by warmly welcomingthe participants, guests, and resource speakers to the workshop.

He noted that e-learning covers a wide set of applications, butpeople mostly focus on the “e,” technical aspect rather than on thesecond part, which is learning. Some important aspects of e-learninginclude the specific needs of the target audience, the course content,the delivery mechanisms, and the tutorial and technical support.

He pointed out that one of the current debates on e-learning is thetrade-off between traditional, instructor-led training and e-learning.Some of the major advantages of e-learning are individualization,flexibility, active participation, continuous availability, and costeffectiveness. While some countries in Asia and the Pacific are at theforefront and active users of e-learning, many developing countriesare not making significant progress in e-learning and are falling behindtheir neighboring countries. Appropriate policies and incentives areneeded in order to reverse this trend.

Mr. Renfro said that ADBI focuses on current priority researchissues and capacity building in the DMCs. ADBI’s main strategicobjectives are in line with those of ADB, namely, poverty reduction,regional cooperation, private sector development, and governance.He said that one strategic priority of ADBI is the development ofInternet-based, online training activities. He then described some ofthe activities of ADBI in this field.

Mr. Jeoung-Keun Lee, Senior Capacity Building Specialist,Capacity Building and Training, ADBI, introduced the workshop byoutlining a timetable to accomplish its three objectives: to review andcompare e-learning policies and programs, to overview recent trends


3Introduction

and technologies for e-learning, and to draft action plans (projectproposals) to improve/introduce e-learning programs.

Mr. Lee emphasized that participants should be able to submit anaction plan that would correspond to their country situation. Thisaction plan would improve the design of the e-learning program inthat country and if the action plan were feasible, it would eventuallylead to proposals for possible funding.

He then asked participants to describe their expectations from theworkshop. The responses included sharing information on e-learningprograms with the rest of the group, learning more of e-technologyfor the future, creating or improving e-learning policies, learning howto measure success, contributing experiences and learning aboutcountry situations, learning various technologies and methodologies,sharing success and failure stories, and helping other countries in thee-learning field.



II. COUNTRY PROFILES

Representatives of each country gave a 10-minute review oftheir country’s educational status and the challenges,

initiatives, and strategies in the education system. Table 1 liststhese factors for each participating country. After each report, a5-minute discussion was allotted for clarification, suggestions,and comments. Many countries found that they shared similarissues, including poor teacher training and content development,lack of funds, lack of support from the government, and lowcomputer literacy.

During the discussion, participants exchanged suggestionsand recommendations for their country’s challenges oninformation and communications technology (ICT) in education,such as public-private partnerships, determining needs analysis,continued research and development, and enabling communitysupport for education in ICT.


5Introduction

Country Challenges Initiatives Strategies

Afghanistan Extensive damagefrom war

Initiate needsassessment

Provideopportunities formen and women

Bangladesh Enhancing educationin ICT

Provide access inrural communities

Utilize machinetranslation to removelanguage barrier

Bhutan Teachers andteachers’ training

Train teachers whoare poor

Initiate distancelearning/education

Cambodia Basic educationinfrastructure

Provide basic needs Provide ICTinfrastructure

PRC Teachers’ training Conduct training onholidays

Develop educationinformation resources

India Low personalcomputer penetration

Enhance public-private partnership

Provide budgetaryrequirements

Indonesia National vision usingICT for education

Acquire ICTeducation resources

Enhance ICTinfrastructure

KyrgyzRepublic

ICT integration in theprocess of learning

Revise curriculum Promote moreknowledge on ICT

Lao PDR Basic educationalinfrastructure

Provide childrenwith educationopportunities

Establish IT trainingcenters

Maldives Planning for e-learningdevelopment

Political reorientation Provide opportunitiesfor students

Myanmar Raise educationto internationalstandard

Improve level ofeducation

Prioritize educationinstitutions topromote educationopportunities

Nepal Poor teaching-learning environment

Create interest tolearn

Strengthen designof materials andprograms

Pakistan Limited resources inpublic- privatesectors

Regulate activities Facilitateopportunities forprivate sector

Philippines Technologicaldependence

Avoid becomingprisoners oftechnology

Increase skilledfaculty

Table 1: Major ICT Issues by Country

Country Profiles

continued next page



Table 1: Major ICT Issues by Country (cont’d.)

Country Challenges Initiatives Strategies

Tajikistan Curriculumdevelopment

Re-equip schoolswith materials

Allot funds

Thailand Teachers’ learningmaterial

Conduct contentdevelopment training

Ensure networkconnections

Turkmenistan ICT in educationprocess

Train and retrain staff Support teachers atall levels

Viet Nam Technology andtelecommunicationsinfrastructure

Improve low Internetaccess speeds

Establish networks inrural areas

ICT = information and communications technology, IT = information technology,PDR = People’s Democratic Republic, PRC = People’s Republic of China.Source: Country reports.

Sri Lanka Urban-rural gaps Experience inmoderndevelopment

Improve facilities andother services


7Introduction

III. KEY PRESENTATIONS

A. Macro Components of E-Learning

Current Status and Trends of E-learningMr. William Loxley

Principal Education Specialist, ADB

Mr. Loxley presented the keynote speech. He noted that ADB isnot at the cutting edge of technology yet. However, initiatives

like the workshop are slowly being integrated and internalized in orderto realize the significance of e-learning and how life will change as aresult in the long run.

According to sector and country income in national labor marketprofiles, low-income workers dominate most Asian countries. Theirmain source of employment is agriculture (Figure 1). This greatly affectse-learning implementation because public and private organizationsand institutions have to find ways to bring e-learning to rural areas.Another concern is that many people are not working, including peoplewho choose not to work and youths who are not in school. Of thosein the middle-income bracket, 40% are not working; while in the high-income bracket, 35% are not working and 42% are working in theservice sector. This implies that although many high-income peopleprovide services through jobs, many are unemployed.

Developed economies, such as Australia; Hong Kong, China; Japan;Republic of Korea; New Zealand; and Singapore, have set their ownrealistic education standards for ICT, develop content to internationalstandards, and have expert know-how. There are also evolving localizedprojects in People’s Republic of China (PRC), India, Malaysia, andPhilippines. These localized projects have in common that theygenerally begin with very good intentions but have very little politicalcommitment to sustainability; also they have inadequate budgets,



cumbersome bureaucracies, and inappropriate policy and implementingmechanisms. ICT development will be a long and gradual process inthese evolving nations and it is important that they have an appropriatepolicy environment.

ICT and education are not a priority in the least advanced nations,as implied in Figure 2 below. This is probably due to the fact thatpolitical leaders are generally not sensitive to global developments inICT. Also, these nations often view ICT as not contributing to wealthbuilding of the country.

There are six aspects in which education and technology issuescome into play: teachers, students, school administration, learningmaterials, evaluation, and costs. If education and technology merge,students would focus more on what is useful for them; they woulddemonstrate better retention and comprehension; they would haveaccess to unlimited information resources; they would quickly becomeself-empowered; and they would learn more useful and currentknowledge. For teachers, the result would be that they could reach awider audience, coach and animate rather than lecture, gain enhancedprestige in class and in the community, design their own coursematerial, and enjoy a wide support network with peers and ministryheadquarters. ICT is dramatically and rapidly transforming secondaryand post-secondary education in developed nations to a degree scarcely

Figure 1National Labor Market Profiles by Sector and Country Income

Source: World Development Report 1995. Workers in an Integrating World.Washington, DC: World Bank.

High Income500 MillionWorking Age

Middle Income1,000 MillionWorking Age

Low Income2,000 MillionWorking Age

Services16%

NotWorking

29%

Industry11%

Agriculture44%

Agriculture3%

Not Working

20%

Industry

ServiceSector

42%

35%

Agriculture

Services25%

NotWorking

40%

Industry

19% 16%


Key Presentations 9

39.78

143.73

119.3485.4

75.765.36

52.5149.78

47.0843.44

42.0742.05

40.3331.18

23.24

22.8522.3122.1920.3619.8619.4219.3518.87

18.4223.10

16.1514.13

12.3711.7410.56

7.43

ASIA-PACIFIC

KiribatiSolomon Islands

CambodiaVanuatu

MaldivesPapua New Guinea

SamoaTaipei,China

BhutanJapan

Lao PDRFiji Islands

BangladeshKorea, Rep. of

Viet NamIndonesia

Hong Kong, ChinaBrunei

Sri LankaPakistan

PhilippinesNepalTonga

AustraliaIndiaPRC

MalaysiaNew Zealand

SingaporeThailand

Source: ADB. 2004. The Future Role of Information and Communications Technologies in Education andTraining in Asia and the Pacific. Manila.

Figure 2Internet Monthly Dial-up Costs in Asia and the Pacific, 2002

(US$)

imaginable only one generation ago. High schools, colleges, vocationalschools, universities, and advanced research institutions are beingprofoundly affected at all levels and in myriad respects.

In other words, ICT is changing the developed world’s attitudesand approaches to education. By transcending traditional physical andspatial constraints, ICT brings to millions of people of all ages, ethnicgroups, and socioeconomic levels unprecedented educationalopportunities, whether they are on campus or off; attending vocationalinstitutions or receiving technical education and vocational trainingat a distance; whether they are fully, partially or not employed, or arephysically disadvantaged; and whether they live in dense urbanagglomerates or remote and rural communities. In terms of access,ICT, properly utilized, promises the ultimate democratization of



education. These factors have convinced ADB to encourage andfacilitate the use of ICT in the secondary and upper levels of educationalstrategies and programs of the Asia-Pacific region.

Teachers

Relatively little is known about what motivates a teacher to adoptICT in a classroom context. Indeed, for some, the prospect of changingfrom the role of lecturer to that of combined mentor, guide, motivator(even entertainer!) can be daunting, implying a diminution of authorityor a slight fading of their perceived image of infallibility. Nonetheless,throughout the developed world over the past 20 years, most teachersappear eager to adopt ICT when appropriate opportunities arise.

Students

Although the term ICT implies far more than simply access topersonal computers, students generally perceive using computers ashaving a positive effect on their learning. On average, students whoused computer-based instruction scored at the 64th percentile on testsof achievement compared to students in controlled conditions withoutcomputers, who scored at the 50th percentile. Studies find that usingcomputer technologies in developmental classrooms positivelyinfluences students’ attitudes toward writing and improves both theappearance and quantity of student writing.

Traditionally, students have learned about the world from teachersin classrooms and laboratories, through books, and in-school audio-visual media. Now technology allows them to get—on their owninitiative—in-depth information on an unprecedented array of subjectsand cultures electronically; for example, by corresponding via theirmobile phones (“texting”) and personal computers with their globalpeers. Microsoft Encarta7 and the like have proven outstanding sourcesof easily accessible, understandable, often fascinating, referencematerials that are browsed and absorbed eagerly. For many students,acquiring knowledge in this manner feels more like fun than study.

Traditional faculty roles are, to borrow a word from the cabletelevision and telephone carriers, “unbundling.” Increasingly, a singlefaculty member is no longer responsible for all technological andpedagogical functions relating to a course. Universities aredisaggregating instructional responsibilities and allocating them amongspecialized professionals. This requires a “deliberate division of labor


Key Presentations 11

among the faculty, creating new kinds of instructional staff, ordeploying non-tenure-track instructional staff (such as adjunct faculty,graduate teaching assistants, or undergraduate assistants) in new ways.”Distance education teams include administrators, instructionaldesigners, technologists, and instructors/facilitators. The functions ofinstructors and facilitators then include being “facilitator, teacher,organizer, grader, mentor, role model, counselor, coach, supervisor,problem solver, and liaison.”

School Administration

Increasingly, administrative and institutional accountability forresources invested in education is driving the development of educationmanagement information systems. Monitoring and evaluating programsand outputs using educational management information systems (EMIS)provide information that can be used to improve efficiency, optimizeresource allocation, and reinforce performance. At the local level,learner and parent groups, including local school boards, requireinformation about educational performance and outcomes in order tomake decisions and promote those decisions vis-à-vis local government.In the often highly politicized context of planning and resourceallocation, effective EMIS can play a pivotal role.

In the all-too-often absence of adequate institution-based facultydevelopment, support, and training programs, faculty memberstypically tend to use their conventional classroom methods to teachat a distance and become frustrated when their attempts areunsuccessful. In a survey on the role of computing and informationtechnology (IT) in higher education in the United States (US), mostsenior academic and IT officials agreed that the single most importantICT issue confronting their campuses over the next two or three yearswas “helping faculty integrate technology into their instruction.”

Learning Materials

As more and more knowledge becomes available online, a greatdeal of printed material becomes obsolescent, if not obsolete. This isespecially disquieting for post-secondary institutions in developingcountries, which are attempting to ensure that their students achieveequivalent outcomes and are able to compete with graduates in thedeveloped world, particularly in such rapidly evolving disciplines aspharmacy, medicine, optometry, library sciences, engineering,



agriculture, computer technology, and nursing. Visits to a number ofpost-secondary institutions in Asia and the Pacific revealed that freshlyprinted copies of DOS24 manuals were being readied for distributionto computer science students. There were no plans to modernize thematerial because teachers were comfortable with it, and there werefew if any opportunities for them to update their own knowledge. Abrief review of printed learning materials in many other sectorsdemonstrated that the problem was not unique to technology courses,but was widespread across departments and faculties.

Evaluation

Indicators of student achievement are key to evaluating technology-mediated learning. Although standardized test scores are valid andwidely used barometers for determining achievement, they are not theonly tools available for assessing the efficacy of technology in studentlearning. Technology-oriented performance indicators can be set upto capture and report a variety of descriptive assessment data usingstudent portfolios and assessment rubrics. There has been rapiddevelopment and integration of ICT into daily life. Parents, teachers,and the business sector have increased their expectations that schoolsensure students are “ICT literate.” ICT has the potential to improve theeducation system by assisting students’ ICT skill development;increasing students’ interest, knowledge, motivation and learning skills;supplementing teachers’ instructional practices in the classroom;expanding educational programs; extending the learning environmentbeyond classroom walls; and providing efficient administration andcost savings.

It is apparent that there is no single “correct” way to tutor intechnology-rich environments. The definition of the tutor’s roles andactivities must be understood within the specific context: the teaching/learning settings, constraints of the environment, status of the learnersand of the tutor, and pedagogical model. In order to provide aframework for tutors to understand their roles in different contexts,there are examples of online learning and teaching from a range ofdifferent scenarios.



Cost

The basic components of ICT for educational purposes, such aspersonal computers, printers, scanners, and projectors, are becomingmuch more affordable and integrated over time, while theirperformance and reliability are increasing dramatically. To illustrate,in early 2002, a well-configured Pentium III 1 GHz personal computer(PC) with monitor cost US$1,500. At the end of December 2003, asimilarly configured Pentium IV with 3 GHz or better processor costless than US$500. The latter uses much less power, has four times thestorage capacity, much improved graphic resolution, and is more user-friendly. A good 15-inch flat matrix monitor can be bought as an optionfor an additional US$250. While an array of more expensive and high-performance systems for both business and home use is beingdeveloped, systems entirely adequate for educational purposes continueto evolve in the direction of lower cost with higher performance.

In developed countries, the use of ICT in education is no longerconsidered an experimental enterprise. While research andexperimentation continue, the use of ICT in education has becomemainstream, largely irrespective of social, economic, or geographicfactors. In Canada, ICT is utilized everywhere in education, to somedegree and in some form, in schools at all levels, from coast to coast,including the high Arctic. One of the very great advantages of ICTover earlier modes of education in both developed and developingcountries is that once a country has developed an echelon of properlytrained ICT-competent teachers, technologists, course designers,trainers, and administrators, sufficient to create a social and politicalawareness and acceptance of the value of ICT, and an adequatecommunications infrastructure, the incremental cost per student ofexpanding the system is, in relative terms, very low.

National plans for ICT and e-learning should focus on providing astructure for the decision-making process, prepare a plan withobjectives, limit initial scope to avoid coordinating problems, create ahuman resource base of instructors for teacher training, introducecomputers into teacher colleges, plan evaluation systems, attractcommunity support, and establish contract procedures to implement.Whether or not e-learning will effect growth or poverty reduction isstill to be determined. Findings from evaluations of ADB projects follow.



• A priority was placed on identifying projects that have a significantICT component, and not where ICT is used as a support or implicitfunction, such as acquiring computers for administrative purposes,improving skills development, including ICT as simply one of manyskills, or setting up a relatively modest management or record-keeping facility. In some cases, the establishment of a distanceeducation system is mentioned, but the description does not revealwhether this is online or passive, such as through the postal system;in such instances, it was assumed that there was a degree of electronicleverage to be considered.

• Few projects have drawn inspiration from the ADB’s ICT Strategy,in that seldom is there an assessment of the enabling policy andregulatory framework, or of local e-readiness, including absorptivecapability, in the brief project description. The notable exceptionsto this are projects in the Maldives, the Pacific regional technicalassistance, Samoa Schoolnet, and the Sri Lanka Post SecondaryEducation project.

• The project review process was important not only in identifyingwhere ICT was used but also in revealing a significant number ofmajor projects where the opportunity to use ICT to facilitate trainingor decentralization was missed. This is especially critical whenadministrator and teacher training is involved, because teachersare on the front line as champions in helping to carry the nationaleducational system into the knowledge economy. In the currentglobal context, it is difficult to imagine a preference to makeexclusive use of traditional printed materials and pedagogy when itis painfully obvious that secondary school graduates will requireproficiency in ICT in most occupations to compete successfullyfor meaningful employment anywhere in the world.

• An evaluation grid (Figure 3) was constructed from informationavailable in the project summaries. It is possible that elements thatare indicated as missing have been included in the project, and thisfact is not reflected in the brief descriptions. Future projectsummaries, if they follow guidelines in the ADB’s ICT Strategy,would undoubtedly address these issues as appropriate.



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Conducive Environments for E-learningMr. Peter Moore

Regional Managing Director for Public SectorMicrosoft Corporation – Asia Pacific

Globalization is focused on e-learning because e-learningtechnology has the potential to bring improved learning

opportunities to a larger audience than has ever previously beenpossible.

Learning in the information age is changing. Society’s transitionto the information age affects learning and education in two ways.First, rapidly improving technology will enable higher quality learningto be made available to an ever-growing audience through increasinglysophisticated modes of presentation. Second, the very nature of theinformation age requires a different kind of preparation from itsmembers than was the case in the industrial age. Thus, one has toprovide a suitable environment for incorporating e-learningtechnologies.

Providing a suitable environment for e-learning technologyinvolves people, education, economics, and technology. In education,people have to realize that the learning system becomes critical for e-learning. Role clarity and segmentation are critical for educators.Technology is essential because of the very nature of the mode oflearning. Technology means connectivity but at the same time it meanscreating ways of using wireless devices to suit specific needs. Finally,people and economics play strategic relationships. Nowadays, humancapital is replacing physical capacity as the primary productive asset.When all these mechanisms work, an e-learning system develops.

There are nine critical components of an e-learning strategy (Figure4). These are training, technical support, standards, innovative software,digital content, research, telecommunication and power, policy anddevelopment, and access. All nine components are interrelated. Eachessential to the success of e-learning. If one component breaks downor is excluded, the whole process breaks down and e-learningimplementation will be less successful.

The challenges in trying to establish e-learning are coordinating,connecting, and creating. Coordinating can become a challenge ifdifferent departments support different systems. One has to remember



to only use the technology best suited for the organization orinstitution. The objective is to improve student experience, systemreliability, student and faculty support, and integration with campusenterprise systems through a single system. Connecting can alsobecome a challenge if instructional technology limits learningcommunication. Many students and teachers may feel constrained bythe current learning management system (LMS), which may lead to a“flat” learning experience. To avoid this, there should be constantcollaboration between teachers and students in online communities.If this is done, real-time learning experience can take place. Finally,creating can become a challenge because there are many dissatisfiedfaculty, administrators, and students who lack support and training fornew systems. This implies that faculty members are not ready eithermentally or psychologically to use technology, thus leading tofrustration, wasted time, and unproductive learning. It is recommendedthat institutions and administrators give their faculty the freedom touse tools that are familiar to them, and at the same time activities thatwill enhance collaboration with peers. This will result in better creationof learning materials and might reduce faculty support costs anddissatisfaction.

During the discussion, one participant raised the issue of “chatrooms” at both the university and elementary levels. Mr. Moore

Figure 4Nine Critical Components of an E-Learning Strategy

Training

Technical Support

StandardsInnovativeSoftware

DigitalContent

Research

Telecomsand Power



commented that this is a sensitive issue. Chat rooms nowadays arevehicles for abuse and inappropriate communication. He recommendedthat there should be interaction in class because sometimes childrengo to chat rooms because they do not interact in the classroom. Ifteachers restrict their students from participating or interacting withtheir peers then they are disrupting the learning process. However, ifstudents are taught how to interact online properly without abuse orinappropriate communication, this would promote the role of ICT forcollaboration. He added that one thing that people should keep inmind is the role of parents because they should not be left behind. Toend, he stated that the process of learning should incorporateeverything and everybody.

New E-learning Paradigm: Intellectual CapitalCreation, Knowledge Management, andEconomic CompetitivenessMr. Jonathan KushnerInternational Corporate Affairs ManagerMicrosoft Asia Limited

Intellectual capital consists of human capital and intellectual assets.Intellectual property is a subset of the intellectual assets that includes

patents, copyrights, trademarks, and trade secrets.Intellectual assets are intangible assets that are more important

than tangible assets. These intangible assets are composed ofmethodologies, inventions, drawings, designs, programs, processes,and more. Copying and piracy can substantially reduce theseintellectual assets. Harnessing IT potential for economic growth inthe knowledge economy is a key challenge. Local businesses nowadaysare increasingly reliant on their ability to create and utilize knowledgeand intangible assets. They also exploit these assets to create value.IPR are among the most important mechanisms for realizing a returnon such intangible assets. ICT is identified as an important enabler ofgrowth through efficiency gains and increased productivity, particularlyin small and medium-sized enterprises. Thus, the challenge is to develope-learning technologies that create intellectual property from whicheconomic value can be extracted. Education and technology play arole in the growing evolution of e-learning.



Figure 5 below shows profit and shareholder formation flow. Thisprocess of formation presents a clear path of how to achieve profit.Human capital consists of knowledge, skills, talents, and creativity.Human capital transforms into intellectual assets once it converts intoprocesses, inventions, data, documents, and programs. IPR come intoplay to serve as protection through copyright, trademark, trade secrets,and patents. If there are no IPR then the profit value is lessened andexploitation, piracy, and plagiarism increase. IPR are significant in orderto maximize value of human capital.

HumanCapital

CreativityKnow-howTalentSkills

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IntellectualProperty CopyrightTrade MarkPatentConfidential Information Trade Secrets

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Figure 5Profit and Shareholder Formation Flow

IPR establish proprietary rights, which add to an enterprise’sstrategic assets. They protect material products or the end results ofintellectual skills, labor, and effort. They deter others from copying ortaking unfair advantage of the works or reputation of another. IPRprotection provides a catalyst for foreign direct investments. Moreover,many multinationals view the strength of IPR protection as an importantfactor in the investment decision. IPR in general can be used as a meansof promoting technology access; however, affordable access to IPR isa challenge, especially for developing countries.

Creating a public-private partnership can lead to a jointdevelopment of intellectual property assets in research institutions.This partnership can lead to training of local knowledge workers inmanaging and exploiting these assets. It can also create corporate-sponsored programs at schools and universities to share their expertisein intellectual property asset development and management. In the



end, public-private partnerships are valuable in increasing theaffordability of IPR.

One participant raised the issue of differences in book and Internetpublishing. Mr. Kushner said that the same standards apply to both. Ifa document uploaded on the Internet does not integrate digital rightsmanagement (DRM) or other technology protection, other peoplecan copy it. But if it is protected by DRM and has IPR protection, suchas a copyright, the author can feel more secure that it will not beinappropriately copied.

Technical Aspects of E-learningMr. William Horton

President, William Horton Consulting, Inc., USA

In e-learning, there are three processes: create, offer, and access. Thesethree processes have corresponding participants namely: producer,

host, and learner. Unless all are present, e-learning will not exist.These three processes create a range of tasks and levels. To make

the system work, one needs people, network, software, and hardwareworking together. In hardware, one can use multiple hardwaretechnology like desktop computer, digital podium, web server,multimedia workstation, and media server. For software, compatibilityis an issue. Figure 6 shows the levels of tasks and responsibilities foreach process.

An LMS—an interrelated, cross-functional, multioriented learningstructure that affects and coordinates the three processes and tools—isneeded in order to make the processes connect and become successful.An LMS assembles, delivers, reuses, and customizes lessons and contentto different types of learners. This collaboration results in a virtualschool system that assembles, conducts, and administers courses.

For creating an action plan, the following “rules” are useful.

• Spell out your vision for e-learning.• Design, then pick tools to realize that vision.• Fit tools to consumers, not vice versa.• Focus on tools for your organization’s role.• Assess value, not just price.



One participant noticed that arrows in the visual presentation weremultidirectional. Mr. Horton commented that e-learning is a two-waylearning process. In e-learning there is always feedback. In order toinclude this in the system design, he suggested always to place a buttonthat will help the learner immediately have access to help and assistance.Feedback is significant and is critical for e-learning.

Converged Internet Protocol Networks, WirelessFidelity, Personal Digital Assistants, and E-learningMr. George Darby

President, Paradise Patent Services, Inc., USA

Traditional e-learning contains data authored for desktop users onlyand is designed for distribution to users with wireline to broadband

access. Nowadays, Internet protocol (IP) convergence carries datathrough websites, E-mail, supply chain management, etc. It is alsocapable of voice and video instruction and telecommunication throughsingle networking.

Figure 6Participants and Processes in E-Learning

Author and integrate components. Transfer the resulting product to the host.

Make knowledge product available over a network.

Student Reader User Worker Consumer

Locate,download, and experience the product.

DesignerAuthorWriterIllustratorPhotographerAnimator Videographer

Producer Host Learner

Create AccessOffer



Problems in traditional e-learning formats include the high cost ofdesktop computers and wireline, broadband connections, and the costof installation, maintenance, storage, and repair of the computers. Also,much training is required in order to operate desktop computers. Anew alternative solution, a wireless local area network (wireless fidelity,or WiFi) and personal digital assistants (PDAs), can solve theseproblems.

WiFi is the newest and fastest technology that can accommodatee-learning. WiFi can reach up to 30 kilometers and can carry up to 54megabytes of data per second (Mbps). Although terrain greatly affectsthe reception and connection, this aspect is still being improved. WiFiuses IP and provides multimedia services, including web content,streaming video, and voice-over IP (VOIP). Moreover, the one-wayvideo and two-way audio “remote instructor” model of distance learningis straightforward with IP services.

Another new innovation that can help e-learning is the newgeneration of pocket PCs. Pocket or handheld PCs accommodate upto 634 megahertz (MHz). They have Microsoft Windows Mobile withvideographics array (VGA) display, which can drive video projectorsand has extensible markup language (XML) “micro-browsers.” Otherfeatures include touch-sensitive screen, excellent audio quality, integralWiFi and Bluetooth capability, Microsoft Office Software and AdobeeBooks ready, and integral VOIP. Pocket PCs also use satellite orwireline connections to deliver live or “store and serve” content. Theycan also utilize WiFi for local distribution of live or “served on demand”content.

These new innovations bring e-learning to a new dimension. Thereare two kinds of content presentation that should be considered whenusing this new technology. First, teachers should consider classroom“presentation content” to be different from students’ “study content.”This leads teachers to create new forms of presentations that cancoincide with the rapidly increasing trend of globalization. Thisincreases the rate of downloads of students’ study content. Second,students’ study content should be tailored to their “personal learningstyle”. Some examples are game style, multipath, and interactivelearning style. This customized learning will make students moreinterested.

The new-generation PCs are cheap and there is no “learner side”installation. Pocket PCs cater to everybody and there is no need fortraining or computer literacy programs. They can be used in classroompresentations by simply plugging them into a video projector. Lessons



Master Content

Server

Wireline toLocal Server

DVD toLocal Server

VSAT toLocal Server

Pocket PCs

WiFi Hotspot WiFi Hotspot WiFi Hotspot

Figure 7Network Architecture

are more interactive and fun for students to learn. Finally, pocket PCsare manageable whether at home, in the office, in the field, in meetings,during travel, anywhere and anytime.

New technological devices, such as pocket PCs, serve to managetime and content more efficiently. As seen in Figure 7, delivery ofcontent and materials from the master content server to different formsof delivery, such as very small aperture terminal (VSAT), digital videodisc (DVD), and wireline, provides easy access as long as there is aWiFi hotspot. Content materials are easily transmittable from thesehotspots to individual pocket PCs. The network process creates a fast,reliable, easy, and convenient method of delivering basic services andgives e-learning a new dimension, especially for rural or remote areas.

WiFi e-learning is gradually increasing in use, especially in projectsin Europe. The target audience is out-of-school youth who need to beproductive in their lives. So far, the projects have been successful.Similarly, more and more industries and sectors are finding valuableuses for IP convergence for e-learning.



Components of E-learning Policies and StrategiesMr. Cedric Wachholz

Focal Point for ICT in EducationUNESCO Asia and Pacific Regional Bureau for Education

Policies for ICT innovation strategies are important. In 174 case studies in 28 countries, an explicit link was shown betweeneducational ICT innovation and national ICT policy.

Thomas Green once defined policy as a fairly stable but modifiableauthoritative line of action aimed at securing an optimal balancebetween different goods, all of which must be pursued, but cannot bejointly maximized. Although this is a viable definition of policy, thereis no satisfactory single definition.

ICT in education creates many innovative strategies to improvethe sector. Education projects using ICT involve reducing disparitiesin educational access and quality, creating learning environments withshared, quality multimedia resources, enriched curricula, and competentteachers and facilitators assisting better learning. Higher educationprojects involve open and distance learning knowledge bases fordecision makers through ICT. These projects through ICT createopportunities to enhance professional relationships and capability,innovative practices and pedagogy, and models. The United NationsEducational, Scientific and Cultural Organization (UNESCO) hasdeveloped, promoted, and institutionalized ICT projects throughoutAsia and the Pacific, including the Association of Southeast AsianNations (ASEAN) SchoolNet, community learning centers, and aclearinghouse project.

In this growing trend in globalization, leaders in all countries havegiven some thought to the impact of ICT in their societies andeconomies. According to a meta-survey on the use of technologies,policymakers focus their attention on access, ICT in education, andteacher training. In these fields there are growing differences in theteaching and learning process. However, many policies on IT today indifferent countries overlook horizontal (content, curriculum, training)and vertical (national, provincial, school) integration. Some ICTpolicies have little to do with educational goals and are often only anadd-on.



A toolkit is available from UNESCO for policymakers. This toolkitis an essential guide in creating policies for ICT integration in a country’sdevelopment. It has three levels: formulation, planning, and evaluation.Each level includes directions and guides for the policymaker in orderto create a focused and viable policy. The toolkit describes the following10 broad components of e-learning policymaking:

• strategic planning and vision;• curriculum and content;• use of the Internet and acceptable use policies;• ICT and education reform, managing change;• quality assurance and accreditation;• conductivity, infrastructure, and networks;• professional development;• intellectual property and copyright;• intragovernmental issues; and• cost, finance, and partnerships.

Following this presentation, participants were divided into groupsto identify different issues related to each of the above components aswell as the policy/strategy points. The groups then critiqued eachother’s outputs. This activity generated many ideas and concepts relatedto the ICT policy components. Appendix 1 provides summary resultsof this exercise.



B. Micro Components of E-Learning

Benefits, Issues, and Constraints in E-learningMr. Vincent Quah

Regional Academic Program ManagerMicrosoft Corporation – Asia Pacific

The function of e-learning is to empower educators and learners toexpress their ideas easily, interact with others, explore and discover

the world, manage the learning process, and finally assess its qualityand quantity.

The age of wireless and innovative technology is a key element ine-learning. Having lessons based on the Internet is not part of e-learning. This is merely presenting information without learning takingplace. The aim is for collective learning that is integrated, on demand,and personalized. As seen in Figure 8, adapted from Maslow’s triangleof needs, most institutions today are still adjusting to technologicaladvances and innovations. They provide basic services and needsthrough traditional educational approaches. Some innovative educatorsand departments enable pedagogical best practices through group andteam learning, distance learning, and active experimentation. Only afew educators are in the advanced state of connected learning, whichis the goal of education in the future because it integrates studentservices, creates on-demand learning opportunities, supports mobilelifestyles, is data driven, and is personalized to individual needs.

E-learning benefits include supplementary and complementarylearning. E-learning frees precious time, provides fundamentalgrounding, mass training, and is geographically “unlimited.” The rolesof the instructor and of the learner have changed. The instructor’sroles are to coach and mentor and act as manager, fellow learner, andcontent creator. The learner acts as the explorer, investigator,researcher, analyst, and problem solver.

Some of the constraints in e-learning are on learner management,content creation and delivery, and the administration/managementsystem. Cost also can be a constraint for e-learning.



From a learner’s perspective, there are some issues that need to beaddressed, such as lack of personal touch, changes in the role ofinstructors, control, supporting infrastructure, and access.Implementation considerations in e-learning include training forinstructors/users, pilot phases, defined deliverables, goal and objectivesetting, and communication lines.

E-learning should be approached in a holistic way. This meanscomparing the traditional classroom orientation with e-learning in suchaspects as technology, learners, content, roles, policy, and objectives,in order to come up with a valid and holistic approach. A vision forthe future is to integrate e-learning in a classroom orientation, a mergingof two different systems fused by learning for the greater good.

In discussion following the presentation, it was pointed out thatthere are plenty of e-learning standards available. Each country shoulddecide on its needs and then see if the standards will meet that need.Changing the system of education will be beneficial for everybody.However, change will entail costs. In order to minimize them, carefulmanagement of change is needed. One approach is to start small.Countries can learn from the successes and failures of others.

Figure 8Evolution in Education

Competitive Competitive DifferentiationDifferentiation

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Integrated studentservicesOn-demand learningopportunitiesSupports mobile lifestyleData drivenPersonalized

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Source: Maslow, A. 1943. A Theory of Human Motivation. Psychological Review. 50: 370–396.



Instructional Systems DesignMs. Julie Pearce

Head of Learning Development, IBM Asia Pacific

Instructional systems design (ISD) is a method concerned withunderstanding, improving, and applying methods of instruction. It

is a “process of deciding what methods of instruction are best forbringing about desired changes in student knowledge and skills for aspecific course content and a specific student population.” The commonISD methodology is called ADDIE, an acronym for analyze, design,develop, implement, and evaluate (Figure 9).

LearningRequirement

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Figure 9ADDIE: The Common ISD Methodology

ISD = instructional systems design.

The value chain of instructional design (ID) ranges from analysisof performance, audience, technology, and goal; to designing blendedsolutions through detailed curricula; to incorporating content, media,and methodology in different types of learning deliveries; to evaluation;and finally to deployment. ID is broad, profound, and not wellunderstood by many. Instructional designers aim to design the most



effective instructional solution to meet an organization’s and learner’sgoals through the application of cognitive, constructivist, andbehavioral theoretical foundations. There is a dearth of ID, especiallyin Asia, because this field is very much in demand for e-learning. Proficiencyin ID takes years of training and patience.

The role of ID is threefold. It innovates and remains competitiveby recruiting, retaining, and developing a high performance workforcefor a company. It works with clients to apply learning to improveorganizational performance. Finally, it works with school partners tosolve some of education’s toughest problems.

ID is usually taken for granted and instructional designers are oftenignored in Asia because countries do not see the merit of such a field.Consequently, ID is the biggest skill shortage in e-learning in Asia. IDtheory is easy to apply but many people commit common mistakes, suchas missing the primary focus, problem, or objective; assuming that trainingor a specific intervention is the right response; taking the content as thecore substance and taking its design as a given; designing a tutorialoriented e-learning approach that relies heavily on today’s more media-rich environment; not leveraging interactivity widely or effectivelyenough; and applying ineffective guided simulation-based training.

Used correctly, ID can help effect changes and performance ine-learning. Some options to develop ID in Asia and the Pacific are tointroduce graduate level ID programs and to establish a national contentcompetency center. A proper content strategy can give an organizationsignificant advantage and focus for the future, ensuring that today’sdecisions support education for tomorrow.

Capacity-building for E-learningMr. Cedric Wachholz

Focal Point for ICT in EducationUNESCO Asia and Pacific Regional Bureau for Education

In order to improve or introduce e-learning technology and innovationin a country, there is a need to build the capacities of such stakeholders

as policymakers, administrators, principals, teachers, learners,evaluators, instructional designers, and technicians. Figure 10 shows



how different capacities from different shareholders contribute to oneanother to implement e-learning.

At the teacher level, four areas of competence are needed for e-learning: content and pedagogy, technical issues, social issues, andcollaboration and networking. These four are essential in developingand designing teacher education. One needs to consider the differenttools—classroom, teacher, location, time, type of learners, culture,etc.—in order to determine the full range of capacities needed.

Competence is also broadly needed in the ID process, whichnowadays make use of the ASSURE model. ASSURE is an acronymfor Analyze learners, State objectives, Select materials, Utilizematerials, Require learner participation, and Evaluate. He stressed thatID is relevant because it combines an understanding of the learnerswith an analysis of the desired learning outcomes in order to developan instructional strategy.

Figure 10Correlation of Capacities for E-Learning

ICT = information and communications technology.Source: UNESCO Schoolnet workshop 2004 presentations by Drs. Lim Cher Ping & Philip Wong.

Education System

School

Course of Study

Society at Large

ICT Tools

Non-ICT Tools

Students

Teacher

Employers, Publishers, Software Developers, Cultural and Socioeconomic

Fact

ors

Examination Boards, Education Policies, League Table, Training

of Tea

cher

sType, Location, Ethos, ICT Facilities, Timetable, Typ

e of Stud

ents

Assessm

ent, Curriculum, Layout of Classrooms



Designing and choosing the right media are crucial factors inunderstanding the learners. There are two general approaches todesigning an instructional strategy: (i) to design lessons with ready-made ICT software; and (ii) to design lessons using ICT as a learningtool. Different impacts result from the different approaches. Softwareapplications cater to different skills. For example, drills and practiceare one kind of application software that do not teach content butprovide plenty of chances for students to practice their skills and fulfilllow levels of objectives.

Designing lessons using ICT tools leads to higher-order thinking.Lessons should be designed to integrate the five types of instructionalsoftware to achieve objectives:

• drills and practices,• tutorials,• games,• simulation, and• multimedia.

Integrating these five software types allows students to exploreand learn independently. Lessons are more creative, explorative, andevaluative. Students spend more time with the computers while teachersare guiding and facilitating the process. This does not mean thatteachers will not teach anymore. On the contrary, teachers need toexplain and demonstrate ICT tools and explain the tasks before lettingthe students explore on their own. Also, teachers are challenged to bemore creative by using materials with which they are comfortable, yetdelivering these materials through different approaches. Teachers needto focus their instructional strategies on more problem-based learning,case-based learning, simulation-based learning, project-based learning,exploratory learning, and socially constructed learning.

Curriculum development and instructional materials need to bedeveloped to come up with an ideal learning environment. Normally,the cycle of course development is planning, then designing, producing,delivering, assessing, evaluating, and finally maintaining. This cyclehas a two-way direction. The instructional designer needs to constantlyappraise each step to come up with an ID that is appropriate, timely,clear, sustainable, manageable, promotes active learning, andincorporates teacher-student interaction.



Finally, consideration of teaching styles should be incorporated indesigning instructional materials. Many of the current designs are hard forteachers to apply because the teachers themselves were not integratedinto the design. Many instructional materials do not focus on problem-based learning and teachers have not yet realized their roles asfacilitators. Institutional administrators need to understand the teachers’perspective because they are taking the teachers into a transitionalphase. It is not a question of availability of the tools but whether theteachers can make sound judgments on the use of ICT. Teachers shouldbe given more freedom to explore their materials and given theauthority to change them rather than build new ones.

Learning Management Systems and ProjectsMr. Wayne Houlden

Managing Director, Janison Solution(presented using video-conferencing from Australia)

LMS is concerned with development of tools for resources and courses. These tools are for delivery, administration, collaboration,and assessment. LMS helps develop resources by creating andmaintaining a learning structure or sequence. Through this structure,it is easy to load and replace resource files, support the editing ofresources, integrate management tools with content, allow the import ofexternal resources, and support the export of the learning structure.

LMS can enhance delivery methods or teaching techniques ofteachers. It can help organize learning groups, track activities oflearners, mark and provide feedback, support group activities, supportsequenced learning, and support customized learning programs. Foradministration, LMS can help manage the resource library and studentinformation, control access to resources, control editing processes,and integrate with other management systems, such as contentmanagement and identity management.

With regard to collaboration, when LMS is integrated into thesystem, it is easier to have an asynchronous peer communications aswell as synchronous communications or chats. Students and learnerswill be able to communicate properly and comfortably. LMS assessment



tools include creating and maintaining a repository of questions andtests. The questions can be re-used and differently valued in differenttypes of tests, such as multiple choice, true or false, match, crossword, etc.

LMS is widely used in Australia and the US, where schools anduniversities are realizing the benefits of integrating LMS in their education.Examples include Australian Educators Online Discussion Community,Distance Education Victoria, Education Queensland Online SchoolCommunity, English Language Training, and Yale University.

The success of LMS is due to several factors. First, it is very easyto use, making it easy to build content and create interactive activitiesfast and efficiently. Schools and universities find that LMS supportstheir platform and this is very important for reaching their goals andobjectives. It provides support for both educators and administrators,especially when collaborating on new developments in e-learning.Finally, LMS supports international standards that can make schoolsand universities part of the global education revolution.

Figure 11 shows the transition from seamless computing to seamlesslearning. This transition results by integrating LMS in e-learningimplementation. LMS should be viewed as a new tool for education.Teachers and administrators are sometimes scared that they will notbe able to control and enforce their own rules and principles. However,LMS is a tool to improve systems management and integrate serviceswith technology. It is not a new paradigm that will revolutionize thesystem. Overall, LMS needs careful planning. It offers many benefitsfor students and teachers as well as schools and universities.

Figure 11Learning Transition: Seamless Computing to Seamless Learning

SeamlessComputing

Rich InterfaceExperience

ConnectedSystems Information

Exchange

SeamlessLearning

DeliveryFrameworks

SystemsIntegration Portal

Applications

LearningObjects

SeamlessComputing

Rich InterfaceExperience

ConnectedSystems Information

Exchange

SeamlessLearning

DeliveryFrameworks

SystemsIntegration Portal

Applications

LearningObjects



Managing E-learning ProgramsMr. William Horton

President, William Horton Consulting, Inc., USA

In managing e-learning, one has to start by targeting worthy goals. Aclear and focused strategy is vital for the organization. A small project

should be started even if it is not in immediate need. This can buildconfidence, skills, support, and knowledge to go to a larger scale. Onesituation that can arise is when teachers lose their authority in teaching.Students can now retrieve information online about every mistake theirteachers make in the classroom. It can be deduced that lecturing isthus useless.

Projects fail because there is no clear designation of roles and nodevelopment methodology to implement. Projects do not really requirea vastly different kind of management system. It is advisable fororganizations to use the kind of system that works well for them andadapt it. To do this, organizations need to know about their learnersin detail. Figure 12 shows the different roles of the three factors in e-learning implementation: create, offer, and access. Online universitiescreate and offer an online university system that provides access to itsstudents. Access is offered through training centers or online cafés.Curricula are produced by others and are offered in the system. Themedia serve to provide different ways to view this online system eitherthrough video or audio servers.

It is important to guarantee that the project will meet its financialgoals. It is not advisable to acquire a management system that willbankrupt the organization.

Further, the system has to be adapted to the culture and situationof the organization. This will result in better management for everybodyin the organization. Finally, for the system to become a standard, ithas to go through accreditation. It is important to note thataccreditation standards are still evolving. One has to be precise whatversion is suited to meet the needs.

In discussion following the presentation, an issue raised was thedifficulty in bringing people from different sides to talk about financialviability in managing e-learning. It is important to bring the rightpeople together to discuss financial manageability, which will enablesharing of good and bad practices and lead to certain practices being



adapted to the culture of the organization. In scaling-up small projects,one should analyze and push the boundaries in one dimension at a time.

Measuring Success of E-learning ProgramsMr. John Venator

PresidentComputing Technology Industry Association, USA

T he US Computing Technology Industry Association (CompTIA)is a not-for-profit company that delivers more than one million

vendor-neutral certification exams globally. It represents more than19,000 companies and organizations, 5,000 academic institutions, and7,000 IT professionals in more than 100 countries.

Many organizations and companies nowadays require theirworkforce to take qualitative and quantitative measurements of theirskills. Many stakeholders require this kind of measurement instead ofprecise metrics that take more time and money to generate. Measuringthe effectiveness of training is an area where significant improvementwas found to be needed.

Figure 12Roles in E-Learning Implementation

Create Offer Access

Provide Curricula of Courses Produced by Others

Host Courses Developed by Others

Serve Video and Audio

Create Courses forOthers to Offer

Create Mediafor Course

Operate a TrainingCenter



CompTIA assembled a group of major industry players to identifywhat should be measured relative to training. Their purpose was toidentify types of measurement and components that needed to bemeasured to ensure training effectiveness. They were able to improveexisting training measurement standards to provide consistency andstandardization. The result was the Kirkpatrick model, which has fourlevels, and the Phillips model, which also has four levels but takes intoaccount the cost.

CompTIA has developed five indices for measuring training andcomparing standards: satisfaction index, learning effectiveness index,job impact index, business impact index, and return-on-investmentsindex. These indices measure overall performance.

CompTIA provides certification programs that facilitate theimplementation of global standards. It has vendor-specific certificationand training programs and bridges academia and proprietary programs.The certification program is endorsed by leading vendors worldwide.CompTIA partners with the US government and internationalorganizations worldwide to deliver services and upgrade workforceperformance levels around the world. Economies in Asia that use acertification program include Hong Kong, China; Japan; Republic ofKorea; Malaysia; Philippines; Singapore; and Taipei,China.Certification programs are not easy to accomplish but these countriesknow that in order to be a part of the growing technology revolution,they need to uplift their workers’ performance. In view of the worldwidedemand, CompTIA has translated certification programs into differentlanguages.

CompTIA does not train; rather, it provides certification exams.CompTIA resources are free of charge and its role is to guideorganizations to realize their objectives by bringing the workforceinto the technological era.



Role of E-learning in E-governmentImplementation and AdoptionMr. Stephen Braim

Government Programs Executive, IBM Asia Pacific

Governments are frozen in an industrial-age organizational structureand are at risk of becoming irrelevant and losing the confidence

of their citizens. Governments need to realize that transition from anindustrial model of big government, centralized and hierarchical, toone that is adaptive, open, and knowledge based is critical forimprovement. An e-government uses technology to deliver servicesbased on customer, rather than administrative, convenience and bytransformation rather than automation.

There are three applications where e-learning can help thistransition. One is to facilitate cultural and organizational challengesfaced by governments in transforming their structures, processes, andinternal employee culture to drive e-government development. Secondis to deploy e-learning in the community to raise the level of technologyand application-user skills, thereby lowering the cost of access to andraising demand for e-government applications and services. Third isto effectively leverage investments in an e-government platform tocomplement e-learning frameworks in the formal and nonformaleducational system.

E-government requires breaking down traditional boundaries.Governments integrating e-learning have to manage the learningtransformation—changing the way an organization addresses itslearning strategy, processes, and supporting infrastructure. This includesevaluating the impact of current learning programs on human andorganizational performance, and redesigning instructional processes,content, and delivery mechanisms.

There are a number of benefits e-learning can contribute for e-government. It eliminates the barriers that have prevented people fromdifferent departments acquiring high-quality education and supportservices. It also makes learning pervasive, continuous, and relevant.Finally, e-learning propagates knowledge sharing through access toexpertise and collaboration between employees and partners as wellas improving the performance and productivity of employees.



E-learning is a key enabler of e-government success. Figure 13 showshow e-learning can change people’s acquisition of skills through accessto knowledge technology, eliminate barriers that hinder people fromaccessing high–quality technology, and enable organizations to be moreadaptive to the changing environment. Implementing e-learning will resultin more pervasive, continuous, relevant, and collaborative learning thatwill deliver faster, measurable results.

Many governments are realizing this change; however, significantchallenges remain. Learning challenges fall into three categories,namely: enterprise learning, targeted learning, and infrastructure forlearning. Enterprise learning is the establishment of an enterpriseapproach to learning with the goal of integrating and aligning learningwith organizational priorities. Targeted learning is the developmentof high-impact targeted learning initiatives that focus on performanceimprovement. Finally, infrastructure for learning is the implementationof an open, reliable, and scalable infrastructure to support learninginitiatives that can be easily integrated with other enterprise systems.

Governments are still struggling with the e-government conceptand for some the transformation is very daunting. However, it cannotbe denied that e-learning would be a very valuable tool for governments

E-learE-learE-learE-learE-learning willning willning willning willning willchangechangechangechangechange the way people

acquire new skills andaccess knowledge;

eliminateeliminateeliminateeliminateeliminate barriers thathave preventedpeople from accessinghigh -qualityeducation;

enableenableenableenableenable organizations tobe more responsive ina changingenvironment

by making learby making learby making learby making learby making learningningningningning

pervasivepervasivepervasivepervasivepervasive• available anytime, anywhere• driven by context and

delivered “on demand”

continuouscontinuouscontinuouscontinuouscontinuous • blend of formal and informal • lifelong

rrrrrelevantelevantelevantelevantelevant • just in time vs. just in case • compelling and personalized

collaborativecollaborativecollaborativecollaborativecollaborative • access to expertise and knowledge • collaboration with employees and extended enterprise

to deliver rto deliver rto deliver rto deliver rto deliver results:esults:esults:esults:esults:

• shorter time to performance• increased

productivity• competitive

advantage• cultural change• measurable

outcomes

Figure 13E-Learning as Enabler of E-Government Success



wanting to shift to a paradigm of e-government. Government projectsshould start small; patience would be required in bringing everyone tothe same mindset of e-government. Finally, one should notunderestimate the amount of money, time, effort, and support neededbecause these are critical for e-government implementation andsustainability.

Future of E-learning ProgramsMs. Khairiyatun Azlina Akhiruddin

Business Development Executive, IBM Learning Solutions

Learning is a lifelong process of skill and knowledge acquisition. Itis critical in an era of rapidly increasing global innovation. To quote

Mr. Drucker “The chief economic priority for developed countries isto raise the productivity of knowledge…the country that does thisfirst will dominate the twenty-first century economically.”

IBM’s vision is enabling success through learning innovation. Tocome up with technology that encapsulates learning is their primaryobjective. IBM has realized that e-learning is the game changer. E-learning will change the way people acquire new skills and accessknowledge. It will eliminate barriers that have prevented people fromaccessing high-quality education. Lastly, it will enable organizationsto be more responsive in a changing environment. Through e-learning,learning will be more pervasive, continuous, relevant, and collaborative.

Are we all ready for the future? Countries need to realize how tomove forward. Figure 14 illustrates factors that shape the future oflearning. One factor is workforce. In the current generation, many arein the habit of conducting numerous tasks at the same time. They areused to multitasking and a fast lifestyle. Multitasking can facilitate theimprovement of skills. Technology also is a factor because it createspervasive and intuitive innovations. Learners are empowered to shapetheir learning experience through the use of technology. The next-generation workforce would be knowledge hungry, interactive, andwould value time, all of which imply that learning would be relevantand available, accessible beyond institution boundaries, integrated andflexible, and dominated by collaboration.



Combining learner empowerment and organizational learningresults in embedded learning. This is the ultimate goal of organizationsinvolved in e-learning. Collaborative learning will enable innovation.Learning will start from the individuals linking into teams and then tothe organization level where it can foster creation of ideas and growth.

It is important to determine the “e-status” of the organization orinstitution and its priorities because this will determine where to starttransforming innovations. IBM transformed itself from a hardwarecompany to a services-driven organization. This change requiredrebuilding and re-skilling their employee base. IBM integrated a four-tiered approach to e-learning. Tier one is learning from information,which requires persons to read, hear, or see information that comestheir way. Tier two is learning from interaction, which requires tryingand experiencing games and simulations for interactive learning. Tierthree is collaborative learning or learning from peers. This involvesvirtual classroom, live conferences, teaming, real-time awareness, andcollaborative sessions. The last tier is experience-based learning. Thisrequires learning from co-location or face-to-face learning that includesrole-playing, mentoring, coaching, case studies, etc. IBM made surethat learning is employee-driven and this is one key element for theirdeployment strategy. They have taken learning down to the individualand it has resulted in people translating solutions into executableactions. At present, IBM is globally known as an industry leader forinnovative solutions.

Figure 14Factors that Shape the Future of Learning

Next-generation Learning

Extended Enterprise Learning

Next-generationWorkforce

Next-generationTechnology

Future Market Environment

LearnerEmpowerment

OrganizationalLearning

EmbeddedLearning

OrganizationalPerformance



In the discussion, participants were concerned with how toincorporate the learning system in their own country. It was pointedout that developing countries create things all around them most ofthe time. The important question is how to integrate these creations.Leaders and designers should plan such integration carefully. Theyshould not duplicate what other countries are doing because there arefactors that are not applicable to all countries. Leaders, policymakers,planners, teachers, and other stakeholders have to be consistent andvigilant about enforcing standards. Countries must continually evolveby creating and recreating strategies that will bring them to the globalrevolution.

Unlimited Learning and Knowledge Management:The E-agendaMr. Michael Crock

DirectorFlexible Learning and Access Services, Griffith University

An international forum met in Atlanta, Oxford, and Singapore inMarch 2004. It was a gathering of representatives from different

organizations that commented on the impact of learning objectivesand creative industries’ personnel on the development of educationalproducts. One key outcome of the forum is the importance of meetingthe needs of the individual and training. One serious problem was thesustainability issue for lifelong learning. It was recommended in theforum that key stakeholders should have the capability to deal withchange management in a much more concrete fashion.

No single framework will give the overall outcome in any oneinstance. This issue was raised because there were organizations andinstitutions that wasted their time and money thinking that a singleframework will immediately qualify them for the technologicalrevolution. Similar issues raised included knowledge management andskill-based training. The forum came up with an e-agenda of eightissues requiring action planning:



• access,• equity,• innovation,• research,• lifelong learning,• government,• systems integration, and• emerging business models.

Addressing these issues will enable better and critical policies towardthe promotion of e-learning. The effect of technology on education isbeing slowly realized. Many educators are focusing on the learner insteadof the traditional teacher-centered orientation. Thus, institutions’ priorityis to rethink the purposes of their activities to include the mobilizationof people in general and improve their lifestyle.

Action plans are very important. They encompass the need andthe desire for change. They should take a holistic viewpoint and besimple and manageable.

E-learning Beyond the Classroom: A Forum

T his forum was a special section of the workshop. It consisted ofsharing ongoing applications of e-learning projects in developing

countries and was facilitated by Ms. Susan Ople, Undersecretary,Department of Labor and Employment, Philippines. E-learning projectsin Malaysia and the Philippines were highlighted. A representativefrom Microsoft Corporation, Ms. Lori Forman, Regional CommunityAffairs Director, presented views from the private sector.

Mr. Jasmi Hassan from Pusat Internet Desa described a Malaysianproject for e-learning that started in the post office. It was a governmentstrategy to improve the system in the post office. Their initial actionwas to install two computers and two printers in the main post office.This benefited the community because it provided security and servicefor all. Their next action was to develop two new model sites, thecommunity hall and another post office, and extend the previous one.This phase was very successful. It allowed longer operation hours,



full-time skilled supervisors, and active committee participation. Thesuccess led to the next phase, which now incorporates 40 new sites.This ICT development program has become central for trainingsupervisors. Currently, all supervisors commanding the different sitesare well trained and capable due to the 5-day training they underwentwith Microsoft Corporation.

Ms. Forman related the corporate perspective in relation toMicrosoft. Microsoft has a vision to enable people and businessesthroughout the world to realize their full potential. To realize thisvision, people need to focus on initiatives that include digital aspects.This places new demands on citizens. It requires offering and supportingIT training to underprivileged areas, including software donation.People from these areas offer great potential in terms of services,knowledge, and skills. Country governments should tap thesecommunities because this is where education is most needed anddemonstrates a social benefit focus. Project plans and deploymentshould be scalable and sustainable but, more importantly, addressing akey social issue. In the PRC, the Government together with Microsoftpromoted and built urban-rural programs. In the Republic of Korea,one project focused on senior citizens bridging the generation dividewith youth.

Plans have to be manageable and simple. There are plenty ofresources on the corporate side, such as subject matter expertise, skills,and investment funds. Governments should integrate and utilize theirrelationships with the private sector to address broader social needs oftheir country.

Mr. Jose Marie Legaspi of Learn.PH Foundation stated thatLearn.PH is concerned with bridging the digital divide to Filipinos aswell as enabling poor Filipinos to participate. The foundation ispartnering with Microsoft in a project that addresses the needs ofAmerasians for education. So far, this project has benefited 27 publicschools and thousands of students. The partnership with Microsoftenabled curriculum development, teacher-training, and curriculumevaluation. The success of the project was due to some critical factors,including access to ICT resources, teacher training, educationalleadership, community involvement and support, curriculumreengineering, administrative support, clear benchmarks ofperformance, and sustainability. These factors cannot operate inisolation; they are all interwoven.

Ms. Ople summarized the three presentations, from Mr. Hassan,Ms. Forman, and Mr. Legaspi. She concluded that there are three



guiding principles behind a successful project implementation in ITfor education. First, disadvantaged communities can be empowered.Second, there must be a “champion” on the site or ground. There mustbe dedication, passion, and support from the government or thecommunity that coincide with the vision and goal in order to achievesuccess. Third, computer literacy is more appreciated if connected orrelated to the needs of the community. She explained that there areorganizations that propose such projects for computer literacy incommunities. However, these projects might not work if they are notrelated to the needs of the people. Thus, it is important to find out theneeds and wants of the community before implementing projects.

During the discussion, the issue of affordability of computers wasraised. Ms. Forman responded that Microsoft is a for-profit companythat operates on global basis. As much as possible, they provide helpthrough donations and provide software resources at reduced prices.Microsoft respects the needs of developing countries and is trying toaddress issues unique to each country. In pursuit of education, it istrying to execute projects in conjunction with government-relatedprograms, thus giving people the opportunity to turn knowledge intowealth.

Another issue raised was teacher training. Microsoft does a lot ofwork in remote areas. Together with governments, Microsoft isdelivering IT as a tool for instruction in the classroom. However, someteachers feel that they need to create their own content. The availabilityof access to information signals teachers that they do not need to teachanymore. This kind of problem produces frustration amongst teachers.They need to feel unique to deliver content in their own capacity.Thus, they need training on how to use IT in order to teach better. Insimple terms, this is analogous to the message of teaching them howfish rather than giving them the fish.



C. Case Studies: Applications of E-Learning

Key Issues in E-learning: Republic of KoreaMr. Seong-Geun BaeDean, Information Technology DivisionMinistry of Education and Human Resources Development, Republic of Korea

There are many challenges facing Korean education. Many studentsin the country find it difficult to achieve self-directed learning

skill and a creative mind. Most students are used to memory-orientedtutoring. Extracurricular private lessons also have adverse effects onthe development of the mind and body of students. The Republic ofKorea is ranked 5th with regard to e-readiness.

The Government has infused e-learning through the EducationalBroadcasting System’s (EBS) e-learning project, which began in January2004. The project helps students prepare effectively for the CollegeScholastic Aptitude Test (CSAT), which is a requirement to reachtertiary level. As a result, school infrastructure now includes an Internet-based monitoring system to overview the readiness of each school.Also, learning materials are kept at a minimum price; the cost of Internetuse is low; there is proactive support for disadvantaged students; andlessons and courses are delivered by highly recognized instructors.The project has also assured the country’s ICT leadership.

Figure 15 shows how the EBS’s e-learning project works. Thisproject is for students who want to study after regular classes aspreparation for the CSAT. The project works through the use of asatellite television that is accessed through the Internet by studentspreparing for the CSAT. Students perform one-on-one correspondencewith teachers after they watch the program online—at home afterregular classes. They can also measure and monitor their progress whenthey want because the program has a built in feature of periodic testsand exams. Teachers also use this system to teach their students, creatinga more relaxed atmosphere.

The project has relieved many families of the cost of tutorials,which are rampant in the Republic of Korea. Families are financiallyunburdened because they do not have to hire expensive tutors for theirchildren. Because children are adjusted to formal school education,



the EBS project uses a formal mode of education, but through aninnovative technology that keeps the students interested.

The project is the Government’s solution to the societal problemof hiring tutors for children. However, at the time of this workshop,the project was only a few months old. The results of a national mockCSAT exam, administered in October 2004, will inform theGovernment whether the project has effectively helped students.

CSAT = College Scholastic Aptitude Test, EBS = Educational Broadcasting System, Q & A =questions and answers, VOD = video on demand.

· Help students prepare effectively for CSAT · Relieve parental financial burdens · Bring students back to formal school education

VOD Via Online

EBSi/ED UNETi

EBS Plus-1 Via

Satellite TV

1:1 Q&A via

Internet

Figure 15The EBS E-Learning Project



Technological Advances and Trends in E-learningMr. Alan SmithDirector, Distance and E-Learning CenterUniversity of Southern Queensland

The major challenge that university leaders now face is how to boostacademic productivity—how to change the fundamental structure

of teaching and learning through the incorporation of ICT. TheUniversity of Southern Queensland (USQ) uses university-wide e-systems for this purpose—e-learning, e-publishing, e-library, e-enrollment, e-administration, and e-commerce.

Established in 1967 as a conventional tertiary education institution,USQ became a dual mode institution in 1977 when it began offeringcourses via distance education. Since 1999, USQ has embarked on arange of initiatives designed to improve the infrastructure and systemsused to support its wide-ranging activities in teaching and learning,research, and its expansion into new international markets. The resultsof this approach are now being realized with demonstrableimprovements to many university services together with significantcost efficiencies.

Today, USQ teaches and researches as a dual-mode university (thatis, with on-campus and off-campus student populations) and also withtriple-option teaching styles (that is, students can study on-campus orby “traditional” distance education or online via the Internet). It offerswell in excess of 100 full degree awards, consisting of over 1,000subjects/courses across five faculties. USQ provides access toeducational opportunities to approximately 25,000 students annually.Also, USQ’s student enrolment is truly multicultural, with studentsfrom more than 115 countries.

USQ continues to develop its “university cities” concept built oncommunity partnerships, service, and engagement while implementingstrategies for internationalization that bring benefits and opportunitiesto different regions. USQ aims to prosper in a highly dynamic andchallenging operating environment. Growth is planned for all USQcampuses, and nationally and internationally through flexible learning,to help achieve further recognition of USQ as a potent regionalpresence and to secure USQ’s position as a successful local, national,and international business.



Technological changes have led to the ascendance of distanceeducation through the evolution of all traditional universities into dualmode institutions, offering e-learning courses and supporting both on-campus and off-campus students through Internet-based deliverysystems. USQ is now certainly well-placed to become an importantplayer in such a global education environment. The USQ approach isunashamedly proactive and based on embracing new technologies,fundamentally rethinking and rewiring its structure and infrastructureto become a more accessible university in a rapidly emerging e-world.While the USQ approach is clearly a function of the specificinstitutional characteristics and unique personalities that contributeto the ethos of a particular institution, as a case study it highlights thefact that to effect the qualitative change necessary to accommodatethe online teaching-learning process, it is also necessary to generatequalitatively different organizational infrastructure.

The use of university-wide e-systems as mechanisms to help attainUSQ’s specific directions has been critical to the university’s continuedfinancial viability and growth. Specifically, e-systems have been pivotalto the concept of an “e-university” that offers a range of coordinatedservices and access to resources through integrated e-systems, and hasbeen fundamental to the University’s administrative, teaching, learning,and student-support functions. The e-university project wasconceptualized in terms of three fundamental foci: the e-Informationrepositories, a variety of e-applications, and the e-interface.

In many universities the development of web-based initiatives andthe use of e-systems are not systematic, but more often the result ofacts of innovation initiated by risk-taking individual academics ordecisions made by individual faculties or service divisions. In contrast,the implementation of the e-university project at USQ is strategicallyplanned, systematically integrated, and institutionally comprehensive.This organizational culture has evolved over many years, and isessentially a reflection of one of USQ’s guiding objectives: “To be aleader in flexible learning and the use of information andcommunication technologies in the tertiary education sector.”

One concern that participants raised was the applicability of thiskind of system technology in their own country, especially if thecountry is demographically difficult. In answer, Mr. Smith replied thatdifferent countries have different starting points in integratingtechnology into learning. It is advisable to start at the level of capabilitya country already has and work its way up to a level that is achievable.It is important to think of what works well in each country. He also



reminded the participants that e-learning systems are just tools thatone can use for teaching. It is recommended to use the tools availablein a country and as the infrastructure improves so will the level ofskills and competencies that come with it.

Regarding the different delivery methods of the technology, Mr.Smith said that selection of the kind of technology used depended onthe university or the organization. Because there are very few caseswhere there is one standard technology, a university has to choose toget the best deal.

E-learning Programs in IndiaMr. Ravi Kant

Special Secretary, Department of Information TechnologyGovernment of West Bengal, India

Technology is not a key item in India; how to use technology is thebiggest challenge. In response to this challenge, the Government

has partnered with private organizations, such as IBM. Their e-learningprogram focuses on providing computer literacy in the rural areas.The program entails delivering IBM courseware materials and skilledlocal people who are also trained by IBM to teach computer literacyto people from rural areas. This program has been notably successfuland IT now has become a way of life for them.

In India, 65% of the population, 355 million people, are illiterate.Seventy percent of the population live in rural areas. There is a greatdigital divide between urban and rural India; thus, India needs to takeIT to the masses.

The IT industry accounts for more than 3% of India’s gross domesticproduct (GDP). It is among the top 10 industries in the country. In2002–2003, total revenue in the IT market was US$6 billion. Gradually,India is realizing that IT is an important industry that must be nurtured.India’s vision is to achieve a domestic and global market of US$75billion in IT by 2009.

The Indian education system places strong emphasis onmathematics and science, resulting in many science and engineeringgraduates. There are more than 380 universities and engineering



colleges providing computer education at the degree/diploma level.The output of trained manpower in IT at this level has consistentlybeen increasing and has reached almost 120,000 graduates annually.Mastery over quantitative concepts coupled with English proficiencyhas resulted in a skill set that has enabled the country to take advantageof the current international demand for IT.

The Government of India acts as a policy enabler to nurture ICTin education. It approved a national e-governance action plan forimplementation during 2003–2007 that seeks to lay the foundationand provide impetus for long-term growth of e-governance within thecountry. Its motto is to think big, start small, and scale fast!

The Government’s partnering with the United NationsDevelopment Programme initiated the project ERNET as part of itscommitment to enhance e-learning. ERNET is an autonomous scientificsociety of the Ministry of IT. It is the largest nationwide terrestrial andsatellite network with points of presence in the premiere educationaland research institutions in major cities in the country. ERNET’s focusis not limited to providing connectivity; it meets the entire needs ofthe educational and research institutions by hosting and providingrelevant information to their users.

In West Bengal, the fourth largest state in the country, one fourthof the population live below poverty line. There are close to 80,000schools in West Bengal. In the growing global revolution, the stategovernment announced a new IT policy in 2003. The core objective isto allow different constituents in the state, both public and private, toleverage IT opportunities. In practical terms, the government iscommitted to creating affordable infrastructure for government-citizeninteraction.

The need for e-learning in West Bengal is a great challenge. Oneof the biggest, if not the greatest, problem is to overcome the digitaldivide, an endeavor in which the government needs to take the leadrole. India needs a huge IT manpower to meet its vision of being theIT superpower. The public needs to be exposed to computers and jointhe information revolution. People need to expose their children tocomputers as an enabler to learn and integrate learning. However, mostof the children live in rural areas. Reaching them is a priority.

The computer literacy program started in 2001. This programcovers 500 schools in the state. The departments of school educationand IT, and a private partner manage the program. The governmentfunds the hardware/software and the private partner provides thelearning services. This program is run in classes VI–XII on a voluntary



basis. Although the students do not pay any tuition fees for their school,they pay a small amount (Rs35, about US$0.75) each month for thisprogram. The fees are used to compensate teachers in this programand maintenance costs. The program is delivered through lectures andlaboratory practice with a structured syllabus. There is also a continuousevaluation program to help the students.

In May 2002, the local government teamed up with IBM, which isproviding learning services to 200 schools. Teachers were recruitedand trained by IBM. The government provided the infrastructure: 10PCs and associated peripherals for each school. Students were requiredto pay monthly fees for the lessons. Although this program was strictlyoptional for the students, there was an average of 315 students perschool. In the exam, 6,200 students appeared and took the exam; 6,000passed and were certified by IBM. This program, which has sinceexpanded into another 200 schools, has helped many students acquireskills to provide better living conditions for them in the future. Theprogram continuously supports the government in its aim to bridge thedigital divide by taking computer literacy to rural areas.

The monthly fee is Rs35 per student. People below the povertyline are exempted from paying the fee. The program has covered about1 million students.

Challenges remain and persist even with a successful outcome. Thebiggest challenge is financial insufficiency. Due to lack of finance, thenumber of computers per school has been reduced from 10 to 4. Onesolution may be to partner with other private organizations andinstitutions. Teachers and administrators had to learn fast in order toteach the local people. It was a big hurdle for them to overcome butthey were successful because IBM was there to support them.

During the discussion, Mr. Kant noted that the public sector hasto go where the private sector will not be likely to invest. It is a priorityfor the state government to reach the rural areas and cater to theirneeds and it has now become a government mandate that all the peopleshould be able to use computers to improve their life.



E-learning Trends in Japan and theAsian E-learning NetworkMr. Kazuyuki Shinkai

Project ChiefAdvanced Learning Infrastructure Consortium (ALIC), Japan

T he Advanced Learning Infrastructure Consortium (ALIC) is a company that conducts research on e-learning in Japan. It alsoacts as the secretariat of the Asian E-learning Network (AEN).

ALIC conducts annual surveys in Japan. The company distributesquestionnaires to over 2,000 business organizations. Completedquestionnaires are compiled and assessed and results are disseminatedto public and private sectors.

At present, Singapore ranks number one in terms of readiness forthe networked world (e-readiness). The ranking is based on informationgathered from different sectors, namely: education, industry,government, and society. Japan ranks next and last is Indonesia. InJapan, the Government provides infrastructure for implementingprojects; the rest is up to the private sector to develop and enhance.

The latest survey results show that 60% of Japanese businessorganizations will implement e-learning. E-learning costs are relativelylow compared to budgets for education and training. According tothe survey, 83% of vendors said that improving the quality of contentis essential in implementing e-learning. The effectiveness of e-learningshould always be verified in order to monitor the quality and standardsof e-learning materials.

The survey also revealed that many people do not understand e-learning. People are confused as how to integrate technology into theireveryday lives. Some answered that it is a waste of time and moneycreating materials for e-learning when not many people reallyunderstand the effectiveness of the system. However, people see themerit in e-learning. The whenever (time-free) and wherever (place-free) aspects of e-learning are an advantage, especially for young people.

The survey found that universities and colleges do not have enoughfunds to support content creation or system operation. They find itdifficult to accommodate and implement copyright standards. Also,75% of teachers lack the skills needed to assist and teach e-learning.



The AEN is an Asian regional project with 13 member countries:Brunei Darussalam, Cambodia, PRC, Indonesia, Japan, Republic ofKorea, Lao People’s Democratic Republic (PDR), Malaysia, Myanmar,Philippines, Singapore, Thailand, and Viet Nam. AEN works bygathering survey research reports on each country’s e-learning policy,diffusion, case examples, etc. These reports are compiled in cooperationwith each country and then distributed to member countries. All reportsare presented in a conference and can be dowloaded at the AEN sitefor information of other countries.

The AEN’s main purpose is to bring e-learning to Asia by sharingtrends and information among member countries. In 2002, datagathered from the Telegeography Company show an imbalance in thecurrent international information flow. The main source of informationis Europe. Information passing between Europe and North America isfully maximized (162 gigabytes per second [Gbps]) due to technologyspeed and accuracy. However, the flow of information from Europe toAsia (1 Gbps) and from North America to Asia (42 Gbps) is slow.AEN is trying to change that by strengthening information collectionin Asia as a whole. This initiative serves as a motivation for Asia tobring e-learning to its full potential. So far, AEN is slowly beingrecognized through its surveys.

D. Workable Action Plans

How to Draft Workable Action PlansMr. Kyosuke Yoshimura

Learning Solutions Executive, IBM Asia Pacific

Mr. Yoshimura introduced the different aspects where action plansshould focus: government learning policy and e-learning projects,

e-learning for workforce development, e-learning for education, ande-learning project planning.

Mr. Yoshimura explained that actions plans should relate to thegovernment’s vision and goal. He cited two countries that have usedthis principle, Singapore and the US. These two countries have madeIT in education a national policy that led their departments, institutions,



schools, and organizations to conform to this mandate. Governmentsshould realize that e-learning technology should be selected for today’slearning purposes. Learners are encouraged and motivated to activelyparticipate and are becoming a critical factor in achieving results. Inorder for national governments to become a part of the globalrevolution, they have to transform and make changes in their system.Reorientation and retraining are essential elements to achieve this.Action plans should incorporate new learning changes and could bedesigned to develop the relationship between technology andeducation.

Workforce skills development is imperative for 21st centuryworkforce requirements. Officials and citizens need to have basic skillstraining in order to survive in the global knowledge economy. Actionplans should incorporate establishing a local training center. This entailsnew infrastructure but will improve education and enable a focus ontraining and improvement of skills. Venezuela’s Ministry of Scienceand Technology set a goal of establishing and developing softwareworkforce to improve global competitiveness and encourageproductivity with the use of e-business. This resulted in integratingand customizing education programs, and high-level professionals fromthe first class of graduates are now in the market with only one year ofinvested time.

Secondary education institutions are facing increased publicscrutiny to improve student performance. Schools should integrate ITinto every classroom in order to develop student performance. Mr.Yoshimura stressed that there must be a computer in every classroom,not in every school. This will increase literacy and develop students’interest in and knowledge of IT. Also administrators should look at ITas having a short life span and not as part of the infrastructure. The ITlife cycle is only 4 years. Thus, action plans must incorporate changesand improvements over time.

Many dramatic changes are happening in higher education: risingcosts, competition between universities internationally, jobs requiringpost-secondary education, etc. These changes are facts and institutionsneed to address them. One proposal is to enhance and encouragecollaborative learning and integrate a management system. Figure16 shows the concerns or factors involved in developing a learningproject plan. These include the duration of the project, cost, andmanagement system.



IT learning project planning needs careful attention. E-learningplanning requires broad capabilities that help to advance learningeffectiveness and efficiency to produce real education/training value.Aspects to consider include learning strategy, content developmentand management, learning delivery, learning technology, learningintegration, and learning outsourcing. These aspects are key forimplementing a vast initiative that delivers measurable outcomes andenables real time learning. Good learning project planning consists ofpolicy development, scope, project plan, and implementation. Oncea plan is completed, it is important that the proposed policies be sharedwith other people.

Summary of Participants’ Action Plans

Participants were asked to prepare draft national action plans in e-learning for use in their country, following the format in Figure

17. A summary of the action plans is given in Table 2.The 25 action plans in Table 2 cover 19 countries and amount to

some $560 million over 5 years. They range from small pilot programsin PRC, Lao PDR, Myanmar, and the Philippines, to nationwide full-access programs. The areas of interest fall into several broad categories

Foun

der

Req

uest

er

ProjectNomination

SelectContractor

Start ProjectImplementation

Completion

Operation,Maintenance

Investigation,Assessment,

andAdvice

ReviewProject

Proposal

LoanProvision Evaluation

SigningAgreementTender

FundingRequest

FeasibilityStudy

Figure 16Planning a Learning Project



of system development. Schoolnet is an area that attempts to linkschools across a country using computers to strengthen schooladministration, in-service teacher training, and student study. E-librariesand databases can be set up and schools linked (in time) to the Internetand to the World Wide Web. Afghanistan, Indonesia, Kyrgyz Republic,Sri Lanka, and Thailand all expressed interest in this theme.

A second area included nonformal systems to link communities toinformation systems dealing with literacy, life skills, and income-generation skills. India and Sri Lanka are in this group. A third area,teacher education, was identified where e-learning assists with pre-service and in-service teacher training. Bangladesh, India, Maldives,and Philippines are examples of this trend. A fourth area of e-learningto improve human resources in Asia concerned policies to establishICT systems. Bangladesh, Cambodia, PRC, Lao PDR, Myanmar, Nepal,Philippines, and Turkmenistan are interested in this approach. Finallycurriculum and learning materials development through the use of e-learning and instructional design was proposed. Bhutan, Indonesia,

Figure 17Guidelines for Action Plans

DATE:

COUNTRY:

PROPOSER:

TITLE:

LEARNING PROJECT PROPOSAL

3. Return of Investment2. In-Tangible Benefit1. Tangible Benefit

D. Benefit of the Projectb. Advisor / Consultant

a. Project Organization5. Implementation Arrange

b. Operation Phasea. Development Phase

4. Cost Estimation and Financial Plan3. Assumptions and Risks

2. Key Activities1. Purpose and Goal

C. Project Scope

B. Current Issues and Solution StrategyA. Brief Introduction

DATE:

COUNTRY:

PROPOSER:

TITLE:

PROJECT FRAMEWORK

InputResource

Activity Operation

Output Assets

Purpose

Goal

Assumptions Risks

Monitoring Mechanism

PerformanceIndicators

COST STRUCTURE

TOTALSOURCEITEM

1. CONSULTANTS2. EQUIPMENT a. Hardware b. Software c. Network d. Systems Development e. E-learning Contents3. BUILDING, FURNITURE4. TRAINING5. OPERATION & MAINTENANCE6. MISCELLANEOUS7. CONTINGENCY

Source: ADB Guidelines for Preparing Action Plans



Philippines, Tajikistan, and Viet Nam are examples of countries seekingICT approaches to strengthen curricula and instruction.

In summary, the use of e-learning has been proposed by thecountries involved to develop schoolnets, to upgrade nonformalsystems to improve literacy and life skills, for teacher education, forICT system development policy, and in modernizing curricula andlearning methods. Together, they represent major trend lines for theregion over the coming years as countries begin to focus on e-learningtechnology as a way to increase access to and improve the quality ofboth formal and nonformal education systems.

The ADB project pipeline in 2005 includes potential vehicles tosupport e-learning concepts in some countries. Projects are planned in

• Bangladesh (secondary education),• Indonesia (secondary education),• Kyrgyz Republic (education development),• Lao PDR (basic education),• Nepal (secondary education),• Pakistan (devolved social services program in Balochistan), and• Sri Lanka (skills development).



Tab

le 2

: O

utlin

es a

nd C

osts

of

Par

tici

pant

s’ A

ctio

n P

lans

Co

untr

yG

oal

Pur

po

seA

ctiv

itie

sD

urat

ion/

Co

st (

US$

)

Afg

hani

stan

Pro

vid

e ed

ucat

ion

for

all

Nat

ion

bui

ldin

gC

om

put

eriz

e 50

0 sc

hoo

ls a

nd1

univ

ersi

tyN

o t

arg

et d

ate/

US$

100

mill

ion

Ban

gla

des

hB

uild

an

e-le

arni

ng/

e-g

ove

rnan

ce r

eso

urce

cent

er

Enh

ance

e-l

earn

ing

in t

heco

untr

y; p

rom

ote

e-le

arni

ng p

olic

ies

Trai

n te

ache

rs; d

esig

n an

d c

oo

rdin

ate

e-le

arni

ng t

oo

ls; r

esea

rch

and

dev

elo

pm

ent;

co

nduc

t m

eeti

ngs

5–6

year

s/U

S$50

mill

ion

Ban

gla

des

hE

stab

lish

a su

stai

nab

le IC

Tse

cto

rSu

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pro

vem

ent

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isti

ng IC

TC

ond

uct

trai

ning

s, w

ork

sho

ps;

esta

blis

h re

sour

ce s

upp

ort

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mill

ion

Bhu

tan

Dev

elo

p d

ista

nce

educ

atio

nat

Nat

iona

l Ins

titu

te o

fE

duc

atio

n

Imp

rove

the

qua

lity

of

pri

mar

y an

d s

eco

ndar

yed

ucat

ion

thro

ugh

ICT

Co

nver

t cu

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ulum

to

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earn

ing

mat

eria

l; sk

ills

trai

ning

2 ye

ars/

US$

7.5

mill

ion

Cam

bo

dia

Enh

ance

ed

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ion

thro

ugh

ICT

Ass

ist

imp

lem

enta

tio

n o

fIC

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ies

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her

trai

ning

; dev

elo

p c

our

sem

ater

ials

; bui

ld o

n p

revi

ous

init

iati

ves;

pro

vid

e ac

cess

4 ye

ars/

US$

4.5

mill

ion

PRC

Imp

rove

ICT

educ

atio

n in

wes

tern

PR

CA

sses

s d

ista

nce

educ

atio

n;id

enti

fy s

trat

egie

s fo

r vi

able

app

licat

ions

of

dis

tanc

eed

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ion

and

ICT

Eva

luat

ion

and

res

earc

h; t

rain

teac

hers

and

ad

min

istr

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rs5

year

s/U

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20 m

illio

n

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t-up

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cilit

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sec

tor

Cre

ate

larg

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ow

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and

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eas

IT li

tera

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, ins

tall

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ard

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sist

pro

gra

m im

ple

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tati

on;

mo

nito

r; e

valu

ate

5 ye

ars/

US$

31.2

2 m

illio

n

cont

inue

d n

ext

pag

e



Tab

le 2

: O

utlin

es a

nd C

osts

of

Par

tici

pant

s’ A

ctio

n P

lans

(c

ont’d

.)

Co

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po

seA

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st (

US$

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Ind

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com

put

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Wes

t B

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the

dig

ital

div

ide

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e co

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year

s/U

S$38

.1 m

illio

nTr

ain

teac

hers

; eva

luat

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sses

s; re

crui

tIT

teac

hers

; des

ign

cour

se m

ater

ials

Incr

ease

hum

an r

eso

urce

sst

and

ard

sE

nsur

e b

asic

qua

lity

educ

atio

n fo

r al

l thr

oug

he-

lear

ning

sys

tem

Intr

od

uce

dis

tanc

e-le

arni

ng p

rog

ram

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year

s/U

S$27

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mill

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Ind

one

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Ind

one

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Inte

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te IC

Ts in

tocl

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ms

Dev

elo

p s

tud

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mp

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/sk

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Inst

all I

CT

faci

litie

s; d

evel

op

web

-b

ased

lear

ning

mat

eria

ls5

year

s/ U

S$19

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mill

ion

Incr

ease

ICT

liter

acy

inhi

ghe

r ed

ucat

ion

Enh

ance

qua

lity

of e

duc

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h IT

Est

ablis

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ass

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put

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No

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lic

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stab

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for

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rco

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unit

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ting

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S$3.

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div

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each

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thro

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Enh

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cher

qua

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Rec

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exp

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for

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dev

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No

dat

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% o

f co

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nmar

Up

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ting

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Trai

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ting

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ion

dis

sem

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ion

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t tr

aini

ng p

rog

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s; s

yste

mm

aint

enan

ce2

year

s/U

S$0.

73 m

illio

n

cont

inue

d n

ext

pag

e



Tab

le 2

: O

utlin

es a

nd C

osts

of

Par

tici

pant

s’ A

ctio

n P

lans

(c

ont’d

.)

Co

untr

yG

oal

Pur

po

seA

ctiv

itie

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ion/

Co

st (

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Nep

alIm

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ve e

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ges

Ass

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men

t in

imp

lem

enta

tio

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f p

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ies

Form

ulat

e p

olic

ies;

ski

lls t

rain

ing

;in

stal

l co

mp

uter

s; r

ecru

it e

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ts5

year

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% o

f co

st

Pak

ista

nIn

tro

duc

e co

mp

uter

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for

the

wo

rkfo

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uth,

and

the

dis

adva

ntag

ed

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end

pro

gra

m t

o v

oca

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nal

cent

ers

Dev

elo

p c

ont

ent;

mo

nito

r, ev

alua

te,

asse

ss m

ater

ials

; tea

cher

tra

inin

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year

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n

Phili

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ines

Dev

elo

p t

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ary

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atio

nw

ork

forc

ePr

ovi

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com

ple

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tary

teac

hing

mec

hani

smId

enti

fy f

acili

ties

and

ass

ess

need

s5

year

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S$2

mill

ion

Phili

pp

ines

Est

ablis

h a

core

co

mp

eten

cyce

nter

Cre

ate

and

sus

tain

ICT

for

pro

fess

iona

ls in

the

go

vern

men

t

Trai

n an

d r

etra

in t

each

ers

of I

T;d

esig

n co

urse

war

e; d

evel

op

po

licy

and

sta

ndar

ds;

cer

tify

pro

fess

iona

ls

5 ye

ars/

US$

1.7

mill

ion

Sri L

anka

Est

ablis

h sc

hoo

lnet

Cre

ate

hum

an r

eso

urce

sPl

an a

nd d

esig

n in

fras

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ture

; cre

ate

cont

ent

4 ye

ars/

US$

8.8

mill

ion

Sri L

anka

Est

ablis

h e-

reso

urce

cen

ters

Imp

rove

inco

me

cap

acit

y in

rura

l are

asPr

ovi

de

com

put

ers;

tra

in c

om

mun

ity

peo

ple

in IT

5 ye

ars/

US$

4.8

mill

ion

Tajik

ista

nC

reat

e a

netw

ork

of t

each

ertr

aini

ng c

ente

rsIm

pro

ve le

vel o

f tea

cher

qua

lific

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nsR

evis

e co

nten

t; in

tro

duc

e ne

w m

od

els

5 ye

ars/

US$

6.2

mill

ion

cont

inue

d n

ext

pag

e



Tab

le 2

: O

utlin

es a

nd C

osts

of

Par

tici

pant

s’ A

ctio

n P

lans

(c

ont’d

.)

Co

untr

yG

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po

seA

ctiv

itie

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ion/

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st (

US$

)

ICT

= i

nfor

mat

ion

and

com

mun

icat

ions

tec

hnol

ogy,

IT

= i

nfor

mat

ion

tech

nolo

gy,

PC =

per

sona

l com

pute

r, PD

R =

Peo

ple’s

Dem

ocra

tic

Rep

ublic

,PR

C =

Peo

ple’s

Rep

ublic

of

Chi

na.

Sour

ce: C

ount

ry A

ctio

n Pl

ans.

Thai

land

Est

ablis

h e-

lear

ning

cen

ters

for

bas

ic e

duc

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cces

s fo

r st

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ts; i

nteg

rate

ICT

Dev

elo

p c

our

sew

are;

allo

cate

po

cket

PCs

to s

tud

ents

5 ye

ars/

US$

209

mill

ion

Turk

men

ista

nE

stab

lish

scho

oln

etC

reat

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nati

onw

ide

educ

atio

n en

viro

nmen

tD

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op

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wo

rks;

tea

ch a

nd t

rain

teac

hers

; dev

elo

p m

ater

ial a

ndcu

rric

ula

5 ye

ars/

US$

8.3

mill

ion

Vie

t N

amIn

teg

rate

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IV. CLOSING REMARKS

Mr. Jan Van Heeswijk, Director General of the Regional andSustainable Development Department, ADB, gave his profound

appreciation to the 19 participating DMCs and the experts, observers,and others who benefited from the workshop. He also gave specialthanks to Microsoft and IBM corporations as ADB’s partners insponsoring the workshop.

Mr. Heeswijk commented that e-learning has a great potential innational development among the DMCs. He congratulated thespeakers and presenters who have laid out the pieces needed in buildingan e-learning framework. He encouraged participants to apply whatthey have learned in the workshop to chart policies, strategies, andincentives to support e-learning systems in their own countries. Healso reminded participants not to forget the poor, women, ethnicminorities, and the rural masses as they develop e-learning programs.

Mr. Heeswijk said that workshop resources such as CD-ROMs,video presentations, and proceedings would be available toparticipants. The use of these materials will determine the effectivenessof the workshop and its impact on e-learning in each country. Hepromised that ADB would do its best to provide materials so thatparticipants can successfully apply their knowledge in the succeedingyears. He wished everyone success in considering the best approachfor application of e-learning projects and activities. Finally, hecongratulated everyone for completing the workshop and qualifyingto receive their certificate of completion.

Mr. Raymond Renfro, Director for Capacity Building and Training,ADBI, in his closing remarks reminded participants that the workshopmaterials would provide valuable exposure to enhance e-learning. Manycountries are at the forefront in e-learning, but not all are makingsignificant impacts. The demand and capacity to enhance educationare important factors in building e-learning as was shown in the WestBengal case study. Country programs should start small and simpleand partners should be invited to help them expand. He cited theUNESCO toolkits as a valuable guide in building action plans andproject concept papers.


Closing Remarks 63

Mr. Renfro said that the next steps are critical in developing e-learning programs. He advised participants to implement action plansin their home country. He also assured them that materials would beprovided through interactive compact discs and CD-ROM as well asinformation materials on the Internet. Finally, he thanked partnerorganizations in making this workshop a success. He also commendedthe workshop coordinators for the excellent overall quality of theworkshop.

Some resource persons and participants were then invited to makesome general comments about the workshop.

Mr. William Horton (consultant) thanked the participants and thespeakers for coming to the workshop. He said he was overwhelmedwith the learning that took place. In the course of the workshop, herealized one important lesson—knowing how one can put togethertechnology and make it work in a country is more important than thetechnology itself.

Mr. Braim (IBM) thanked the workshop coordinators, especiallyMr. Lee, with whom they have continued to work on many partnerprojects. He was glad that IBM and other private groups were able toimpart information to the developing countries that would hopefullyaccelerate e-learning in those countries.

Mr. Yoshimura (IBM) observed that the workshop outputs wereexcellent. He said that developing countries can eventually catch upwith other countries through e-learning and that he expects theparticipating countries to be among the leaders.

Mr. Gupta, the participant from India, said this was the first timehe had seen an international workshop where internationalgovernments, banks, and organizations have come together for a singlecause. In the course of the workshop, he observed that e-learning shouldbe presented with good instructional media design in order to beeffective. He mentioned that change management was an issue inestablishing a structure for e-learning. Global systems and competitionhave started to emerge and the participating countries must be part ofthis trend in the years to come.

Ms. Zhang, a participant from the PRC, first thanked all theparticipants and speakers for sharing information and knowledge. Shenoted that the workshop provided plenty of new ideas and strategiesthat she can apply to her home country.



64

Participants expressed their appreciation to ADB, ADBI, Microsoft,IBM, and the governments of Australia and Republic of Korea fororganizing the workshop. Mr. Jeoung-Keun Lee and Mr. WilliamLoxley awarded certificates of completion to all participants.


Appendix 1 65

Appendix 1

Issues Identified by Participants in E-LearningPolicymaking

Following are issues raised by participants, related to the country theyrepresent, on the 10 components of e-learning policymaking outlinedin the UNESCO policymakers’ toolkit on ICT integration in nationaldevelopment (see p.25).

Strategic Planning and Vision

Issues

• Lack of strategic planning and vision• Quality gap between private and public school education• Lack of awareness of problems and solutions• No appraisal of available technologies and needs of the country• Need to identify acceptable changes, cost-effective planning• Need for strong leadership• Need to target pilot projects toward developing realistic policies

and strategies

Strategies

• Reach consensus on the vision• Share the vision nationwide; strategies and achievements should

be periodically disseminated• Set up basic ICT infrastructure• Develop e-learning societies/groups to help planning• Keep fees for educational use of e-learning, especially in schools, low• Clearly define agency responsibilities• Prepare national plans by government and private sector experts jointly• Provide high-level support to determine priorities and make clear

statements

Appendix.pmd 27/01/2005, 1:31 PM65


Curriculum and Content

Issues

• Materials are outdated• Materials may be biased politically• Little capacity is available to develop content

Strategies

• Create an enabling environment to foster development of localcontent and local skills

• Set up mechanisms for ongoing reviews of curriculum and content

Use of the Internet and Acceptable Use Policies

Issue

• Lack of computer and language skills to use the Internet effectively

Strategies

• Lower fees and costs to promote use• Incorporate “firewalls” for control purposes• Promote private sector involvement and gain tax revenue

ICT and Education Reform

Issues

• Lack of teachers’ materials• Teachers lack time to be (re)trained• Lack of funds

Strategy

• Provide e-learning materials for teachers

Appendix.pmd 27/01/2005, 1:31 PM66

Appendix 2 67

Quality Assurance and Accreditation

Issues

• Standards of quality need to be defined and mechanisms ofcompliance implemented

• Institutional capacity needs to be matched with work/projectrequirements

Strategies

• Encourage self-regulation by service providers to avoid excessivegovernment regulation

• Develop regulations that prevent “fly-by-night” providers• Develop an accreditation scheme for e-learning by a professional

body• Encourage recognition of e-learning by requiring e-learning courses

for promotion• Develop several levels of accreditation, such as certificate, diploma,

and degree• Adopt international standards• Develop an effective quality assurance and monitoring scheme• Enforce standards, also in projects and procurement• Allow accreditation by the private sector for nonformal education;

by the public sector for formal education

Connectivity, Infrastructure, and Networks

Issues

• Costs of connectivity and infrastructure are high, especially relativeto incomes

• Lack of basic infrastructure (electricity and telecommunications)• Access should be via a national “backbone”• Separate networks should be connected• Need for infrastructure to be secure

Strategies

• Create a national budget to subsidize ICT costs in education• Public-private partnerships should cooperate with ICT providers

Appendix.pmd 27/01/2005, 1:31 PM67


• Allow competition in telecommunication sector to reduce costs• Introduce Internet protocol networks with multimedia capacity• Introduce open learning (radio, television)

Professional Development

Issues

• Need for qualified teachers and accreditors• Need for high-quality ICT instructional material, also in local

languages• Need for training of trainers

Strategies

• Develop a system of continuing education using ICT• Accept international standards of accreditation

Intellectual Property and Copyright

Issues

• Absence of “cyber” laws• Lack of enforcement where cyber laws exist• High costs of some brands of software• Lack of coordination in implementing agencies• Emphasis on copyright may reduce sharing of content• Need for strong enforcement of copyright laws

Strategies

• Copyright to be recognized and registered• Make government-sponsored development (software, content, etc.)

available to the public• Negotiate an international pricing model based on gross domestic

product• Find solutions based on innovative partnerships/financing models

that work in other countries

Appendix.pmd 27/01/2005, 1:31 PM68

Appendix 1 69

Intragovernmental Issues

Issues

• Need for political will to enforce compliance regarding usage andlicensing

• Need for intergovernment collaboration on enforcement of cyberlaws

• Need to develop e-governance• Uncoordinated ICT projects by different departments may affect

development

Strategies

• Develop a strong interdepartmental coordination mechanism inICT

• Use ICT for information sharing/communication betweengovernment departments

• Develop an international (government) portal for sharinginformation

Cost, Finance, and Partnerships

Issues

• Synergy between donors is needed for optimum deployment offunds

• Sustainability must be guaranteed for investors to become partnersin ICT development

Strategies

• Develop and share open-source software• Develop ICT policies that will attract domestic and overseas

investments• Request development funds from international organizations• Cover recurring expenses from special grants and earnings from

system use• Encourage private sector funding and participation in projects• Encourage public-private partnerships to reduce development costs

by government

Appendix.pmd 27/01/2005, 1:31 PM69


Appendix 2

Draft Action Plans

A Concept Paper : Education Reform in Afghanistan

Abdul Baquee Khogaini

Present Situation

Invasion, civil strife, drought, emigration, and consequent politicalnegligence caused widespread destruction in the country. Schools wereburnt, teachers left or were killed and communities were driven out toneighboring countries either by invaders or regime changes. As a result,education has been the last thing on the mind of the Afghans.

The country currently has vast educational needs, includinginfrastructure, teachers, didactic materials, equipment, libraries, andwell-developed curricula. To assess the current situation further, anationwide needs-assessment survey will be carried out.

To address the gigantic task of meeting the educational needs of25 million people with 85% illiteracy rate, the Government in makinga phased long-term plan, with due attention to the principle ofproviding equal opportunities to men and women. The phases are

Phase 1: Computerization of 500 high schools and the universities (toenhance computer literacy). This should be done in two stages:

a. Kabul - 80 high schoolsb. Provinces - 410 schools and 10 universities.

Phase 2: Designing and promoting e-learning policies. The lack ofcomputerization of the educational system and institutions is one ofthe main hurdles to the social and economic growth of the country.The reform program fits very well in the National DevelopmentFramework approved by the Government and is expected to contributelargely to the overall recovery of the country from decades ofdestruction and rampant lawlessness.

Appendix.pmd 27/01/2005, 1:31 PM70

Appendix 3 71

Goal

The project aims to design and establish a modern educationalsystem, using both traditional and computer-based education methods,and ensure its accessibility to all men and women without distinctionthroughout the country.

Outputs

The results of this project will include rehabilitated infrastructure,trained teachers, distribution of learning materials, new equipment,new libraries, and revised curricula.

The concept of the program is based on the real needs, existence ofstrong political will, consensus on the prioritization of the educationsector, and high demand from the people, especially in urban areas. Noproblems are foreseen in the provincial phase, except in a number ofprovinces in the south where the security situation is currently precarious.

Implementation Arrangements

A steering committee composed of delegates from the Ministry ofEducation, Higher Education and Finance, is to be established toprovide overall guidance and direction. The steering committee willbe directly responsible to the Minister of Education and will endorsepolicy decisions proposed by the project management unit.

The project management unit within the ministry of educationwill oversee the day-to-day activities of the planned reform. It willalso be responsible for timely implementation and prioritization ofareas where intervention is required. The unit will also have theresponsibility of interacting with donors, preparation of recurrent andspecial reports, and exercising budgetary controls. It will have also thetask of building a strong and committed team, including recruitmentof experts to help the design and develop cost-effective strategies.

Estimated Budget (US$ million)

Infrastructure 40.00Capacity Building 35.00Expertise 25.00

Total 100.00

Appendix.pmd 27/01/2005, 1:31 PM71


Afghanistan will not be able to embark on such an ambitious planwithout the assistance of the international community. Currently, morethan 50% of its ordinary budget is from outside resources. Therefore, inthe present circumstances any cost-sharing arrangement is not thinkable.

Benefits of the Project

The project will benefit a large section of population that has beendeprived of its basic right to education. Lack of proper education inAfghanistan is a hurdle not only to the social and economicdevelopment of the country but also to a great extent to the nation-building process in which the Government is currently engaged.Without proper education in the country, democratic values will hardlymake sense and the efforts of the international community to see astable and democratic Afghanistan could be lost.

The Establishment and Sustainable Developmentof Information and Communications Technologyfor E-Learning in Bangladesh

Md. Didarul Alam

Introduction

The implementation of information technology (IT) is at a veryrudimentary stage in Bangladesh. Hence, a study on the informationand communications technology (ICT) infrastructure development ande-readiness assessment is of national importance.

The development of ICT infrastructure is a necessary prerequisiteto take advantage of the newly emerged global IT revolution. In asurvey organized jointly by the Bangladesh Bureau of Statistics andBangladesh Computer Council in July-September 1998, published in1999, it was found that computer use increased by 53% during 1995–1997. The survey showed that 41% of computers were used for humanresources development, while 12% were connected to the Internet.

Appendix.pmd 27/01/2005, 1:31 PM72

Appendix 2 73

Issues

The telecommunications sector in Bangladesh has beencharacterized by a very low level of penetration, limited capability tomeet growing demand, low level of investment, and outdated systemsand technologies

In recent years, the Government has liberalized IT policies toenhance mass awareness of IT. Complete withdrawal of tax oncomputers and computer-related items has created extra enthusiasmamong general society through increased participation in computer-based activities, including training and software development. Thecountry expects at least 25% growth per annum in IT spending,preferably with state support. Major investments, especially incollaboration with foreign firms, are being encouraged toward creatinga world-class industry and IT professional services sector.

In order to develop a sound national telecommunicationinfrastructure to support the economy and welfare of the country byproviding telecommunication facilities on demand and assure thepeople of satisfactory quality of service, the needs are to

• establish a modern and advanced training facility for public andprivate executives, planners, implementers, academicians, andresearchers;

• enhance teaching and research capabilities to cope withtechnological demand in the 21st century;

• assist programs toward further development of human resourcesand the technological sector; and

• develop an efficient ICT infrastructure that provides open accessto international and national networks.

Appendix.pmd 27/01/2005, 1:31 PM73


Project Framework

Design Performance Monitoring AssumptionsSummary Indicators/Targets Mechanisms and Risks

GoalGoalGoalGoalGoalEstablishmentand sustainableimprovement inthe ICT Sectorfor e-learning

• Measurableimprovements inICT infrastructure,establishment ofhardware andsoftware support

• Increase in theliteracy rate

• Increase in trainedpeople in the ITsector

• Time savings,especially forresearchers, fromimproved accessto IT

Project research, casestudies and impactassessment report

Yearly reportpublished by Bureauof Statistics

Other secondaryreports on ICT

PurposePurposePurposePurposePurposeEstablishmentof ICT

Sustainableimprovement inexisting ICT

• Building a stronginfrastructure forfulfilling basichardware needs fore-learning

• More localinstitutions usinglow-cost andcommunitycommunicationsystem for masse-learning

• Existence offunctional ICTsystem fore-learning projects

• More people bygender, age,vulnerability, andsocioeconomicstatus using ICTfacilities for learning

• More people haveaccess to ICT forreading and learning

• More use ofappropriatetechnology bypeople for improvedlearning

Purpose reviewreports

Ministry of Educationevaluation reports

Project mid-termevaluation report

Community surveyreports

Yearly report of theBureau of Statistics

Governmentpolicy allowsnongovernmentand otherorganizations topromote ICT

Government anddonors continueto providefinancial supportto agenciesworking toimprove ICT

Localgovernmentorganizationsand local NGOswork together

Appendix.pmd 27/01/2005, 1:31 PM74

Appendix 2 75

Project Framework (cont’d.)


Output1Output1Output1Output1Output1EnhancedinstitutionalICT-relatedtechnology

• Improved norms,policy, and systemsexist on ICT

• Information Ministry,Education Ministry,and local NGOs, areresponsive to theneeds and priority

• More staff withstrongunderstandingand skills oninfrastructureplanning,implementation,monitoring, andreporting on ICT

• Community, localinstitutions, andNGOs design,implement, andevaluate e-learningprograms

• Increasedsatisfaction ofpeople using IT

Reports of theMinistry of Educationand Ministry ofInformation

Donors’ projectimplementationreports

Purpose reviewreports

Ministry of Educationproject monitoringreports

Workshop reports/meeting proceedings

Government anddonor policiesdo not change,hindering ICTdevelopment

ICT = information and communications technology; IT = information technology, NGO =nongovernment organization.

Output 2Output 2Output 2Output 2Output 2Improvede-learning andIT awarenessand use in thecommunity

• More self-motivatedsocial leaders,promoters, andgroups campaigningfor use of a masscommunicationsystem for readingand learning

• 95% of targetpeople are aware ofimportance of usingICT for learning

• 95% of the targetpeople are using IT

• Increasedexpenditure bytarget groups on e-communication

Ministry of Educationquarterly progressreports

Annual or QuarterlyMinistry of Educationprojectimplementation andreview report

Output to PurposeReview reports

ICT practice surveyreportsYearly reportpublished by Bureauof Statistics

Somegovernmentagencies maynot give fullcooperation

Appendix.pmd 27/01/2005, 1:31 PM75


Key Project Inputs

1 Conduct training and workshops for government agencies,development partners, institutional representatives, and othersdirectly involved in this project to establish an ICT infrastructure.

2 Conduct meetings, identify volunteers, catalysts, and socialengineers, and encourage them to work on establishing an ICTinfrastructure.

3 Create informal female and male groups to work with the targetedgovernment and donor agencies regarding maintenance of anICT infrastructure.

4 Agencies responsible work to improve student services, courses,bookstores, library support, standards, guidelines related tohardware, software, and other relevant technologies required fore-learning.

5 Establishment of full support for online and offline resources fore-learning, and for a telecommunication structure dedicated toe-learning.

ICT = information and communications technology.


• Increased literacy rate.• More effective linkages between skilled and unskilled people.• More awareness and e-readiness due to improved information

infrastructure.• Further development of the IT market.• Large-scale human resource development through e-readiness and

e-learning.• Support of the education of students who have difficulties in being

physically present at educational institutions; for example, disabledstudents and full-time working students.

• Reduced costs in educational institutions by using virtual insteadof physical classrooms.

• Standardization among research groups and companies throughe-communication.

Appendix.pmd 27/01/2005, 1:31 PM76

Appendix 2 77

Cost Estimates and Financing Plan (US$ million)

Costs Source of FundsItem Year Year Year Govern-

1 2 3 ment Donors Total

1. Consultants

a. InternationalConsultants 1.60 0.80 0.60 0 3.00 3.00

b. DomesticConsultants 0.50 0.30 0.20 0 1.00 1.00 Subtotal 2.10 1.10 0.80 0 4.00 4.00

2. Equipment andSoftware

a. Equipment 20.00 4.00 1.00 0 25.00 25.00b. Software 1.50 0.50 0 0 2.00 2.00

Subtotal 21.50 4.50 1.00 0 27.00 27.00

3. Buildings andFurniture

a. Buildings 4.50 0.50 0 5.00 0 5.00b. Furniture 0.40 0.05 0.05 0.50 0 0.50

Subtotal 4.90 0.55 0.05 5.50 0 5.50

4. Training, Seminars,and Conferences 1.00 0.25 0.25 0.50 1.00 1.50

5. Research, Development,and Surveys 1.00 0.50 0.50 0 2.00 2.00

6. Administration andSupport Costs 0.25 0.25 0.25 0.75 0 0.75

7. Contingencies 0.15 0.10 0 0.25 0 0.25

Total 30.90 7.25 2.85 7.00 34.00 41.00

Source: Participant’s estimates.

Appendix.pmd 27/01/2005, 1:31 PM77


Building an E-Learning/E-Governance Resource Centerin Bangladesh

M Badrul Arefin

Introduction

In a developing country like Bangladesh where resources are scarce,learning is becoming more targeted and traditional learning programs,especially distant learning, are gradually being replaced by modularflexible programs focused on specific needs using the most appropriatetechnology. The issues involved in this project and its benefits aresimilar to those mentioned in the previous draft action plan to developICT in Bangladesh.

Framework

A resource center in e-learning and e-governance would conducttraining and workshops for government agencies, developmentpartners, institutional representatives, and others. It would provide aknowledge-based implementing and monitoring mechanism forautomation processes in different ministries and public services. Itwould work as the core of most ICT initiatives in the country.

The center would conduct meetings and identify volunteers,catalysts, and social engineers and encourage them to work onestablishing e-governance, development of various fields of e-learning,and policies for the development of the ICT structure.

The ICT framework could be maintained by forming informal/semiformal female and male groups for this purpose in governmentand private sector agencies and nongovernment organizations (NGOs).The agencies responsible would work to improve services, courses,bookstores, library support, standards, and guidelines related tohardware, software, and other technologies required for e-learning ande-governance.

Appendix.pmd 27/01/2005, 1:31 PM78

Appendix 2 79

Developing A Distance Education Center at the BhutanNational Institute of Education

Thubten Gyatshho

Introduction

Ater rapid expansion of schools due to government priority in theearly 1960s, many teachers were inducted into the system. Somereceived little initial training while others did not receive any at all.Prior to 1995, in-service training was very rare and the teachers whohad received initial training continued to teach with whatever trainingthey had received. This led to stagnation in the teaching service. Therewas an assortment of teachers with varying levels of qualification andit was inevitable that questions on quality of education were raised.There are only two institutes offering teacher training programs inBhutan. In both, a 3-year Bachelor’s degree program in education isconducted on a regular basis. However, the National Institute ofEducation (NIE) in Samtse is now offering 5-year distance educationprogram to in-service teachers.

Since the inception of the NIE program, 45 teachers graduated inDecember 2003, while 230 are enrolled in the program at various levelsin 2004. A number of in-service teachers have applied for the course.The International Development Research Centre of Canada has fundeda project to link NIE with regional centers through the Internet. Aweb site is being developed. Pilot testing of the project will be carriedout in January 2005.

Issues

1. Human Resource Requirements

a. Teaching Staff. The distance education program currently offersabout 60 course modules of 45–60 hours of study each. Thereare 34 module tutors involved of whom 13 are from outsidethe institute faculty. Each of these tutors has 3–4 modules inaddition to their internal teaching load. This has adverselyaffected the quality of the distance program. Tutors not onlyhave to struggle with the delivery of course modules but alsothey have to put together the learning materials. Student

Appendix.pmd 27/01/2005, 1:31 PM79


numbers, both internal and external, have increased enormouslyover the last few years with little or no change in teaching staffnumbers.

b. Support Staff. In the next few years, much of the learningsupport is expected to be web-based and management andrecord keeping will mainly be computerized. The system willrequire a network administrator capable of providingmaintenance and helping tutors to provide web-basedsupplementary reading materials and interaction with students.

2. Quality of Learning Materials

Currently, all materials in use are products of individuals who hadlittle or no earlier experience of such work. Time and resourceconstraints hinder development of appropriate software for design anddevelopment of course materials. Delivery is print-based, supplementedby a compulsory residential period of one month at the beginning ofeach level. During the residential school, orientation, tutorials, andlearning materials are provided.

3. Quality of Learning

Although the present delivery method can be effective, other mediacan enhance the quality of learning, such as audio-visual supplementarylearning.

4. Library Facilities

Distance learners have access to library facilities only during theirresidential period. Computerizing the library system at NIE with accessto distance learners through the Internet would be of great help. Also,other library resources, such as databases, encyclopedias, and booksin electronic forms are needed to help the distance learners.

Purpose

The overall goal for the proposed project is to develop appropriateand suitable distance education system to improve the quality ofprimary and secondary education through computer-mediated

Appendix.pmd 27/01/2005, 1:31 PM80

Appendix 2 81

communication. To achieve this goal, there is urgent need to establisha separate unit in the Institute with the following objectives.

• To foster independent and life-long learning through ICT.• To facilitate the establishment of links with regional centers,

educational institutions, the Ministry of Education, and betweenBhutan and the world.

• To review and revise the existing curriculum.• To convert print-based material to online files.• To train faculty and support staff.

Outputs

The results of the project would include new infrastructure, trainedfaculty and support staff, a computerized library, revised curricula, andtechnology to make audio-visual materials.


The Ministry of Education, through a project managementcommittee, would provide overall guidance. The committee wouldconsist of representatives from the donor agency, Ministry of Education,Ministry of Finance, and NIE.

Cost Estimates ($US million)

Building and furniture 2.50Equipment and software 2.00Training, seminars, conferences 1.00Research and development 1.50Consultancy 0.50

Total 7.50


The project would not only help to improve the delivery of distanceeducation but also help to provide continuous education to schooldropouts, pre-service teachers, and nonformal learners. It would alsoprovide a team of specialized personnel in distance education todevelop curricula and provide learning support to distant learners, andwho could act as trainers of trainers in future curriculum development.

Appendix.pmd 27/01/2005, 1:31 PM81


Enhancing Education Service Delivery through theApplication of Information and CommunicationsTechnology in Cambodia

Sok Tha and Borith Tong

Introduction

The Ministry of Education, Youth and Sport (MoEYS) in Cambodiais engaged in fundamental reform though a sector-wide approach. Thereform process is being guided by the Education Strategic Plan (ESP)2004–2008 and implemented through the rolling Education SectorSupport Program (ESSP). The Ministry has led the development ofthe Royal Government of Cambodia’s National Education for All (EFA)Plan 2003–2015, which was presented to and adopted by theGovernment in April 2003.

Both these key policy and strategy documents articulate a phasedstrategy for expanding ICT-based education management and deliveryprograms. ICT use in education strategies is guided by governmentpolicies, which include using ICT to enable economic growth andassist in modernizing public services. The ministry is currently finalizingpolicies for ICT in education, drawing on extensive stakeholderconsultation and situation analysis. Briefly, the objectives of these draftpolicies are to link education services with the modern economy, useICT as a strategy for improving education service delivery, and useICT as a strategy for decentralizing the management of educationservices.

Issues

There are a number of challenges for Cambodia in reducing thedigital gap through public funded education alone, particularly due tocompetition for limited resources, infrastructure constraints, and thelow exposure to ICT for the majority of Cambodians. The keychallenges are low connectivity and ICT penetration in schools, littleuse of e-mail and the Internet, competition for resources, and weakcommunications infrastructure.

Appendix.pmd 27/01/2005, 1:31 PM82

Appendix 2 83

Purpose

The overarching purpose of the project will be to assist MoEYS inachieving its ICT policy objectives and implementation plans as laiddown in the ESP 2004–2008:

• Improving Cambodia’s international competitiveness by reducingthe technology gap with more developed countries throughincreased student and staff exposure to ICT.

• Enhancing learning opportunities within schools and otherinstitutions through the utilization of ICT and multimedia tocomplement traditional learning materials and techniques,alongside curriculum development and teacher training.

• Streamlining and enhancing decentralized education serviceplanning and management through expanding access to, and useof, ICT in provincial and regional education offices.

Outputs

• Improved capacity within MoEYS to manage ICT-based policy,strategy, and program development and implementation.

• Improved capability within the National Institute of Education(NIE) and regional teacher training centers (RTTCs) to managethe delivery of ICT-based teacher development and secondaryschool programs.

• Enhanced quality of teacher education and upper secondary schoolprograms through application of ICT-based curriculum supportprograms.

• Increased effectiveness of provincial and district education serviceplanning and management through application of ICT-basedmanagement information systems.

The program will develop management capacity within the TeacherTraining and ASEAN Affairs and Information departments to enablethe development of ICT resources for use in teacher training institutionsand upper secondary schools. This work will be done in closeconsultation with stakeholders and curriculum developmentdepartments such as the Pedagogical Research Department.

Cost Estimates (US$)

It is anticipated that the intervention will take the form of a rollingprogram over 5 years, with yearly updates to the strategy as prioritiesemerge and as a result of joint ESSP review outcomes.

Appendix.pmd 27/01/2005, 1:31 PM83


Item Cost (US$)

1.1.1.1.1. Human ResourHuman ResourHuman ResourHuman ResourHuman Resourcescescescesces

a. Output-based Payments 30,000b. Technical Assistance 300,000c. MoEYS Per Diems for Missions/Travel 20,000

Subtotal Subtotal Subtotal Subtotal Subtotal 350,000 350,000 350,000 350,000 350,000

2.2.2.2.2. TTTTTravelravelravelravelravel

a. International Travel 15,000b. Regional Travel for MoEYS Study Visits 7,000c. Local Transport for MoEYS Monitoring in Provinces 5,000

Subtotal Subtotal Subtotal Subtotal Subtotal 27,00027,00027,00027,00027,000 3. Equipment and Supplies3. Equipment and Supplies3. Equipment and Supplies3. Equipment and Supplies3. Equipment and Supplies

a. Computer Laboratories for Teacher Training Colleges 250,000b. Computer Laboratories for Upper Secondary Schools 3,000,000c. Database and Software 3,000d. Computers 370,000e. Internet Access 37,000f. Solar Power 300,000

Subtotal Subtotal Subtotal Subtotal Subtotal 3,960,0003,960,0003,960,0003,960,0003,960,000

4.4.4.4.4. PrPrPrPrProgram Operating Costsogram Operating Costsogram Operating Costsogram Operating Costsogram Operating Costs

a. MoEYS Office Consumables 8,000b. Other Consumables 4,500

Subtotal Subtotal Subtotal Subtotal Subtotal 12,50012,50012,50012,50012,500

5.5.5.5.5. Other Costs, ServicesOther Costs, ServicesOther Costs, ServicesOther Costs, ServicesOther Costs, Servicesa. Workshops 4,000b. Publications 4,000c. Dissemination Costs 2,000d. Multimedia Content Production/Sourcing, Students 17,100e. Multimedia Content Production/Sourcing, Teachers 10,000f. Software Installation Costs 4,000g. MoEYS Staff Training in Web Design/Applications 4,000h. MoEYS Staff Training in Database/Information System Design and Management 4,000I. MoEYS Staff Training in Network Administration 4,000j. MoEYS Staff Training in Computer Maintenance 3,500k. IT Literacy Training 18,500

Subtotal Subtotal Subtotal Subtotal Subtotal 75,10075,10075,10075,10075,100

TTTTTotalotalotalotalotal 4,424,6004,424,6004,424,6004,424,6004,424,600

IT = information technology, MoEYS = Ministry of Education, Youth and Sports.


Appendix.pmd 27/01/2005, 1:31 PM84

Appendix 2 85


The program has been designed to support MoEYS medium-termpolicy objectives within the ESP 2004–08 and longer-term EFA goals.The target groups identified in the proposal range across all levels ofthe education sector. The program will provide benefits for MoEYSmanagement development, teacher trainers, trainee teachers, andultimately upper secondary school students.

Details of the project framework are given in the following pages.

Appendix.pmd 27/01/2005, 1:31 PM85


Proj

ect

Fram

ewor

k

cont

inue

d ne

xt p

age

Pro

ject

Pur

po

seTo

ass

ist

the

Ro

yal

Go

vern

men

t o

fC

amb

od

ia in

ach

ievi

ngg

oal

s la

id d

ow

n in

the

EFA

Nat

iona

l Pla

n

Exp

ansi

on

of

acce

ss t

o IC

T-b

ased

ser

vice

del

iver

y in

7 T

TCs

and

sub

seq

uent

exte

nsio

n to

50%

(aro

und

100

) up

per

seco

ndar

y sc

hoo

ls

Teac

her

trai

ning

and

up

per

sec

ond

ary

curr

icul

um a

nd p

rog

ram

qua

lity

enha

nced

6-m

ont

hly

pro

gra

mim

ple

men

tati

on

rep

ort

s b

yst

eeri

ng a

nd m

oni

tori

ngte

am

6-m

ont

hly

pro

gra

mim

ple

men

tati

on

rep

ort

s b

yTT

D

Tim

ely

form

ulat

ion

of

det

aile

d IC

T st

rate

gic

and

pro

gra

m p

rio

riti

es w

ithi

nE

FA p

lan

Ove

rall

Ob

ject

ives

To e

nab

le M

oE

YS t

oac

hiev

e IC

T p

olic

yo

bje

ctiv

es la

id d

ow

n in

its

curr

ent

five-

year

ESP

Imp

rove

men

t in

inte

rnat

iona

lco

mp

etit

iven

ess

by

red

ucin

g t

hete

chno

log

y g

ap t

hro

ugh

incr

ease

dst

uden

t an

d s

taff

exp

osu

re t

o IC

T

Enh

anci

ng le

arni

ng o

pp

ort

unit

ies

wit

hin

scho

ols

and

oth

er in

stit

utio

ns t

hro

ugh

ICT

to c

om

ple

men

t tr

adit

iona

l lea

rnin

gm

ater

ials

and

tec

hniq

ues,

alo

ng w

ith

curr

icul

um d

evel

op

men

t an

d t

each

ertr

aini

ng

Stre

amlin

ing

and

enh

anci

ng d

ecen

tral

ized

educ

atio

n se

rvic

e p

lann

ing

and

man

agem

ent

thro

ugh

exp

and

ing

acc

ess

to, a

nd u

se o

f, IC

T in

pro

vinc

ial a

ndre

gio

nal e

duc

atio

n o

ffic

es

Ind

epen

den

t re

po

rts

by

NID

A a

nd C

DC

6-m

ont

hly

rep

ort

sp

rod

uced

by

pro

gra

mst

eeri

ng a

nd m

oni

tori

ngte

am

6-m

ont

hly

rep

ort

sp

rod

uced

by

pro

gra

mst

eeri

ng a

nd m

oni

tori

ngte

am

Ap

pro

pri

ate

po

licy

acti

on

by

Go

vern

men

t to

pro

mo

te a

nd e

nab

le IC

T-b

ased

eco

nom

ic g

row

th

Eff

ecti

ve p

artn

ersh

ipar

rang

emen

ts b

etw

een

Mo

EYS

and

dev

elo

pm

ent

par

tner

s

Ad

min

istr

ativ

e re

form

s in

pla

ce t

o e

nab

le e

ffect

ive

use

of I

CT

Des

ign

Sum

mm

ary

Per

form

ance

Ind

icat

ors

/M

oni

tori

ngA

ssum

pat

ions

Targ

ets

Mec

hani

sms

and

Ris

ks

Appendix.pmd 27/01/2005, 1:31 PM86

Appendix 2 87

Proj

ect

Fram

ewor

k (c

ont’d

.)

cont

inue

d ne

xt p

age

Enh

ance

d c

apac

ity

wit

hin

the

cent

ral

Mo

EYS

for

ICT

po

licy

and

str

ateg

yd

evel

op

men

t an

d it

s m

oni

tori

ng

Imp

rove

d c

apab

ility

at

the

inst

itut

iona

lle

vel f

or

man

agin

g a

nd im

ple

men

ting

ICT-

bas

ed s

ervi

ce d

eliv

eryI

mp

rove

d c

apab

ility

at p

rovi

ncia

l and

dis

tric

t le

vels

to

uti

lize

ICT

for

pla

nnin

g a

nd m

anag

ing

ed

ucat

ion

serv

ices

6-m

ont

hly

pro

gre

ss r

epo

rts

by

EFA

sec

tari

atm

oni

tori

ng t

eam

Reg

ular

ele

ctro

nic

pro

gra

m a

nd f

inan

cial

mo

nito

ring

rep

ort

s fr

om

DE

Os

to P

ED

s to

head

qua

rter

s

Tim

ely

form

ulat

ion

and

app

rova

l o

f IC

Tco

mp

on

en

tso

f rev

ised

cur

ricu

la

Tim

ely

form

ulat

ion

and

app

rova

l of

pro

gra

m-

rela

ted

cap

acit

y b

uild

ing

pla

ns a

nd s

taff

dep

loym

ent

thr

oug

h th

e ut

iliza

tio

nan

d d

evel

op

men

t o

f IC

Tin

ed

ucat

ion,

par

ticu

larl

yin

enh

anci

ng u

pp

erse

cond

ary

educ

atio

nan

d d

ecen

tral

ized

educ

atio

n m

anag

emen

t

Exp

ect

ed

Exp

ect

ed

Exp

ect

ed

Exp

ect

ed

Exp

ect

ed

Re

sult

sR

esu

lts

Re

sult

sR

esu

lts

Re

sult

sIm

pro

ved

cap

acit

yw

ithi

n M

oE

YS t

om

anag

e IC

T-b

ased

po

licy,

stra

teg

y, a

nd p

rog

ram

dev

elo

pm

ent

and

imp

lem

enta

tio

n,in

clud

ing

the

follo

win

g:

Wit

hin

the

TTD

and

Info

rmat

ion

and

ASE

AN

Aff

airs

Dep

artm

ent,

and

sta

ff a

ndsu

bsi

dia

ry s

taff

in 5

Mo

EYS

dep

artm

ents

,th

e fo

llow

ing

are

dev

elo

ped

:•

Enh

ance

d c

apac

ity

to fu

rthe

r d

evel

op

ICT

po

licy

wit

hin

educ

atio

n•

Enh

ance

d le

vels

of

com

mun

icat

ion

and

coo

rdin

atio

n b

etw

een

the

dep

artm

ents

to e

nsur

e ef

fect

ive

tec

hnic

al IC

T sk

ills

tran

sfer

to

tra

inin

g in

stit

utio

ns•

Tech

nica

l cap

acit

y d

evel

op

ed a

mo

ngce

ntra

l sta

ff fo

r th

e co

ntin

ued

mai

nten

ance

and

dev

elo

pm

ent

of

dev

elo

ped

sys

tem

s

6-m

ont

hly

imp

act

and

pro

gre

ss r

epo

rts

fro

m t

hefo

llow

ing

so

urce

s:•

Pro

ject

ste

erin

g a

ndm

oni

tori

ng t

eam

•E

FA s

ecre

tari

at•

Dep

artm

ent

of

Info

rmat

ion

and

ASE

AN

Aff

airs

•D

epar

tmen

t o

f Tea

cher

Trai

ning

•D

epar

tmen

t o

fSe

cond

ary

Ed

ucat

ion

•D

epar

tmen

t o

f Pe

rso

nnel

Tim

ely

recr

uitm

ent,

app

oin

tmen

t an

dre

tent

ion

of q

ualif

ied

Mo

EYS

sta

ff

Mo

EYS

op

erat

iona

lb

udg

et s

upp

ort

sec

ured

in a

nnua

l Mo

EYS

bud

get

pla

n

Tim

ely

com

ple

tio

n o

fin

itia

l cur

ricu

lum

and

teac

her

dev

elo

pm

ent

pla

n

Des

ign

Sum

mm

ary

Per

form

ance

Ind

icat

ors

/M

oni

tori

ngA

ssum

pat

ions

Targ

ets

Mec

hani

sms

and

Ris

ks

Appendix.pmd 27/01/2005, 1:31 PM87


Proj

ect

Fram

ewor

k (c

ont’d

.)

cont

inue

d ne

xt p

age

Des

ign

Sum

mm

ary

Per

form

ance

Ind

icat

ors

/M

oni

tori

ngA

ssum

pat

ions

Targ

ets

Mec

hani

sms

and

Ris

ks

•D

epar

tmen

t o

f Pla

nnin

g•

Dep

artm

ent

of

Fina

nce

Eff

ecti

ve p

artn

ersh

ipar

rang

emen

ts b

etw

een

Mo

EYS

and

dev

elo

pm

ent

par

tner

s

•Te

chni

cal a

nd a

naly

tica

l cap

acit

y am

ong

cent

ral s

taff

for

the

sour

cing

and

rev

iew

of p

ote

ntia

l IC

T re

sour

ces

•Te

chni

cal c

apac

ity

dev

elo

ped

am

ong

cent

ral s

taff

to

iden

tify

po

tent

ial

mul

tim

edia

so

luti

ons

fo

r su

pp

ort

ing

the

teac

her

trai

ning

and

up

per

sec

ond

ary

curr

icul

um a

nd d

evel

op

the

se s

olu

tio

ns

•Im

pro

ved

cap

abili

tyw

ithi

n N

IE a

nd R

TTC

s to

field

man

age

the

del

iver

y o

f IC

T-b

ased

teac

her

dev

elo

pm

ent

and

sec

ond

ary

scho

ol

pro

gra

ms

Pro

fess

iona

l cap

acit

y o

f 11

0 N

IE t

each

ertr

aine

rs t

o d

eliv

er t

rain

ing

enh

ance

d

Teac

her

trai

ners

hav

e ac

cess

to

ICT

info

rmat

ion

syst

ems

Co

re s

kills

of 1

10 N

IE t

each

er t

rain

ers

enha

nced

thr

oug

h in

crea

sed

use

of I

CT.

Teac

her

trai

ners

hav

e th

e ca

pac

ity

tofa

cilit

ate

the

use

of I

CT

info

rmat

ion

syst

em b

y tr

aine

es

Pro

fess

iona

l cap

acit

y o

f 53

3 up

per

seco

ndar

y sc

hoo

l tea

cher

gra

dua

tes

tod

eliv

er c

urri

culu

m e

nhan

ced

6-m

ont

hly

imp

act

and

pro

gre

ss r

epo

rts

fro

m t

hefo

llow

ing

so

urce

s:•

Pro

ject

ste

erin

g a

ndm

oni

tori

ng t

eam

•E

FA S

ecre

tari

at•

Dep

artm

ent

of

Info

rmat

ion

and

ASE

AN

Aff

airs

•D

epar

tmen

t o

f Tea

cher

Trai

ning

•N

IE a

nd 6

RTT

Cs

•B

enef

icia

ryq

uest

ionn

aire

s an

dsa

mp

le in

terv

iew

s•

Sam

ple

sur

veys

by

PED

s

Tim

ely

recr

uitm

ent,

app

oin

tmen

t, a

ndre

tent

ion

of q

ualif

ied

teac

her

trai

ning

sta

ff

NIE

and

RTT

C o

per

atio

nal

bud

get

sup

po

rt s

ecur

edin

ann

ual M

oE

YS b

udg

etp

lan

Tim

ely

com

ple

tio

n o

fin

itia

l cur

ricu

lum

and

teac

her

dev

elo

pm

ent

pla

nan

d a

gre

emen

t o

n re

leas

eo

f st

aff

for

trai

ning

Appendix.pmd 27/01/2005, 1:31 PM88

Appendix 2 89

Gra

dua

tes

able

to d

raw

on

ICT

reso

urce

svi

a p

rop

osed

info

rmat

ion

syst

em t

oen

hanc

e th

e d

eliv

ery

of s

choo

l cur

ricul

um

Gra

dua

tes

able

to

faci

litat

e IC

T sk

ills

dev

elo

pm

ent

in s

tud

ents

via

the

bro

adcu

rric

ulum

and

sp

ecifi

c IC

T co

mp

one

nts

Proj

ect

Fram

ewor

k (c

ont’d

.)

cont

inue

d ne

xt p

age

Des

ign

Sum

mm

ary

Per

form

ance

Ind

icat

ors

/M

oni

tori

ngA

ssum

pat

ions

Targ

ets

Mec

hani

sms

and

Ris

ks

•Im

pro

ved

qua

lity

of

teac

her

educ

atio

n an

dup

per

sec

ond

ary

scho

ol

pro

gra

ms

thro

ugh

app

licat

ion

of I

CT

bas

ed c

urri

culu

msu

pp

ort

pro

gra

ms

148,

000

stud

ents

enr

olle

d in

50%

of

upp

erse

cond

ary

scho

ols

in C

amb

od

ia h

ave

acce

ss t

o IC

T b

ased

cur

ricu

lum

sup

po

rt

148,

000

stud

ents

hav

e a

bro

aden

ed a

ndd

eep

ened

und

erst

and

ing

of t

hecu

rric

ulum

thr

oug

h en

hanc

ed d

eliv

ery

usin

g IC

T an

d o

f ho

w IC

T ca

n b

e us

ed

533

teac

her

trai

nees

sel

f–st

udy

op

po

rtun

itie

s in

crea

sed

thr

oug

h p

rovi

sio

no

f IC

T in

form

atio

n sy

stem

Co

re s

kills

of 1

10 t

each

er t

rain

ers

enha

nced

thr

oug

h in

crea

sed

use

of I

CT

Bro

aden

ed a

nd d

eep

ened

und

erst

and

ing

of

teac

hing

met

hod

s an

d s

pec

ific

curr

icul

um t

each

ing

thr

oug

h us

e o

f IC

Tre

sour

ces

for

533

teac

her

trai

nees

6-m

ont

hly

imp

act

and

pro

gre

ss r

epo

rts

fro

m t

hefo

llow

ing

so

urce

s:

•Pr

oje

ct s

teer

ing

and

mo

nito

ring

tea

m•

EFA

sec

reta

riat

·•

Dep

artm

ent

of

Info

rmat

ion

and

ASE

AN

Aff

airs

•D

epar

tmen

t o

f Tea

cher

Trai

ning

•D

epar

tmen

t o

fSe

cond

ary

Ed

ucat

ion

•Fa

cult

y o

f Ped

ago

gy

and

6 R

TTC

s

Tim

ely

rele

ase

of N

IE,

RTT

C, a

nd s

eco

ndar

ysc

hoo

l op

erat

iona

lb

udg

ets

to s

upp

lem

ent

pro

ject

act

ivit

ies

Co

mm

itm

ent

of

staf

f an

dst

uden

ts t

o d

eliv

er a

ndat

tend

pro

gra

ms,

resp

ecti

vely

Tim

ely

revi

sio

n o

f TTC

and

scho

ol t

imet

able

to

pro

vid

e su

ffic

ient

tim

e fo

rIC

T cu

rric

ulum

sup

po

rt

Appendix.pmd 27/01/2005, 1:31 PM89


•B

enef

icia

ryq

uest

ionn

aire

s an

dsa

mp

le in

terv

iew

s•

Sam

ple

sur

veys

by

PED

s

Proj

ect

Fram

ewor

k (c

ont’d

.)

cont

inue

d ne

xt p

age

•Im

pro

ved

eff

ecti

vene

sso

f pro

vinc

ial a

nd d

istr

ict

educ

atio

n se

rvic

ep

lann

ing

and

man

agem

ent

thro

ugh

app

licat

ion

of I

CT-

bas

ed m

anag

emen

tin

form

atio

n sy

stem

s

24 P

ED

s an

d 1

85 D

EO

s ha

ve s

usta

inab

leac

cess

to

ICT

reso

urce

s, in

clud

ing

the

Inte

rnet

Mo

EYS

web

ser

ver

and

mai

l ser

ver

imp

lem

ente

d a

nd p

rovi

din

g In

tern

et a

nde-

mai

l gat

eway

s fo

r PE

Ds,

DE

Os,

inst

itut

ions

, and

sch

oo

ls

24 P

ED

s an

d 1

85 D

EO

s ha

ve a

cces

s to

core

man

agem

ent

info

rmat

ion

syst

ems,

incl

udin

g E

RM

IS, a

nd fi

nanc

ial,

per

sonn

el,

and

fac

iliti

es M

IS

All

PED

s an

d D

EO

s us

ere

sour

ces

to c

reat

e an

dse

nd e

lect

roni

c re

po

rts

All

onl

ine

off

ices

,in

stit

utio

ns, a

nd s

cho

ols

are

able

to

co

ntac

t ce

ntra

lo

ffic

es v

ia e

-mai

l

6-m

ont

hly

imp

act

rep

ort

sb

y re

leva

nt o

ffic

es o

n th

eus

e o

f as

soci

ated

info

rmat

ion

for

off

ice

func

tio

ns

Tim

ely

recr

uitm

ent,

app

oint

men

t, an

dre

tent

ion

of q

ualif

ied

pro

vinc

ial a

nd d

istr

ict

staf

f

PED

and

DE

Oo

per

atio

nal b

udg

etsu

pp

ort

sec

ured

in a

nnua

lM

oE

YS b

udg

et p

lan

Tim

ely

form

ulat

ion

and

app

rova

l of

pro

gra

m-

rela

ted

cap

acit

y-b

uild

ing

pla

ns a

nd d

eliv

ery

of

info

rmat

ion

syst

em

Act

ivit

ies

Act

ivit

ies

Act

ivit

ies

Act

ivit

ies

Act

ivit

ies

-E

nhan

cing

lear

ning

op

po

rtun

itie

sw

ithin

sch

ools

and

oth

erin

stit

utio

ns

Seri

es o

f st

akeh

old

erco

nsul

tati

ons

/w

ork

sho

ps

Wo

rksh

op

s ta

ke p

lace

wit

h b

road

stak

eho

lder

par

tici

pat

ion

Rep

ort

s p

rod

uced

det

ailin

g o

utco

mes

of

wo

rksh

op

s

Co

nso

lidat

ed w

ork

sho

pre

po

rt r

ecei

ved

by

all

stak

eho

lder

s

For

all a

ctiv

itie

s:

• T

imel

y re

crui

tmen

t,ap

po

intm

ent,

and

rete

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n o

f qua

lifie

dM

oE

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taff

Des

ign

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mm

ary

Per

form

ance

Ind

icat

ors

/M

oni

tori

ngA

ssum

pat

ions

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ets

Mec

hani

sms

and

Ris

ks

Appendix.pmd 27/01/2005, 1:31 PM90

Appendix 2 91

Proj

ect

Fram

ewor

k (c

ont’d

.)

cont

inue

d ne

xt p

age

•M

oE

YS o

per

atio

nal

bud

get

sup

po

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ual

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bud

get

pla

n•

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ely

com

ple

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n o

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lum

and

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her

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elo

pm

ent

pla

n•

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ecti

ve p

artn

ersh

ipar

rang

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ts b

etw

een

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and

dev

elo

pm

ent

par

tner

s•

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ely

recr

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app

oin

tmen

t, a

ndre

tent

ion

of q

ualif

ied

teac

her

trai

ning

sta

ff•

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and

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per

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nal b

udg

etsu

pp

ort

sec

ured

inan

nual

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get

pla

n

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elo

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of

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vest

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fram

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stig

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and

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of

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by

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pp

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d b

y p

rog

ram

stee

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gro

up

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stig

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e fr

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and

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pap

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pro

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by

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edia

to

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and

ap

pro

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by

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elo

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ent

of

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our

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pre

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sup

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ls is

ava

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lein

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lish

and

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er, c

ons

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ntw

ith

inve

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and

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n N

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n ta

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elo

pm

ent

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n re

sour

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(ERM

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, tes

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, and

app

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d b

y st

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roup

,co

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wit

h sp

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ons

, and

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ng m

ulti

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ia r

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MIS

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and

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d b

y ra

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ign

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mm

ary

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icat

ors

/M

oni

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ssum

pat

ions

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ets

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Appendix.pmd 27/01/2005, 1:31 PM91


Proj

ect

Fram

ewor

k (c

ont’d

.)

cont

inue

d ne

xt p

age

Imp

lem

enta

tio

n o

f E

RM

ISTe

ache

r tr

aine

rs, t

rain

ees,

and

stu

den

tsus

ing

ER

MIS

in c

om

put

er la

bo

rato

ries

inin

stit

utio

ns

Mo

nito

ring

rep

ort

s(in

clud

ing

by

EFA

secr

etar

iat,

NID

A, a

nd C

DC

)

Cap

acit

y b

uild

ing

and

trai

ning

Teac

her

trai

ners

, tra

inee

s, a

nd s

tud

ents

are

able

to

use

the

ER

MIS

wit

hin

com

put

er la

bs

in in

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utio

ns

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end

ance

rec

ord

s,m

oni

tori

ng r

epo

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(incl

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g b

y E

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aria

t, N

IDA

, and

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C)

Act

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Act

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ies

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ies

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nhan

ced

dec

entr

aliz

eded

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nnin

g a

ndm

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emen

t

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visi

on

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qui

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l DE

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led

in e

ach

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O,

cons

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nt w

ith

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oni

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ng r

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pro

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m m

oni

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artm

ent

of

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eria

l and

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tePr

op

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es r

epo

rtPr

ovi

sio

n o

f so

lar

po

wer

to D

EO

s:C

om

put

ers

and

pri

nter

s ca

n b

e us

edco

ntin

uous

ly

Mo

nito

ring

rep

ort

s(in

clud

ing

by

EFA

secr

etar

iat,

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A, a

nd C

DC

)

Cap

acit

y b

uild

ing

of D

EO

staf

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EO

s ar

e ab

le t

o u

se c

om

put

ers

and

info

rmat

ion

syst

ems

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end

ance

rec

ord

s,m

oni

tori

ng r

epo

rts

(incl

udin

g b

y E

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, and

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mm

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ssum

pat

ions

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ets

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hani

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and

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ks

Appendix.pmd 27/01/2005, 1:31 PM92

Appendix 2 93

Phas

ed im

ple

men

tati

on

of

dis

tric

t in

form

atio

nsy

stem

s

Proj

ect

Fram

ewor

k (c

ont’d

.)

Des

ign

Sum

mm

ary

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form

ance

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icat

ors

/M

oni

tori

ngA

ssum

pat

ions

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ets

Mec

hani

sms

and

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ks

DE

Os

mak

e us

e o

f in

form

atio

n sy

stem

fo

rp

lann

ing

and

mo

nito

ring

(inc

lud

ing

finan

cial

)

Reg

ular

e-m

ails

sen

t an

d r

ecei

ved

bet

wee

n ce

ntra

l/p

rovi

ncia

l ed

ucat

ion

off

ices

and

dis

tric

t ed

ucat

ion

off

ices

Imp

rove

d t

imel

ines

s an

dac

cura

cy o

f dis

tric

t rep

ortin

gPE

D m

oni

tori

ng

Pro

visi

on

of I

nter

net

acce

ssO

ffice

s re

gul

arly

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eive

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rmat

ion

and

com

mun

icat

ion

via

e-m

ail

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nito

ring

rep

ort

s(in

clud

ing

by

EFA

secr

etar

iat,

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A, a

nd C

DC

)

ASE

AN

= A

sso

ciat

ion

of

Sout

heas

t A

sian

Nat

ions

, CD

C =

Cam

bo

dia

Dev

elo

pm

ent

Co

mm

itte

e, D

EO

= D

istr

ict

Ed

ucat

ion

Off

ice,

EFA

= E

duc

atio

n fo

r A

ll, E

RM

IS =

educ

atio

n re

sour

ce m

anag

emen

t in

form

atio

n sy

stem

, ESP

= E

duc

atio

n St

rate

gic

Pla

n, H

Q =

hea

dq

uart

ers,

ICT

= in

form

atio

n an

d c

om

mun

icat

ions

tec

hno

log

y, M

IS=

man

agem

ent

info

rmat

ion

syst

em, M

oE

YS

= M

inis

try

of

Ed

ucat

ion,

Yo

uth

and

Sp

ort

s, N

IDA

= N

atio

nal I

nfo

rmat

ion

and

Co

mm

unic

atio

n Te

chno

log

y D

evel

op

men

tA

gen

cy, N

IE =

Nat

iona

l Ins

titu

te o

f E

duc

atio

n, P

ED

= P

rovi

ncia

l Ed

ucat

ion

Dep

artm

ent,

RT

TC

= r

egio

nal t

each

er t

rain

ing

cen

ter,

TT

C =

tea

cher

tra

inin

g c

olle

ge,

TT

D =

Tea

cher

Tra

inin

g D

epar

tmen

t.

Appendix.pmd 27/01/2005, 1:31 PM93


Improve Education and Sustain Development inWestern China through Information andCommunications Technology

Guohua Yan and Zhang Xuemei

Introduction

Investments in education and related applications of distanceeducation are an essential part of the “go west” strategy and governmentefforts to reduce poverty in the western region of the People’s Republicof China (PRC). Education is essential to provide people with the toolsto escape poverty. During the PRC country programming mission inJune 2002, the Government requested ways to use distance educationand an advisory technical assistance to support distance education byidentifying information and communications technology (ICT)applications in education more effectively.

The “Modern Distance Education Training Program for Middleand Primary Schools in the Western Region” is part of the “ModernDistance Education Program for Poverty Alleviation” projectimplemented by the Ministry of Education in cooperation with the LiKa-Shing Foundation. Its purpose is to establish 10,000 moderndistance-education exemplary schools on the basis of some of themiddle and primary schools in rural areas of national-level poverty-stricken counties in the western region of China; to receive informationat these schools from the satellite broadband multimedia transmissionplatform of the China Education Television; to allow Internet offlinebrowsing; to provide possibilities for schools and teachers to receivetraining and education locally and acquire rich educational resources,in order to promote the implementation of Nine-Year CompulsoryEducation, and improve quality of teaching; and in turn, to make theschools disseminators of applied technologies for rural use, economicinformation, and civilized life style to communities.

The program has made important progress. First, we have initiallybuilt 15,000 exemplary schools in Xinjiang, Tibet, Qinghai, Gansu,Ningxia, Shaanxi, Inner Mongolia, Yunnan, Guizhou, Sichuan,Chongqing, Guangxi, and poverty-stricken counties such as TujiaNationality Autonomous Prefecture in the west of Hunan, TujiaNationality Autonomous Prefecture in the west of Hubei, and Yanbian

Appendix.pmd 27/01/2005, 1:31 PM94

Appendix 2 95

Korean Nationality Autonomous Prefecture. Second, the nationalinstitution responsible for program implementation developedtextbooks for teacher training and trained 160 leading programtechnicians at provincial and county levels. Third, we have established14 teacher training centers in a network composed of 14 universitiesin the western region, which have trained 15,000 teachers andtechnical maintenance staff for the first stage of the program. Fourth,the Education Resource Center of the National Center forEducational Technology initiated an Internet protocol channelserving this program.

Issues

Many teachers in the compulsory system lack the qualificationand training required to meet the ongoing curriculum reform and theGovernment’s targets for teacher upgrading. Particularly in the westernregion, many teachers need to upgrade their credentials to meetofficially required qualification levels; many more require periodicsupport to update their skills and approaches. While thedecentralization policy has led to increased investments in better-offareas of the PRC, it has put tremendous pressure on the poor regionswhere local resources are limited and the education indicators (teachers;instructional materials; physical inputs; and enrollment, attendance,drop-out, and completion rates) lag behind the national average. Thequality of basic education and poverty level of households are twomajor factors associated with student dropouts in basic education. Thesefactors are intertwined and reinforce the need to improve educationinputs in poorer areas.

Progress is needed in qualitative as well as quantitative terms. Inaddition to formal certification, teachers need skills and tools to adoptnew approaches to nurture pupils’ creativity, problem-solving ability,and collaborative learning skills. Empowering teachers to innovate,moving away from exam-focused rote instruction, will require creatingsupport among headmasters and local educational officials, as well aseffective networking mechanisms between them. To achieve universalcompulsory education, special arrangements are needed to redresseducational inequities (access, teacher quality, instructional materials,and physical conditions) in the poor areas and among disadvantagedcommunities. This project will support applications of distanceeducation and other forms of ICT, and is primarily intended to reduceeast-west and urban-rural gaps.

Appendix.pmd 27/01/2005, 1:31 PM95


Based on the mid-term evaluation report of the Li Ka-Shing project,focus should be given to the training of program managers. Practicedemonstrated that the commitment to and active participation in theprogram of local education administrators and headmaster of middleand primary schools will play a decisive role in the success of theprogram. Training of county-level program managers and headmastersof program schools can further expand the influence of the program,help to make full use of teacher training, and encourage teachers toparticipate in the program, thus improving the value of the program.

The Government wants to explore the use of ICT in education inthree areas: (i) development of courses focusing on ICT as part of thenational school curriculum; (ii) broader use of distance educationapplications, especially in higher education; and (iii) applications ofICT to reduce poverty, particularly in the western region. TheGovernment has expressed great interest in the use of ICT to providehigh-quality content (i.e., training programs and information resources)to teachers, and has noted that the same tools can also provide practicalmaterials to communities to promote local development.

Experience from different forms of ICT application in the PRCpoints to three major and urgent needs: (i) development of educationalmaterials to enhance the use of hardware; (ii) provision of training toteachers who have not been exposed to ICT, to allow them to use ICTeffectively; and (iii) provision of hardware to many areas that eitherdo not have the equipment or need more equipment. There is also aneed to support innovative practices to demonstrate how technologiescould be used more cost effectively.

Distance education and ICT applications provide newopportunities to address the need for training a large number ofteachers, developing instructional materials to address diverse needsof disadvantaged children in the western region, and improving theaccess of disadvantaged children to quality compulsory education.Effective inter-institutional linkages and coordination are needed tosupport research, evaluation, school-level innovation, and educationalmanagement. Teachers, students, and communities need training toprepare them to respond to new opportunities and challenges posedby economic restructuring and the PRC’s entry into the World TradeOrganization.

Appendix.pmd 27/01/2005, 1:31 PM96

Appendix 2 97

Proposed Project Objectives

This action plan is based on an existing ADB pilot project in HunanProvince, with the intention of expanding the results to another 12provinces.

The aim of the project is to advance policy dialogue on particularapplications of distance education and ICT in the western region inorder to improve quality and equity in basic education, and to enhanceteacher and administrator capacity building and sustainabledevelopment. This aim is in line with government priorities andinitiatives for developing poor regions of the country.

The project has four main objectives:

• To establish multipurpose, well-functioning ICT centers forprofessional development of teachers and for community use (tosupport rural education for farmers, vocational education for youngpeople, and to meet information needs).

• To implement a small-scale, well-researched project (including astudy of costs and sustainability) which helps to inform policydialogue.

• To add value to existing ICT facilities and capacity by

(i) building on the initiatives of the Li Ka-Shing project, throughenhancing the equipment available at Li Ka-Shing centers toincrease access and range of functions;

(ii) developing an effective training model for teachers,headmasters, center coordinators, and teacher-trainers in theuse of ICT for education;

(iii) developing stronger e-connectivity as a means of supportinginnovations in the use of ICT (online interaction betweenteachers and schools; web-based projects; active web sites);

(iv) improving the management of ICT centers and strengtheningcounty-level capacity in supporting uses of ICT; and

(v) integrating the use of ICT into teacher education and the schoolcurriculum.

• To develop and test outcomes-based standards in ICT (for teachersand centers).

Appendix.pmd 27/01/2005, 1:31 PM97


Intended Outcomes

The project will provide a small number of well-functioningmultipurpose ICT centers in poor rural and mountainous areas that

• assist teachers’ and headmasters’ professional development throughincreased access to new information, databases, and discussion groups;

• enable affordable interaction and networking with others forinformation exchange and joint project work;

• demonstrate the viability of connectivity for educational purposesin rural and poor areas;

• initiate community services (e.g., for farmers’ training or vocationaltraining);

• foster local cultures through special projects using multimedia; and• are sustainable.

The project will also enable a research base that

• provides information and conclusions on costs and sustainabilityfor use by policymakers and planners;

• assesses the effectiveness of the project in relation to the goals;• builds local capacity in researching ICT, teacher training, and

collaborative action research;• identifies and disseminates relevant lessons for use in planning a

larger-scale project or for more general application; and• produces an evaluated model for training in the use of ICT in

improving teacher quality.

Methodology and Key Activities

First, a rapid assessment will be made of distance education andICT applications in education in supporting universal compulsoryeducation, literacy interventions, and related programs.The rapidassessment will provide a general background on where the PRC standson ICT applications; the current situation in poor areas compared tobetter-off areas; what has been done, including external assistance, toaddress the needs of disadvantaged communities in particular; the majorconstraints in terms of teaching and learning; and the implications of ICTin addressing equitable access to quality basic education, including itspotential for upgrading teacher qualification and skills and student learning.

The key activities are building ICT resource centers; teacher,headmaster, and administrator training; and evaluation and research.

Appendix.pmd 27/01/2005, 1:31 PM98

Appendix 2 99


Government Donor TotalItem Share Share Cost

1. Consultantsa. International Consultants 0.00 0.10 0.10b. Domestic Consultants 0.00 0.05 0.05

2. Equipment and Softwarea. Equipment 0.02 0.04 0.06b. Software 0.01 0.01 0.02c. Teaching Resources 0.10 0.10 0.20

3. Buildings and Furniturea. Buildings 0.50 0.00 0.50b. Furniture 0.01 0.00 0.01

4. Training, Seminars, andConferences 0.10 0.40 0.50

5. Research, Development,and Surveys 0.00 0.30 0.30

6. Miscellaneous Administrationand Support Costs 0.20 0.10 0.30

7. Contingencies 0.10 0.10 0.20Total 1.04 1.20 2.24



The Ministry of Education will establish a steering committee,which will provide overall guidance and technical inputs to thetechnical assistance, and help organize workshops in partnership withinterested national and international agencies. Research, seminars, andworkshops will be undertaken in partnership with other agencies asappropriate and to the extent possible. Twelve provinces in the westernregion are to be selected. In each province, two counties will be chosenfor project implementation. In each county, five schools will be selected.The project will be implemented over a five-year period.


The project has huge practical and strategic significance. It is animportant measure to explore ways to achieve great progress ineducation in poor areas. Also, it will have a strong influence on changingeducational and teaching perceptions and improving the ability ofteachers. In addition, it will enhance capacity building and sustaindevelopment in western PRC.

Appendix.pmd 27/01/2005, 1:31 PM99

Improving e-Learning Policies and Programs100Pr

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Appendix.pmd 27/01/2005, 1:31 PM100

Appendix 2 101

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Appendix.pmd 27/01/2005, 1:31 PM101


Establishing an E-Center in the Informal Sectorfor E-Learning in Information Technology andRelated Areas in India

P.N. Gupta

Introduction

The objective is to set up a center for e-learning in informationtechnology (IT) and related areas in the informal sector by theDOEACC Society, an autonomous body of the Department ofInformation Technology, Ministry of Communications and InformationTechnology. The Center would provide web-based quality IT educationand training to persons of all ages from all walks of life from lay personsto working professionals at the certificate to postgraduate level.

The course content will be developed by subject matter specialistsand international/national experts. The DOEACC Society will deliverthe course material and its administration to students through its website. Contact classes will be organized through its nodal center andaccredited institutes. Cyber cafés will deliver materials throughfranchising. Efforts will also be made to develop the content in Indianlanguages.

It is estimated that 2.2 million IT professionals will be needed bythe end of 2008, of which approximately 0.7 million will be producedin the formal sector, leaving a gap of 1.5 million to be filled by informalIT education. Considering that the DOEACC Society would take up50% of the market share, it would be able to generate 0.75 million ITprofessionals by the end of 2008.

The DOEACC Society has an existing project on developmentand delivery of online courses for IT education and training in theinformal sector in 4 levels of knowledge and skills development. Theobjective is to develop content of the courses shown on the next page.

Administration and delivery of the courses will all be online.Students will be able to submit their project reports and interact withexperts online. The software is nearing completion and contentdevelopment has been undertaken for about 56 modules involving anestimated 3,000 hours of content.

Appendix.pmd 27/01/2005, 1:31 PM102

Appendix 2 103

Issues

The issues for e-learning implementation include: (i) bandwidthand connectivity, both of which are being expanded by theGovernment; (ii) low computer penetration (currently 11 per 1,000persons), which is being addressed by making low-cost computers andsoftware available; and (iii) developing quality content in English andIndian languages, for which efforts are being made to develop machinetranslation from English to Indian languages. A standard key is alsobeing developed for Hindi and other Indian Languages.


The Government encourages integration of ICT, Internet, andintranet tools into the learning environment and establishing e-infrastructure and content development. It is investing in pilot projectsfor understanding contemporary technologies, instructional design,and pedagogical techniques as well as developing reliable e-infrastructure for delivery of e-learning content. Teacher trainingprograms are being organized to train teachers from schools touniversity level to use IT as a tool in their classrooms. The privatesector is also being encouraged to participate actively in such areas ascontent creation, courseware development, and delivery systems.


The output of the project would be persons in all walks of lifetrained in the use of IT as a tool in their respective areas of work. Themain beneficiaries include students in schools, colleges, and universities,

Course Course Duration Career Opportunities

O Level One-year Diploma Course after10+2 (12 years of schooling) Assistant Programmer

A Level One-year Advance DiplomaCourse after ‘O’ Level or Graduationin Arts/Science/Commerce, etc. Programmer

B Level 3 Years after Graduation in Arts/ System Analyst/Science/Commerce Software Engineer

C Level Two-year Program after a Degree inEngineering/Masters in Science/Mathematics/Statistics or ‘B’ Level Project Manager

Appendix.pmd 27/01/2005, 1:31 PM103


Design Summary Monitoring Assumptions (A)Mechanisms and Risks (R)

Project Framework

Goal Setting up a facilityto provide web-based quality ITeducation andtraining in theinformal sector

• Response ofIndustry

• Feedback fromstudents andpublic

• IT continues toplay a major rolein the Indianeconomy (A)

• PC penetrationincreases

• Connectivityincreases

Purpose Development of alarge number ofknowledgeableworkers from bothurban and ruralareas

• Number ofcandidates takingthe course

• Increase innumber ofcandidates optingfor a certification

• Number ofplacements madein enterprises

• Percentage ofrural candidatestaking the course

• IT and ITESindustry maintainthe currentgrowth trends (A)

• Some of thecandidates usingthese courses optfor formalcertificatecourses forprofessionalgrowth (R)

Outputs Human resources atvarious skill levels(O,A,B, and C levelsin the coursedescriptions above)

Surveys andcollecting data fromfranchisinginstitutions

• Good publicity (A)• Adequate

infrastructuresupport (A)

• High-qualityattractive courses(A)

• IT will also beused fordevelopmentin rural areas (A)

• Financialsustainability isattained (R)

both in the classroom and under a distance/open education mode; thelarge number of school dropouts and adults in hitherto inaccessibleareas; and working professionals in government, industry, and services.The e-learning facility would be provided almost free, with a nominal

continued next page

Appendix.pmd 27/01/2005, 1:31 PM104

Appendix 2 105

Activities • ContentDevelopment

• Development ofself-evaluationsubmodules

• Certificationprocess

• Infrastructure,planning anddevelopment,deliverymechanisms,

Development of aproject planningmatrix havingobjectivelyverifiableindicators

Adequate high-quality humanresources areavailable acrossthe country forthe project (A)

Eithergovernment.provides thefinancial supportor the end user isable to pay (A)


• Franchisingschemes atdelivery

• Working outsustainablemechanisms(institutes, cybercafés, etc.)

Infrastructure withadequateconnectivity andbandwidth isavailable (R)

InputsInputsInputsInputsInputs • Course contentdevelopers

• Practicalassignment(virtual lab)developers

• Technologyproviders

• Deliverymechanisms

• Teachers• Infrastructure

designers• Franchisees and

appropriatefunding for them

Governmentprovides financialsupport (A)

Quality subjectmatter expertscoordinate withcontentdevelopers andanimators (A)

cost of about US$2 for a specific skill development level. This nominalcost may be increased in phases, with a view to achieving self-sustainability over a period of about 5 years.


Appendix.pmd 27/01/2005, 1:31 PM105


Cost Estimates (US$ million)

Item Total 2005–06 2006–07 2007–08 2008–09 2009–10Cost 1st Year 2nd Year 3rd Year 4th Year 5th Year

1. Consultants for 4.77 0.52 1.30 1.30 1.30 0.35Setting Up VirtualLaboratories

2. Equipment 8.74 3.95 0.44 1.30 1.30 1.75

3. Software 10.22 4.60 0.52 1.53 1.53 2.04

4. Traininga. Domestic Experts 0.82 0.08 0.25 0.25 0.16 0.08b. International 0.30 0.06 0.06 0.06 0.06 0.06 Experts

5. Seminars andConferencesa. National Experts 0.82 0.08 0.25 0.25 0.16 0.08b. International 0.30 0.06 0.06 0.06 0.06 0.06 Experts

6. Research and 0.87 0.22 0.44 0.11 0.10 0.00Surveys

7. Administrative 4.38 1.43 0.50 0.80 0.84 0.81Costs andContingencies

Total 31.22 11.00 3.82 5.66 5.51 5.23


Computer Literacy Program, West Bengal, India

Ravi Kant

Introduction

Since 2001, the government of West Bengal has covered 3,000schools in its computer literacy program in partnership with establishedIT companies (public-private partnership). About 400 students perschool (Classes VI–XII) receive formal computer literacy education.The state government’s partner delivers the education in the schools.So far, the government has spent US$6.8 million for this program. Thetotal number of target schools (junior high, high, and high secondary)is11,964. Thus there is current shortfall of nearly 9,000 schools.

The present proposal is to cover another 5,000 schools in ruralareas; some schools are in extremely remote locations with minimalinfrastructure.

Appendix.pmd 27/01/2005, 1:31 PM106

Appendix 2 107

Issues

Today India is well placed in development of the IT industry andIT resources. IT contributes 3% of the national GDP and this isexpected to reach 7% by 2008. More than 813,000 people areemployed in the Industry in India, making it the second largest ITworkforce in the world after the US. It is estimated that India needs atleast 2.2 million IT workers by 2008. On present projections, Indiacould face a shortage of 0.5 million skilled IT personnel by that time.

However, 70% of the country’s population live in rural areas andhave almost negligible access to IT and the Internet. This hamperstheir access to information and deprives them of the opportunitiesopening up in society. This is creating a huge digital divide that affectsthe quality of life of the majority of the population.

India needs a huge IT workforce to meet its vision of being an ITsuperpower. In support of this vision, there is a need to expose allchildren to computers as an enabler to learn and to become integratedinto the networked world. The majority of the nation’s children live inrural areas. The government is making an effort to extend ICTinfrastructure (telephone lines, etc.) to the rural areas.

Project Purpose and Output

The purpose of the present project is to take computer literacy to5,000 schools covering 2 million students in the classes VI –XII in therural areas of West Bengal over a 6-year period. The state governmentis providing strong support for this project—the political will in thisendeavor is very strong.


This project requires setting up IT infrastructure in the schoolsand providing trained faculty with a proper management andmonitoring mechanism. The literacy program is delivered throughformal lectures and laboratory sessions in the schools (both in schoolhours and after school hours, including holidays, to take full advantageof the infrastructure). Each school will have 10 PCs with peripheralsand Internet connection (dial-up). The private partner will beresponsible for procurement and installation, software deployment,and preparation of course material. The private partner will recruit(preferably locally) and train teachers. There would be periodicevaluation to ensure quality of teaching and student involvement.

Appendix.pmd 27/01/2005, 1:31 PM107


This program is completely voluntary in nature. Therefore, studentswill enroll only if the delivery system is sound and effective. Eachstudent will pay the equivalent of US$0.75 per month for this program.Poor students, those living below the poverty line, will be exemptedfrom the fee. Because the program has already been piloted, the strategyand methodologies for effective delivery are in place. The Departmentof School Education is responsible for selection of the schools and sitepreparation. A state-level advisory committee steers the program.

Project Framework


Purpose To take computerliteracy to the ruralareas of WestBengal

Periodic meetings ofall stakeholders

Strong will anddrive at the locallevel (A)

Outputs 400 students areenrolled per school(A)

Timely payment ofthe fees by thestudents (A)

Activities Indifferent attitudeof some schoolauthorities (R)

Inputs Site preparation inthe schoolsIT infrastructure inthe schoolsProvision of trainedfacultyPublic-privatepartnership

All stakeholders Inadequateinfrastructure –costoverruns (R)Provision ofelectricity (R)Availability of webaccess (R)

Goal To bridge the digitaldivide in the state

Advisory committeeat the state level

Political stability inthe state. The sameparty has been ingovernment since1977 (A)

Extending computerliteracy to 5,000schools covering 2million students inclasses VI–XII

School-level projectmanagement team

Formal computerliteracy lessons to bedelivered bycompetent ITtrainers (by theprivate partner)

Project managementgroup

Appendix.pmd 27/01/2005, 1:31 PM108

Appendix 2 109

Cost Estimates and Financing Plan

The total cost of the project is US$105.96 million. The donorcontribution (36%) is US$38.13 million. The state government shareis 3% and that of the private partner 61%. The student fee paymentsare to be apportioned between the private partner and the governmentto pay for teachers’ salaries, loan payments, and management activities.


The roles of the major stakeholders are as follows.

State-level advisory committee:

• Overall direction and guidance for the project.• Ensure conflict management.• Design of course material.

Department of School Education, Government of West Bengal:

• Selection of the schools.• Site preparation.• Ensuring an adequate environment in the schools for the project.

Department of Information Technology, Government of West Bengal:

• Selection of the private partner.• Specification of the IT infrastructure.• Preparation of project documents.

Private partner:

• Hardware and software deployment in the schools.• Deliver the computer education in the schools.• Recruit and train faculty for the program.• Ensure quality of teaching.


This project will add significantly to the IT-literate workforce in thestate. The public would be enabled to use and appreciate IT in day-to-daylife. The endeavor would go a long way to bridge the rural-urban digitaldivide. The peak of the IT pyramid in the country can only be raised if ithas a large base; hence, the focus on school youth.

Appendix.pmd 27/01/2005, 1:31 PM109


E-Learning Development Project in Indonesia

Hendi Mufti Setiawan

Introduction

In order to address the demand for higher education and limitedavailability of seats in public and private universities, the Governmentof Indonesia proposes to improve access to and quality of highereducation through ICT. The Government has prioritized threestrategies for e-learning in higher education: (i) improving knowledgehabits of society, (ii) developing ICT skills/competency, and(iii) improving the effectiveness and efficiency of education. It hasdefined objectives, key programs, and a long-term plan of activities.

The Government’s efforts to increase national competitiveness inthis global era are reflected in Presidential Decree No. 50 of 2000 onthe establishment of an Indonesian Coordination Team on ICT. TheGovernment has issued a policy on the use of ICT for education, whichis stated specifically in Presidential Instruction No. 6 of 2001.Furthermore, the Minister of National Education announced DecreeNo. 107 of 2001 regarding a distance-learning program for highereducation and then formed a working team on ICT for education.This team is coordinated by the Director of Educational Research andDevelopment, with the Director of the Center for Communicationand Information Technology for Education as vice-coordinator. Allunits in the Ministry of National Education are members.

Issues

Indonesia is the 4th most populous country in the world, with morethan 200 million people. Among them are 6 million new seniorsecondary education graduates. However, only just under 2 millionstudents can enroll in higher education facilities, which consist of 77public universities spread across the country that provide seats for476,000 students and 1,293 private institutions that provide seats forabout 1,450,000 students. As a result of competitiveness in the workplace, some workers also intend to increase their knowledge and skillsby choosing universities that offer distance learning or night classes.

Appendix.pmd 27/01/2005, 1:31 PM110

Appendix 2 111

The infrastructure to support e-learning is very limited. There areonly 40 Internet service providers, mostly with slow connections. Theirclients number about 0.5 million, with around 2 million users, or 1%of the Indonesian population. The present uses of Internet arecommerce, 42%; higher education, 30%; government, 21%; research,6%; and nongovernment offices, 1%. Internet is still expensive for themajority of the population.

The literacy level in IT is very low. The users of Internet based ontheir profession are students 39 %, workers 22%, managers 17%,assistant managers 5%, professionals 5%, directors 4%, entrepreneurs3%, and others 5%. Users according to educational background areelementary schools/junior high schools 2%, high schools 41%, collegegraduates 9%, undergraduates 43%, and graduates 5%.

Initially, only one institution had the right to carry out distanceeducation, Universitas Terbuka (Open University). After the Ministerof National Education announced a new policy on distance educationin 2001, eligible educational institutions were allowed to implementdistance learning programs. So far, only a few of institutions providedistance learning using ICT. As a result, some overseas institutionshave used the opportunity. For example the Education Advising Serviceof the American-Indonesian Exchange Foundation has encouragedpeople to joint the US distance learning program.

It is obvious that the current number of universities is inadequateto meet the need for higher education. Also, the economic situationprecludes building new infrastructure, such as classrooms, laboratories,and libraries.

Proposed Project Purpose and Output

The proposed project comprises a detailed package of policy andinvestments for the development of e-learning in higher education inIndonesia. The overall goal is to increase the standard of humanresources and raise the educational level by increasing enrollment inhigher education and providing better qualified graduates.

The output of the project will include (i) improvement inknowledge-seeking behavior, (ii) enhancement of ICT infrastructureand access, (iii) enhancement of ICT-based learning materials, (iv)increased higher education enrollment, (v) design of a monitoring andevaluation system, and (vi) specific implementation arrangements thatstrengthen good governance and increase accountability.

Appendix.pmd 27/01/2005, 1:31 PM111



The Ministry of National Education (MONE) will use its ownresources for initial project preparation, selecting participatinguniversities favored by ADB’s geographic focus and based on criteriaagreed on with ADB, considering (i) enrollment rates, (ii) educationalcapacity, (iii) availability of related infrastructure, (iv) budgetarycommitments to sustain the project, (iv) commitment to zero tolerancefor fraud and corruption, and (v) implementation capacity. MONEwill coordinate with ICT providers, such as PT. TELKOM and PT.INDOSAT, on the provision of infrastructure related to ICT. It willcoordinate with the National Development Planning Agency(BAPPENAS) on national development plans for human developmentand regional autonomy, and with the Indonesian Coordination Teamon ICT.

Consulting services will be used to prepare the initial assessmentof the higher education subsector and a project proposal. Developingmultiyear plans with higher education providers will require closeconsultation and participatory planning with the preselecteduniversities, while assisting them to elaborate technically and financiallyviable proposals that can be submitted for government approval.


The executing agency will be the Directorate General of HigherEducation of MONE. A technical team, comprising senior staff in theDirectorate General and the Center for Communication andInformation Technology for Education (PUSTEKKOM) set up priorto the project appraisal mission, will work closely with selecteduniversities on their e-learning development needs, provide guidanceto the project consultant team, and constitute the direct counterpartof ADB throughout project preparation.

The project will be implemented in three parts over 5 years in 5selected universities as the pilot project for the e-learning program inhigher education. The first part will be introducing new learningstrategies that allow student to engage in learning activity, improvingteachers’ capability in facilitating and delivering courses, anddisseminating the new learning strategies to the secondary schoolstudents. The second part will be setting up the ICT hardware andsoftware, and building up the online libraries with subscriptions to e-books and e-journals. The third part will focus on designing and trainingin the ICT-based learning material.

Appendix.pmd 27/01/2005, 1:31 PM112

Appendix 2 113

Project Framework

Design Summary Performance Indicators/ MonitoringTargets Mechanisms

ICT = information and communications technology, MONE = Ministry of National Education.

The Government may request ADB to finance US$27.45 millionequivalent of the project budget on a loan basis from ADB’s ordinarycapital resources and the Asian Development Fund. The Governmentwill finance the remaining US$11.78 million as counterpart funding.


Indonesia’s important role in an expanded Association of SoutheastAsian Nations (ASEAN) economic zone and in the Asia-PacificEconomic Cooperation (APEC) area will demand increased

GoalGoalGoalGoalGoalIncrease the human resourcesstandard and raise theeducational level.

Increase in proportion ofstudents completing highereducation in total labor force

Nationalstatistics

PurposePurposePurposePurposePurposeIncrease enrollment in highereducation and provide betterqualified graduates

Participation rateAchievement of minimumservice standards

MONEstatistics

OutputsOutputsOutputsOutputsOutputs• Improved knowledge

seeking behavior

• Enhanced ICT infrastructureand access

• Enhanced ICT-basedlearning materials

• Increased higher educationenrollment

Changed learning strategies

Improved Internet accessNumber of ICT centers incampusIncreased ratio of computersper student

Number of teachers qualifiedthrough an upgrading programIncreased ICT-based materialsIncreased number of librariesthat subscribe to e-books ande-journalsIncreased enrollment in e-learning programs,Accreditation system approvedby MONE

IncreasedInternetaccess

Courses

MONEstatistics

Appendix.pmd 27/01/2005, 1:31 PM113



Item Government Donor TotalShare Share Cost

1. Consultantsa. International Consultants 10.00 10.00b. Domestic Consultants 1.02 1.02 2.25

2. Equipment and Softwarea. Equipment 2.50 2.50 5.00b. Software 2.00 2.00

3. Buildings and Furniturea. Buildings 2.50 2.50 5.00b. Furniture 0.50 0 0.50

4. Training, Seminars, andConferences 1.25 1.25 2.50

5. Research, Development,and Surveys 1.00 2.00 3.00

6. Miscellaneous Administrationand Support Costs 2.40 3.60 6.00

7. Contingencies 0.60 2.40 3.00

Total 11.77 27.27 39.25


competitiveness in terms of skilled workers and professionals atpostsecondary education levels. In this setting, the project will increaseaccess of students to higher education, improve the quantity and qualityof higher education, and expand the capacities of graduates.

Appendix.pmd 27/01/2005, 1:31 PM114

Appendix 2 115

Integrating ICT into the Classroom in Indonesia

Uwes Anis Chaeruman

Introduction

As noted in the previous action plan, the Government of Indonesiahas realized the importance of ICT to improve the nationalcompetitiveness. An important aspect is integrating ICT into theclassroom (teaching-learning process), especially for the kindergartento grade 12 (K-12) group, to expand the knowledge base of futuregenerations. This requires systematic application of ICT simultaneouslyacross all components of the school system, such as teacher capacity,school facilities, curriculum, and learning materials. This proposal is asystematic effort to build the knowledge base of students.

Issues

At present, there are limited ICT facilities in educationalinstitutions, there is a low level of teachers’ literacy and competencyin ICT, and there are few ICT-based learning materials.

Proposed Project Purpose

The objectives of the project are

• to develop knowledge-based social and cognitive skills in students(such as high-order thinking skills, problem-solving skills, andknowledge-management skills);

• to develop students’ competencies/skills in ICT; and• to improve the effectiveness and efficiency of the learning process.

Project Outputs

The outcomes of the project are expected to be

• enhanced ICT facilities (hardware and software) in schools,• improved teacher’s ICT literacy and competency to integrate ICT

into the teaching-learning process, and• enhanced number of ICT-based learning materials.

Appendix.pmd 27/01/2005, 1:31 PM115


Project Framework

Design Summary Performance Indicators/ AssumptionsTargets and Risks

GoalGoalGoalGoalGoalIntegrating ICT into classrooms • 5% (approximately 1 million)

K-12 teachers are ICT literateand are competent tointegrate ICT into theteaching-learning process

• 5% (approximately 1,000) K-12 schools are equippedwith adequate ICT facilities(hardware and software)

• 5% of K-12 schools aresupported with adequateICT-based learning materials.

PurposePurposePurposePurposePurpose• Develop knowledge-based

social and cognitive skills instudents

• Develop students’competencies/skills in ICT

• Improve the effectivenessand efficiency of learningprocess in schools.

• Developed knowledge-based society habits ofstudents (such as high-orderthinking skills, problemsolving skills, etc.)

• Increased students’ skills inusing ICT

• Increased effectiveness andefficiency of the learningprocess

OutputsOutputsOutputsOutputsOutputs• Enhanced ICT facilities

(hardware and software) inschools

• Improved teachers’ ICTliteracy and competency inintegrating ICT into theteaching-learning process.

• Increase in ICT-basedlearning materials.

• 5% of K-12 schools ofIndonesia are equipped withadequate ICT facilities(hardware and software) forlearning

• 5% of K-12 teachers are ICTliterate and competent tointegrate ICT into thelearning process

• The number of offline ICT-based learning materials forK-12 is increased by 10% peryear

• The number of online web-based learning materials forprimary and secondaryeducation is increased by10% per year

continued next page

Appendix.pmd 27/01/2005, 1:31 PM116

Appendix 2 117

Design Summary Performance Indicators/ AssumptionsTargets and Risks

• 5% of K-12 teachers are welltrained in ICT

• Increased number of trainingprograms and teacherstrained

• 100% of ICT facilitiesprocured, distributed, andinstalled in 5% of K-12schools

• All online and offline ICT-based learning materialsdeveloped and producedevaluated beforedissemination

• Evaluated offline ICT-basedlearning materialsdisseminated free to 5% ofK-12 schools

• Evaluated online web-basedlearning materials uploaded(on http://www.e-dukasi.net)are accessed and utilizedwell by 5% of K-12 schools

• 5-–10 models of ICTintegrated teaching-learningstrategies for K-12 schoolsare developed, field-tested,and ready to be applied.

• Teachershave timeto followthetraining

• Well-plannedtrainingsystemdesignand well-trainedtrainersavailable

• Availabilityof expertsto developICT-basedlearningmaterials

• No delays indesign anddevelopmentphase

ActivitiesActivitiesActivitiesActivitiesActivities• Design, develop, and

implement ICT literacytraining for K-12 teachers

• Design, develop, andimplement training ofintegrating ICT into theteaching-learning process forK-12 teachers

• Procurement, distribution, andinstallation of standard ICTfacilities for primary andsecondary schools

• Development, production,and dissemination of offlineICT-based learning materials

• Development, production,and application of web-based learning materials forprimary and secondaryeducation

• Conducting research anddevelopment on ICTintegrated teaching-learningstrategies/models for K-12schools

InputsInputsInputsInputsInputs·• K-12 teachers• International training and

instructional system designexperts

• International and localprofessional trainers

• Local subject matter experts• International and local

instructional media experts• Skilled/professional

researchers• Professional instructional

program evaluators• ICT vendors

ICT = information and communications technology, K-12 = kindergarten to grade 12.


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1.Consultantsa. International Consultants 0.50 0.50b. Domestic Consultants 0.25 0.25

2.Equipment and Software Procurementa. Equipment 5.00 5.00b. Software 1.00 1.00

3.Training, Seminars, Workshops, andConferences 1.00 5.00 6.00

4.Research, Development, and Surveys 1.00 7.50 8.50

5.Miscellaneous Administration andSupport Costs 0.50 0.50 1.00

6.Contingencies 0.10 0.50 0.60

Total 2.60 20.25 22.85


Methodology

The main tools to achieve the project’s objectives are teachercapacity building (training), and research and development programs.

Key Activities

• Training in ICT literacy for primary and secondary school teachers.• Training on integrating ICT into the teaching-learning process for

primary and secondary school teachers.•· Procurement, distribution, and installation of ICT facilities

(hardware and software) in primary and secondary schools.• Development, production, and dissemination of offline ICT-based

learning materials for primary and secondary education.• Development, production, and application of online web-based

learning materials for primary and secondary education.• Conducting research and development on ICT-integrated teaching-

learning strategies and models for K-12 pupils.

Of the total cost, US$20.25 million could be funded by ADB. Therest, US$2.60 million, will be financed by the Government of Indonesia.

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The executing agency of this project, the Center for Informationand Communication Technology for Education (PUSTEKKOM), willwork cooperatively with the Directorate General of K-12 Education,the Center for Curriculum Development, Educational Research andDevelopment, and any other related parties.

This project will be implemented over 5 years. International anddomestic experts, especially in instructional system design, instructionalmedia, and subject matter, will be required.


This project will result in 1) about 1 million highly qualified K-12teachers; 2) about 1,000 K-12 schools well equipped with standardICT facilities; 3) thousands of ICT-based learning modules; and 4) 5–10 ICT integrated teaching-learning strategies/models. These fouroutputs will lead to a highly effective, efficient, attractive, and joyfulteaching-learning process; and a human resource of thousands of highlyqualified (knowledge-based and ICT-literate) graduated K-12 students.

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Analysis of Higher Education in the Kyrgyz Republic

Aleksandr Yurevich Alekseyev

Introduction

The speech of the President of the Kyrgyz Republic at the RepublicConference on the issues of higher education (26April 2003) paid muchattention to information technology development in the country. ThePresident noted that one of the important tasks facing higher educationis to form a mass information culture for the purpose of creating aninformation society. For this purpose, it is necessary

• to provide adequate technological equipment for each student andgraduate, regardless of course specialization;

• to implement compulsory certified minimum mastery by eachspecialist in IT—simply put, to disseminate European standards inawarding of “computer rights” in the country;

• to provide qualified specialists training in information technology;• to create a national center of information technology to train

highly qualified specialists;• to create information technology centers in higher education

institutions (HEIs) profiled in accordance with their mandate andareas of specialization; and

• to develop and widen academic utilization of the educationcomputer network AKNET to serve as the basis of development ofdistant education in the country.

Current Situation

1. Access of Higher Education Institutions to ICT

HEIs are more advanced in ICT than are secondary educationalinstitutions (schools, colleges, vocational schools). According to dataprovided by the Ministry of Education and Culture (June 2002) therewere 48 HEIs in the country in 2002, which trained about 200,000students (i.e., about 4% of the population). Of these, 52.0% studiedfull-time, 47.5% were part-time (distant) and the remainder studiedthrough correspondence courses.

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One indicator of access to ICT in HEIs is the ratio of a full-timestudents to computers. As shown in the table below, this ratio hasbeen improving in recent years.

Number of Students and Computers in HEIs, 1996–2002

Year Number of Number of RatioStudents Computers Student/Computer

1996 77,800 1,200 651997 97,800 1,850 542000 188,800 5,100 372002/03 199,100

Almost all HEIs have access to the Internet now. An active Internetaudit in May 2003 revealed that 27,400 students (14.5% of the totalnumber of students), and 2,500 school children, (0.22%) spent morethan 1 hour/week online.

2. Integration of IT in the Process of Training

Educational establishments make up 6.4% of the Internet sector inthe Kyrgyz Republic. Content of the web sites includes informationon education institutions and requirements for entrants. Very few allowfiling an application through the Internet. Development of electroniccourses and study of ICT disciplines using IT are at an initial stage.

According to official data, there were 25,000 computers in personaluse at the end of 2002. Most of them were used for educational purposes.Computer testing of knowledge in HEIs is used widely, especially in juniorcourses. The education computer network (AKNET) is built on high-speed channels of information transfer among scientific and educationalinstitutes to integrate science and education and expand distance learning.Distance learning centers have been established in some HEIs withelectronic study materials, allowing students to establish dialogue withteachers through television, e-mail, and the Internet.

3. Training of Specialists in ICT

Over the past decade, there has been increasing specialization atthe Bachelor, specialist (engineers), and Master level in variousdisciplines connected with ICT. However, because most HEIs havestarted only recently, they do not have the necessary materials,

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especially computer parts, development of electronic hubs andstructures, and teaching personnel.

Issues

The following needs must be addressed in order to improve ICTliteracy in HEIs.

• Improve the quality of and appoint ICT specialists to stateinstitutions, state enterprises, and education institutions (school,vocational schools, HEIs) to decrease the number of departuresafter graduation.

• Reduce the ratio of students to computers to no more than 10.· Connect all HEIs to the Internet using up-to-date technology.• Integrate ICT into the process of study• Revise fundamentally the curriculum of all HEIs and all

specializations.• Revise the specialization of training for ICT specialists.• Develop distance learning centers in order to decrease

correspondence course usage.• Develop electronic learning materials and create electronic libraries,

combining the electronic information resources of all educationalinstitutions in the country.

Establishment of ICT Facilities for E-Learningin the LAO PDR

Inpeng Souvannasane

Introduction

ICT/IT is a recent phenomenon in the Lao People’s DemocraticRepublic (PDR), especially in the education field. Few ministries havea computer network. Those without include the National Universityof Laos (NUOL)—the only university in the country—and the Ministryof Education, which has only about 36 PCs and they are not connectedwith others.

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NUOL has two IT rooms: an information technology center atDong Dok campus, and one at the faculty of Engineering, Sokpalouangcampus, with a total of about 80 computers. There is no distancelearning or e-learning.

Issues

Almost all education in the Lao PDR is provided on the blackboardusing chalk. Some institutes in capital cities, such as Vientiane, havewhiteboards and markers but no transparencies, no overhead projectors.

Problems to overcome in order to establish e-learning include lackof financial resources and basic education infrastructure, weaktelecommunication and transportation infrastructure, and, mostimportantly, lack of human resources.

At present, the Government focuses only on primary and secondaryschools, with the aspiration that all children will have the opportunityto learn and complete secondary school.

In 2003, the NUOL faculty of Engineering received an IT roomfor distance learning, donated by the Japan International CooperationAgency. It is used twice a week for teachers only.


A two-phase project is proposed that will establish a path for thefuture development of e-learning in the country. The first phase is tobring together relevant stakeholders—such as various ministries,NUOL, private institutes, and IT teachers—in workshops to discussways to introduce e-learning and to appoint experts to lead the process.The outcomes will include policies, curriculum, and establishment ofan e-learning center.


The project will enable the Lao PDR to develop policies,regulations, and curriculum for e-learning; ICT rooms for general use;human resources in ICT; and an ICT center. These will go far towardraising Lao PDR education to international standards.

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Project Framework

Targets Assumptions and Risks

Goal • Training of trainers

• Regulation and policy• Development of ICT human resources

Purpose • To determine the potential of ICT and e-learning among the general community

Outputs • ICT center Financial resources• Policy No audio/video• Curriculum No practical application

Activities • Workshop on ICT and e-learning

Inputs • All ministries• Private organizations



PHASE I

1. Workshops2. Materials and Equipment 0.05 0.15 0.20

0.05 0.08 0.13PHASE II

1. External Consultants 0.40 1.00 1.002. Equipment and Software 0.05 0.80 1.203. Training, Seminars, and Conferences 0.03 0.12 0.174. Research, Development, and Surveys 0.03 0.30 0.335. Miscellaneous Administration and Support Costs 0.20 0.60 0.636. Contingencies. 0.30 0.50

Total 0.81 3.35 4.16


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Teacher Training through Online Learningin the Maldives

Fathimath Thoufeega

Introduction

The Maldives, an archipelagic nation consisting of more than 1,000islands, of which 199 are inhabited, provides an ideal setting for e-learning. The small land mass of about 290 square kilometers isdispersed in small islets in a stretch of deep ocean that is more than900 kilometers long and 200 kilometers wide.

The inhabited islands of the Maldives are far apart. There are fourregional airports and an international airport but only a small numberof islands are effectively serviced by internal air transport. The highcost of transport in all its forms remains a constraint for socioeconomicdevelopment.

In these circumstances, development of postal andtelecommunication infrastructure has been challenging in terms of costand technical considerations. Telephone services are available, althoughsome islands have up to two connections only, and service charges arehigh. Mobile telephone use is on the increase because it is the easiestform of communication.

Educationally, the Maldives has achieved 98% literacy. Every islandcommunity has a government-run school, providing primary educationup to Grade 7. More than half the communities are providing secondaryeducation. Postsecondary education is offered by a college that hasmany academic and vocational training programs. Of the populationof 270,000, some 100,000 or 40% are students, enrolled in schools,college, and private learning centers.

Current Status

E-learning is expected to play a central role in the provision ofeducation in the Maldives, both at the secondary and tertiary level.According to the Ministry of Education, e-learning is to become anintegral part of education delivery. The areas of application areprovision of secondary subjects, in-service and pre-service training ofteachers, and providing professional development opportunities for

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people in all sectors. According to the strategic plan for the educationsector (2003–2005), e-learning is expected to become an integraldelivery mode for higher education courses offered by the MaldivesCollege of Higher Education.

The e-learning policy is geared toward provision of qualityeducation for all students. At the primary level, a policy was put inplace to provide computer education to primary students through agovernment-private sector partnership. Under this policy, computerlaboratories were set up in all primary schools in the capital island.Also, computer laboratories are being developed in other islandsunder a program whereby the Government provides matching grantsfor establishing and operating such laboratories. The policy andprogram have allowed several schools to offer computer-literacycourses at the primary grades. The Educational Development Centre,the body of the Ministry of Education that develops schoolcurriculum, is preparing a “technology” course to be offered to primaryschools, beginning in 2005.

An information technology unit (ITU) has been established underthe Ministry of Education to spearhead the spread of informationtechnology in educational practice. The ITUs’ efforts are directed attwo fronts: development of educational media for schools andsupporting teachers to incorporate information technology in teaching.This unit also supports the development of in-school technologyinfrastructure. ITU, in conjunction with the Educational DevelopmentCentre, is also working on a project to place curriculum resources onits web site. The objective is to use portals to support teachers witheducational resources.

While achievements are been made in incorporating digitaltechnology in traditional classroom settings, the Maldives has yet toestablish an e-learning platform to deliver open and distance educationcourses. At present, distance education courses are offered, but thereis insufficient Internet access other than in the main island.

One positive direction, related to e-learning, is the proposedlaunching of atoll-based teacher development centers in some of thelarger schools under a grant from the United Kingdom. These centerswould receive international technical help to develop IT-based teachertraining facilities. The project also intends to provide e-based learningto teachers in nearby schools where Internet access is available.

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Appendix 1 127

Issues

The implementation of e-learning depends on the developmentof a clear direction for e-learning in the Maldives. No particularorganization has taken the lead to develop e-learning. The ITU couldplay such a role; however, it is involved in curriculum development inthe education ministry. Therefore, while it can play the role of afacilitator, it is unable to lead the development of e-learning.

Second, the Maldives lacks people who are well versed in coursedesign for e-learning. It also lacks teachers and faculty members withtechnical knowledge to design and deliver e-learning programs.

The other key issue regarding e-learning is lack of IT infrastructureto support e-based learning. Delivery of e-learning to homes via Internetis not a feasible option for most students. Unless e-learning is accessibleto a large audience, the cost of production and delivery of e-learningcourses may not justify the benefits. This is an issue that needs to bestudied closely.

Through the assistance of ADB, the Government has planned thedevelopment of a computer network for the capital region of thecountry. It is expected that this network will soon extend to the rest ofthe country. When the network is in place, the cost of using an intranetis likely to decrease, allowing for expansion of e-learning in theMaldives.


The aim of the project is to train as many local teachers as possibleby the year 2007. At present, the Centre for Open Learning is trainingabout 450 primary teachers through open learning, mainly ascorrespondence education with print-based materials. The studentsare distributed across 104 islands and they meet in learning centers (ofwhich there are18 across the archipelago) in their region once every 4weeks for tutorials.

Proposed Project Outputs

At least 50% of the local teachers will be trained in e-learning ande-learning infrastructure will be set up in the learning centers.

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Cost Estimates and Financing Plan

Item Government Donor ShareShare (%) (%)

1. Consultantsa. International Consultants 20 80b. Domestic Consultants 20 80

2. Equipment and Softwarea. Equipment (25 x 4 computers) 100b. Software 100

3. Buildings and Furniturea. Buildings (4 rooms) 50 50b. Furniture (100 chairs and100 tables) 50 50

4. Training, Seminars, and Conferences 10 90

5. Research, Development, and Surveys 0 100

6. Miscellaneous Administration and Support Costs 10 90

7. Contingencies 10 90


Methodology and Activities

The 18 centers will build their own e-learning infrastructure,consisting of a computer laboratory containing 20–25 PCs. The fundingagency is to provide the hardware; the building will be made by thecommunity with materials provided by the Government.

For the first phase of the project, four (in Seenu Atoll, H.Dh Atoll,Gaafu Dhaalu Atoll, and Raa Atoll, respectively) centers will be selectedas training centers. They have been chosen because they already haveestablished college campuses and it will be easier to get tutorial (otherthan online) help if needed. These training centers will cater forteachers in their regions.

The course content is already available from the faculty ofeducation, and needs to be changed to online learning format withinstructions on use with the help of consultants.

The Centre for Open Learning will provide all the administrativesupport that all the centers need and the centers would provide thestudents with the academic and administrative support they require.

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Upgrading the Existing Intranet in the MyanmarEducation Sector

Daw Than Than Win

Introduction

The Ministry of Education of the Union of Myanmar has beenpromoting the education sector with the vision to create an educationsystem that will generate a learning society capable of facing thechallenges of the knowledge age. The ministry is implementing theThirty-Year Long-Term Education Development Plan initiated in fiscalyear 2001–2002. As part of the drive to enhance learning opportunitiesthat transcend the limitations of place and time, e-learning waslaunched in Myanmar on 1 January 2001. Using ICT, learningopportunities have been opened for citizens regardless of location,age, experience, and educational qualifications. The aim of e-learningin Myanmar is to create an international academic environment that isendowed with dynamic knowledge, using up-to-date technology.

One of the thrusts of e-learning in the country is the developmentof a technologically literate population from a young age. In thisconnection, nearly 1,200 schools have been provided with computer-aided multimedia classrooms to date. Transformation of the learningenvironment in the higher education subsector began in fiscal year


The Ministry of Education and Maldives College of HigherEducation will be involved at the policymaking level. The Centre forOpen Learning and local centers will work together with the fundingagency, international consultants, and the communities inimplementing the project.

International consultants will provide a framework and instructionaldesign of the program and train local persons to continue this function.The private sector will set up the infrastructure (hardware) andequipment for online learning.

The completion of the online program and the teacher trainingwould be the final outcomes of the project.

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2000–2001, with the initiation of the Special Four-Year Plan andprovision of computer training centers, e-education resource centers,e-education learning centers, audio language laboratories, computer-aided language laboratories, multimedia lecture rooms, and conferencerooms. There are 619 learning centers at higher educational institutionsand high schools that are contributing to the development of e-learning.

In addition, e-learning programs have been introduced at bothbasic and higher education levels, and teachers and technicians havebeen trained to carry out e-instruction and the operation andmaintenance of ICT appliances, and production of ICT-based learningmaterials. The Ministry of Education initiated the online trainingprogram on nonformal education in November 2003 and the onlinetraining program on education management for education officials andschool principals in April 2004. This has enabled the reduction oftraining costs and at the same time has made it possible to increase thenumber of trainees.

At the tertiary level, Yangon University of Distance Education andthe Mandalay University of Distance Education provide part of theirinstruction at the 619 learning centers that use e-learning. YangonInstitute of Economics offers the Diploma in Education Management,a one-year trimester program for senior faculty and administrators.Part of the program is spent at the respective home institutions andinstruction is conducted through e-learning. The Diploma in Libraryand Information Management Programme, which aims to upgradethe quality of the staff of libraries of higher education institutions,includes a computer-aided web-based e-exam. Planned to beintroduced in December 2004 is a Master’s degree in computer sciencebased on e-learning.

Issues

Key areas that need attention are as follows:

• Hardware Maintenance. With the huge increase in the number ofcomputers and the use of ICT in schools and higher educationinstitutions, considerations must be given to hardware maintenance.

• Content Development. Due to the expansion in the number ofcourses, designing, developing and delivering of web-based courseand programs will need to be given careful attention. On-linelearning for undergraduate and graduate level programs will needto be developed.

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• Provision of Training for Trainers. To build the capacity of trainingprograms, it will be necessary for more trainers to be nurtured.

• Introduction of E-management. E-management is essential for thedevelopment of the e-learning process. Hardware requirements fore-management will need to be dealt with.

• Upgrading the Existing Intranet Infrastructure in the EducationSector. Myanmar consists of 7 states and 7 divisions and to ensureequal opportunity, higher education institutions are spread all overthe country. Although the higher education institutions arenetworked, it is necessary to expand the intranet to include theremote sites for the management and delivery of e-learning materialsfor the basic education sector. It will be necessary to set up theinfrastructure to link the basic education state/division educationoffices and to promote broadband accessibility.


There is an existing network among the Ministry of Educationand the universities, degree colleges, and departments under theministry. The Myanmar Higher Education Network (MHE_Net) linksall the higher education institutions with the intranet. Internet and e-mail services have also been made available to departments and highereducation institutions under the Ministry of Education. The 20education colleges have also been linked using the iPSTAR satellitecommunication system. Internet access has also been provided to 100high schools as the first step. In order to improve efficiency, it isimportant that all the existing systems be brought under the sameintranet system. The project will meet the software, hardware, andcontent requirements of the upgraded intranet system of the Myanmareducation sector.


The project, which is expected to be accomplished within 3 years,is to include expansion of the present intranet infrastructure toencompass schools and offices of education officers. The project willprovide training programs in content development, systemmaintenance, and security.

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Item Government Donor TotalShare Share

1. Consultantsa. International Consultants 0.20 0.20b. Domestic Consultants 0.01 0.01

2. Equipment and Softwarea.Equipment 0.46 0.46b.Software 0.03 0.15 0.18

3. Buildings Furniturea. Building Maintenance 0.06 0.06b. Furniture 0.01 0.01

4. Training, Seminars, and Conferences 0.01 0.03 0.045. Research, Development, and Surveys 0.02 0.10 0.126. Miscellaneous and Support Costs 0.01 0.05 0.067. Contingencies 0.02 0.10 0.12

TTTTTotalotalotalotalotal 0.630.630.630.630.63 0.630.630.630.630.63 1.261.261.261.261.26


Implementing Arrangements

Senior level executives in departments, universities, educationcolleges, and schools need orientation in the intranet and need to setup the necessary teams. It is imperative that users at all levels are awareof and take full advantage of the ICT facilities provided.

Project Framework

Design Summary Monitoring Mechanisms

Goal To upgrade the existing intranet Departments of Higher Education,in the Myanmar education sector Ministry of Education

Purpose To merge the various intranetsystems currently in use topromote effectiveness ininformation sharing anddissemination

Departments of HigherEducation, Ministry of Education

Outputs A secure and effective singleintranet system for the Ministry ofEducation

Departments of HigherEducation, Ministry of Education

Activities Training programs on contentdevelopment, system maintenance,

and security

Departments of Higher Education,Ministry of Education

Inputs Training programs Departments of HigherEducation, Ministry of Education

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The main aim of the Ministry of Education is the development of alifelong learning-based society that can face the challenges of theknowledge age. In support of this aim, the upgrading of the intranetsystem will enable the ministry to disseminate knowledge and informationand upgrade human resources and skills throughout Myanmar.

Upgrading Myanmar’s E-Learning Centers

U Khin Maung Ba

Introduction

The Ministry of Education in cooperation with the Ministry ofInformation broadcasts an interactive teaching and learning programusing a data broadcasting system for distance education. There are619 e-learning centers across the country in universities, degreecolleges, high schools, and departments.

Present Situation

Internet use is part of the program for upgrading the educationsystem under the Ministry of Education. The universities, degreecolleges, and departments have their own intranets or local areanetworks. The previous action plan is a project that seeks to combinethese into a single system to enable efficiency in use of teachingresources and communications.

The data broadcasting system uses IP and has been built as a widearea network. This system uses wireless and satellite communicationlinks. The main server is located at the Myanmar Radio Television(MRTV) office and wireless communication is used between the UDEResource Center, which is located at the Myanmar Education ResearchBureau, and the MRTV office. The ThaiCom-3 satellite allows one-way communication between the UDE Resource Center and thelearning centers.

Lectures, discussions, and regional development talks aretransmitted to e-learning centers by the data broadcasting system inthe form of text, graphic, audio, and video presentations.

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Students from e-learning centers directly receive and can learntheir lessons by computer monitor or television installed at the learningcenters. If a person cannot come to a center at the direct transmissiontime, he or she can download or copy and study the lesson or topic ofinterest in his or her free time. Thus, the system serves all those whowant to improve their knowledge anytime, anywhere.

Issues

Key areas that need attention are hardware maintenance, contentdevelopment, training for trainers, and introduction of e-management.


Myanmar consists of 7 states and 7 divisions and to ensure equalopportunity, higher education institutions are spread throughout thecountry. Although the higher education institutions are networked, itis necessary to upgrade some e-learning centers such that all studentswill have the same opportunity. This is in line with the focus of theMinistry of Education on the promotion of accessibility, quality, anddiversity in the education sector in order to contribute to sustainabledevelopment in the country.


The project, which is expected to be completed within 2 years,will provide training programs in content development, systemmaintenance, and security. Overall project management will be by theDepartment of Higher Education. The installation of the computingfacilities will be at the department’s headquarters. On-the-job trainingand online data services will also be carried out at the headquarters.


The upgrading of the e-learning centers will lead to morewidespread use of e-learning and the application of ICT in management.It will enable the Ministry of Education to disseminate knowledge andinformation to students more effectively.

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Appendix 2 135



2. Equipment and Softwarea. Equipment 0.53 0.53b. Software 0.05 0.25 0.30

3. Buildings Furniturea. Building Maintenance 0.06 0.06b. Furniture 0.01 0.01

4. Training, Seminars and Conferences 0.01 0.03 0.045. Research, Development and Surveys 0.02 0.10 0.126. Miscellaneous Administration and

Support Costs 0.01 0.05 0.067. Contingencies 0.02 0.10 0.12

Total 0.72 0.73 1.45



Design Summary MonitoringMechanisms

Goal To upgrade the existinge-learning center infrastructurein the Myanmar education sector


Purpose To upgrade e-learning centersto promote effectivenessin information sharingand dissemination


Outputs Effective e-learning system forthe Ministry of Education


Activities Training programs on contentdevelopment, systemmaintenance, and security


Inputs Training programs Departments of Higher Education,Ministry of Education

Project Framework

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E-Learning Support Project in Nepal

Ishwari Prassad Gnawali

Introduction

Presently, there are about 1,000 IT training institutes in Nepal,including 25 colleges that are offering Bachelor courses in ICT. Tenhigher secondary schools and some 2,000 secondary schools haveintroduced computer education. The ongoing tenth national planincorporates ICT in the school curriculum. About 1,000 students,almost all from private schools, have computer education as an optionalsubject in their school leaving year. Similarly, in private universities,students have good access to ICT but public universities have not yetintroduced it in their education system.

The Distance Education Centre has been conducting a distancePrimary Teacher Training Program for the last 25 years. Under theSecondary Education Support Programme (SESP), which is supportedby ADB and Danish International Development Assistance, there areseveral ICT interventions. The National Centre for EducationalDevelopment is planning to integrate ICT in the secondary teachertraining program in 2005, part of which will be distance learning. TheCurriculum Development Centre will integrate ICT in the secondarycurriculum. Campuses that provide academic teacher courses will besupported to revise their curricula to include ICT. Teacher educatorswill be supported to introduce ICT-based courses in these campuses.They will also be supported to establish well-equipped ICT centers.Many public secondary schools will be encouraged to introducecomputer education and access to ICT will be improved.

To accomplish these activities, all the planning and preparationhave to be done. However, there is a lot of confusion among theimplementing agencies and a huge amount of national and internationalconsultancy has been demanded. There is also a very strong need foran open university in the country to contribute to anytime-anywherelearning for people of all age groups. The proposed e-learning projectseeks to provide support to expedite the ICT-related activities of theSESP and to materialize the dream of an open university.

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Appendix 2 137

Issues

Unlike the situation in the private education sector, public schoolsand public university campuses cannot afford ICT in their educationsystem. This has created a visible gap in the quality in the educationbeing offered by the two systems. Thus, one issue is to bring equitableaccess to ICT for all learners whether they are in the public or privateeducation system.

Nepal would like to promote learning as a continuous process.Also, there are many learners who are not able to continue their formaleducation in colleges or universities for various reasons. They want tolearn privately to achieve a higher degree of education. This is anotherissue facing Nepal.

The intervention of ICT education in the public education systemof Nepal is a challenge. The communities are poor and cannot affordsuch technology. There is need for capacity building at every level.Training is needed for in-service teachers, in-service teacher educators,curriculum writers, and program developers. The campuses, the teachertraining institutes, and the schools need ICT facilities. Addressing theseissues demands a high level of commitment and a lot of resources.

There is a problem of unemployment in the country. Many youthsemigrate looking for jobs but their prospects are poor because of theireducation level. The nation needs to become globally competitive inits education system.

His Majesty’s Government of Nepal has expressed the followingstrategies and commitments in various policy documents:

• Computer education will be incorporated in the academiccurriculum starting from the school level.

• IT will be used to improve the quality of education.• Distance learning will be introduced through the Internet and

intranet.• A long-term program with a slogan “computer education to all by...”

will be formulated.


The project’s overall purpose is to assist government organizationsto effectively implement ICT-related activities of SESP and theEducation For All program. The project also aims to support theMinistry of Education and Sports to formulate a policy on open learning

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and provide financial and technical support to establish an openuniversity. Following are the specific objectives of the project:

Component 1• Coordinate ICT activities among various organizations under the

Ministry of Education and Sports and support planning andimplementation.

• Support the Curriculum Development Centre to integrate ICT inthe school curriculum.

• Provide support to integrate ICT in academic courses.• Support the National Centre for Educational Development to

establish an ICT-integrated teacher training system.• Support the Department of Education to incorporate computer

education in public secondary schools.

Component 2• Support the Government to formulate a policy on open learning.• Provide technical and financial support to the Government to

materialize the concept of an open university.

Project Outputs

Component 1• ICT-integrated teacher training system in the 34 training centers

under the National Centre for Educational Development.• Computer education in public secondary schools.• ICT-integrated teacher education courses.

Component 2• National open learning and e-learning policies and legislation.• An open learning university.


The project station will be at the National Centre for EducationalDevelopment. An ICT and teacher education expert will be appointedas a project coordinator. The Centre will avail of other necessary officersand support staff. A project steering committee will be formed, withthe secretary of the Ministry of Education and Sports as chair.

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Project Framework

Design Summary Performance Monitoring AssumptionsIndicators/Targets Mechanisms and Risks

GoalGoalGoalGoalGoalImprovement ofoverall quality andefficiency of schooland collegeeducation

• Learningachievement levelof students

• Pass rates in highschool exams

• Number ofgraduates throughopen learning

Project monitoringdata

ICT continues to be agovernment priority inthe education sector

PurposePurposePurposePurposePurposea. Assist government

organizations toeffectivelyimplement ICT-related activities

b. Build capacity forpolicy, planning,management, anddelivery of ICT-based teachertraining/education

c. Promote a systemof anytime-anywhere learningthroughthe establishmentof an open learninguniversity

• Effectiveimplementation ofICT-integratedsecondary curricula

• ICT-integratedteacher training /education system

• Enhanced ICTcapacity ofgovernmentpersonnel

• Extension ofcomputer educationin public secondaryschools

• Formulation of openlearning and e-learning policies andan open learninguniversityestablished


Progress reports ofthe SESP and EFAprograms

Ministry commitmentto implement ICTactivities remainsstrong

Educational personneland teachers arereleased for training

The budget allocationfor ICT activities inEFA and SESP remainfixed

Comprehensive openlearning and e-learning legislation isformulated

OutputsOutputsOutputsOutputsOutputs1. An effective and

sustainable ICT-based teachertraining/ educationsystem isestablishedthrough thefollowing:

a. ICT-integratedteacher training/educationcurriculum

• Integration of ICT inthe 10 month in-service certificationteacher trainingcourses

• Revised teachereducation curriculain line with theconcept of ICT

• 800 teacher trainerstrained

• Teacher trainingcenters (34) are

continued next page

Progress reports ofEFA and SESP


NCED as anumbrellaorganizationcoordinates andmanages thetraining programseffectively

Staff/teachers arereleased fortraining and theyare enthusiastic toreceive the training

Appendix.pmd 27/01/2005, 1:31 PM139


Project Framework

Design SummaryDesign SummaryDesign SummaryDesign SummaryDesign Summary PerformancePerformancePerformancePerformancePerformance MonitoringMonitoringMonitoringMonitoringMonitoring AssumptionsAssumptionsAssumptionsAssumptionsAssumptionsIndicators/TIndicators/TIndicators/TIndicators/TIndicators/Tararararargetsgetsgetsgetsgets MechanismsMechanismsMechanismsMechanismsMechanisms and Risksand Risksand Risksand Risksand Risks

EFA = Education For All, ICT = information and communications technology, NCED = NationalCentre for Educational Development, SESP = Secondary Education Support Programme.

b. enhanced skills ofthe staff impartingteacher training

c. improved and well-equippedIT facilities inteacher training/educationinstitutions

2. Extension ofcomputereducation andIT-based teaching-learning in publicsecondary schoolsthrough thefollowing:

a. incorporationof ICT in thesecondary schoolcurriculum

b. support forequipment inschools

c. intensivecomputer trainingprograms forteachers

3. A system of openlearning withemphasis one-learningthrough thefollowing:

a. formulation ofe-learning andopen learninglegislation

b. establishment ofan open learninguniversityequipped with ICTfacilities

• Campuses (5) areequipped with ICTfacilities

• 200 teachereducators areprovided withcomputers and ICTliteracy training

• Introducingcomputer educationin 100 publicsecondary schools

• Revised secondaryschool curriculum

• 2,000 secondaryschoolteachersreceive intensivecomputer operationtraining

• Legislation for openlearning ande-learning

• A national openlearning universityestablished

Schools andcommunitiescontribute to theintroduction ofcomputer education inthe schools

Government’scommitments foropen learning and e-learning strengthen


Appendix.pmd 27/01/2005, 1:31 PM140

Appendix 2 141


1 Consultants 0.10 0.102 Equipment and software

a. Equipmentb. Software 1.00 9.00 10.00

3 Building and Furniturea. Buildingb. Furniture 0.25 2.25 2.50

4 Training, Seminars, Workshops,Fellowships 2.50 7.50 10.00

5 Research, Development, and Studies 0.02 0.08 0.106 Miscellaneous, Contingencies 0.05 0.15 0.20

Total 3.82 19.08 22.90




The implementing agency will be the National Centre forEducational Development. The project will be implemented withinits regular administrative framework. The open learning university willbe an autonomous body. It will need support from the Governmentand donors to develop further and introduce new technologies andlearning methods.


The main project benefit will be improved quality of educationthrough improved training/teaching/learning courses, upgradedteacher/trainer skills, and access to distance learning and life-longlearning. The direct beneficiaries will be Ministry of Education andSports staff, campus teachers, in-service teacher trainers, andschoolteachers who receive training. Ultimately, the beneficiaries willbe school students, prospective teachers in the education campuses,and people of all ages wherever they work or live.

Appendix.pmd 27/01/2005, 1:31 PM141


E-Learning Centers for the Workforce, Youth, andDisadvantaged Groups in Pakistan

Mr. Nazir Ahmed Sangi and Ms. Yasmin Masood

Introduction

The Government of Pakistan is assigning high priority to education.Its poverty reduction strategy paper also focuses on education for all inorder to develop highly educated, skilled, and trained human resourcethat would contribute to the economic development of the country.

The Government aims to develop infrastructure and capacity inparallel. The country wishes to be a major player in the internationalforum. Support programs from the Government coupled with anestablished private sector are creating many opportunities for realizingthis goal.

Education in IT includes degree programs. IT training comprisesshort courses focused on hands-on skills in specific IT areas wherethere is demand. Such training is provided to graduates as well asunderemployed youth.

Issues

Most of the existing IT institutes are in the private sector; thereare limited resources in the public sector. However, in the absence ofa public regulatory body, quality is often compromised. Also, theseinstitutes cannot keep pace with the rate of change in the IT sectorand it is difficult to find highly qualified trainers. Further they cannotcope with the demand. High school graduates from poor families anddisadvantaged groups are forced to enter the work force prematurely.Their potential remains largely untapped.

Out-of-school poor youth are targets for IT training. Training andhiring of women in the IT sector also should be encouraged. Bothrural and urban areas need to be tapped. Training these people in ITwill help reduce unemployment.

Appendix.pmd 27/01/2005, 1:31 PM142

Appendix 2 143

Proposed Project

The objective is to impart quality IT relevant to industries whereIT has changed the nature and requirement of jobs, so that affectedpersons can be usefully employed. Computer literacy will be taught inthe context of a particular discipline rather than as a separate course,so that graduates can be usefully employed, for example as accountantsin small businesses or family microfinance.

Methodology

The proposal envisages establishment of vocational centers in bothrural and urban areas using e-learning combined with distance learning.Selection criteria for applicants will include equitable rural, urban, andregional distribution or representation. The operation of the centerswill be controlled and supervised by the respective provincialauthorities. However, the central Government will be consulted whendesigning course content. Recurring expenditures for maintenance andoperations need to be reflected in the provincial governments’education budget. A subsidized fee is suggested to meet dailyexpenditures, which will be paid by the participants in order to injectsense of ownership. Scholarships or fiscal incentives could beconsidered to attract the very poor and women.


The centers will run two shifts in order to accommodate allmembers of the community, including senior citizens, farmers, or fullyemployed persons who wish to acquire IT skills. Communityinvolvement is key to ensure security of the infrastructure. Trainingmodules will be designed in close coordination with Allama Iqbal OpenUniversity (AIOU) and Virtual University. AIOU, with its main campusat Islamabad and huge network of regional centers spread all over thecountry, has clientele all over Pakistan and in the Middle East. It is adistance education institution that provides multidisciplinary educationfrom basic to doctoral level programs. Virtual University has alreadybegun offering e-learning programs.

Appendix.pmd 27/01/2005, 1:31 PM143


Cost Estimates and Financing Plan for 100 Centers (US$ million)

Item Total Government Private ADBCost Share Partner Share Share

1. Consultants 0.05 0.052. Equipment and Software 3.33 3.333. Buildings and Furniture 1.67 1.674. Training and Payment

to Teachers 0.80 0.805. Seminars, Surveys,

and Travel 0.03 0.036. Resource Material and

Stationery 1.67 1.677. Contingencies (5%) 0.38 0.38

TTTTTotalotalotalotalotal 7.937.937.937.937.93 1.671.671.671.671.67 3.333.333.333.333.33 2.932.932.932.932.93



Project Framework

GoalGoalGoalGoalGoal Upgrade educationand trainingthroughout thecountry for allsectors of thecommunity, using IT

Steering committeeat the state level

Political stability inthe country

PurposePurposePurposePurposePurpose To introducecomputer literacy,e-learning, andvocational training

Periodic meetings ofall stakeholders

Strong commitmentat the central,provincial, and locallevel

ActivitiesActivitiesActivitiesActivitiesActivities Formal and informalcomputer literacylessons ande-learning for allsectors of thecommunity, includingunemployed youth,senior citizens, andwomen

Projectmanagement team

CoordinationbetweenstakeholdersActive participationby the community

OutputsOutputsOutputsOutputsOutputs E-learning programsin vocational centers

Projectmanagement team

Large numbers ofstudents are enrolledTimely payment offees by the studentsPatronage of localleaders

Appendix.pmd 27/01/2005, 1:31 PM144

Appendix 2 145

Philippine Workforce Development in Tertiary Educationthrough an E-Competency Center

Teresita I. Barcelo

Introduction

The Philippines has many initiatives to digitize governmentservices, integrate computer use in basic education, and provide PCsin public elementary and high schools. At the tertiary level, universitiesand colleges have made efforts to offer courses/programs in computerscience. However, their efforts are uncoordinated and governmentpolicies still need to be firmed up.

ICT is included in the 10-point agenda of the President, whorecently upgraded the Information Technology and e-CommerceCouncil to the Commission on Information and Communication andTechnology. Thus, this is an opportune time to develop e-learning inthe country.

Proposed Project

Content. The project will develop both nonformal training coursesand formal education programs in ICT-related subjects.

1. Nonformal, short courses:

• Basic training on IT literacy for teachers (basic and tertiary levels)• Orientation training for school/university administrators• Online teaching and learning for teachers and tutors• Training for instructional designers• Training for media specialists

2. Formal program (postgraduate degree):

• Certificate in Educational Technology• Master of Education (Instructional Design)

Delivery. It is envisaged that the content can be delivered online,by online consultation with tutors, online collaborative projects withother learners, and short-term face-to-face sessions.

Appendix.pmd 27/01/2005, 1:31 PM145


Program Requirements. Apart from computer hardware andsoftware and connectivity (Intranet and Internet), the project willrequire a building for training, equipped with a computer laboratory,small workshop rooms, an audio-visual room, and library. Staffing willinclude facilitators, consultants, administrative personnel, executivedirector, content developers, media specialists, instructional designers,language editor, and technical staff.


A needs assessment will be made of teachers, media specialists,instructional designers, and content developers. The state of the art oftechnological resources available locally and abroad will be determined;links will be made with international organizations; vendors’ productswill be surveyed; and applicable international standards will bereviewed. Selected scholars will be sent as fellows for a graduate degreein educational technology and instructional design. After graduation,they will develop curricula for graduate degrees (1-year certificateprogram and 3-year Master’s program). Experts will be invited to helpdevelop training curricula and materials.

A pilot run of training programs, including documentation andevaluation of outcomes, will then be made. After assessment, feedback,and refinement of materials in cooperation with experts andstakeholders, the program will be introduced at full scale. Continuousfeedback and monitoring of the project will be put in place.

Cost Estimates for the First 5 Years (US$ million)

Item Cost

1. Buildings and Furniture 1.002. Personnel Salaries 0.403. Scholarships and Fellowship Training, 4 Persons 0.244. Maintenance and Other Operating Expenses 0.105. Materials Development

a. 5 courses nonformal 0.06b. 10 courses, formal 0.12c. copyright/license 0.10

Total (5 years) 2.02


Appendix.pmd 27/01/2005, 1:31 PM146

Appendix 2 147

ICT Core Competency Center in the Philippines

Ma. Lourdes P. Aquilizan

Introduction

The success of e-governance and the Government InformationSystems Plan (GISP), the flagship programs of the PhilippineGovernment, depends on the availability of a critical mass of ICTprofessionals as well as extension workers and teachers.

Under the national IT plan, the National Computer Center (NCC)as the focal institution for IT in the country must be strengthened.This involves strengthening the National Computer Institute (NCI),NCC’s training arm, to service the Government’s ICT training needseffectively and efficiently. There is a need to keep the NCI upgradedand updated on recent developments in ICT courseware delivery totransfer the technology to the greatest number of Filipinos.

The chronic problem of lack of trained personnel can only beremedied by having a continuous program of training. The Informationand Communications Technology Core Competency Center projectaims to build a critical mass of ICT professionals and extension workerswho will spearhead the country’s efforts to implement e-governanceand the GISP. The project will augment and expand NCI’s presentICT human resource development capability and capacity.

Issues

ICT Workforce (government and private sectors)

• A recent survey revealed that the overall state of the ICT workforcehas deteriorated significantly since 2000.

• The skills of ICT personnel differ widely, depending on theiracademic environment, learning attained, and application ofknowledge.

• There is a general lack of well-trained and competent teachers inICT-related subjects, contributing to the decline in the quality ofICT workers.

• Training of teachers in ICT-related subjects is in need of upgrading.• Agencies and companies must retrain existing ICT employees,

adding significant costs to their operations.

Appendix.pmd 27/01/2005, 1:31 PM147


• New ICT graduates usually need additional training (at least 6months) to become productive.

E-learning

• E-learning is in its infancy in the Philippines, but it holds promiseof becoming an important part of the education and training process.

• There is a need to use e-learning technology to support traditionaleducation and training.

• Effective implementation of e-learning requires expertise that is inshort supply in the Philippines.

E-government

• Less than 10% of the total government personnel are ICTknowledgeable; about half are data encoders and computeroperators; only a few are programmers, systems analysts, or ITofficers/managers. Most government personnel do not usecomputers.

• Variety in the size and nature of the ICT staff in government agenciespartly accounts for the varying levels of computerization efforts.

• There is a need for massive training to upgrade existing ICTpersonnel and retool existing staff for ICT functions.

• Agency heads need to be educated about ICT to raise theirappreciation level its use in improving workplace processes, policyformulation, and administration.

• Generally, computerization in local government units is mostly forclerical tasks.


The overall goal of the project is to help create and sustain a criticalmass of ICT professionals in government, whose competencies are atpar with international standards, to ensure the implementation of e-governance to serve the citizenry better.

Output and Key Activities

The main outputs of the project will be improved capability andquality of institute staff; ICT-related and e-learning online courseware;multimedia laboratories and facilities fully and effectively used;e-learning policies, guidelines, and standards; and institute e-learningpolicies, guidelines, and standard operating procedures.

Appendix.pmd 27/01/2005, 1:31 PM148

Appendix 2 149

Cost Estimates and Financing Plan for 5 years (US$ million)


1. Consultantsa. International 0.20 0.20b. Domestic 0.33 0.33

2. Equipment and Softwarea. Equipment 0.25 0.25b. Software 0.25 0.25

3. Building and Furniturea. Building 0.54 0.54b. Furniture 0.01 0.00 0.01

4. Training, etc. 0.03 0.035. Research and Development 0.01 0.016. Administration and Support Costs 0.92 0.48 1.407. Contingencies 0.15 0.15 0.30

Total 1.62 1.70 3.32



The NCC will be the lead implementing government agency. ItsNCI is in the best position to implement the project, using existingalliances and partnerships with government agencies, academe, andthe private sector.


The project will augment and expand NCI’s present ICT humanresource development capability and capacity by allowing anytime-anywhere access to its ICT courses. It will be especially useful forgovernment ICT professionals—both in capital cities and in remoteareas—who have difficulty attending classes because managers andsupervisors are reluctant to send staff for training if it means significantabsence from the workplace.

Appendix.pmd 27/01/2005, 1:31 PM149


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Appendix.pmd 27/01/2005, 1:31 PM150

Appendix 2 151

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Appendix.pmd 27/01/2005, 1:31 PM151


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Appendix.pmd 27/01/2005, 1:31 PM152

Appendix 2 153

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Appendix.pmd 27/01/2005, 1:31 PM153


SchoolNet in Sri Lanka

Anura Dissanayake

Introduction

Although Sri Lanka’s literacy level is 92%, computer literacy levelis far behind at less than 5% of the country’s population. In early 2002,the Government initiated the e-Sri Lanka project as a result of thelaunching of an ambitious ICT road map for the country.

The ICT road map contains five strategies:

• using ICT as a key lever for economic and social development,• building implementation capacity,• building national information infrastructure and an enabling

environment,• developing ICT human resources, and• e-government to deliver public services.

The Ministry of Education has been entrusted with harnessing ICTand the Internet for the country’s future human resources. To acceleratethe pace of education reforms to meet the challenges of the knowledgeage, a plan was launched in 2001. One of the focal areas of the plan isto develop a pool of highly qualified human resources equipped withICT skills necessary for a knowledge-based work environment throughsecondary and higher education.

The Secondary Education Modernization Project (SEMP) was setup in 2001 and funds were also provided through the General EducationProject 11 in 2003 to strengthen the school system to facilitate ICTeducation in the country. Both projects are currently installing computerlearning centers (CLCs) in 1,400 of Sri Lanka’s 2,300 type 1A, B, andC schools throughout the country. Each CLC is a self-contained andsecure air-conditioned computer laboratory containing 10–20computers. CLCs support both learning of IT skills and subject-specificlearning through computer-aided learning software. About 1,200 areexpected to be in place by the end of 2004.

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Appendix 2 155

Issues

A study was carried out toward the end of 2003 of principals,teachers, and students in 21 of the 200 schools that had CLCs at thattime, as part of the ongoing monitoring of this special project.

The principals were open to exploring ways of generating incometo sustain the CLCs. About 90% of them wanted to make their CLCavailable outside school hours and widen community access if userspaid a small fee. Principals also overwhelmingly believed that privatesector involvement in the operation of the CLC should be encouragedif it benefited the school. Further, the great majority believed thatschool leavers could be used to help with the running of the CLC.

Teachers were generally favorable to the introduction of computers,IT skills, and computer–aided learning (CAL). In fact, teachers saidmore CAL materials were needed. They felt that CAL encouragedstudents to learn independently, although they (like the principals)did not think that Sri Lanka was ready for student self-learning andcomputer-based self-testing by students.

The biggest problem with CLCs, identified by both principals andteachers, was the lack of trained instructors. This situation has beenpartly addressed by SEMP since the survey was conducted; the projectnow arranges training in IT skills for 12 teachers from each schoolwith a CLC. This training is an 18-day program carried out by privatetrainers, using courses that are assessed and validated by the project.

The survey revealed that students in CLCs were wholly in favor ofIT. They enjoyed acquiring IT skills, not least because they unanimouslybelieved that IT enhances their employment prospects. The vastmajority of students considered that IT has made school moreinteresting for them.

Some students felt that more training in basic “office” softwarecould be given. However, given that the CLC may have to serve theneeds of hundreds of students, it is obvious that some students willfeel they do not get enough time with the computers. Despite this,CLCs are overwhelmingly popular with staff and students and are beingproductively used by most of the schools.

In schools with an effective CLC, it has been found that attendanceat classes in the CLC has been 100% or very near. Moreover, bothteachers and students arrive punctually for lessons there.

Appendix.pmd 27/01/2005, 1:31 PM155


Only around half the CLCs are using computer-aided learningsoftware. There has been a delay in delivery of quality home-producedsoftware, and the NIE is being strengthening in this respect. The mostpopular educational software currently in use in the CLCs is the CD-ROM encyclopedia. It is sometimes used by teachers, who copy itemsand paste them in restructured ways into new documents to createsupporting material for their lessons. These findings revealed that theschool system needs regular supply of software and educational tools.


It is proposed to introduce a national network, SchoolNet,which will accelerate technology-based modernization of the educationsystem and schools. Such networks have helped many nations in theregion to address the digital divide by mobilizing the ICT sector toreduce telecom costs and also offer free Internet connections throughvarious arrangements. SchoolNet has led to increasing the number ofschools that can connect to the Internet by telephone; loweringstudent-computer and teacher-computer ratios; and enhancing theaccessibility of teachers and students to computers through more open-access areas and local-area and wide-area networking in thousands ofschools in the Asia and the Pacific region. Because such networks havealready proven highly successful, it is proposed to introduce the systemnationwide instead of piloting.


An enabling environment has been created though governmentpolicy that encourages integration of ICT and Internet/intranet toolsinto the learning environment. Also, efforts are being made by theGovernment to extend the bandwidth to enable broadband connectionsfor the CLCs. The private sector is actively engaged in content creation,courseware development, and delivery systems.


It is estimated that the school system of Sri Lanka will produce2,000,000 computer-literate, young people for its labor force in thenext 4 years. This is the most quantifiable and probably the most usefulbenefit of SchoolNet. SchoolNet will also establish an ICT vision acrossthe entire education system. SchoolNet is easy to set up, is innovative,and can react quickly.

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Appendix 2 157

Design Summary Monitoring AssumptionsMechanisms and Risks

Project Framework

GoalGoalGoalGoalGoal Setting up SchoolNet to addresstechnology issues, curriculumintegration processes, assessmentand pedagogy, professionaldevelopment of teachers,development of suitable contentand software, and creating onlinecommunities of practice using ICT

• Annual schoolresults

• Labor marketsurveys

• Response ofindustry

• Expandedbandwidth

• Uninterruptedpoliticalcommitment

• Stability ofcountry’s politicalsituation

PurposePurposePurposePurposePurpose To create a large pool ofknowledge human resources

• Number ofstudents

• Labor statistics

Students willcomplete secondaryeducation cycle

OutputsOutputsOutputsOutputsOutputs Enhanced/knowledgeable humanresources in every field of thelabor market:a) people with skills in the fields

of science and math withrelevant soft skills in ICT,

b) people with skills in systemadministration andprogramming,

c) people with skills in socialsciences with required softskills and management, and

d) people with skills in businessand related abilities

• Periodical surveysand inspections

• Statistics of theannual report ofthe Central Bank

• Awarenesscreated among allsections of thesociety

• Sufficient budget• ICT effectively

used acrosssociety

a) Planning, designing,infrastructure, and deliverymechanisms

b) Content developmentc) Research and developmentd) Development of an

assessment systeme) Developing linkagesf) Online system networking

Establishment ofeffective planningand monitoringsoftware

• The Ministry ofEducation canattract high-quality personnelto carry out tasksassigned

• The Ministry ofEducation canestablish effectivepartnerships withprivate sectorservice providers

• Adequateconnectivity andbandwidth areavailable

ActivitiesActivitiesActivitiesActivitiesActivities

InputsInputsInputsInputsInputs a) Personnel to develop curriculab) Web designersc) Teachers/trainersd) Management staff

• Amount ofsoftwareproduced

• Number ofmodulesdeveloped

• Quality ofproducts basedon acceptedstandards

• Provision ofadequate funds

• High qualitydelivery

ICT = information and communications technology.

Appendix.pmd 27/01/2005, 1:31 PM157


E-Services through Vidhata Resource Centersin Sri Lanka

H.P. Somathilake

Introduction

Sri Lanka is a welfare state. The Government provides freeeducation, free health, and free social services. Nevertheless, nearly50% of the population can be considered poor, and more than onethird live in absolute poverty. The majority of the poor are in ruralareas, where unemployment and underemployment are highlysignificant.

The proposed project is to improve the delivery of public servicesthrough establishment of e-Vidhata resource centers (e-VRCs). TheDivisional Secretary’s division will be the focal point of the project.The aim is to improve living conditions of the rural poor who havenot yet been reached by public services.



1. Consultantsa. International 0.00 1.00 1.00b. Domestic 0.00 0.50 0.50

2. Equipment and Softwarea. Equipment 0.50 1.50 2.00b. Software 0.00 1.00 1.00

3. Buildings and Furniture 0.50 0.50 1.004. Training, Seminars, and Conferences 2.00 2.00 4.005. Research, Development, and Surveys 0.00 0.50 0.506. Miscellaneous Administration

and Support Costs 0.50 1.00 1.507. Contingencies 0.35 0.80 1.15

Total 3.85 8.80 12.65


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Appendix 2 159

Issues

The urban-rural gap is a major issue: development technologies,farming techniques, etc., do not flow into rural areas systematically.Also, farmers are not aware of market prices and sell their productstoo cheaply. Thus, farmers do not get adequate benefits from theirlabor.

The lack of coordination at the provincial, district, and divisionallevels means that developments in urban areas do not trickle down toneedy people and needy areas. Access to resources, facilities, andservices is very limited in rural areas. Rural roads, rural schools, andrural hospitals are substandard. Telecommunications and electricityfacilities are lacking in most villages.


The establishment of e-VRCs would enable relevant technologiesto be transferred to needy areas electronically. All public services couldbe provided electronically through e-VRCs and each would be acommunity center, which would help solve technical problems andprovide advisory services.

Public sector activities could be coordinated through thismechanism. At present, divisional officers are heavily involved incarrying out routine work, such as issuing licenses and permits, andconducting interviews; they do not have time to introduce developmentproposals or carry out development activities. At an e-VRC, peoplecould fulfill most of their needs, such as copying birth or marriagecertificates, renewal of licenses, information on labor markets andvacancies, and weather news. The centers would also provide extensionservices through the Internet or CD-ROMs. They would serve toincrease the e-literacy rate among rural people, especially youth andwomen.


About 72% of the rural population would directly benefit fromthis project, especially farmers, unemployed youth, and women, interms of public services, employment, and e-literacy.

Appendix.pmd 27/01/2005, 1:31 PM159


e-VRC = e-Vidhata resource center.

Project Framework


GoalGoalGoalGoalGoalTo improvesocioeconomicconditions of the ruralpoor

Surveys andstudies to assessconditions

Allgovernmentscontinue thisprogram

Development ofproject planningmatrix with objectivelyverifiable indicators

PurposePurposePurposePurposePurpose• Improve the

income capacity ofthe rural people

• Number oftechnologiestransferred

• Number of servicesdelivered

Saving capacity People useonly e-VRCsfor relevantinformation

OutputsOutputsOutputsOutputsOutputs• Full-fledged e-

VRCs in eachdivision

• Knowledgeablefarmers

• Increased e-literacy rate,from 1% to 15%within 5 years

Number of divisionswith centers

• Strength offarmerorganizations

• Number ofparticipants inprograms andpersonsvisiting thecenters

ActivitiesActivitiesActivitiesActivitiesActivities• Provide computer,

Internet, and otherrelevant facilities

• Identify alltechnologiesrelevant to an area

• Train governmentstaff in eachdivision

• Awarenessprograms forcommunities

• Formation ofscience andtechnologysocieties

• School dropoutlevel

• Malnutrition level• Housing conditions

• Numbers ofpersonstrained, awareof services

• Presence ofscience andtechnologysocieties

Adequate,qualityhuman andcapitalresourcesavailable

InputsInputsInputsInputsInputs• Construction of 320

e-VRCs• Computers,

software, andfacilities provided

• Staff

Funding bytheGovernmentand donors

Appendix.pmd 27/01/2005, 1:31 PM160

Appendix 2 161

Cost Estimates and Financial Plan for 320 e-VRCs (US$ million)



2. Equipment and Softwarea. Equipment (10 computers and

peripherals) 3.20 3.20b. Software 0.03 0.03

3. Buildings and Furniturea. Buildings - renovations 0.03 0.03b. Furniture 0.10 0.10

4. Training, Seminars, and Conferences 0.10 0.90 1.005. Research, Development, and Surveys 0.05 0.056. Miscellaneous Administration and

Support Costs 0.07 0.10 1.17Total Base Costs 0.35 4.57 4.92

7. Contingencies (5%) 0.10 0.23 0.248. Recurrent Costs 0.15 0.15

TTTTTotal Cost per e-VRCotal Cost per e-VRCotal Cost per e-VRCotal Cost per e-VRCotal Cost per e-VRC 0.600.600.600.600.60 4.804.804.804.804.80 5.405.405.405.405.40


Teacher Training Centers Network in Tajikistan

Albina Kamaletdinova

Introduction

Following the collapse of the Soviet Union in 1991, the Republicof Tajikistan became a sovereign state. Unfortunately, the country hasnot been able to fully use the advantages and benefits of independence.External and internal forces used socioeconomic and political problems,accumulated over several decades, to unleash civil war. As a result,thousands died, many were forced to leave their country and theeconomy and sociocultural environment suffered great losses.

Tajikistan ranks 103rd place among 174 states in terms of the humandevelopment index. At present, the majority of the population lives ator below the poverty line. Poverty—determined by level of incomeand consumption; and access to education, health care, water supply,various energy resources, transport, and mass media—affects vulnerablegroups. Poverty incidence is highest in rural areas and among those

Appendix.pmd 27/01/2005, 1:31 PM161


without secondary and/or higher education. Due to the lack of publicresources, access to education, including basic education, for the poorhas declined. Informal payment for educational services is widespread.During the Soviet period, almost 100% of the population had accessto education. At present, the quality of education in general, especiallyin the rural areas, is low.

In November 2003, the State’s strategy “InformationCommunication Technologies for Developing the Republic ofTajikistan” was created. In the area of education, it includes thefollowing points:

• using IT in education and knowledge management,• providing of computer literacy,• developing standards in all levels of educational facilities,• deployment of computer-based education technologies,• 100% school computerization, and• creating public nodes with free access to the Internet for people of

low income.

The need for a teacher training centers network (TTCN) is theresult of the geographical landscape of the country and low standardof living. It is almost impossible for many people to leave theircommunities to obtain special education. There has also been a decreasein attendance of primary and secondary schools and in the quality ofeducation. Few rural areas are covered by the local Internet serviceproviders because of little or no paid demand.

At present, numerous private centers exist to teach job skills usingpersonal computers, taught by experts from other institutions.Pedagogical high schools in the country do not prepare qualifiedteachers to use ICT. There is no single public e-learning center inTajikistan at the moment. The only academic network on distanceeducation does not use ICT.

Issues

The basic problem addressed by the project is the lack ofinfrastructure in the country, which in turn is connected to economiccomplexities experienced since independence.

The project is a first step in education reform in Tajikistan. Therewere fewer secondary school places in 1999 than in 1990, while during

Appendix.pmd 27/01/2005, 1:31 PM162

Appendix 2 163

that period the school age population increased by 12%. There is alsoa shortage of teaching staff. Many of those not attending school arefrom poor households; they cannot afford the cost of education,including clothes, shoes, textbooks, and informal payments to teachers.This also applies to preschool: 30% of girls and 20% of boys frompoor families do not attend preschool.

International organizations have been supporting projects related toproviding computer literacy for needy segments of the population inaccordance with the Government’s policies, as shown in the matrix below.

Objective

The basic purpose of the project is to improve the level of teacherqualifications by raising the level of accomplishment among theteaching population, including women. The present decline instandards is closely connected to consequences of the civil war. The

Government Policy Matrix

Measures Implementation Bodies Indicatorsand Actions Period Responsible

Revising curriculaand programs

2002–2005 Ministry ofEducation(supported by theWorld Bank andAsian DevelopmentBank)

• Number ofrevised curriculaand programs

• Increase inliteracy

Providing schoolswith textbooks,modern teachingequipment, andother teachingresources (includinge-learningtechnology)

2002–2006 Ministry of Educa-tion (supported bythe World Bank andAsian DevelopmentBank)

• Proportion ofstudents withtextbooks

• Number ofschools beingre-equipped

• Proportion ofschools providedwith e-learning

Introduction of newmodels of teachertraining andimprovement

2002–2005 Ministry of Education(supported by theWorld Bank and AsianDevelopment Bank)

• Accessibility ofrural teachers toa system ofqualificationimprovementand retraining

• Number ofqualifiedteachers

Appendix.pmd 27/01/2005, 1:31 PM163


Cost Estimates and Financing Plan for One Center (US$)

Item Cost Quantity Totalper Unit Cost

Capital ExpensesCapital ExpensesCapital ExpensesCapital ExpensesCapital Expenses

1. Computer 1,000 20 20,0002. Network Equipment (installation included) 1 3,0003. Satellite Equipment (installation included) 1 2,0004. Diesel Generator 2,000 1 2,0005. Furniture 400 5 2,0006. Special Software 6,000

Operating Expenses (one year)Operating Expenses (one year)Operating Expenses (one year)Operating Expenses (one year)Operating Expenses (one year)

1. Buildings 100 12 months 1,2002. Fuel 3123. Fuel Delivery 1004. Utilities 30 12 months 3605. Salaries

a. Head of Center 200 12 months 2,400b. Technical Staff 150 12 months 1,800c. Guards (2) 100 12 months 1,200d. Cleaner 50 12 months 600

TTTTTotalotalotalotalotal 42,97242,97242,97242,97242,972


elimination of gender barriers in education in professional training ofgirls and women is another purpose of the project.

Activities

• Creation of two core centers for electronic training in Dushanbeand the creation of 9 public centers in the most remote regions:Hudjand, Khorog, Pendjikent, Pyandzh, Shaartuz, Ishkashim,Murgab, Boldzhuvan, and Vorukh, with support of uninterruptedconnection via satellites.

• Development of basic educational courses of various levels.• Development of methods of certification of education programs.• Training of experts from all regions in which opening of e-learning

centers is planned.

The project consists of four phases:

• Phase 1 (12 months): Research, development of the concept, andspecifications.

• Phase 2 (12 months): Creation of the ICT infrastructure andsoftware/hardware tools.

Appendix.pmd 27/01/2005, 1:31 PM164

Appendix 2 165

• Phase 3 (12 months): Design, programming, testing, validatinginformation content, translation of information materials, andlaunching of the system.

• Phase 4 (12 months): monitoring, evaluating, and reporting.

Benefits of the TTCN

Results of this project will include improving teachers’ qualifications,eliminating computer illiteracy, increasing the educational level of thepopulation, eliminating gender barriers for girls and women, simplifyingthe process of education, and overcoming the digital inequality betweenurban and rural populations.

Cost Estimates and Financing Plan for the TTCN(Creation of 10 centers and maintenance for 5 years) (US$ million))

Item Government Donor TotalShare Share cost

A. OA. OA. OA. OA. One-time Expensesne-time Expensesne-time Expensesne-time Expensesne-time ExpensesInternational Consultants 1.000 1.000Computer Equipment 0.200 0.200Network Equipment 0.100 0.100Satellite Equipment 0.100 0.100Diesel Generator (8 centers) 1.000 1.000Furniture 0.010 0.010Special Software 0.100 0.100SubtotalSubtotalSubtotalSubtotalSubtotal 0.0000.0000.0000.0000.000 2.5102.5102.5102.5102.510 2.5102.5102.5102.5102.510

B.B.B.B.B. Operating Expenses (one year)Operating Expenses (one year)Operating Expenses (one year)Operating Expenses (one year)Operating Expenses (one year)Domestic Consultants for Network Support 0.500 0.500Buildings 0.100 0.100Fuel (8 centers) 0.010 0.010Fuel Delivery (8 centers) 0.006 0.006Utilities 0.030 0.030Salaries 0.040 0.040Satellite Channel with Internet Access(shared between 10 centers) 0.050 0.050Contingencies 0.001 0.001SubtotalSubtotalSubtotalSubtotalSubtotal 0.1000.1000.1000.1000.100 0.6370.6370.6370.6370.637 0.7370.7370.7370.7370.737

Subtotal for 1 year (A + B)Subtotal for 1 year (A + B)Subtotal for 1 year (A + B)Subtotal for 1 year (A + B)Subtotal for 1 year (A + B) 3.2473.2473.2473.2473.247

TTTTTotal (5 years) (A + 5 x B)otal (5 years) (A + 5 x B)otal (5 years) (A + 5 x B)otal (5 years) (A + 5 x B)otal (5 years) (A + 5 x B) 6.1956.1956.1956.1956.195


Appendix.pmd 27/01/2005, 1:31 PM165


E-Learning for Basic Education in Thailand

Suwat Subtrisul

Introduction

Thailand intends to expand basic education to all children aged6–17 years, of which there are about 11 million. At present, about 90%of them have access to education and about 90% of these are taughtthrough the Office of the Basic Education Commission (OBEC). Thereare about 450,000 teachers in 32,000 schools under OBEC. Presently,teachers’ salaries take up 83% of the budget. Many schools still lackteachers in all subjects, and their salaries are low compared with thecost of living in the country. The academic output of students does notsatisfy public opinion. Many projects have been created to address thisproblem, but the situation does not improve. Many governmentagencies want to use e-learning technology to make education moreefficient and to scale-up the quality of education in each school.

Issues

The issues of education in Thailand pertain to the coverage ofbasic education in remote areas and the low quality of education,especially in mathematics, science, and English language. About onethird of schools lack teachers, according to the number of classes anddesired quality of educational output. The issue of quality relates tomany educational components, such as curriculum, qualification, andthe student-teacher ratio. Teaching-learning educational reform aimsto overcome these issues, but the problem of training large numbers ofteachers in pedagogy remains.

Proposed Project Purposes

• Every teacher will be trained to integrate ICT into pedagogy andwill have the potential to construct digital content.

• All children aged 6–17 years will be able to access standard qualityeducation with minimal effort.

• Education will be available to all children, with variety of knowledgecontent suitable for their different interests.

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Appendix 2 167


Implementation will be phased. Content development and teachertraining are required from the beginning. A prototype center will bedesigned and a pilot program implemented to make sure the technologyand components are suitable. In all, 20 e-learning centers will beestablished around the country according to the 5 main subjects(mathematics, science, English, ICT, and social studies) and 4 regionsof the country (Central, Northern, Northeastern, and Southern). Thecenters will take responsibility to coordinate and manage subject areas,and to collect and distribute subject materials to schools.




2. Equipment and Softwarea. Equipment 5.00 200.00 205.00b. Software 5.00 5.00

3. Training, Seminars, and Conferences 2.00 2.00 4.004. Research Development Confirmation 1.00 1.005. Administration and Support Costs 1.00 1.006. Contingencies 6.00 6.00



Project Framework

Performance Monitoring AssumptionsIndicators/Targets Mechanisms and Risks

Goal 20 centers and 2 millionstudents in thee-learning system

• Scheduled plan recording

Policy remainssupportive

Purpose Detailed plan and targets • Plan evaluation Suitable strategies

Output Number of schools andstudents in the system

• Suitable courses• Digital libraries

Funding availability

Activities Workshops and seminars • E-learning atlearning centersand home

Inputs Resources, staff, andbudget allocation

• Hardware foreach student

• Access

Appendix.pmd 27/01/2005, 1:31 PM167


SchoolNet in Turkmenistan

Jennet Permanova

Introduction

The Turkmenistan Government’s main objective in the IT sectorfrom the perspective of reducing poverty is to ensure access to basiceducation for everyone and to balance student ratios in secondaryeducation.

Turkmenistan inherited a well-developed network of educationalinstitutions and corresponding teaching personnel from the past, witha high enrollment ratio and gender parity through compulsory basiceducation.

Today, schools mostly apply the curriculum and programs fromthe Soviet period, which have not been adapted to the differentdemands of a market-oriented system, partly due to a lack of funds.The absence of modern IT in teacher training institutions limits thepossibilities of using modern teaching methods, such as e-learning.The departure of specialists from the sector and the absence of tieswith international education centers have also restricted work ondeveloping a modern curriculum.

Issues

To reverse the decline in the education system, the Governmenthas to address such problems as lack of resources, outdated curriculum,and outdated teaching methods. Funds are needed to re-equip schoolswith textbooks and teaching materials, raise teachers’ salaries, improveteacher training, and help update the curriculum.

The main purpose of an e-learning system in Turkmenistan is thecreation and development of an educational information environmentthat provides unity of educational space in the country and improvesquality education. The main tool is to be SchoolNet, coordinated bythe Ministry of Education.

Priority Tasks

The first need is for the formation of the infrastructure for an e-learning system, including (i) development of a legal base; (ii) creationof the information system; (iii) providing educational organizations

Appendix.pmd 27/01/2005, 1:31 PM168

Appendix 2 169

Cost Estimates and Financing Plan for 5 years (US$ million)



2. Equipment and Software a. Equipment 3.00 3.00 b. Software 0.10 0.103. Buildings and Furniture a. Buildings 1.00 0.20 b. Furniture 0.30 0.304. Training, Seminars, and Conferences 0.50 0.505. Research, Development, and Surveys 0.10 0.40 0.506. Miscellaneous Administration and

Support Costs (teachers’ salaries) 3.60 3.607. Contingency 0.50 0.50



with modern computer equipment, software, and communications; and(iv) granting the educational organizations access to global informationresources, including the Internet.

ICT can then be applied in the e-learning process, including (i)development of electronic educational works and creation of theeducational information resource centers in regions of the country;(ii) training and retraining of administrative, technical, and scientific-pedagogical staff in the e-learning system; and (iii) development oftechnologies, software, and tools such that e-learning provides anuninterrupted education and self-education. It is hoped that all schoolswill be connected to the Internet by 2007 and that there will be onecomputer for every 35 pupils by the end of 2009.


The project will generate a unified e-learning educational system.It will raise the quality of training in educational organizations,including rural schools, by access to general educational resources,rational use of senior pedagogical staff, and by training experts in ICTfor each school.

Also, the project will develop and introduce into the educationalprocess modern e-learning materials and merge these with traditionalmeans of training. Further, it will develop a system of open education,

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including e-learning technologies, for primary and secondary schools.It will create a methodical system of support for teachers at all levelsin educational institutions, through which to prepare and retrainpedagogical, administrative, and technical staff in ICT.

Designing E-Learning for Tomorrow’sEducation in Viet Nam

Lam Luu and Tran Quang Tien

Introduction

It is envisaged that by 2005, 4–5% of the Vietnamese populationwill have access to the Internet. There is a national project to connectrural areas to the Internet by 2008.

Internet activities in Viet Nam fall under Decree No. 21 CP ofMarch 1997. This document provides principles and guidelines forthe development of Internet services in the country.

The purpose of an action plan for 2005–2006 is to present waysand means of implementing the Government’s e-learning initiative.The intention is to involve educators and trainers, as well as the relevantsocial, industrial, and economic sectors. It will improve employabilityand adaptability of the country’s human resources, rectify the shortageof skills associated with new technologies, and improve social inclusion.

The action plan activities include technology education, researchand development, e-learning solutions, design and implementation ofe-learning, e-tools development, and e-content development.

The plan’s software outputs include e-learning systems, designdocuments, implementation documents, sample e-courses in ITeducation, and training.

Other countries have also shown interest in Viet Nam’s e-learningaction plan. It is estimated to cost US$200,000.

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Appendix 3

Directory of Participants, Resource Speakers, andOrganizers/Secretariat

A. Workshop Participants

AFGHANISTAN

Mr. Abdul KhogainiAdvisor, Customs and Revenue DepartmentMinistry of Finance, KabulTel No.: +93-792-112-707E-mail: [email protected]

BANGLADESH

Mr. M Badrul ArefinSenior Assistant SecretaryPlanning Division, Ministry of PlanningBlock No. 2, Room No. 2,Sher-e Bangla Nagar, Dhaka 1207Tel No.: +880-2-913-2620; Fax No.: +880-2-811-3377-7581E-mail: [email protected]

Mr. Md. Didarul AlamAssistant ChiefMinistry of EducationRoom No. 1701, Bldg. No. 06, Bangladesh

Secretariat Dhaka 1216Tel No.: +880-2-716-0226; Fax No.: +880-2-716-7577E-mail: [email protected]

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BHUTAN

Mr. Thukten GyatshoDirectorNational Institute of Education, Ministry of EducationTel No.: +975-5-365-391; Fax No.: +975-5-365-363E-mail: [email protected]

CAMBODIA

Mr. Tha SokVice-Chief of Information OfficeMinistry of Education, Youth and Sports#80 Norodom Blvd., Phnom PenhTel No.: +855-1190-1801;Fax No.: +855-23-212-512/210-705E-mail: [email protected]

Mr. Borith TongAssistant to H.E. Interim MinisterCabinet of Interim Minister, Ministry of

Education, Youth and Sport#80 Norodom Blvd., Phnom PenhTel No.: +855-23-213-143;Fax No.: +855-23-212-512/210-705E-mail: [email protected]

CHINA, PEOPLE’S REPUBLIC OF

Ms. Xuemei ZhangAssistant ProfessorNational Center for Educational Technology,

Ministry of Education160 Fu Xing Men Nei Street, Beijing 100031Tel No.: +86-10-66-490-956;Fax No.: +86-10-66-490-955E-mail: [email protected]

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Mr. Guohua YanDirector, Division of International OrganizationDepartment of International Cooperation and ExchangeMinistry of EducationDamucang Hutong No. 37 Xidan, BeijingTel No.: +86-10-66-096-394; Fax No.: +86-10-66-013-647E-mail: [email protected]

INDIA

Mr. Parma Nand GuptaExecutive DirectorDOEACC Society, Department of Information TechnologyElectronics Niketan, ‘6 GCGO Complex, Lodhi RoadNew Delhi 110003Tel No.: +91-11-2436-4870; Fax No.: +91-11-2436-3335E-mail: [email protected]

INDONESIA

Mr. Uwes Anis ChaerumanStaff of System Design SubdivisionCenter for Information and Communication Technology for

EducationDepartment of National EducationJL. Cendrawasih km 15.5 Ciputat Tangerang 15411Tel No.: +62-21-740-1851-1852; Fax No.: +62-21-740-1727E-mail: [email protected]

Mr. Hendi Mufti SetiawanHead of Section of Foreign Loan and Aid IIICDirectorate of External Funds, Directorate General of BudgetMinistry of FinanceRoom 508, Anggaran BuildingJL. Lapangan Banteng Timur No. 2-4 JakartaTel No.: +62-21-381-3889; Fax No.: +62-21-381-2859E-mail: [email protected]

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KYRGYZ REPUBLIC

Mr. Aleksandr Urevich AlekseyevSpecialistICT Department, Ministry of EducationTinistanov 258 St., BishkekTel No.: +966-312-626-827; Fax No.: +966-312-621-520E-mail: [email protected]

LAO PDR

Mr. Inpeng SouvannasaneHead of Policy Analysis DivisionDepartment of Planning and Cooperation,

Ministry of EducationLane Xang Avenue, VientianeTel No.: +856-21-350-960-64

MALDIVES

Ms. Fathimath ThoufeegaAssistant LecturerCenter for Open Learning, Maldives College of Higher

EducationNikagas Magu, MaleTel No.: +960-334-071; Fax No.: +960-334-072E-mail: [email protected]

MYANMAR

Mr. Khin Maung BaDeputy DirectorCentral Statistical OrganizationMinistry of National Planning and Economics DevelopmentMinisters’ Office, Theinbyu Road YangonTel No.: +95-1-254-104; Fax No.: +95-1-243-791E-mail: [email protected]

Ms. Than Than WinDirector (ICT)Department of Higher Education, Ministry of Education

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Thanton Road, Kamayut Township YangonTel No.; +95-1-502-099; Fax No.: +95-1-500-744E-mail: [email protected]

NEPAL

Mr. Ishwari Prasad GnawaliTrainerNational Center for Educational DevelopmentSanothimi BhaktapurTel No.: +977-1-663-0766; Fax No.: +977-1-633-1486E-mail: [email protected]

PAKISTAN

Ms. Yasmin MasoodDeputy Secretary (Japan Desk)Economic Affairs Division, Ministry of Economy Affairs and

StatisticsPak Secretariat, IslamabadTel No.: +92-51-920-1520;Fax No.: +92-51-921-0734/920-5971

Mr. Nazir Ahmed SangiProfessor, Dean Faculty of ScienceDepartment of Computer Science, Allama Iqbal Open

UniversitySir Syed Center, AIDU, H-8 IslamabadTel No.: +92-51-925-7285; Fax No.: +92-51-925-8297E-mail: [email protected]

PHILIPPINES

Ms. Ma. Lourdes P. AquilizanHead, Curriculum Development and Management Group

and IT ManpowerCertifications and Professionalization GroupNational Computer CenterCarlos and Garcia Ave., U.P Campus, Diliman, Quezon CityTel No.: +632-920-7412; Fax No.: +632-920-7412E-mail: [email protected]

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Mr. Roel A. SanchoPlanning Officer IVPlanning and Evaluation Services, Department of Science

and TechnologyGeneral Santos Ave., Bicutan, ManilaTel No.: +632-837-2932 (Direct) /- 2071-82 loc.2704;Fax No.: +632-837-2932E-mail: [email protected]

SRI LANKA

Mr. Anura DissanayakeProject Director, SEMPMinistry of EducationSEMP/ADB Project, Ground Floor, Ministry of Education

BuildingIsurupaya, BaitaramullaTel No.: +94-11-2784868; Fax No.: +94-11-872-027

Mr. Handun Pathirannehalag SomathilakeAssistant Director (Development)Project Coordinator,e-Sri Lanka ProjectMinistry Science and TechnologyNo. 320 T.B Jaya Mawatha Colombo 10Tel No.: +94-11-268-2054; Fax No.: +94-11-268-2498

TAJIKISTAN

Ms. Albina Rifovna KamaletdinovaHead Specialist, Informational Technology CenterAdministration of the President of the Republic of Tajikistan6-59 Kh. Shirazi St., Dushanbe 734001Tel No.: +992-372-231-168; Fax No.: +992-372-231-178E-mail: [email protected], alalbin@mail,ru

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THAILAND

Mr. Suwat SuktrisulDirector, Bureau of Technology for Teaching and LearningThe Office of Basic Education CommissionMinistry of EducationTel No.: +662-282-2861; Fax No.: +662-280-3804E-mail: [email protected]

TURKMENISTAN

Ms. Jennet PermanovaHeadPricing Division, Department of Price Policy4,2008 Str. Ashgabat 744000Tel No.: +933-12-510-491; Fax No.: +993-12-51084E-mail: [email protected]

VIET NAM

Mr. Lam LuuExpert of Information- Communication TechnologyDepartment of Science and Technology, Ministry of Education and Training47-49 LY Thai To Str. HanoiTel No.: +844-869-5577; Fax No.: +844-869-2393E-mail: [email protected]

Mr. Tran Quang TienExpert, ADB DivisionInternational Cooperation Department, State Bank of Viet Nam47-49 LY Thai To Str. HanoiTel No.: +844-934-3364; Fax No.: +844-825-0612E-mail: [email protected]

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B. Workshop Resource Speakers

Ms. Khairiyatun Azlina AkhiruddinBusiness Development ExecutiveIBM Learning SolutionsNo. 22, Lorong SS1/11APetaling Jaya Selangor, MalaysiaTel No.: 60-19-396-88888; Fax No.: 60-3-774690E-mail: [email protected]

Mr. Seong-Geun BaeDeanInformation Technology DivisionMinistry of Education and Human Resources Development,South Korea77 Sejong-ro, Jongro-gu Seoul 110-760Tel No.: (02) 2100-6545E-mail: [email protected]

Mr. Stephen W. BraimGovernment Programs ExecutiveIBM Asia PacificTel No.: +61-2-9354-4669E-mail: [email protected]

Mr. Michael CrockDirector, Information ServicesFlexible Learning and Access ServicesGriffith UniversityLogan Campus, University DriveMeadowbrook QLD 4131, AustraliaTel No.: +617-3382-1339; Fax No.: +617-3382-1333E-mail: [email protected]

Mr. George E. DarbyPresidentParadise Patent Services, Inc.95-1045 Alakaina St., Millianin HI 96789, USATel No.: +1808-626-1300; Fax No.: +1-808-626-1350E-mail: [email protected]

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Ms. Lori FormanRegional Director, Community AffairsMicrosoft5 Temasek Blvd., SingaporeTel No.: 65-6433-5614E-mail: [email protected]

Mr. Jasmi HassanProject Manager, Medan Sedunia Digital Sdn Bhd97-3 Jalan USJ 21/10, Taman Seafield JayaSubang Jaya, SelangorTel No.: +60-3-80230351; Fax No.: +60-3-80230350E-mail: [email protected]

Mr. William HortonPresidentWilliam Horton Consulting, Inc.838 Spruce Street Boulder CO 80302, USATel No.: +1-303-545-6964; Fax No.: +1-775-806-9614E-mail: [email protected]

Mr. Wayne Houlden (via video conferencing)Managing DirectorJanison SolutionLevel 1, 394a Harbour DriveCoffs Harbour NSW 2450, AustraliaTel No.: +612-6652-9850; Fax No.: +612-6652-9855E-mail: [email protected]

Mr. Sam JacobaAcademic Program ManagerMicrosoft Philippines

Mr. Peter JenChief RepresentativeIBM China Company LTD.25/F IBM Tower Pacific Century Place2A, Gong Ti Bei Road, Chaoyang District Beijing, PRCTel No.: +86-10-6539-1188 ext. 3782;Fax No.: +86-10-6539-1632E-mail: [email protected]

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Mr. Ravi KantSpecial SecretaryDepartment of Information and TechnologyGovernment of West Bengal, India7th Floor, #4 Camac St., Kolkata 700016 (West Bengal)Fax No.: +91-33-2282-1944

Mr. Jonathan KushnerInternational Corporate Affairs ManagerMicrosoft Asia LimitedOdakyu Southern Tower, 2-2-1 YoyogiShibuya-ku Tokyo 151-8533, JapanTel No.; +81-3-4523-3965; Fax No.: +81-3-5454-7963E-mail: [email protected]

Mr. Jeoung-Keun LeeSenior Capacity Building SpecialistCapacity Building and TrainingAsian Development Bank InstituteKasumigaseki Bldg. 8F, 3-2-5 KasumigasekiChiyoda-ku Tokyo 100-6008, JapanTel No.: +81-3-3593-5587; Fax No.: +81-3-3593-5512E-mail: [email protected]

Mr. Jose Marie B. LegaspiLearn.ph Foundation Inc.Rm 402 Dona Natividad Bldg. Southeastern CollegeTaft Avenue, Pasay City 1300, PhilippinesTel No.: +632-522-9138; Fax No.: +632-552-9138E-mail: [email protected]

Mr. Geert van der LindenVice President, Knowledge Management and Sustainable DevelopmentAsian Development BankNo. 6 ADB Avenue, Mandaluyong City 0401, PhilippinesTel No: +632 632-4444 (loc 5006);Fax No.: +632 636-2444E-mail: [email protected]

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Mr. William LoxleyPrincipal Education SpecialistAsian Development Bank6 ADB Ave., Mandaluyong City 0401, PhilippinesTel No.: +632-632-6878; Fax No.: +632-636-2444E-mail: [email protected]

Mr. Peter MooreRegion Managing Director for Public SectorMicrosoft Corporation - Asia Pacific5 Temasek Boulevard, #09-03, Suntec Tower Five,Singapore 038985Tel No.: +65 6433 5833; Fax No.: +65 6433 5495E-mail: [email protected]

Ms. Susan OpleUndersecretary for Special ConcernsDepartment of Labor and Employment, PhilippinesTel No.: +632-521-7067E-mail: [email protected]

Ms. Julie Pearce Head of Learning DevelopmentIBM Asia Pacific

Mr. Vincent Quah Regional Academic Program Manager Microsoft Corporation - Asia Pacific 5 Temasek Boulevard, #09-03, Suntec Tower Five, Singapore 038985Tel No.: +65 6433 5833; Fax No.: +65 6433 5495E-mail: [email protected]

Mr. Raymond RenfroDirectorCapacity Building and TrainingAsian Development Bank InstituteKasumigaseki Bldg. 8F, 3-2-5 KasumigasekiChiyoda-ku Tokyo 100-6008, JapanTel No.: +81-3-3593-5587; Fax No.: +81-3-3593-5512E-mail: [email protected]

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Mr. Gabe RijpmaMicrosoft Operations Pte. Ltd.Singapore

Mr. Kazuyuki ShinkaiProject ChiefAdvanced Learning Infrastructure Consortium1-6-1-838, Otemachi, Chiyoda-Ku Tokyo Japan 100-0004Tel No.: +81-3-5208-1601; Fax No.: +81-3-5208-1600E-mail: [email protected]

Mr. Alan SmithDirector, Distance and e-Learning CentreUniversity of Southern Queensland, AustraliaTel No.: +61-7-4631-2296; Fax No.: +61-7-4631-2051E-mail: [email protected]

Mr. John Venator PresidentComputing Technology Industry Association (CompTIA)1815 S. Meyers Road, Suite 300 Oakbrook Terrace IL 601815228, USA Tel No.: +1-630-678-8300; Fax No.: +630-268-1384 E-mail: [email protected]

Mr. Cedric WachholzProgramme Specialist, Focal Point for ICT in EducationICT and Policy DevelopmentUNESCO Asia and Pacific Regional Bureau for Education920 Sukhumvit Road Bangkok 10110, ThailandTel No.: +662-391-0577 ext. 223; Fax No.: +662-391-0866E-mail: [email protected]

Mr. Kyosuke YoshimuraLearning Solution ExecutiveIBM Asia Pacific3-2-31 Roppongi, Minato-ku, Tokyo, JapanTel No.: +81-3-5572-2603; Fax No.: +81-3-5572-2447E-mail: [email protected]

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C. Workshop Observers

Ms. Teresita I. BarceloVice Chancellor for Academic AffairsUniversity of the Philippines Open UniversityNational Computer Center, C. P. Garcia, St., Quezon City,PhilippinesTel. No.: +632-426-15-14/15E-mail: [email protected]

Mr. Roger Mark LeyManaging DirectorEduco Pty. LtdP.O. Box 11, Narrabundah ACT 2605, AustraliaTel.No.: +612-6260-6967; Fax No.: +612-6260-6968E-mail: [email protected]

Ms. Myung-sook PangDirectorKorea Education and Research Information Services (KERIS)Seoul, KoreaFax No.: +82-2-2118-1227E-mail: [email protected]

Ms. Eloisa TinioManager, Institutional LinkagesSTI Education Services GroupMakati City, PhilippinesTel No.: +632-887-8447; Fax No.: +632-891- 7334E-mail: [email protected]

Ms. Joanne WestonDirector of Instructional SolutionsVinciWorksMakati City, PhilippinesTel. No.: +632-889-6248/ 889-6303;Fax No.: +632-889-6287

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D. Workshop Organizers/Secretariat

Asian Development Bank Institute

Mr. Jeoung-Keun LeeSenior Capacity Building SpecialistCapacity Building and TrainingAsian Development Bank InstituteKasumigaseki Bldg. 8F, 3-2-5 KasumigasekiChiyoda-ku Tokyo 100-6008, JapanTel No.: +81-3-3593-5587; Fax No.: +81-3-3593-5512E-mail: [email protected]

Mr. Doi TomokoProgram AssistantAsian Development Bank InstituteKasumigaseki Bldg. 8F, 3-2-5 KasumigasekiChiyoda-ku Tokyo 100-6008, JapanTel No.: +81-3-3593-5544; Fax No.: +81-3-3593-5587E-mail: [email protected]

Asian Development Bank

Mr. William LoxleyPrincipal Education SpecialistAsian Development Bank6 ADB Ave., Mandaluyong City 0401, PhilippinesTel No.: +632-632-6878; Fax No.: +632-636-2444E-mail: [email protected]

Ms. Ma. Virginita A. CapulongSenior Sector OfficerAsian Development Bank6 ADB Ave., Mandaluyong City 0401, PhilippinesTel No.: +632-632-6679; Fax No.: +632-636-2444E-mail: [email protected]

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Ms. Sheela RancesAdministrative AssistantAsian Development Bank6 ADB Ave., Mandaluyong City 0401, PhilippinesTel No.: +632-632-6878; Fax No.: +632-636-2444E-mail: [email protected]

Ms. Jocelyn BolosAdministrative AssistantAsian Development Bank6 ADB Ave., Mandaluyong City 0401, PhilippinesTel No.: +632-632-4444 (loc 70089);Fax No.: +632-636-2444E-mail: [email protected]

Ms. Ma. Socorro Sanz DueñasRapporteurAsian Development Bank6 ADB Ave., Mandaluyong City 0401, PhilippinesTel No.: +632-632-4444 (loc 70304);Fax No.: +632-636-2444

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