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Elephants, flying penguinsand superpipes; somereflections on ‘education bestpractice’ and ICT4DEV.
Conor Galvin (PhD)Conor Galvin (PhD)
UCD Dublin
College of Human Sciences
School of Education
TCD/UCD Irish AidTCD/UCD Irish Aid--HEAHEA
Seminar SeriesSeminar Series
UCD SPIRe
27 Nov 2009
Even dance a bit with thedevil…
• €252m plus
• 5 year roadmap
• Costed &prioritised…
NOT an economist…
Elephants
Flying Penguins
Superpipes
Issues / challenges
Leadership in ODA
Ed ICT4DEV Futures
By Banksy – performance Artist
Elephant # 1
http://www.scrapblog.com/
Native users ofdigital technologies‘from the unremarkableto the unrecognisable’
Green, H. & Hannon, C. (2007) Their Space. Demos:http://www.demos.co.uk/publications/theirspace .
Schools as placeswhere you must‘power-down’…
It doesn’t reallymatter…
Live a deeprelationship with keytechnologies of our
times… their lives aretruly technologised.
Our strategicreaction?
Their reaction tothis..?
LOL
ROFL
:(
So far… we in HE aredemonstrating veryconvincingly that wehaven’t a clue how to
deal with ICT E!
[ 2006 ]
And that’s in thewell-resourced,
well-informed North.
Elephant # 2
Dambisa Moyo's MediaNovember 2009
Reject aid
Engage with the market
Break from dependence
Government bonds
Trust China
Microcredit market
1. At some level she’s correct.
• Ideological and partisan.
• Near-perfect message for anti-aid lobby.
2. Detracts from moremeasured discussion/debate.
• At at time when EU and UN are both in therun up to major reworking of their positionson aid, this is very damaging.
• Individual donor countries may use it asleverage to exit current practice andcommitments.
Penguins
Can penguins fly?
Leadership…
People Engaged indevelopmeNt activitywho haven’t a Glimmer
of Understandingwhat’s Impacted whenthey try to ‘Northify’
the South.
A global middle class – rootless, urban,technocratic, materialistic – is emerging. Itexists in every country but feels attached tonone.
Paul Kingsnorth (2003)
The wired, white elite…
“”
1. The assumptions they bring on eICTUsage
UNICT TaskForce – Early Briefing Meeting c.2003
WSIS Stocktaking Report 2008ITU Geneva.
“ It is planned to establish MultipurposeCommunity Telecentres in order to makeInternet services available to remote villages.The overall objectives for providingtelecommunication services to rural areasinclude facilitation of integrated rural economies,increase of accessibility to social andeducational services, and promotion ofecotourism. Several Multipurpose CommunityTelecentres have already been established.”
WSIS Stocktaking Report 2008ITU Geneva. (p 25)
Suirnam
WSIS Stocktaking Report 2008ITU Geneva.
14. We are greatly encouraged by the fact that advances incommunication technology, and high-speed data networks arecontinuously increasing the possibilities for developing countries,and countries with economies in transition, to participate in theglobal market for ICT-enabled services on the basis of theircomparative advantage. These emerging opportunities provide apowerful commercial basis for ICT infrastructural investment in thesecountries. Therefore, governments should take action, in theframework of national development policies, in order to support anenabling and competitive environment for the necessary investmentin ICT infrastructure and for the development of new services. At thesame time, countries should pursue policies and measures thatwould not discourage, impede or prevent the continued participationof these countries in the global market for ICT-enabled services.
TUNIS AGENDA FOR THE INFORMATION SOCIETY 2005Document: WSIS-05/TUNIS/DOC/6(Rev.1)-E
2. The thinking they bring on ‘educationbest practice’
What’s really important in ICT4Dev?
• Incentives
• Competencies
• Performanceappraisal
• Alignment and Pay
OECD (2007)Schools and Teachers in the Future:OECD Prespectives,CERI , Paris.
Schools and Teachers inthe Future: OECDPerspectives
David Istance
Malahide, November 22-232007
The Innovation Challenge
• The “science-based” innovation pump: education has not traditionallymade enough of research knowledge and some cultural resistance
• The “horizontally-organised” innovation pump: tightening the ‘loosecoupling’ between the individual units typical of many school systems
• The “modular structures” pump: Building complex processes fromsmaller sub-systems, designed independently but functioning together
• The “information and communication technologies” pump: Majorpotential for ICT to transform education, as in other sectors, but its usein schools remains underdeveloped
• Knowledge Management: New Challengesfor Educational Research (August 2003)
• Schooling for Tomorrow – Networks ofInnovation: Towards New Models forManaging Schools and Systems (June2003)
• Understanding the Brain: Towards a NewLearning Science (September 2002)
• Schooling for Tomorrow – What Schoolsfor the Future? (October 2001)
• E-Learning: The Partnership Challenge(June 2001
• Schooling for Tomorrow – Learning toChange: ICT in Schools (May 2001)
Innovative Teachers Network(Microsoft)Online portal for educators to shareclassroom success
http://innovativeteachers.com
Intel Innovation in EducationTools and Resources for the Classroom
http://www97.intel.com/education/
Private sector initiativesfor teachers
Via Mariana Patru
Private sector initiativesfor teachers
Superpipes
A final question…
Where’sThe University
in all of this...?
Values
Capabilities
Opportunities
But whose?
Deep & profoundlydifferent views of the
world.
It’s the economy,stupid!
“We can't solveproblems by using thesame kind of thinking
we used when wecreated them.”
Einstein.
“…overcoming thestrong forces
worldwide that keeppeople poor.”
Phil Vernon (2009)Overseas Development Aid; is it working?,OpenDemocracy.net
Economic Socioalisational
Political
TheThenormative statenormative state
Stewart Davidson (2009)The Green State; A Neo-Marxist Critique,A Paper Presented to the PSA Annual Conference.
A Systemreading
Meaningful Access
Transforamtive Support
Thought-Leadership
Thank you.conor.galvin@ucd.ie
By Banksy – graffiti atrist, London.
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