…opening a world of learning. Table of Contents Introduction to World Links World Links Products and Services Quantitative Evaluation Qualitative Gender

…opening a world of learning

Table of Contents

Introduction to World Links

World Links Products and Services

Quantitative Evaluation

Qualitative Gender Impact Assessment

Recommendations





Recommendations

World Links Objectives

…to improve Educational opportunities and learning outcomes

…to prepare youth for success in the 21st century and help build knowledge-based Economies in developing countries

…to build global awareness and mutual Cultural understanding between youth in industrialized and developing countries

World Links Institutional History

Began in World Bank Institute in 1997 Spun off as independent non-profit organization in

1999 Ongoing close partnership with World Bank

Institute in 2002

Today

Since 1997:Since 1997: programs in over 22

developing countries collaborating schools in over

20 developed countries over 180,000 teachers and

students, in 800 schools per year

hundreds of projects

Equity: more than 2/3 of program schools are outside capital citiesEquity: more than 2/3 of program schools are outside capital cities

World Links Partner CountriesWorld Links Partner Countries

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Recommendations





Recommendations

An End-to-End Suite of Offerings

Monitoring and Evaluation

Monitoring and Evaluation

Connectivity Solutions

Connectivity Solutions

Professional Development for Teachers, School

Administrators, Policy Makers, and Students

Professional Development for Teachers, School

Administrators, Policy Makers, and Students

International Tele-Collaborative

Projects

International Tele-Collaborative

Projects

World Links’ Suite of Offerings(offered in conjunction with strategic partners)

World Links’ Suite of Offerings(offered in conjunction with strategic partners)

World Links’ Core Competency: Professional Development Program

1. Introduction to the Internet for Teaching and Learning

2. Integration of Technology into the Curriculum

3. Tele-Collaborative Project-Based Learning

4. Using Technology to Create New Curricular Content

5. Schools as Community Learning Centers

6. Education Technology Policy Makers Course

Available in English, French, Spanish, Portuguese and Turkish

World Links’ proprietary professional development training program includes six 40-hour training modules:World Links’ proprietary professional development training program includes six 40-hour training modules:

International Collaborative Projects

Examples: Environmental Awareness Women and Tradition Water Quality Project HIV/AIDS Global Arts Project The Refugee Project The Impact of Industrialization

on the Environment Science Review Learning Through Literature

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World Links Offerings



Recommendations





Recommendations

World Links External Evaluator: SRI International

Evaluation conducted in 12 of 15 World Links countries in 2000

Surveys administered to 400 teachers in 100 World Links schools and 160 teachers in 40 “control” non-World Links schools

Quantitative Evaluation focused on implementation of program, differences between World Links and non-World Links schools, and impact on teachers and students

Participation by Female Students

52%

42%

0%

25%

50%

75%

100%

World Links Schools Non-World Links Schools

Percentage of Female Students Participating in Computer/Internet Activities Percentage of Female Students Participating in Computer/Internet Activities

Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 1999-2000 SRI Study of World Links programs. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Impact of World Links Program on Students

78%

45%

59%

70%

61%

64%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Improved attitudes towards technology

Improved attitudes towards technology

Improved communications skillsImproved communications skills

Improved knowledge or awareness of other cultures

Improved knowledge or awareness of other cultures

Improved school attendanceImproved school attendance

Increased scores on national tests


Improved ability to get better jobs upon graduation


Percentage of Teachers Responding “Large Impact” or “Great Impact”

Percentage of Teachers Responding “Large Impact” or “Great Impact”

WL TeachersWL Teachers


Student Assessment: Uganda

Source: 2000 SRI Study of World Links program in Uganda. Data is for illustrative purposes only, and does not represent all data points on questionnaire. Source: 2000 SRI Study of World Links program in Uganda. Data is for illustrative purposes only, and does not represent all data points on questionnaire.

Comparison of World Links and Non-World Links Student Performance Levels: Percentage of students providing acceptable responses

Comparison of World Links and Non-World Links Student Performance Levels: Percentage of students providing acceptable responses

65%

56%51% 51%

0%

25%

50%

75%

100%

Reasoning with Information Communication

Non-WL StudentssNon-WL Studentss

WL StudentsWL Students

Impact of World Links Program on Teachers

82%

45%

50%

72%

53%

63%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

How to use Internet softwareHow to use Internet software

How to develop web pagesHow to develop web pages

How to design and use student assessment materials

How to design and use student assessment materials

How to design and lead collaborative student projects

How to design and lead collaborative student projects

Attitudes about teachingAttitudes about teaching

How to integrate computers into the curriculum

How to integrate computers into the curriculum

Percentage of Teachers Responding “A Lot” or “A Great Deal”

Percentage of Teachers Responding “A Lot” or “A Great Deal”

WL TeachersWL Teachers


Employability

77%

59%

0%

25%

50%

75%

100%

Students Teachers

Percentage of Teachers and Students Responding that the World Links Program Improved Their Employability “Very Much”

Percentage of Teachers and Students Responding that the World Links Program Improved Their Employability “Very Much”


Relative Impact of World Links Program on Girls and Boys

10%

9%

12%

6%

17%

24%

72%

86%

80%

80%

69%

65%

18%

5%

8%

14%

14%

11%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%





Improved attitudes toward schoolImproved attitudes toward school

Increased knowledge or awareness of other cultures

Increased knowledge or awareness of other cultures

Improved communications skillsImproved communications skills

Improved technology skillsImproved technology skills

Greater impact on malesGreater impact on males

No DifferenceNo Difference Greater impact on females

Greater impact on females

Percentage of Teachers Responding on Impact to Males vs. FemalesPercentage of Teachers Responding on Impact to Males vs. Females


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Recommendations





Recommendations

Gender Impact of World Links: Uganda, Senegal, Ghana and Mauritania

Dr. Coumba Mar Gadio, Lead Researcher Qualitative Study: semi-structured in-depth interviews of

female and male students and teachers, plus focus groups and administrators

Core Sample Design» Five schools per country (two anglophone/two francophone)

» Four teachers (two male/two female)/school

» Fifteen students (5 male/10 female)/school

» Total: 95 students and teachers per country, or 380 respondents for study overall

» Mix of ages, locations and socioeconomic backgrounds

Gender Access: Key Findings

In principle, no “visible discrimination” in access to World Links computer labs

In practice, equitable access is not a reality

A majority of girls in Ghana and Uganda complained of unequal access

But 70% of girls in Senegal and Mauritania stated they do NOT experience discrimination with respect to access

Gender Access: Key Findings II

Context: School of 1,200 students (70% male) and 75 teachers, with 10 computersCompetition

In boarding schools girls have domestic chores and earlier curfew hours, and girls do not run

Culturally-imbued feelings of shyness and intimidation

“Boys outnumber us and once they sit in front of the computers they never get up. We always get discouraged and end up letting them have it all.” (Uganda)

“It is a shame for girls to fall down…boys will make fun of us. Once the bell rings and it’s time for computer lab, boys run quickly, reach the room before us and take up the machines.” (Uganda)

Technology Usage, by Gender

Girls tend to focus more on:» Academic Research

» Collaborative Projects and email

» Reproductive Health and Sexuality

» Access to information considered “taboo” in their culture

Boys tend to focus more on:» Academic research

» Music and Sports

» Technological Challenges: websites, new software

» Some health issues (e.g. HIV/AIDS)

Mauritanian Girl

“The Internet represents a partner with whom communication can be done without fear, limitations or shame. We can learn about our bodies, our sexuality. It is a safe partner that can provide us with the information we need to adapt to this modern world. Such information cannot be given to us by our mothers who cannot break the rules of our traditional society.”

Gender Impact: Key Findings

Same “High” Impact for boys and girls» Knowledge about other cultures

» Attitudes towards school Higher Impact for Girls

» Academic results

» Information-reasoning

» Self-esteem

» Communication skills Higher Impact for Boys

» Access to computers

» Technological skills

“We are no longer dependent on boys. We feel capable of solving our problems with great autonomy… that is powerful. It makes us very proud.”

- Female World Links participant, Senegal

“We are no longer dependent on boys. We feel capable of solving our problems with great autonomy… that is powerful. It makes us very proud.”

- Female World Links participant, Senegal

Quotes

“We get our freedom from the Internet, since in our society girls are not allowed to go wherever we want… the Internet takes us out to other people, places and realities… it is our way of escaping from our closed society. It is vital to us, it gives us liberty.”

- Female World Links participant, Mauritania

“We get our freedom from the Internet, since in our society girls are not allowed to go wherever we want… the Internet takes us out to other people, places and realities… it is our way of escaping from our closed society. It is vital to us, it gives us liberty.”

- Female World Links participant, Mauritania

“Our self-esteem has really improved because of the World Links program. Now we can rub shoulders with boys that want to step on our toes. We walk with our chests out! Anytime we are confronted with questions we feel confident answering, even with older people we come boldly!”

- Female World Links participant, Ghana

“Our self-esteem has really improved because of the World Links program. Now we can rub shoulders with boys that want to step on our toes. We walk with our chests out! Anytime we are confronted with questions we feel confident answering, even with older people we come boldly!”

- Female World Links participant, Ghana

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Recommendations





Recommendations

Gender Equity Recommendations

Design and deliver gender-awareness workshops Develop “fair use policies” for each computer lab

» Goal: gender ratio within computer lab should be equal to overall gender ratio in school

In boarding schools, ALL students should help with domestic chores

Upgrade computers and Internet connectivity» Would allow girls with less time to benefit more

from technology’s potential

…opening a world of learning

Documents

…opening a world of learning. Table of Contents Introduction to World Links World Links Products and Services Quantitative Evaluation Qualitative Gender