Nipate
Forum => Kenya Discussion => Topic started by: Kadudu on September 30, 2016, 11:10:16 AM
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So what happened to the idea of "locally manufactured laptops"? I thought the Education Ministry gave out tenders to 3 local universities to assemble the gadgets locally and make jobs for thousands of youths. Now it turns out the gadgets are to be imported from China.
“I visited the Chinese factory where the gadgets are being manufactured and got assurance that they are of high quality and meet the required specifications,” Mr Mucheru told journalists at his office in Nairobi on Thursday.
http://www.businessdailyafrica.com/Kenya-orders-1-1m-tablets-from-China/539546-3399486-k26xlmz/index.html
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Local assembly would be a nice to have but not important. What is important is to get those laptops to the kids.
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Local assembly would be a nice to have but not important. What is important is to get those laptops to the kids.
Am very sure you know the difference between a laptop and a tablet !!!!
There was talk about this on KTN new sources jana and it was established
that teachers have not been trained and some (under the tree) schools
don't even have a place to store the gadgets.
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Tablets are okay - as long as they can use it to read and learn the tools of the future - the better. As for teachers - they'll learn with time- hiccups are normal. This is transformative project that will only become apparent to you in 20yrs!!!!!!!!!!!
Kenya kids studying under the tree are lucky to have tablet because those studying under real classrooms do not have tablets elsewhere.
Am very sure you know the difference between a laptop and a tablet !!!!
There was talk about this on KTN new sources jana and it was established
that teachers have not been trained and some (under the tree) schools
don't even have a place to store the gadgets.
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So what happened to the idea of "locally manufactured laptops"? I thought the Education Ministry gave out tenders to 3 local universities to assemble the gadgets locally and make jobs for thousands of youths. Now it turns out the gadgets are to be imported from China.
“I visited the Chinese factory where the gadgets are being manufactured and got assurance that they are of high quality and meet the required specifications,” Mr Mucheru told journalists at his office in Nairobi on Thursday.
http://www.businessdailyafrica.com/Kenya-orders-1-1m-tablets-from-China/539546-3399486-k26xlmz/index.html (http://www.businessdailyafrica.com/Kenya-orders-1-1m-tablets-from-China/539546-3399486-k26xlmz/index.html)
Tablets are flashy ergo this is good.
This is a nice picture to put on a campaign poster. Not to mention opportunities to eat.
(http://www.businessdailyafrica.com/image/view/-/3399492/medRes/1448471/-/maxw/600/-/v2i34p/-/tablets.jpg)
Who cares if the whole thing makes no sense?
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There's also the aspect of training local manpower and paying them more than cheap china labour to assemble tablets. Jubilee must have recognised it as a waste of money which could instead contribute to vital campaign kitties.
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There's also the aspect of training local manpower and paying them more than cheap china labour to assemble tablets. Jubilee must have recognised it as a waste of money which could instead contribute to vital campaign kitties.
To what end though? They have not demonstrated the necessity or benefit of the laptop program to begin with. The best I have actually seen is what Pundit has said here. Something along the lines of some non-specific benefits of exposing kids to technology etc.
I just see another avenue for some crony capitalist to enrich himself with no tangible benefit.
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The eco-system isn't right for tablets. What happens in case of theft or when accidentally cracking the screen? At least with brands it comes with insurance.
Smells like another failed attempt by the Uhuru administration in edu tech. Shame these conservative advisors are so out of touch with nation wide tech.
They should at least conduct a risk assessment to see if this or that gadget has more benefit than loss. These guys are like Santa Claus dishing away ifongs to children living in an Inuit community in Antarctica with limited access to clean water let alone have power, wifi or a computer to update their tablets.
Don't these s*heads at least know that tablets don't come with portable USB drives? Are they planning to provide all impressionable young Kenyans with a $20 gift card that entitles them to a couple edu apps? At least a laptop has more than like 2gb of memory space and has a USB drive so little Kenyans can freely share stuff.
I bet Uhuru gets these s*y epiphanies in the pub, writes a poem about it via some drunken squarish doodles on a serviette as THE solution to resolving the tech-edu crisis in Kenya.
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The eco-system isn't right for tablets. What happens in case of theft or when accidentally cracking the screen? At least with brands it comes with insurance.
Smells like another failed attempt by the Uhuru administration in edu tech. Shame these conservative advisors are so out of touch with nation wide tech.
They should at least conduct a risk assessment to see if this or that gadget has more benefit than loss. These guys are like Santa Claus dishing away ifongs to children living in an Inuit community in Antarctica with limited access to clean water let alone have power, wifi or a computer to update their tablets.
Don't these s*heads at least know that tablets don't come with portable USB drives? Are they planning to provide all impressionable young Kenyans with a $20 gift card that entitles them to a couple edu apps? At least a laptop has more than like 2gb of memory space and has a USB drive so little Kenyans can freely share stuff.
I bet Uhuru gets these s*y epiphanies in the pub, writes a poem about it via some drunken squarish doodles on a serviette as THE solution to resolving the tech-edu crisis in Kenya.
Opium for the masses.
Has worked before.
If it ain't broke, don't fix it.
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Daily Nation, 2016:
Many public primary and secondary schools in Kenya lack basic learning facilities such as classrooms even as education experts debate whether or not the current system and curriculum should be changed.
A needs assessment report released last week reveals some schools do not have essential facilities such as toilets or even balls for children to play with.
http://www.nation.co.ke/news/Most-public-schools-lack-toilets-/1056-3146152-axey0tz/index.html
“Forget inadequate desks, some schools are completely wall-less,” he says. These are schools with no classrooms at all, so learning takes place under trees. Physiological needs affect learning as well, and may be part of the reason behind poor performance in public schools as compared to private ones, says Karuga.
http://www.nation.co.ke/lifestyle/DN2/Sorry-state-of-infrastructure-in-Kenyas-primary-schools/957860-2249632-ryunha/index.html
(http://www.standardmedia.co.ke/images/monday/nshopxevy2sd5zexeb5j569d1b7ce0a1c.jpg)
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The eco-system isn't right for tablets. What happens in case of theft or when accidentally cracking the screen? At least with brands it comes with insurance.
Smells like another failed attempt by the Uhuru administration in edu tech. Shame these conservative advisors are so out of touch with nation wide tech.
They should at least conduct a risk assessment to see if this or that gadget has more benefit than loss. These guys are like Santa Claus dishing away ifongs to children living in an Inuit community in Antarctica with limited access to clean water let alone have power, wifi or a computer to update their tablets.
Don't these s*heads at least know that tablets don't come with portable USB drives? Are they planning to provide all impressionable young Kenyans with a $20 gift card that entitles them to a couple edu apps? At least a laptop has more than like 2gb of memory space and has a USB drive so little Kenyans can freely share stuff.
I bet Uhuru gets these s*y epiphanies in the pub, writes a poem about it via some drunken squarish doodles on a serviette as THE solution to resolving the tech-edu crisis in Kenya.
It would be a failed attempt at education if one assumes that's the whole point of this project. In the country devoid of any oversight that kamwana has succeeded in creating, it is looking increasingly like another successful heist.
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Daily Nation, 2016:
Many public primary and secondary schools in Kenya lack basic learning facilities such as classrooms even as education experts debate whether or not the current system and curriculum should be changed.
A needs assessment report released last week reveals some schools do not have essential facilities such as toilets or even balls for children to play with.
http://www.nation.co.ke/news/Most-public-schools-lack-toilets-/1056-3146152-axey0tz/index.html (http://www.nation.co.ke/news/Most-public-schools-lack-toilets-/1056-3146152-axey0tz/index.html)
“Forget inadequate desks, some schools are completely wall-less,” he says. These are schools with no classrooms at all, so learning takes place under trees. Physiological needs affect learning as well, and may be part of the reason behind poor performance in public schools as compared to private ones, says Karuga.
http://www.nation.co.ke/lifestyle/DN2/Sorry-state-of-infrastructure-in-Kenyas-primary-schools/957860-2249632-ryunha/index.html (http://www.nation.co.ke/lifestyle/DN2/Sorry-state-of-infrastructure-in-Kenyas-primary-schools/957860-2249632-ryunha/index.html)
(http://www.standardmedia.co.ke/images/monday/nshopxevy2sd5zexeb5j569d1b7ce0a1c.jpg)
Who are these people allowing facts to intrude on a narrative? How dare they?
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It would be a failed attempt at education if one assumes that's the whole point of this project. In the country devoid of any oversight that kamwana has succeeded in creating, it is looking increasingly like another successful heist.
True. Maybe those tablets have surveillance like recording devices and nanny cams for nefarious objectives. I don't want to even go there. I'm gonna have to get me hands on one of those tablets to dissect.
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Daily Nation, 2016:
Many public primary and secondary schools in Kenya lack basic learning facilities such as classrooms even as education experts debate whether or not the current system and curriculum should be changed.
A needs assessment report released last week reveals some schools do not have essential facilities such as toilets or even balls for children to play with.
http://www.nation.co.ke/news/Most-public-schools-lack-toilets-/1056-3146152-axey0tz/index.html
“Forget inadequate desks, some schools are completely wall-less,” he says. These are schools with no classrooms at all, so learning takes place under trees. Physiological needs affect learning as well, and may be part of the reason behind poor performance in public schools as compared to private ones, says Karuga.
http://www.nation.co.ke/lifestyle/DN2/Sorry-state-of-infrastructure-in-Kenyas-primary-schools/957860-2249632-ryunha/index.html
(http://www.standardmedia.co.ke/images/monday/nshopxevy2sd5zexeb5j569d1b7ce0a1c.jpg)
The setting above is heaven. Teaching under the canopies, fresh air etc. most of tomorrow generation urbia Nairobi is like below at the school in rich part of Kibera I volunteered at... my walk to school:
(https://kenyamedical.files.wordpress.com/2011/01/k1.jpg)
inside the classroom
(https://kenyamedical.files.wordpress.com/2011/01/k5.jpg)
school yard
(https://kenyamedical.files.wordpress.com/2011/01/k6.jpg?w=950)
school toilet
(https://kenyamedical.files.wordpress.com/2011/01/k4.jpg)
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common sense tells me the kids in those despicable schooling conditions (and the larger community) are the ones likely to benefit even more from tablets and such learning aid technologies or just any technology just like the poor, unbanked have benefited more from MPEsa
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It's simple, really.
We're asking our retarded politicians to either fix schools or order tablets with huge markups for their pockets so they can buy this:
(http://buzzkenya.com/wp-content/uploads/2014/09/kenya-houses-10.jpg)
It's a no-brainer.
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common sense tells me the kids in those despicable schooling conditions (and the larger community) are the ones likely to benefit even more from tablets and such learning aid technologies or just any technology just like the poor, unbanked have benefited more from MPEsa
How? It should be easy since it's common sense.
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common sense tells me the kids in those despicable schooling conditions (and the larger community) are the ones likely to benefit even more from tablets and such learning aid technologies or just any technology just like the poor, unbanked have benefited more from MPEsa
That’s quite an extrapolation. But we need not dwell on why anyone should believe that, as we have now had enough experiences with and studies of this sort of thing. No need to rely on “common sense”. You can find numerous formal studies out there on such matters, but I'll skip them for now. Instead, let's start with the story of a guy who was once "on a mission":
About a decade or so, Microsoft looked at India, saw a huge mass of poor people hungry for an education and thought a buck or two could be made there; plus, there would be brownie points from “social responsibility”, "empowering the poor" of the 3rd world, etc. Win-Win. They charged one of their guys---Kentaro Toyama, later co-founder of Microsoft Research India and currently an academic---with the task, and off he went, full of vim and vigour to educate, empower, be socially responsible.
Zip, zip, zip. Fast-forward, fast-foward.
Toyama has continued to look at such matters and has written quite a bit from his experiences and studies. The guy who was once very gung-ho about using computers to help educate the poor of the world now has a rather different view.
Example:
There are already several randomized, controlled trials of schools with and without One Laptop per Child. Generally, what most of these studies show is that schools with laptops did not see their children gain anything in terms of academic achievement, in terms of grades, in terms of test scores, in terms of attendance, or in terms of supposed engagement with the classroom.
https://www.technologyreview.com/s/536701/putting-technology-in-its-place/
I’ve noticed a tendency in America for richer, better-educated parents to work harder and harder at trying to keep technology away from their own children. In Silicon Valley there are these Waldorf schools, very expensive, a lot of the children are the children of technology company employees. And these schools ban electronics until the pupils are 13 or 14.
https://www.theguardian.com/technology/2015/aug/30/kentaro-toyama-geek-heresy-interview-technology
One thing I’m coming across is that among less-educated parents there is a belief that greater exposure to technology makes your children more likely to have a job in the technology sector. Which is as silly as believing that if you can drive a car, you could be hired as an engineer at a car manufacturing plant.
To me it seems as if there’s some preying on parental fears. There’s something fishy going on – among politicians you can see this very clearly. It’s really easy to get a great photo op out of handing a child a computer. And children, of course, will be overjoyed at the beginning because they’re basically being handed a terrific toy. On the other hand, it’s very difficult to take a photograph of improvements to the management of a school… I think politicians understand this very well.
Here is a recent and quite readable article from Toyama, written in the context of "Exploring ICT and Learning in Development Countries":
There Are No Technology Shortcuts to Good Education
http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/
There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
It is worth a careful read.
When Toyama talks about better teachers and stronger administrations of schools being important, Kenya looks like an excellent candidate:
The Global Monitoring Report — Education for All 2000-2015 — indicates that more than 40,000 of the 200,000 primary school teachers in public schools (or 20 per cent) do not teach when they are required to.
…
It is instructive that another report released in January 2014 revealed that millions of Kenyan children fail examinations because most primary school teachers lack mastery of the subjects they teach.
http://www.nation.co.ke/oped/Opinion/Address-teacher-absenteeism-in-schools/440808-2701524-xr8os0z/index.html
Another issue that has not been adequately addressed is teacher absenteeism and lack of competence.
Reports, including a recent one by the World Bank, have said Kenya has some of the highest incidents of teacher absenteeism which, compounded by poor pedagogy, undermine the quality of teaching.
http://www.nation.co.ke/oped/Editorial/It-is-time-to-address-what-ails-our-public-schools/440804-3015478-io1hmv/index.html
So, a whole bunch of teachers do not even show up, and those who show up don’t understand what they are supposed to teach. These are the sorts of things people should focus on. And instead of money on tablets, look at more urgent needs: walls, roofs, toilets, clean running water, .... basics.
And here's another thing: malnutrition in under-5 children is a serious problem in Kenya:
Malnutrition continues to undermine Kenya’s efforts at achieving her Millennium Development Goals since it contributes to about 40,000 deaths of children under the age of five annually.
The Chief of the Division of Nutrition from the Ministry of Health Monica Akoth said about one third of Kenyan children are developed stunted growth due to the health deficiency and figures are estimated to have reached the 2.1 million mark.
http://kenyanewsagency.go.ke/en/malnutrition-derailing-kenyas-mdgs-targets/
Stunted growth:
is irreversible and associated with impaired cognitive ability and reduced school and work performance.
http://data.unicef.org/topic/nutrition/malnutrition/
Feeding such kids would have a more significant positive effect than later giving them tablets to go with under-developed brains.
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Amen! Good evidence. :)
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common sense tells me the kids in those despicable schooling conditions (and the larger community) are the ones likely to benefit even more from tablets and such learning aid technologies or just any technology just like the poor, unbanked have benefited more from MPEsa
You want common sense?
What makes you think poor kids will even receive a tablet? Whenever they dish out freebies like those crappy laptops not even well to do Kenyan parents would purchase for their kids, it's for a portion of schools for political mileage. Poor kids don't qualify for a tablet or laptop or anything else since those schools aren't considered legit.
When I was at Kibera school, the teachers were telling me how they relied on textbook donations since the govt ignored their existence.
You are an example of why street kids continue to beg even with a support system because they'd rather beg and sniff glue over hope for a future.
The money to buy those tablets could equally fund sorely needed free secondary education. I believe that was an ODM edu objective the coalition for the common Kenyan.
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common sense tells me the kids in those despicable schooling conditions (and the larger community) are the ones likely to benefit even more from tablets and such learning aid technologies or just any technology just like the poor, unbanked have benefited more from MPEsa
That’s quite an extrapolation. But we need not dwell on why anyone should believe that, as we have now had enough experiences with and studies of this sort of thing. No need to rely on “common sense”. You can find numerous formal studies out there on such matters, but I'll skip them for now. Instead, let's start with the story of a guy who was once "on a mission":
About a decade or so, Microsoft looked at India, saw a huge mass of poor people hungry for an education and thought a buck or two could be made there; plus, there would be brownie points from “social responsibility”, "empowering the poor" of the 3rd world, etc. Win-Win. They charged one of their guys---Kentaro Toyama, later co-founder of Microsoft Research India and currently an academic---with the task, and off he went, full of vim and vigour to educate, empower, be socially responsible.
Zip, zip, zip. Fast-forward, fast-foward.
Toyama has continued to look at such matters and has written quite a bit from his experiences and studies. The guy who was once very gung-ho about using computers to help educate the poor of the world now has a rather different view.
Example:
There are already several randomized, controlled trials of schools with and without One Laptop per Child. Generally, what most of these studies show is that schools with laptops did not see their children gain anything in terms of academic achievement, in terms of grades, in terms of test scores, in terms of attendance, or in terms of supposed engagement with the classroom.
https://www.technologyreview.com/s/536701/putting-technology-in-its-place/ (https://www.technologyreview.com/s/536701/putting-technology-in-its-place/)
I’ve noticed a tendency in America for richer, better-educated parents to work harder and harder at trying to keep technology away from their own children. In Silicon Valley there are these Waldorf schools, very expensive, a lot of the children are the children of technology company employees. And these schools ban electronics until the pupils are 13 or 14.
https://www.theguardian.com/technology/2015/aug/30/kentaro-toyama-geek-heresy-interview-technology (https://www.theguardian.com/technology/2015/aug/30/kentaro-toyama-geek-heresy-interview-technology)
One thing I’m coming across is that among less-educated parents there is a belief that greater exposure to technology makes your children more likely to have a job in the technology sector. Which is as silly as believing that if you can drive a car, you could be hired as an engineer at a car manufacturing plant.
To me it seems as if there’s some preying on parental fears. There’s something fishy going on – among politicians you can see this very clearly. It’s really easy to get a great photo op out of handing a child a computer. And children, of course, will be overjoyed at the beginning because they’re basically being handed a terrific toy. On the other hand, it’s very difficult to take a photograph of improvements to the management of a school… I think politicians understand this very well.
Here is a recent and quite readable article from Toyama, written in the context of "Exploring ICT and Learning in Development Countries":
There Are No Technology Shortcuts to Good Education
http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/ (http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/)
There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
It is worth a careful read.
When Toyama talks about better teachers and stronger administrations of schools being important, Kenya looks like an excellent candidate:
The Global Monitoring Report — Education for All 2000-2015 — indicates that more than 40,000 of the 200,000 primary school teachers in public schools (or 20 per cent) do not teach when they are required to.
…
It is instructive that another report released in January 2014 revealed that millions of Kenyan children fail examinations because most primary school teachers lack mastery of the subjects they teach.
http://www.nation.co.ke/oped/Opinion/Address-teacher-absenteeism-in-schools/440808-2701524-xr8os0z/index.html (http://www.nation.co.ke/oped/Opinion/Address-teacher-absenteeism-in-schools/440808-2701524-xr8os0z/index.html)
Another issue that has not been adequately addressed is teacher absenteeism and lack of competence.
Reports, including a recent one by the World Bank, have said Kenya has some of the highest incidents of teacher absenteeism which, compounded by poor pedagogy, undermine the quality of teaching.
http://www.nation.co.ke/oped/Editorial/It-is-time-to-address-what-ails-our-public-schools/440804-3015478-io1hmv/index.html (http://www.nation.co.ke/oped/Editorial/It-is-time-to-address-what-ails-our-public-schools/440804-3015478-io1hmv/index.html)
So, a whole bunch of teachers do not even show up, and those who show up don’t understand what they are supposed to teach. These are the sorts of things people should focus on. And instead of money on tablets, look at more urgent needs: walls, roofs, toilets, clean running water, .... basics.
And here's another thing: malnutrition in under-5 children is a serious problem in Kenya:
Malnutrition continues to undermine Kenya’s efforts at achieving her Millennium Development Goals since it contributes to about 40,000 deaths of children under the age of five annually.
The Chief of the Division of Nutrition from the Ministry of Health Monica Akoth said about one third of Kenyan children are developed stunted growth due to the health deficiency and figures are estimated to have reached the 2.1 million mark.
http://kenyanewsagency.go.ke/en/malnutrition-derailing-kenyas-mdgs-targets/ (http://kenyanewsagency.go.ke/en/malnutrition-derailing-kenyas-mdgs-targets/)
Stunted growth:
is irreversible and associated with impaired cognitive ability and reduced school and work performance.
http://data.unicef.org/topic/nutrition/malnutrition/ (http://data.unicef.org/topic/nutrition/malnutrition/)
Feeding such kids would have a more significant positive effect than later giving them tablets to go with under-developed brains.
I think there is still a chance to turn back. Maybe learn from the inevitable futility of these first gadgets and pull back. The better program, a no brainer really, computer labs - preferably for schools that have sorted out the fundamentos. The savings can be used to fix fundamentos to bring the other schools up to speed. But I understand this requires a somewhat responsible, wise and maybe even concerned leadership - something Kenya cannot count upon for the foreseeable future.
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Pretty much every young hard working jama I've spoken to like a young hawker, matatu boy etc. tell me if only secondary education was free they'd go back to school. It's been on ODM's edu priority agenda for years. This is a fundamental initiative first and foremost needed to develop a tech eco-system.
ODM MPs push for free and compulsory secondary education
Read more at: http://www.standardmedia.co.ke/?articleID=2000107807&story_title=mps-push-for-free-compulsory-secondary-education
By Mosoku Updated Tue, March 25th 2014 at 00:00 GMT +3
Read more at: http://www.standardmedia.co.ke/?articleID=2000107807&story_title=mps-push-for-free-compulsory-secondary-education
NAIROBI, KENYA: Opposition MPs are now planning to amend the education act to compel the state to absorb all students who sit for class eight exams into secondary schools. The MPs want the law to make it compulsory for every Kenya child to get secondary education as part of basic education, which is guaranteed by the constitution of Kenya 2010. The ODM legislators say they are targeting Basic Education Act 2013, to have it amended and ensure the definition of basic education extended up to secondary school level and made free and compulsory.
Read more at: http://www.standardmedia.co.ke/?articleID=2000107807&story_title=mps-push-for-free-compulsory-secondary-education
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I think there is still a chance to turn back. Maybe learn from the inevitable futility of these first gadgets and pull back. The better program, a no brainer really, computer labs - preferably for schools that have sorted out the fundamentos. The savings can be used to fix fundamentos to bring the other schools up to speed. But I understand this requires a somewhat responsible, wise and maybe even concerned leadership - something Kenya cannot count upon for the foreseeable future.
If there is a pll-back, it will probably come from financial reality. I poked around relevant GoK websites and found little evidence that there is much thinking or planning beyond dishing out these gadgets for one year---a larger and new cohort every year, maintenance, replacement at the expected end of product lifetime, etc.
As for the "leadership", here is its view:
The Cabinet Secretary Ministry of ICT Joe Mucheru, said the digital literacy programme will play a critical role in enabling Kenya achieve the status of a knowledge based economy.
“We are now starting on a journey that will without a doubt transform not just the education sector but the entire economy. When we put these devices in the hands of our children, we are securing not just their future but that of the country and look forward to being a global IT power house in a few years,” said Mucheru.
:D
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A power house with a tablet? No wifi, no gift card, no nothing. Can't even play Pokemon go with it. Smarter option is get the little ones smart phones so they can use it for virtual reality learning, call their parents, use it years later for mpesa etc. as opposed to expecting these little ones to keep their tablets for the next 10 years if they go to college where tablets might actually be useful for taking notes during lectures. Nevermind the fact tablet battery has a shelf life of a couple years.
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I think there is still a chance to turn back. Maybe learn from the inevitable futility of these first gadgets and pull back. The better program, a no brainer really, computer labs - preferably for schools that have sorted out the fundamentos. The savings can be used to fix fundamentos to bring the other schools up to speed. But I understand this requires a somewhat responsible, wise and maybe even concerned leadership - something Kenya cannot count upon for the foreseeable future.
If there is a pll-back, it will probably come from financial reality. I poked around relevant GoK websites and found little evidence that there is much thinking or planning beyond dishing out these gadgets for one year---a larger and new cohort every year, maintenance, replacement at the expected end of product lifetime, etc.
As for the "leadership", here is its view:
The Cabinet Secretary Ministry of ICT Joe Mucheru, said the digital literacy programme will play a critical role in enabling Kenya achieve the status of a knowledge based economy.
“We are now starting on a journey that will without a doubt transform not just the education sector but the entire economy. When we put these devices in the hands of our children, we are securing not just their future but that of the country and look forward to being a global IT power house in a few years,” said Mucheru.
:D
Kenya you know is a free market economy. The government facilitates only, and it's therefore upon individual pupils to ponder how to use the tablets to propel kenya into a IT powerhouse.
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This looks like the original tender Kadudu is referring to:
www.the-star.co.ke/news/2016/10/02/keter-slams-ayiros-moi-university-appointment-as-plot-to-cover-graft_c1430526
Nandi Hills MP Alfred Keter has said the appointment of Laban Ayiro as an alleged plot to cover up a Sh17 billion laptop tender scandal.
Ayiro was recently appointed as the acting vice chancellor of Moi Univesity in Eldoret.
Keter was among leaders who held protests at the institution, vowing to stop him from taking office.
Speaking to the Star on Sunday, Keter said Ayiro's appointment is linked to corrupt cartels.
"Some cartels swindled a huge amount of money meant for a laptop tender won by Moi University and a South African research and investing firm, JP SA Couto and are now trying to conceal the scandal," he said.
And then it was changed to tablets
www.the-star.co.ke/news/2016/05/03/schools-about-to-get-laptops-but-are-teachers-ready_c1334981
The project is expected to be an equaliser in education, ensuring a child at a remote village in Turkana has the same experience in learning as a child at the suburban town Karen in Nairobi. The first two tenders were thwarted by overpricing and a dispute over the capacity of a company awarded the contract.
In February, the government announced winners of the tender after shifting the project from the Education to the ICT ministry. Two successful bidders won the Sh17 billion tender to deliver 1.2 million tablets to children from June in a consortium. Moi University is partnering with Portugal's JP Couto, while Jomo Kenyatta University of Agriculture and Technology is in a joint venture with Brazil and Argentine-based Positivo-BGH.
After overcoming the tendering fiasco, the government has announced that electricity connectivity to schools is complete. It has also said that device storage and infrastructure readiness in schools have all been considered and funds allocated ahead of the rollout in June. It says each school has been given Sh60,000 to build storage facilities for the tablets set to be delivered in June.
Questions have been raised on the security of the devices in relation to storage facilities, with some schools afraid to store large numbers of these devices. ICT Cabinet Secretary Joe Mucheru said the safekeeping of the tablets and their accessories is important. “While we expect communities and schools to protect this valuable resource, we are also engaging the Interior ministry to extend security to schools when the need arises,” he said.
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I think there is still a chance to turn back. Maybe learn from the inevitable futility of these first gadgets and pull back. The better program, a no brainer really, computer labs - preferably for schools that have sorted out the fundamentos. The savings can be used to fix fundamentos to bring the other schools up to speed. But I understand this requires a somewhat responsible, wise and maybe even concerned leadership - something Kenya cannot count upon for the foreseeable future.
If there is a pll-back, it will probably come from financial reality. I poked around relevant GoK websites and found little evidence that there is much thinking or planning beyond dishing out these gadgets for one year---a larger and new cohort every year, maintenance, replacement at the expected end of product lifetime, etc.
As for the "leadership", here is its view:
The Cabinet Secretary Ministry of ICT Joe Mucheru, said the digital literacy programme will play a critical role in enabling Kenya achieve the status of a knowledge based economy.
“We are now starting on a journey that will without a doubt transform not just the education sector but the entire economy. When we put these devices in the hands of our children, we are securing not just their future but that of the country and look forward to being a global IT power house in a few years,” said Mucheru.
:D
Depressing. Because Mucheru is one of the few people with a functioning brain in the jubilant government. They must know it is an annual ritual. But again, is there a better way to eat.
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I agree with Mucheru - this is start of a big transformation. I cannot imagine what those kids would do. I first touched a computer at nearly 19yrs as first year computer science student in universities. Try as much I couldn't be bill gates or zuckeberg who were born with computers. Some of these kids are touching these things in class one. Just imagine how many thousand bill gates we will unleash to the world from 8M kids in primary now.
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I agree with Mucheru - this is start of a big transformation. I cannot imagine what those kids would do. I first touched a computer at nearly 19yrs as first year computer science student in universities. Try as much I couldn't be bill gates or zuckeberg who were born with computers. Some of these kids are touching these things in class one. Just imagine how many thousand bill gates we will unleash to the world from 8M kids in primary now.
How many "Bill Gates"s has the USA itself produced?
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Depressing. Because Mucheru is one of the few people with a functioning brain in the jubilant government. They must know it is an annual ritual. But again, is there a better way to eat.
Your friend with a functioning brain tends to have some very funny ideas. His statements on Konza City have been amusing enough, but he has hit a new high with this tablets-for-toddlers business. Here he is, just two days ago:
Kenya gears towards manufacture and export of ICT devices
Mr Mucheru said the government was putting in place structures and infrastructure to facilitate development of digital device manufacturing and assembling plants at the Moi University and the Jomo Kenyatta University of Agriculture to position the country as an exporter of ICT software and hardware.
http://www.information.go.ke/?p=2164
Universities as manufacturing and assembly plants? (Not that there is any actual evidence of anything being put in place ...)
Also just two days ago, we got some information on how Moi University is doing its part to make Kenya the South Korea of Africa:
http://www.nation.co.ke/news/Audit-reveals-Sh1bn-loss-at-Moi-varsity/1056-3401960-format-xhtml-cvvaqe/index.html
(The "assembly-and-manufacture" partner, JP SA Couto, has a more straightforward approach: buy in China, deliver in Kenya .... which Kenyans can't do because?)
As the Hon. M. Kibaki would say: kazi iendelee.
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So what happened to the idea of "locally manufactured laptops"? I thought the Education Ministry gave out tenders to 3 local universities to assemble the gadgets locally and make jobs for thousands of youths. Now it turns out the gadgets are to be imported from China.
Here is what CS Mucheru stated just 4 days ago:
Ministry of Industrialization and Enterprise Development in ensuring local assembly of digital devices.
http://www.information.go.ke/?p=2155
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So what happened to the idea of "locally manufactured laptops"? I thought the Education Ministry gave out tenders to 3 local universities to assemble the gadgets locally and make jobs for thousands of youths. Now it turns out the gadgets are to be imported from China.
Here is what CS Mucheru stated just 4 days ago:
Ministry of Industrialization and Enterprise Development in ensuring local assembly of digital devices.
http://www.information.go.ke/?p=2155
Maybe he learned some tricks from Trump. :)
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And even more :)
Kenya gears towards manufacture and export of ICT devices
http://www.information.go.ke/?p=2164
The current Digital Literacy Program being implemented is projected to make Kenya one of the leading exporters of innovative services and products in the next 15 years, ICT Cabinet Secretary Joe Mucheru has said.
Are they planning to reverse engineer Chinese tablets?
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Are they planning to reverse engineer Chinese tablets?
No, that's too modest. There are bigger things on the way :D
Just imagine how many thousand bill gates we will unleash to the world from 8M kids in primary now.
I see no fundamental problems with the idea of Kenya assembling or even manufacturing tablets and laptops, although manufacturing is a long way off without serious players involved, and there is not the slightest hint of things in that direction. Still, I'm all for assembly as a starting point; and, in general, one can support some of these ideas without getting involved in some jerk-off fantasy about global IT powers.
But where in the world are supposedly serious universities in the business of large-scale assembly (or manufacture)? And what sort of university proudly states that its technology graduates have good job prospects on an assembly line (because the university plans on setting up one)?
Two points:
(1) Can such organizations produce at competitive rates even for local consumption, let alone for export? JKUAT, for example, has been quite busy with its Taifa laptop. (We'll assume that they are being locally assembled, but that's actually not entirely clear.) In order to sell them, JKUAT's leadership has made statements that make Mucheru look like a man "with a functioning brain". Listen from 00:47 here:
What the %@#&%!
(2) Recent reports from places like the World Bank claim that there is very little product-innovation, R&D, ... taking place in Kenya---businesses are not putting money and effort into it, universities are not producing any ideas that can be turned into useful commercial products, etc
Here is the IT department at JKUAT proudly giving details of its Taifa laptop (as usual, no mention of the Chinese partner and its role):
http://www.jkuat.ac.ke/departments/it/taifa-a3-laptop/
Under "Research Publications":
http://www.jkuat.ac.ke/departments/it/publications/
The IT Department is part of a "school" that includes a Department of Computing, whose research highlights are:
http://www.jkuat.ac.ke/schools/scit/research/
What the %@#&%!
JKUAT needs to focus on its core mission, as a university, and none of that includes whacking home-made labels onto cheap Chinese junk and then, in a rip-off exercise, forcing the products down the throats of unsuspecting students and parents.
Moi University is even more of a joke ... and not just in IT.
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I agree with Mucheru - this is start of a big transformation. I cannot imagine what those kids would do. I first touched a computer at nearly 19yrs as first year computer science student in universities. Try as much I couldn't be bill gates or zuckeberg who were born with computers. Some of these kids are touching these things in class one. Just imagine how many thousand bill gates we will unleash to the world from 8M kids in primary now.
So Zuckerberg founded facebook because he touched a computer when young? Is there any credible citation that proves this claim? Maybe in Eastern Europe? India perhaps? Anecdotes, while interesting, are the worst form of evidence.
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So what happened to the idea of "locally manufactured laptops"? I thought the Education Ministry gave out tenders to 3 local universities to assemble the gadgets locally and make jobs for thousands of youths. Now it turns out the gadgets are to be imported from China.
Here is what CS Mucheru stated just 4 days ago:
Ministry of Industrialization and Enterprise Development in ensuring local assembly of digital devices.
http://www.information.go.ke/?p=2155 (http://www.information.go.ke/?p=2155)
Left hand doesn't know what the right hand is doing.
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Depressing. Because Mucheru is one of the few people with a functioning brain in the jubilant government. They must know it is an annual ritual. But again, is there a better way to eat.
Your friend with a functioning brain tends to have some very funny ideas. His statements on Konza City have been amusing enough, but he has hit a new high with this tablets-for-toddlers business. Here he is, just two days ago:
Kenya gears towards manufacture and export of ICT devices
Mr Mucheru said the government was putting in place structures and infrastructure to facilitate development of digital device manufacturing and assembling plants at the Moi University and the Jomo Kenyatta University of Agriculture to position the country as an exporter of ICT software and hardware.
http://www.information.go.ke/?p=2164 (http://www.information.go.ke/?p=2164)
Universities as manufacturing and assembly plants? (Not that there is any actual evidence of anything being put in place ...)
Also just two days ago, we got some information on how Moi University is doing its part to make Kenya the South Korea of Africa:
http://www.nation.co.ke/news/Audit-reveals-Sh1bn-loss-at-Moi-varsity/1056-3401960-format-xhtml-cvvaqe/index.html (http://www.nation.co.ke/news/Audit-reveals-Sh1bn-loss-at-Moi-varsity/1056-3401960-format-xhtml-cvvaqe/index.html)
(The "assembly-and-manufacture" partner, JP SA Couto, has a more straightforward approach: buy in China, deliver in Kenya .... which Kenyans can't do because?)
As the Hon. M. Kibaki would say: kazi iendelee.
It was functioning before he joined the jubilant administration. I think once you are in there, you have to operate in a fact free environment.
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So what happened to the idea of "locally manufactured laptops"? I thought the Education Ministry gave out tenders to 3 local universities to assemble the gadgets locally and make jobs for thousands of youths. Now it turns out the gadgets are to be imported from China.
Here is what CS Mucheru stated just 4 days ago:
Ministry of Industrialization and Enterprise Development in ensuring local assembly of digital devices.
http://www.information.go.ke/?p=2155 (http://www.information.go.ke/?p=2155)
Maybe he learned some tricks from Trump. :)
Just a matter of time before we learn of a laptop scam. Not that it will matter one bit to the Kenyan on the street.
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The impact of this transformative project is hard to fathom for many. You just need to see what Estonia did when they introduced computers to every kid in 1995. Estonia was not a rich country but ambition is all you need.
Jubilee deserve all the praise for attempting to do this.
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The impact of this transformative project is hard to fathom for many. You just need to see what Estonia did when they introduced computers to every kid in 1995. Estonia was not a rich country but ambition is all you need.
Why don't you how us what we need to see. Have they produced "many thousand bill gates"? :D
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Yeah. They have. US and Estonia have produced thousands of tech entrepreneurs like Bill gates and have created new industries. Estonia has tech start up for nearly every person. This is where kenya need to go...in 20-30yrs when this kids will be through with education...creating tech companies using the latest technologies and making tremendous amounts of money..while leaving those in Ethiopia or Uganda or Bangladesh making sufurias for 20 dollars per month.
Of course you cannot see this when you're trying to force the country into manufacturing sufurias instead of manufacturings apps, softwares and such technologies - which is where the wold is now at and going into.
s
Estonia did this [Tiigrihüpe -tiger leap] in 90s and continue to reap the benefit - and here we are arguing :)
Why don't you how us what we need to see. Have they produced "many thousand bill gates"? :D
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Yeah. They have. US and Estonia have produced thousands of tech entrepreneurs like Bill gates and have created new industries.
I see. So by "bill gates" you now mean just "tech entrepreneur"? :D I wonder, then, why you stated you could never be like Gates or Zuckerberg because you did not have computers when you were a kid. If it is just about a country having
thousands of tech entrepreneurs, then many countries have that.
But you still have not shown that dishing computers to kids means there will be a profusion of tech entrepreneurs or that it is a necessity. In fact, even Kenya right now is producing tech entrepreneurs tech entrepreneurs who did not have them at that point.
Estonia has tech start ups for nearly every person.
A meaningless statement. You need a number there. Is it 0.0001, or 0.5, or 1, or 10, ... tech star-ups for nearly every person?
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US has produce several tech billioniares and millionaires like Gates. Having even a single Bill Gates bringing in say 10B USD is big deal for a country like kenya.
I have given you an example. Estonia in the 90s did the "unthinkable" through their Tiigrihüpe (Tiger Leap - basically doing what we are doing) and now it reaping fully!
We are in cusp of digital revolution that will challenge nearly everything you've known by the time it's over.We may not even need classrooms in 20yrs from now. The best investment we can do now is to equip these kids with the tools of 21st century as early as possible.
17B spend annually on this is MONEY WELL SPENT. That is mere 17M USD.
Yeah. They have. US and Estonia have produced thousands of tech entrepreneurs like Bill gates and have created new industries.
I see. So by "bill gates" you now mean just "tech entrepreneur"? :D I wonder, then, why you stated you could never be like Gates or Zuckerbag because you did not have computers when you were a kid. If it is just about a country having
thousands of tech entrepreneurs, then many countries have that.
But you still have not shown that dishing computers to kids means there will be a profusion of tech entrepreneurs or that it is a necessity. In fact, even Kenya right now is producing tech entrepreneurs tech entrepreneurs who did not have them at that point.
Estonia has tech start ups for nearly every person.
A meaningless statement. You need a number there. Is it 0.0001, or 0.5, or 1, or 10, ... tech start ups for nearly every person?
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US has produce several tech billioniares and millionaires like Gates. Having even a single Bill Gates bringing in say 10B USD is big deal for a country like kenya.
As usual, you have failed to understand the issue that is actually being discussed. We all know that the USA has produced many tech *illionaires. Nobody disputes that. Nor would anybody dispute that "Having even a single Bill Gates bringing in say 10B USD is big deal for a country like kenya."
What is being disputed is your claim that giving computers to kids will lead to people like Gates and Zuckerberg.
For amusement: Did you that Ma Yun (aka Jack Ma) did not even hear about the internet until 1994 (when he was about 30), didn't own a computer until he was about 34, can't write a "hallo world" program, ...?
I have given you an example. Estonia in the 90s did the "unthinkable" through their Tiigrihüpe (Tiger Leap - basically doing what we are doing) and now it reaping fully!
You seem to have a very short memory. Remember that exchange in which you started by claiming that Kenya would follow the "many countries that have moved to developed world through focusing solely on services"; we chased you around as you jumped from one bad "proof" to another; and you ended up in the total reversal of claiming that Kenya would be a "rare exception"? Estonia was one of your "proofs" there. You did not do well with it then, and it is no better here.
In 2015, the largest contributor to Estonia's GDP is manufacturing, at 15.1%---higher than Kenya's, yet Estonia is your example of the high-tech path to follow. Next is wholesale/retail trade etc., at 12.3%; next is real estate, at 10.4%; ....;ICT is farther down, at 5.5%.
In 2015, machinery and appliances make up almost one-third of Estonia's exports; next is wood and wood products; next is agricultural and food products; next is mineral products; next is other manufactured products; .... ICT exports are apparently so small that they are not considered among "main exports"
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I am amazed by the idea that ICT can become Kenya's main industry in 20-30 years. How in the world will such an industry employ millions of people?
Kenya had better turn to manufacturing asap. We have no other alternative. ICT can only be part of the solution and not the only solution. In 2050 the 60 million Kenyans will all need a couple of sufurias. Why do we then have to import them from Bangladesh or Ethiopia?
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Yeah I guess those spending 17B have totally failed to see the issue..the same way Estonia failed to see it. You can have (and must have in the future) tech (IT) enabling all the other sectors of the economy..including manufacturing. Estonia is one example that has done it...and we just need to copy-paste.
It is hard to know or measure the impact or output of giving these kids computing skills in std 1 whether studying in a manyatta or in nice classroom but one this is obvious...these kids will be waaaaaaaaaay better than those than don't have computer introduced early.
Computers is now nearly everything..those tablets connected to internet..is the world library and school squeeze into the tiny gadget.
This daunting project already achieved another objective..nearly all schools have been connected to electric grid or some off grid solutions - next maybe they'll be connected to broadband. Those are nearly 20,0000 transformers....meaning we can achieve universal electricity coverage if we just supply everyone from the school grids.
Gov has to go full board here - I am told from next year - all secondary schools will have to hire computer science teacher--and have computer labs.
You don't leapfrog by doing the easy stuff. Jubilee has done what no other Africa country has done...supplying 1M tablet or laptops to every kid. Historic.
US has produce several tech billioniares and millionaires like Gates. Having even a single Bill Gates bringing in say 10B USD is big deal for a country like kenya.
As usual, you have failed to understand the issue that is actually being discussed. We all know that the USA has produced many tech *illionaires. Nobody disputes that. Nor would anybody dispute that "Having even a single Bill Gates bringing in say 10B USD is big deal for a country like kenya."
What is being disputed is your claim that giving computers to kids will lead to people like Gates and Zuckerberg.
I have given you an example. Estonia in the 90s did the "unthinkable" through their Tiigrihüpe (Tiger Leap - basically doing what we are doing) and now it reaping fully!
You seem to have a very short memory. Remember that exchange in which you started by claiming that Kenya would follow the "many countries that have moved to developed world through focusing solely on services"; we chased you around as you jumped from one bad "proof" to another; and you ended up in the total reversal of claiming that Kenya would be a "rare exception"? Estonia was one of your "proofs" there. You did not do well with it then, and it is no better here.
In 2015, the largest contributor to Estonia's GDP is manufacturing, at 15.1%---higher than Kenya's, yet Estonia is your example of the high-tech path to follow. Next is wholesale/retail trade etc., at 12.3%; next is real estate, at 10.4%; ....;ICT is farther down, at 5.5%.
In 2015, machinery and appliances make up almost one-third of Estonia's exports; next is wood and wood products; next is agricultural and food products; next is mineral products; next is other manufactured products; .... ICT exports are apparently so small that they are not considered among "main exports"
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150yrs ago it was hard to imagine how a country could survive with 2% of economy restricted to Agriculture. We are in the cusp of information revolution. Not dissimilar to industrial revolution that has been the bedrock of economies the last century or two. Computers will manufacture sufuria...so you're better of learning computers. The same way you've one farmer producing lots of food thanks to machines feeding and milking cows. The next century will have milk sensors embedded inside the cows teat and really crazy innovation what we have now will look really archaic. These kids now in std 1 will be the one to invent all these crazy innovations...otherwise we will have to buy inappropriate technology from Estonia.
I am amazed by the idea that ICT can become Kenya's main industry in 20-30 years. How in the world will such an industry employ millions of people?
Kenya had better turn to manufacturing asap. We have no other alternative. ICT can only be part of the solution and not the only solution. In 2050 the 60 million Kenyans will all need a couple of sufurias. Why do we then have to import them from Bangladesh or Ethiopia?
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Yeah I guess those spending 17B have totally failed to see the issue..the same way Estonia failed to see it. You can have (and must have in the future) tech (IT) enabling all the other sectors of the economy..including manufacturing. Estonia is one example that has done it...and we just need to copy-paste.
Some of the basic relevant facts on Estonia are as I have summarized them above. They seem clear enough. Time to move on ... is it Seychelles or Mauritius next? :D
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I have given you an example. Estonia in the 90s did the "unthinkable" through their Tiigrihüpe (Tiger Leap - basically doing what we are doing) and now it reaping fully!
Tiigrihüpe is interesting. Is that the one where they set up computer labs in schools?
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Tech is ever evolving..computer labs is so 90s...laptops so 2000s..and now tablets is everywhere..including in my current job...where are building application to ran on tablets and phones..not desktop. Nobody in our office has a desktop computer.
Tablets are now so cheap, so powerful,so portable and so easy to maintain....so if goK have settled on it...that is great. We as org did similarly settled on it.
Tiigrihüpe is interesting. Is that the one where they set up computer labs in schools?
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Let's try Rwanda..who already have got I think 1/3 of their kids on similar devices.Rwanda have 500 schools using nearly 300,000 OLAP laptops (Classmate).
http://one.laptop.org/map/rwanda
Here is Rwanda planning to have high schools do online exam in 2018 - after distributing 60,000 laptops.
http://rwandaeye.com/rwanda-aims-to-go-paperless-for-2018-national-exams/
Now this where Kenya is having to play catch up....and hopefully by 2020...we can eliminate exam cheating and all the expenses (billions of shs) of KCPE/KCSE by having every kid sit their exam on the tablets.
Certainly a Kid who has used tablet or laptops for 8yrs...should be very comfortable selecting ABCD in a tablet..and typing their essay online.
Some of the basic relevant facts on Estonia are as I have summarized them above. They seem clear enough. Time to move on ... is it Seychelles or Mauritius next? :D
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Tech is ever evolving..computer labs is so 90s...laptops so 2000s..and now tablets is everywhere..including in my current job...where are building application to ran on tablets and phones..not desktop. Nobody in our office has a desktop computer.
Tablets are now so cheap, so powerful,so portable and so easy to maintain....so if goK have settled on it...that is great. We as org did similarly settled on it.
Tiigrihüpe is interesting. Is that the one where they set up computer labs in schools?
So I take it they did computer labs. What is the problem with labs?
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So if they used mainframes (like bill gates); then we need to do the same; Estonia did this in 90s; tablets or laptop were not this cheap, portable, easy to charge and name it. My neighbour high school has a computer lab which is only used during the holidays..when the principal loan the lab...to ECD teachers or whoever pays to use them. The rest of time it locked up...coz they don't have a teacher to teach computers.
With those tablets...a teacher move with them in small box..from class 1 to class 8..takes them home or to office to charge..locks them up or when we can afford..every kid takes it home.
So I take it they did computer labs. What is the problem with labs?
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Let's try Rwanda..who already have got I think 1/3 of their kids on similar devices.Rwanda have 500 schools using nearly 300,000 OLAP laptops (Classmate).
You still continue to miss the point. So Rwanda has so many laptops per child and is planning to have so many more. So? What of it? What are we supposed to learn from the sketchy information at the link you have provided?
Here is Rwanda planning to have high schools do online exam in 2018 - after distributing 60,000 laptops.
http://rwandaeye.com/rwanda-aims-to-go-paperless-for-2018-national-exams/
What does that have to do with, say, learning outcomes? Do students get smarter if the exams are online?
Certainly a Kid who has used tablet or laptops for 8yrs...should be very comfortable selecting ABCD in a tablet..and typing their essay online.
Being able to select ABCD on a tablet and typing skills? Wow.
The issue here is twofold: (a) whether computers in such a context actually make an appreciable difference in learning, and (b) whether the investment is worthwhile in a country where schools have more urgent needs and challenges (e.g., in Kenya, lazy teachers who don't even know what they are teaching).
To that you may add the minor one of how giving computers to toddlers produces Bill Gates and Zuckerberg types come about. :D
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Your totally miss the point. Those computers (be they laptop or tablets) actually are the solution to the problem you describe. These tablet come preloaded with syallabus e-content, many e-books and thousands of resources (visual aids, tutorials, audio-visual guides, mutli-media, videos) that would be very expensive to have or impossible to have for kids in places like Turkana. They are actually a solution. You don't need a classroom when you have a tablet. This is the FUTURE. I mean there are studies that show if you leave these kids with tablets loaded with relevant content..they can actually self-teach. Having these computer will tremendously improve quality of education. I certainly felt I didn't need a teacher when I was in campus and got introduced to the internet. Some of our poorly trained teachers cannot explain the most basic concept...that quick google or video can make it so CLEAR. If you connect this table to internet..you're opening the entire world to these kids..majority from humble background. The impact is hard to quantify.
You still continue to miss the point. So Rwanda has so many laptops per child and is planning to have so many more. So? What of it? What are we supposed to learn from the sketchy information at the link you have provided?
The issue here is twofold: (a) whether computers in such a context actually make an appreciable difference in learning, and (b) whether the investment is worthwhile in a country where schools have more urgent needs and challenges (e.g., in Kenya, lazy teachers who don't even know what they are teaching).
To that you may add the minor one of how giving computers to toddlers produces Bill Gates and Zuckerberg types come about. :D
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So if they used mainframes (like bill gates); then we need to do the same; Estonia did this in 90s; tablets or laptop were not this cheap, portable, easy to charge and name it. My neighbour high school has a computer lab which is only used during the holidays..when the principal loan the lab...to ECD teachers or whoever pays to use them. The rest of time it locked up...coz they don't have a teacher to teach computers.
With those tablets...a teacher move with them in small box..from class 1 to class 8..takes them home or to office to charge..locks them up or when we can afford..every kid takes it home.
So I take it they did computer labs. What is the problem with labs?
Why not use mainframes? They call them the cloud these days. In any case, this so-called laptop project cannot function without them. I am assuming they will be downloading learning materials from somewhere. You seem to conflate learning on a tablet with learning about them. How many Kenyans are pencil or paper manufacturing experts for having used these things in school?
The most it will do is introduce a tool for learning - maybe a toy. They will use tablets to overcome some challenges like text books and for augmentation of learning. Unless there is something I left out. They still need a good human teacher and learning environment - which ought to be the main focus of any serious education policy. Some might be inspired - can't rule it out. But a policy should not be made on the off-chance that something good might happen.
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Your totally miss the point. Those computers (be they laptop or tablets) actually are the solution to the problem you describe. These tablet come preloaded with syallabus e-content, many e-books and thousands of resources (visual aids, tutorials, audio-visual guides, mutli-media, videos) that would be very expensive to have or impossible to have for kids in places like Turkana. They are actually a solution. You don't need a classroom when you have a tablet. This is the FUTURE. I mean there are studies that show if you leave these kids with tablets loaded with relevant content..they can actually self-teach. Having these computer will tremendously improve quality of education.
So these tablets will replace teachers who don't show up and teachers who don't understand what they are supposed to teach? Interesting. I note that in rich countries, where people can have gadgets pre-loaded with everything under the sun, people still get quite worked up about the quality of teachers or even just the teacher:student ratio. Apparently people think teachers are important. (See Toyama's example of tech professionals in Silicon Valley sending their kids to expensive schools that work to keep technology away from the kids.)
But maybe you should point us to the studies you have in mind, and we can then compare them with others. An example of "others" would be those done by the OECD of its member countries (which include your beloved Estonia). Last year the OECD issued a report it had done after quite extensive studies. Michael Trucano---the World Bank's global lead on "innovation for education", with a focus on "technology in education" in low-income countries---has done a nice, little summary:
1. 'Computers' don't teach kids, teachers do (of course others do as well, including: peers; the students themselves; parents; etc.)
2. Mere access to technology makes little impact. Simplistic policies to buy lots of computers aren't terribly effective at doing much more than … ensuring that you have a lot of computers.
...
http://blogs.worldbank.org/edutech/OECD-PISA-computers-learning
Your statement that
If you connect this table to internet..you're opening the entire world to these kids..majority from humble background.
brings to mind what Andreas Schleicher, head of the OECD's Directorate of Education and Skills, had to say:
"And perhaps the most disappointing finding is that technology seems of little help in bridging the skills divide between advantaged and disadvantaged students ... the socio-economic divide between students is not narrowed by technology, perhaps even amplified
and
"ensuring that every child attains a baseline level of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than expanding or subsidising access to high-tech devices and services."
...
"building deep, conceptual understanding and higher-order thinking requires intensive teacher-student interactions, and technology sometimes distracts from this valuable human engagement".
http://www.zdnet.com/article/children-need-teachers-to-reach-them-not-computers-says-the-oecd/
I certainly felt I didn't need a teacher when I was in campus and got introduced to the internet.
"Proof by one example" is not much better than "proof by mere assertion". Steve Jobs dropped out of university and still did well. But we do not on that account recommend dropping out of, or not going to, university; Jobs himself was quite worked up about his kids completing university.
Yeah I guess those spending 17B have totally failed to see the issue.
On the contrary, the problem is that they see the "issues"---their issues--only too clearly:
* Issue No. 1 (and Most Important Issue): kula nyama.
* Issue No. 2 (Beneficial Side-Effect) is neatly summarized by Toyama:
among politicians you can see this very clearly. It’s really easy to get a great photo op out of handing a child a computer. And children, of course, will be overjoyed at the beginning because they’re basically being handed a terrific toy. On the other hand, it’s very difficult to take a photograph of improvements to the management of a school… I think politicians understand this very well.
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If you have an better option ( masters level primary school teacher) why go the whole way and learn by yourself. If you are in turkana and this is the only decent shot you've got; why not milk the tablet to its last drop. When we were growing up; we would read really torn up books and would treasure the few we found.Therefore any studies you're going to quote; please do more homework.
There are many ways of stealing money..but supplying 1m of tablets with power connected to each is probably the hardest. The simplest is to add a zero to a budget line...like NYS 17B.
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I am amazed by the idea that ICT can become Kenya's main industry in 20-30 years. How in the world will such an industry
Even with such misplaced dreams, the growth of the ICT industry in Kenya is actually slowing down. Some years of double-digit growth led to fantasies like Konza City and
According to a media statement revealed by capitalfm.co.ke, the Information Communication and Technology (ICT) sector is projected to grow beyond 15 percent by the end of 2015, up from last year’s 13.4 percent. To add to the prediction, the sector is projected to approach the 20 percent growth mark by end of 2017. The reveal was made by Cabinet Secretary Ministry of ICT, Fred Matiang’i, during the official opening of ICT week. An event that provides the opportunity for the industry and the regulator to engage on issues affecting the ICT sector and chart pathways for moving the sector forward.
http://www.itnewsafrica.com/2015/05/kenya-ict-sector-set-to-grow-by-15-percent/
Reality had its own ideas:
Kenyan ICT sector growth well below predictions in 2015
The ICT sector grew by 7.3 percent in 201,5 compared with 14.6 per cent in 2014, according to the Kenya National Bureau and Statistics (KNBS) Economic survey. Business Daily said the exit of Yu from the market, and Orange Kenya's fixed wireless network switch-off, caused the slowdown. The Ministry of ICT had predicted sector expansion beyond 15 percent by the end of 2015 and approaching 20 percent by end of 2017.
http://www.telecompaper.com/news/kenyan-ict-sector-growth-well-below-predictions-in-2015--1141740
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please do more homework.
:) :D :o :) :D :o
:o :o :o
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You cannot equate a computer (whatever form) with pencil or book. Your problem is that it's better to have labs than tablets. That to me is just too much details (like buying PC or macbook or ??). We need to focus on the big picture. Computers (tablet) is quantum leap in teaching, learning and name it. You know it. It can even replace a human teacher. This is 17B well spent. We may differ with ministry of education on the minute details but surely we should appreciate what a ambitious and transformative this project is.
Why not use mainframes? They call them the cloud these days. In any case, this so-called laptop project cannot function without them. I am assuming they will be downloading learning materials from somewhere. You seem to conflate learning on a tablet with learning about them. How many Kenyans are pencil or paper manufacturing experts for having used these things in school?
The most it will do is introduce a tool for learning - maybe a toy. They will use tablets to overcome some challenges like text books and for augmentation of learning. Unless there is something I left out. They still need a good human teacher and learning environment - which ought to be the main focus of any serious education policy. Some might be inspired - can't rule it out. But a policy should not be made on the off-chance that something good might happen.
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You cannot equate a computer (whatever form) with pencil or book. Your problem is that it's better to have labs than tablets. That to me is just too much details (like buying PC or macbook or ??). We need to focus on the big picture. Computers (tablet) is quantum leap in teaching, learning and name it. You know it. It can even replace a human teacher. This is 17B well spent. We may differ with ministry of education on the minute details but surely we should appreciate what a ambitious and transformative this project is.
Why not use mainframes? They call them the cloud these days. In any case, this so-called laptop project cannot function without them. I am assuming they will be downloading learning materials from somewhere. You seem to conflate learning on a tablet with learning about them. How many Kenyans are pencil or paper manufacturing experts for having used these things in school?
The most it will do is introduce a tool for learning - maybe a toy. They will use tablets to overcome some challenges like text books and for augmentation of learning. Unless there is something I left out. They still need a good human teacher and learning environment - which ought to be the main focus of any serious education policy. Some might be inspired - can't rule it out. But a policy should not be made on the off-chance that something good might happen.
The overall idea, using technology to solve educational challenges is good. The way they are going about it is totally misguided. I don't buy the self-learning mantra. I don't even think that is what the whole program is actually about.
I think it would have been better if they had a mix of approaches. Laptops(or whatever devices are appropriate) to schools that are challenged in terms of educational resources. Labs in those that already have their fundamentals in place. It's more targeted, sustainable and keeps the costs down.
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When you quote OECD (developed world =great teachers + good students) studies then clearly you need to do more homework; we are talking about a developing country with poor teachers and students; where a torn textbook has a big impact leave alone laptop.
please do more homework.
:) :D :o :) :D :o
:o :o :o
:*
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Let try pictures from my facebook account showing kids in neighbouring school in my shags using the tablets.
(https://scontent.xx.fbcdn.net/t31.0-8/14524388_945492228913925_2725604929696014845_o.jpg)
The overall idea, using technology to solve educational challenges is good. The way they are going about it is totally misguided. I don't buy the self-learning mantra. I don't even think that is what the whole program is actually about.
I think it would have been better if they had a mix of approaches. Laptops(or whatever devices are appropriate) to schools that are challenged in terms of educational resources. Labs in those that already have their fundamentals in place. It's more targeted, sustainable and keeps the costs down.
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clearly you need to do more homework;
I have now done more homework. I have learned that some guy at university found that once he had the internet, he didn't need teachers, which proves that once kids are armed with, tablets lazy and incompetent teachers will be an irrelevant issue of the past. Therefore, our kids will be able to locate ABCD on a tablet, learn how to type, and be able to take exams online. Thus equipped, they will turn into many thousand Bill Gates, each bringing in USD 10B, which means Kenya will be one of the many countries that leap into the developed world by focusing solely on services, unless it decides to become a rare exception. Solid proof that Jubilee is great for doing something that has never been done in Africa.
How's that? Do I pass?
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That there is an excellent summary of what I've been trying to tell you. We had nearly the same debate with Moonki when M-pesa just started in 2008 and less than 10yrs now - M-pesa revolution continues. We can talk about this in 20yrs and you'll appreciate what Mucheru means up there when he describe this as a big arse transformation. I am not aware of a country that has done what Jubilee is doing at that scale...1M tablets for every kid in every corner of kenya.
I have now done more homework. I have learned that some guy at university found that once he had the internet, he didn't need teachers, which proves that once kids are armed with, tablets lazy and incompetent teachers will be an irrelevant issue of the past. Therefore, our kids will be able to locate ABCD on a tablet, learn how to type, and be able to take exams online. Thus equipped, they will turn into many thousand Bill Gates, each bringing in USD 10B, which means Kenya will be one of the many countries that leap into the developed world by focusing solely on services, unless it decides to become a rare exception. Solid proof that Jubilee is great for doing something that has never been done in Africa. How's that? Do I pass?
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Extra work. Bridge Intl have in very short years launched hundrends of low-cost schools that uses technology a lot. Gov need to adopt this bridge model in addition to tablets. This is called innovation. It doesn't matter if it's a slum school or world class primary school in Karen...technology can bridge the divide.
http://www.bridgeinternationalacademies.com/approach/model/
We cannot go with "traditional model" that was used 100yrs ago if we have to leapfrog to developed world in few short years.
Indeed. :D
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That there is an excellent summary of what I've been trying to tell you.
Indeed. :D
We had nearly the same debate with Moonki when M-pesa just started in 2008
Do you ever get tired of making up stuff? When and where did you have the debate with Moonki? Weka evidence hapa hapa.
I am not aware of a country that has done what Jubilee is doing at that scale...1M tablets for every kid in every corner of kenya.
Kweli, Jubilee is great.
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Typo - Terminator aka Windy City of Chicago.
In the meantime here is what Kindles did to a school in Transmara....a glimpse of what it will do to rest of kenyan kids..esp those in Turkana or Mandera who probably get to touch a book for few minutes in school. The impact is not comparable to what you get from OECD school. Here the impact will be HUGE.
http://www.the-star.co.ke/news/2012/12/04/electronic-books-and-kindles-transform-education-in-trans-mara_c710484
Jubilee have made baby steps here...huge baby steps...now they need to keep investing & innovating through technology in the education sector and it will pay off handsomely like M-pesa is doing now to the financial sector.
Do you ever get tired of making up stuff? When and where did you have the debate with Moonki? Weka evidence hapa hapa.
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Your totally miss the point. Those computers (be they laptop or tablets) actually are the solution to the problem you describe. These tablet come preloaded with syallabus e-content, many e-books and thousands of resources (visual aids, tutorials, audio-visual guides, mutli-media, videos) that would be very expensive to have or impossible to have for kids in places like Turkana. They are actually a solution. You don't need a classroom when you have a tablet. This is the FUTURE. I mean there are studies that show if you leave these kids with tablets loaded with relevant content..they can actually self-teach. Having these computer will tremendously improve quality of education.
So these tablets will replace teachers who don't show up and teachers who don't understand what they are supposed to teach? Interesting. I note that in rich countries, where people can have gadgets pre-loaded with everything under the sun, people still get quite worked up about the quality of teachers or even just the teacher:student ratio. Apparently people think teachers are important. (See Toyama's example of tech professionals in Silicon Valley sending their kids to expensive schools that work to keep technology away from the kids.)
But maybe you should point us to the studies you have in mind, and we can then compare them with others. An example of "others" would be those done by the OECD of its member countries (which include your beloved Estonia). Last year the OECD issued a report it had done after quite extensive studies. Michael Trucano---the World Bank's global lead on "innovation for education", with a focus on "technology in education" in low-income countries---has done a nice, little summary:
1. 'Computers' don't teach kids, teachers do (of course others do as well, including: peers; the students themselves; parents; etc.)
2. Mere access to technology makes little impact. Simplistic policies to buy lots of computers aren't terribly effective at doing much more than … ensuring that you have a lot of computers.
...
http://blogs.worldbank.org/edutech/OECD-PISA-computers-learning (http://blogs.worldbank.org/edutech/OECD-PISA-computers-learning)
Your statement that
If you connect this table to internet..you're opening the entire world to these kids..majority from humble background.
brings to mind what Andreas Schleicher, head of the OECD's Directorate of Education and Skills, had to say:
"And perhaps the most disappointing finding is that technology seems of little help in bridging the skills divide between advantaged and disadvantaged students ... the socio-economic divide between students is not narrowed by technology, perhaps even amplified
and
"ensuring that every child attains a baseline level of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than expanding or subsidising access to high-tech devices and services."
...
"building deep, conceptual understanding and higher-order thinking requires intensive teacher-student interactions, and technology sometimes distracts from this valuable human engagement".
http://www.zdnet.com/article/children-need-teachers-to-reach-them-not-computers-says-the-oecd/ (http://www.zdnet.com/article/children-need-teachers-to-reach-them-not-computers-says-the-oecd/)
I certainly felt I didn't need a teacher when I was in campus and got introduced to the internet.
"Proof by one example" is not much better than "proof by mere assertion". Steve Jobs dropped out of university and still did well. But we do not on that account recommend dropping out of, or not going to, university; Jobs himself was quite worked up about his kids completing university.
Yeah I guess those spending 17B have totally failed to see the issue.
On the contrary, the problem is that they see the "issues"---their issues--only too clearly:
* Issue No. 1 (and Most Important Issue): kula nyama.
* Issue No. 2 (Beneficial Side-Effect) is neatly summarized by Toyama:
among politicians you can see this very clearly. It’s really easy to get a great photo op out of handing a child a computer. And children, of course, will be overjoyed at the beginning because they’re basically being handed a terrific toy. On the other hand, it’s very difficult to take a photograph of improvements to the management of a school… I think politicians understand this very well.
Part of the problem we are having in this discussion, it it's not clear what jubilee plans with the "laptops" are. Apart from issuing them to the students. So it's not really clear to an outsider what they think laptops are supposed to achieve. I don't get the impression Pundit knows either. I'll look around for some document somewhere maybe Mucheru's ministry - otherwise it becomes a fact free discussion.
My thinking is that they are supposed to alleviate some of the challenges faced by disadvantaged kids in accessing education; in which case, there is nothing to quarrel with. In principle at least.
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Don't project. I have taken time to keep up-to-date with this project. It started with developing e-content by KIE. Electrifying all the schools. Training 60,000 teachers. Procuring and now issuing 1M tablets pre-loaded with relevant content. This also include every school getting a projector, printer and some of the stuff teachers need to digitally teach. That to me sound like a great start. Mucheru and company need not stop there...they need to ensure all schools are connected to broadband internet. Then eventually train all teachers to be computer literate, push teaching aids to them and have them deliver their lessons & assignments digitally. Have kids sitting for online kcpe or kcse in few years. Text books, paper and chalk are going extinct in few years. Kenya can show the way (like m-pesa has done) for low-cost apt technology that can tremendously improve access and quality of education....while investing very little. You don't have to spend 10M dollars to build and ran a school like the US..when you can use cheap technology to ran a school that produces the same output with 100KUSD.
Part of the problem we are having in this discussion, it it's not clear what jubilee plans with the "laptops" are. Apart from issuing them to the students. So it's not really clear to an outsider what they think laptops are supposed to achieve. I don't get the impression Pundit knows either. I'll look around for some document somewhere maybe Mucheru's ministry - otherwise it becomes a fact free discussion.
My thinking is that they are supposed to alleviate some of the challenges faced by disadvantaged kids in accessing education; in which case, there is nothing to quarrel with. In principle at least.
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Don't project. I have taken time to keep up-to-date with this project. It started with developing e-content by KIE. Electrifying all the schools. Training 60,000 teachers. Procuring and now issuing 1M tablets pre-loaded with relevant content. That to me sound like a great start. Mucheru and company need not stop there...they need to ensure all schools are connected to broadband internet. Then eventually train all teachers to be computer literate and deliver their lessons & assignments digitally.
Part of the problem we are having in this discussion, it it's not clear what jubilee plans with the "laptops" are. Apart from issuing them to the students. So it's not really clear to an outsider what they think laptops are supposed to achieve. I don't get the impression Pundit knows either. I'll look around for some document somewhere maybe Mucheru's ministry - otherwise it becomes a fact free discussion.
My thinking is that they are supposed to alleviate some of the challenges faced by disadvantaged kids in accessing education; in which case, there is nothing to quarrel with. In principle at least.
In which case it looks like what I have said in the last paragraph. The provision of education where it is otherwise challenging. I like the part where teachers are trained to utilize the tools - that is a good thing. I'll scan through at Mucheru's website to familiarize myself more when time allows.
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Extra work. Bridge Intl have in very short years launched hundrends of low-cost schools that uses technology a lot. Gov need to adopt this bridge model in addition to tablets. This is called innovation. It doesn't matter if it's a slum school or world class primary school in Karen...technology can bridge the divide.
http://www.bridgeinternationalacademies.com/approach/model/
We cannot go with "traditional model" that was used 100yrs ago if we have to leapfrog to developed world in few short years.
I took a quick look at that and read a part of the big report there. Section 2 of the report is on "The Bridge Approach". The very first subsection---one of several that describe the "components of a high quality education"---is this:
Dedicated Teachers
Mechanisms have been established throughout Bridge to ensure that there are teachers in every classroom every day. Strict teacher attendance monitoring allows Headquarters staff to quickly identify academies where teachers are absent. A network of substitute teachers ensures that if a permanent is not able to be at school, a substitute teacher can be dispatched to cover their class.
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The primary objective to to teach these kids digital skills. It no longer enough to know maths and english..you also need computing skills in 21st century. The secondary objective is that these tablet will make teaching of other subjects easy, fun and cheap. Of course you can throw in the fact that these tablets can hold thousands of books, resources, aids, videos and a huge library of resources that our poverty stricken schools do not have...and won't have anytime soon.
In which case it looks like what I have said in the last paragraph. The provision of education where it is otherwise challenging. I like the part where teachers are trained to utilize the tools - that is a good thing. I'll scan through at Mucheru's website to familiarize myself more when time allows.
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Great. They are using technology to ensure dedicated teaching. They can detect if a teacher is absent. That is what TSC is grappling with..and now with tablet..in few short years...we can know who has turned off their tablet..and who is turned it on. We can even tell teachers to log in their presence....after ensuring every teacher is computer literate...issue them with tablet...and similar application like bridge have..both empowering -teaching aids/internet for research/preparation- and monitoring..and kenya will in VERY FEW years have dealt with issues that would otherwise have taken 100yrs...if we stuck with your traditional tried and tested model.
That is where we need to go...we have just started.
I took a quick look at that and read a part of the big report there. Section 2 of the report is on "The Bridge Approach". The very first subsection---one of several that describe the "components of a high quality education"---is this:
Dedicated Teachers
Mechanisms have been established throughout Bridge to ensure that there are teachers in every classroom every day. Strict teacher attendance monitoring allows Headquarters staff to quickly identify academies where teachers are absent. A network of substitute teachers ensures that if a permanent is not able to be at school, a substitute teacher can be dispatched to cover their class.
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So it's not really clear to an outsider what they think laptops are supposed to achieve ... I'll look around for some document somewhere maybe Mucheru's ministry - otherwise it becomes a fact free discussion.
Go here: http://www.education.go.ke/index.php/programmes/digital-learning-programme
Very informative. :D
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Here is what Bridge Intl is doing in slum schools...Gov need to play catch up here. Those tablets are going to be underused initially but with time we can scale them up. 10yrs from now...someone will be saying this can only work for slum schools in developing countries like m-pesa.
One of the core elements of Bridge is the use of technology. Data on attendance, assessment, lessons, school fee collection, and other administrative processes are recorded on teacher’s tablets and automatically uploaded to Bridge’s central office, allowing for real-time data collection and analysis. If a teacher is absent, a substitute teacher is immediately sent to the school to fill in. Bridge also uses text messages to communicate between students, parents, and teachers. Parents are notified when they owe fees or when their children are absent from school. Instead of using cash, all financial transactions are made using mobile money, which increases efficiency, allows for immediate tracking, and reduces the chance for corruption or misuse. They’ve also set up an automated 24-hour hotline for parents to call with questions and concerns. Such centralized administrative features are some of the reasons why Bridge only employs one administrator per school and has been able to keep its operating costs low.
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http://digischool.icta.go.ke/
It was long removed from Ministry of Education to Mucheru's ICT ministry.
Go here: http://www.education.go.ke/index.php/programmes/digital-learning-programme
Very informative. :D
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Great. They are using technology to ensure dedicated teaching. They can detect if a teacher is absent. That is what TSC is grappling with..and now with tablet..in few short years...we can know who has turned off their tablet..and who is turned it on. We can even tell teachers to log in their presence....after ensuring every teacher is comput
As usual, it has all flown by you.
First, the point I was trying to make is that Bridge apparently considers teachers to be the most important component and does not believe that they can be replaced with technology.
Second, dealing with teacher absences is a management problem that cannot be solved by technology. The issue is not that of merely knowing who is absent----that information is already available, whence (using GoK's data):
Reports, including a recent one by the World Bank, have said Kenya has some of the highest incidents of teacher absenteeism which, compounded by poor pedagogy, undermine the quality of teaching.
Rather the issues are (a) immediate-term, what do do with absences on the day .... see the Bridge approach; and (b) long-term, what to do with lazy, and habitually absent teachers.
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http://digischool.icta.go.ke/
It was long removed from Ministry of Education to Mucheru's ICT ministry.
I saw that. It doesn't help with the sort of question Terminator is asking; all it deals with is the "roll-out".
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If you can't get my plain English it no wonder you struggle with basic concepts and have to go looking for scientific studies for even the MOST obvious stuff :)
Bridge Intl are using tech to solve all those issues. Knowing you've absentism problem (thro some survey) without knowing who exactly missed school on which date is useless information - it cannot be acted upon.
Tablet can replace a teacher eventually. Tablet can become a robot teacher if you will...as long as it loaded with relevant content and programmed to do so. That to me is the future. One teacher or a robot..can be able to teach thousands if not million of pupils..like is happening in online courses now. We will get there eventually..for now..a kid in Turkana has a chance that a kid in Uganda's Karamoja doesn't have to self-teach with tablet..if the teacher is absent. We did this..with really torn up borrowed books. Now imagine if we had tablets. Imagine if those tablets are connected and you can virtual join a classroom in the best school...the possibilities are unimaginable.
Whatever we are doing or bridge is doing is just scratching the surface. We are laying the foundation. Laying the electricity, broadband, devices and capacity (hardware+infrastructure) for real innovation (software) to happen.
As usual, it has all flown by you.
First, the point I was trying to make is that Bridge apparently considers teachers to be the most important component and does not believe that they can be replaced with technology.
Second, dealing with teacher absences is a management problem that cannot be solved by technology. The issue is not that of merely knowing who is absent----that information is already available, whence (using GoK's data):
Reports, including a recent one by the World Bank, have said Kenya has some of the highest incidents of teacher absenteeism which, compounded by poor pedagogy, undermine the quality of teaching.
Rather the issues are (a) immediate-term, what do do with absences on the day .... see the Bridge approach; and (b) long-term, what to do with lazy, and habitually absent teachers.
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Here is what Bridge Intl is doing in slum schools...Gov need to play catch up here. Those tablets are going to be underused initially but with time we can scale them up. 10yrs from now...someone will be saying this can only work for slum schools in developing countries like m-pesa.
One of the core elements of Bridge is the use of technology. Data on attendance, assessment, lessons, school fee collection, and other administrative processes are recorded on teacher’s tablets and automatically uploaded to Bridge’s central office, allowing for real-time data collection and analysis. If a teacher is absent, a substitute teacher is immediately sent to the school to fill in. Bridge also uses text messages to communicate between students, parents, and teachers. Parents are notified when they owe fees or when their children are absent from school. Instead of using cash, all financial transactions are made using mobile money, which increases efficiency, allows for immediate tracking, and reduces the chance for corruption or misuse. They’ve also set up an automated 24-hour hotline for parents to call with questions and concerns. Such centralized administrative features are some of the reasons why Bridge only employs one administrator per school and has been able to keep its operating costs low.
Great stuff; I'm all for it. You will, I presume, have noted that all of that is just teachers and school admin using technology for administrative chores. And quite a bit of it doesn't do much good if the teachers don't even show up.
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If you can't get my plain English it no wonder you struggle with basic concepts and have to go looking for scientific studies for even the MOST obvious stuff :)
I have yet to acquire your skills in simply making up 99% of what one writes, putting it all together in an entirely logic-free manner, and tenaciously resisting all attempts to get connected to reality. :D
Bridge Intl are using tech to solve all those issues. Knowing you've absentism problem (thro some survey) without knowing who exactly missed school on which date is useless information - it cannot be acted upon.
You have some very strange ideas. Knowing whether a teacher is absent on a particular date does not require technology, and in most places is done in a very simple manner. Two ways that apparently have not occurred to you:
(a) Have teachers sign in at some central office, and have the headmaster check the roster at the start of the school day.
(b) Headmaster takes a roll-call before teachers are dispatched to classes for that day.
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Except when the headmaster is the most notorious absentee or a dishonest cheat covering for other teachers.
There is really no other way that we can improve access and qualify of education fast without TECHNOLOGY. If we use your scientifically tried and tested "traditional" way...then we would take 100yrs & billions of dollars to get there.
If we use technology like Bridge...we can in 10yrs be able to deliver as good an education as a kid in OECD school gets without spending as much. Those will be really competitive labour force that hacked it without spend so much building nice schools, employing great teachers and the whole shebang.
And sorry there isn't probably any study you can google to tell you all this...coz nobody has yet to do it :)
This is a 17B investment that is well spent and with greatest payoff than anything I can think about.
(a) Have teachers sign in at some central office, and have the headmaster check the roster at the start of the school day.
(b) Headmaster takes a roll-call before teachers are dispatched to classes for that day.
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Except when the headmaster is the most notorious absentee or a dishonest cheat covering for other teachers.
And technology would help with that how?
RV Pundit:
They can detect if a teacher is absent. That is what TSC is grappling with..and now with tablet..in few short years...we can know who has turned off their tablet.
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Bridge already do that..if you want to go further high tech...you can invest in web cams and cctv cameras. Tech doesn't depend on a teacher signing...there are many ways including cheap biometrics for digitally signing in. TSC has to start somewhere..but having each teacher get a simple thing like an email address is good place to start.
And technology would help with that how?
RV Pundit:
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Bridge all do that..if you want to go further high tech...you can invest in web cams and cctv cameras.
Do all what? Try to think it through, after stating the possibility that "the headmaster is the most notorious absentee or a dishonest cheat covering for other teachers".
Tech doesn't depend on a teacher signing...there are many ways including cheap biometrics for digitally signing in
:D
Since you missed it, here it is again: (a) You don't require technology to determine who is at school; (b) It doesn't matter how you determine absences; the issue is what is done about them.
TSC has to start somewhere..but having each teacher get a simple thing like an email address is good place to start.
And for the problem we are discussing, this would help how?
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What is hard to understand here? It already being done by Bridge and private offices & industries. But first you need infrastructure..and this digital project is laying that..once you have electricity..then you can install cheap biometric digital signing in every school...or so many other solutions out there..that TSC & Ministry of Education can cherry pick and adopt. The paper system you describe exist now and has not worked.We have chronic teacher absenteeism as you would expect for our level of underdevelopment (understaffed monitoring team that have to oversee many remote schools). We can leapfrog this through TECHNOLOGY.
Do all what? Try to think it through, after stating the possibility that "the headmaster is the most notorious absentee or a dishonest cheat covering for other teachers".
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What is hard to understand here? It already being done by Bridge and private offices & industries. But first you need infrastructure..and this digital project is laying that..once you have power..then you can install cheap biometric digital signing in in every school...or so many other solutions out there. The paper system you describe exist now and has not worked.We have chronic absenteeism as you would expect for our level of underdevelopment. We can leapfrog this through TECHNOLOGY.
One more time: see the above explanation of what the real problem is.
Suppose we use whatever means you propose to determine absences. What then happens?
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Absenteeism disappear because every teacher want to keep their job. They get to teach more and the output is improved quality of education across board.Mean average scores in maths, english or name it improves. Quality of graduates improves. Quality of labour forces improves...etc etc.
One more time: see the above explanation of what the real problem is.
Suppose we use whatever means you propose to determine absences. What then happens?
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Absenteeism disappear because every teacher want to keep their job. They get to teach more and the output is improved quality of education across board.Mean average scores in maths, english or name it improves. Quality of graduates improves. Quality of labour forces improves...etc etc.
What exactly will make it disappear and how? Never mind. I see you point: using technology to detect absenteeism will definitely produce better results than when other means are used. Just like that. And that is so because when technology is used to detect a problem, the required solution automatically falls into place.
:D :o :D :o :D :o
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You want me to draw pictures? or you're just incapable of any critical thinking?
What exactly will make it disappear and how? Never mind. I see you point: using technology to detect absenteeism will definitely produce better results than when other means are used. Just like that. And that is so because when technology is used to detect a problem, the required solution automatically falls into place.
:D :o :D :o :D :o
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You want me to draw pictures? or you're just incapable of any critical thinking?
You do pictures as well? In that case, given your sort of imagination and fondness for dishing up fiction, have you ever considered writing children's storybooks? You'd make a killing! :D
He, he, he ....
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http://digischool.icta.go.ke/ (http://digischool.icta.go.ke/)
It was long removed from Ministry of Education to Mucheru's ICT ministry.
I saw that. It doesn't help with the sort of question Terminator is asking; all it deals with is the "roll-out".
I haven't had a chance to look through it. Every time I get the last few days I am too dog tired to scan through it.
But from a quick scan it looks like the overall idea is to improve access to education through digital learning. It is not the same thing as learning about digital technology. I think that is where obscurantism does not help and I want to avoid it.
The question can be made whether it is worth it, and a lot of the studies you've shared are spot on. But I think they apply more in an environment where education is already well facilitated and resourced.
In a place where they don't have anything, even paper let alone other learning material and the works, one could easily make a case for the digital devices. Is it not better for a kid in Turkana to have a digital device with some educational materials loaded than the alternative?
The converse case of course could also be made that resources are better spent in teachers and other facilities. But given that this is clearly not happening, for one reason or another, is it a bad thing to roll out the devices?
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The question can be made whether it is worth it, and a lot of the studies you've shared are spot on. But I think they apply more in an environment where education is already well facilitated and resourced.
Toyama, whom I referenced above, worked in India, and Microsoft sent him there precisely because things were neither well facilitated or well resourced. Indeed, his argument,based on experience and observation, is that schools that are badly off are not the place for such experiments:
For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
One can also look at places like Peru that have aggressively implemented such programmes:
And the jury is back: One Laptop per Child is not enough
http://blogs.iadb.org/desarrolloefectivo_en/2012/03/06/and-the-jury-is-back-one-laptop-per-child-is-not-enough/
In a place where they don't have anything, even paper let alone other learning material and the works, one could easily make a case for the digital devices. Is it not better for a kid in Turkana to have a digital device with some educational materials loaded than the alternative?
It depends on what one considers to be the alternative. For example, a digital device will not make up for the lack of a teacher; nor is there any evidence to suggest that the materials on a digital device is any better than material in a physical textbook.
The "kid in Turkana" example has been peddled quite a bit by GoK types. As a matter of fact, the kid in Turkana is the worst possible example to use in such cases, because he or she has more serious problems: malnutrition and its effects. Stunting in under-5 children is a serious problem in Kenya, and effects on body and brain development cannot be reversed; after age 5, hunger continues to be a problem for the kid in Turkana.
There are numerous studies on the relevant connections. A random one:
The education of children all over the world is being held back by malnutrition. In humanitarian terms, it makes no sense that the children who manage to get to school cannot benefit fully from their education, because they are already malnourished, because they are currently hungry, or because of infection. Equally, from the educators' view point, dealing with severely limited resources means that the best efficiency must be obtained; yet it is now clear that educational efficiency is badly hampered by malnutrition and ill health amongst school children. Nearly 90% of the world's school children will be in developing countries by the year 2000, yet many of these will be physically ill prepared for school, will have poor attention, and will drop out - and nutrition plays a part in all this.
http://www.unsystem.org/scn/archives/scnnews05/ch1.htm
It is doubtful that laptops and tablets will help in making up for such fundamental aspects of Grim Reality.
The converse case of course could also be made that resources are better spent in teachers and other facilities. But given that this is clearly not happening, for one reason or another, is it a bad thing to roll out the devices?
Yes, it is a bad thing, and not just because of the inefficient use of scarce money. It is bad because the parents of such kids are basically being conned: the government having failed to meet its obligations with regard to teachers and facilities has chosen to lead parents to believe that somehow the use of technology will make up for all that. And the worst part of the con is that this is being done for political reasons and a bit of kula nyama, which is why the Education ministry is very sketchy on what this is all about.
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The question can be made whether it is worth it, and a lot of the studies you've shared are spot on. But I think they apply more in an environment where education is already well facilitated and resourced.
Toyama, whom I referenced above, worked in India, and Microsoft sent him there precisely because things were neither well facilitated or well resourced. Indeed, his argument,based on experience and observation, is that schools that are badly off are not the place for such experiments:
For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
I agree with that. I subscribe fully to the notion that nothing can be an adequate replacement for human-to-human interaction when it comes to learning. Given a choice, I will take a great teacher with papyrus paper and feather pen over a gadget chokeful with educational materials and an average teacher. Any day.
In an ideal situation, I would have a system not unlike what we have here - access to technology is there but always supplementing human teaching. You learn something in class and either you do a field trip, or you get online for some exercises and reinforcement.
I think that is what they are trying to do in Kenya. But they have to take it one step further because the kids don't have access to basic resources e.g. a computer with an internet connection at home, like in the developed countries. So they give them a tablet loaded with educational material - to be fair I am a bit fuzzy on the actual mechanics or workflow.
That they are doing this, does not seem like a problem per se. It is only bad if it is conceived as a workaround to fixing the fundamentals. Even if they had the fundamentals down, this program would still be a good idea in the sense of the advantages I highlight in paragraph 2. In the absence of the fundamentals, it is still better than the alternative(in practice, not in principle) - as a sort of consolation.
One can also look at places like Peru that have aggressively implemented such programmes:
And the jury is back: One Laptop per Child is not enough
http://blogs.iadb.org/desarrolloefectivo_en/2012/03/06/and-the-jury-is-back-one-laptop-per-child-is-not-enough/ (http://blogs.iadb.org/desarrolloefectivo_en/2012/03/06/and-the-jury-is-back-one-laptop-per-child-is-not-enough/)
I would consider the Peru example not so much an indictment of the program as a conclusion that it is generally neutral. Even then there are some caveats as shown below. Does it mean the conclusion may be better than neutral if they had setup the gadgets with relevant educational material?
However, we find no evidence that the program increased learning in Math or Language. This is not surprising, as the program did not include specific interventions to integrate the laptop to the curricula, nor the computers include specific math or language software.
There would even appear to be some cognitive gains.
On the positive side, the results indicate some benefits on cognitive skills. In the three measured dimensions, students in the treatment group surpass those in the control group. A back-of-the-envelope calculation suggests that the estimated impact on the verbal fluency measure represents the progression expected in six months for a child.
In a place where they don't have anything, even paper let alone other learning material and the works, one could easily make a case for the digital devices. Is it not better for a kid in Turkana to have a digital device with some educational materials loaded than the alternative?
It depends on what one considers to be the alternative. For example, a digital device will not make up for the lack of a teacher; nor is there any evidence to suggest that the materials on a digital device is any better than material in a physical textbook.
The "kid in Turkana" example has been peddled quite a bit by GoK types. As a matter of fact, the kid in Turkana is the worst possible example to use in such cases, because he or she has more serious problems: malnutrition and its effects. Stunting in under-5 children is a serious problem in Kenya, and effects on body and brain development cannot be reversed; after age 5, hunger continues to be a problem for the kid in Turkana.
There are numerous studies on the relevant connections. A random one:
The education of children all over the world is being held back by malnutrition. In humanitarian terms, it makes no sense that the children who manage to get to school cannot benefit fully from their education, because they are already malnourished, because they are currently hungry, or because of infection. Equally, from the educators' view point, dealing with severely limited resources means that the best efficiency must be obtained; yet it is now clear that educational efficiency is badly hampered by malnutrition and ill health amongst school children. Nearly 90% of the world's school children will be in developing countries by the year 2000, yet many of these will be physically ill prepared for school, will have poor attention, and will drop out - and nutrition plays a part in all this.
http://www.unsystem.org/scn/archives/scnnews05/ch1.htm (http://www.unsystem.org/scn/archives/scnnews05/ch1.htm)
It is doubtful that laptops and tablets will help in making up for such fundamental aspects of Grim Reality.
I can't argue with that. I know we generally agree that such issues are depressing to have to still be dealing with 50+ years after independence.
But if one is to judge the program purely on the basis of its goals, you can still agree that it is not ill-advised, even when there are other more pressing issues. They can be treated as orthogonal issues - more-so where they are likely to remain a constant, for various annoying reasons, with or without the program.
The converse case of course could also be made that resources are better spent in teachers and other facilities. But given that this is clearly not happening, for one reason or another, is it a bad thing to roll out the devices?
Yes, it is a bad thing, and not just because of the inefficient use of scarce money. It is bad because the parents of such kids are basically being conned: the government having failed to meet its obligations with regard to teachers and facilities has chosen to lead parents to believe that somehow the use of technology will make up for all that. And the worst part of the con is that this is being done for political reasons and a bit of kula nyama, which is why the Education ministry is very sketchy on what this is all about.
I think we have to brace ourselves to meza mate as the usual suspects kula nyama. And that is where I see the real disaster with this program. As with many other issues in Kenya, e.g. constitution, fight against corruption etc the idea is dead-in-the-water when the rubber hits the road.
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Of course digital books :D :D :D
You do pictures as well? In that case, given your sort of imagination and fondness for dishing up fiction, have you ever considered writing children's storybooks? You'd make a killing! :D
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It really shocking reading some stuff. Education is 16 plus years of investment into the future.Not now. Not the past. That future we know won't have books or paper for sure. That future we know for sure will be driven by ICT. Kenyan workforce in 2036 when the first lot of std 1 laptop kid graduate would be very competitive having all used computers at very early age. That alone without even knowing how they'll fair in other skills is a big plus. I am glad gov has gone ahead to do this.
It takes crazy ambition to launch a project like this nationally in an enviroment where schools don't have the facilities! I applaud Jubilee for daring to dream.
24,000 primary schools connected to electricity and now ready to get 1.2m devices with 70,000 teachers already ICT trained. Amazing work done here. And you're going on & on that 17B could have been spend better buying books or paying teachers? cost-benefit analysis without crunching any numbers would favour tablets by FAAAAAAR.
http://www.standardmedia.co.ke/article/2000217955/cs-joe-mucheru-says-pupils-in-24-000-schools-to-get-tablets
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I agree with that. I subscribe fully to the notion that nothing can be an adequate replacement for human-to-human interaction when it comes to learning. Given a choice, I will take a great teacher with papyrus paper and feather pen over a gadget chokeful with educational materials and an average teacher. Any day.
In an ideal situation, I would have a system not unlike what we have here - access to technology is there but always supplementing human teaching. You learn something in class and either you do a field trip, or you get online for some exercises and reinforcement.
I think that is what they are trying to do in Kenya. But they have to take it one step further because the kids don't have access to basic resources e.g. a computer with an internet connection at home, like in the developed countries. So they give them a tablet loaded with educational material - to be fair I am a bit fuzzy on the actual mechanics or workflow.
That they are doing this, does not seem like a problem per se. It is only bad if it is conceived as a workaround to fixing the fundamentals. Even if they had the fundamentals down, this program would still be a good idea in the sense of the advantages I highlight in paragraph 2. In the absence of the fundamentals, it is still better than the alternative(in practice, not in principle) - as a sort of consolation.
I see nothing wrong with the basic idea of giving out tablets loaded with educational material. The fundamental issue, as I see it, is that there are scarce resources to be allocated, and people should therefore consider what is the best possible allocation.
So, the first question is whether educational material on a digital device is somehow better or cheaper than educational material in print form. In particular, have the long-term costs been considered in Kenya? (I am not aware that there has even been an attempt to look beyond Year 1.). On such, Toyama notes that
The most common error in computing costs is to assume that hardware and software are the dominant costs of technology. In reality, the total cost of ownership (TCO) for information technology is comfortably several times the cost of hardware, with a range of 5-10x being a good rule of thumb. Beyond hardware, necessary costs include costs of distribution, maintenance, power infrastructure, teacher training, repair and replacement, and curriculum integration
The second problem I see is that this, being a con, is not being sold as just "educational materials on a tablet". Rather, there are all sorts of claims about how this will transform Kenya---knowledge economy, services, blah blah blah---how parents will have their kids turn out to be Bill Gates/Zuckerberg (each bring in US$ 10 billion per year), etc. And people actually buy and believe this stuff! It is actually near-tragic, given that the people buying the con are those most in need of basics and fundamentals that will actually make a difference.
Toyama also states that:
Pro-Technology Rhetoric 1: 21st-century skills require 21st-century technologies. The modern world uses e-mail, PowerPoint, and filing systems. Computers teach you those skills.
Reality: This is bad reasoning of the kind that, hopefully, genuine 21st-century skills wouldn’t allow. What exactly are the “21st-century skills” that successful citizens need? Some people define them as the 3 Rs [Reading, 'Riting, 'Rithmetic] and the 4 Cs (critical thinking, communication, collaboration, and creativity). But, aren’t these the same as 20th-century skills? The skills haven’t changed; only the proportion of people requiring them.
Indeed, as a matter of fact, an observation of ICT over two decades (or even just a decade) shows at least two things:
(a) the field changes quite rapidly, and
(b) (more significantly) the end result of these changes are that people actually need to know less about computers in order to make effective use of them.
So the idea being peddled by supporters of this program---that giving laptops/tablets to kids in Std. 1 is somehow preparing them for a technological world 20 years from now---is simple-minded idiocy (on the part of the True Believers). What exactly are the kids do with these tablets that will make them "21st Century" types? As has been noted, simply saying "oh, this is modern technology, and therefore!" is not good enough. (Ref: Toyama's comment on Silicon Valley's "upper crust" working to keep these things away from their kids.)
And bad ideas simply lead to other bad ideas: universities will now get into the business of assembling tablets and laptops!, university IT graduates will now get jobs on assembly lines!
I would consider the Peru example not so much an indictment of the program as a conclusion that it is generally neutral. Even then there are some caveats as shown below. Does it mean the conclusion may be better than neutral if they had setup the gadgets with relevant educational material?
This was considered in the study, and the report briefly looks the possibility of
software aligned with Math and Language curriculum ... computer programs that diagnose student's skills in sub-areas and adjusts contents and contents and exercises in order to focus on where the student shows weaknesses.
The authors think that there is "the possibility of positive effects of substantial magnitude" but state that the evidence for that is "not overwhelmingly positive". A statement buried in the footnote adds to that:
Still, there is no evidence showing the long lasting academic benefits of this type of software.
The authors then state that the alternative to such dubious software is to focus on specific software and a "strong component on teacher professional development". (See also studies on the even more ambitious Uruguay programme---Plan Ceibal---and conclusions on the role of teachers.) And further down in the report there is this:
However, to improve learning in Math and Language, there is a need for high-quality instruction.
On:
There would even appear to be some cognitive gains.
Yes, there are. But, as I have noted above, under-5 stunting is a serious problem in Kenya, with irreversible damage to cognitive abilities; to my mind, ensuring that kids start school with fully functional brains is better than hoping that tablets will somehow undo what cannot be undone.
Also, with the "positive gains in cognitive skills" and with consideration of possible improvements in other areas, the Peruvian report has this:
Still, governments should consider alternative uses of public funds before implementing large-scale technology in education programs. In particular, in poor countries where teachers' salaries are low, the opportunity costs of implementing (capital-intensive) technology programs may be substantial compared with alternative labor-intensive education interventions including reductions in class size and professional development.
Is there any evidence that GoK has seriously looked into such matters?
But if one is to judge the program purely on the basis of its goals, you can still agree that it is not ill-advised, even when there are other more pressing issues. They can be treated as orthogonal issues - more-so where they are likely to remain a constant, for various annoying reasons, with or without the program.
My view is that they are ill-advised precisely because there are more pressing issues. In theory, these can be treated as "orthogonal issues"; but, in practice, limitations in resources means that the nominal "independence" in "orthogonal" doesn't really exist. Before high-tech, Kenyans school kids are more in need of proper basic nutrition, clean water (think of the numerous easily-preventable diseases that keep kids out of school and incapable of learning), walls, roofs, toilets (look at the effects of shit-borne diseases), shoes etc to keep away jiggers, and so on and so forth. What we have here is just yet another example of the misplaced priorities that have bedeviled the continent for the last 50+ years.
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This just in: Kenya the World Leader :D
Principal Secretary, state department of devolution Mrs RV Pundit Ms. Mwanamaka Mabruki ... said the digital literacy program has placed Kenya as a global leader, pace setter and ICT hub, adding that already, several countries have visited the country to benchmark on the programme for their own use.
http://kenyanewsagency.go.ke/en/digital-learning-devices-to-be-produced-locally/
Really. Seriously. And all this just from the few thousand tablets that have been given to kids in Std. 1! I can see why 16 to 20 years from now will be even better. Thousands of Gates/Zuckerbergs, each doing billions per year .... :D
And earlier in Turkana land:
Turkana County Director of Education Nelson Sifuna said gone were the days when marginalised areas like Turkana were left behind, noting that the laptop project was a true reflection that all children in Kenya were are and are in a position to effectively compete.
http://www.nation.co.ke/counties/turkana/Turkana-tablets-digital-learning/1183330-3197276-rbpcme/index.html
but there was also another view:
Turkana Central MP, John Lodepe Nakara has blamed the Teachers Service Commission Secretary for the teacher shortage in the county that he said is perpetuating the stereotype- negative image of the region.
...
“Turkana is always associated with negative things including hunger, insecurity and now poor education services” said Lodepe.
http://kenyanewsagency.go.ke/en/deploy-teachers-in-turkana-mp-demands/
We are also told that
According to education stakeholders, enrolment is expected to go up as more learners are motivated to go to school by the digital learning programme.
http://www.nation.co.ke/counties/turkana/Turkana-tablets-digital-learning/1183330-3197276-rbpcme/index.html
But sometimes there are even stronger attractions:
Turkana County is experiencing an acute shortage of relief food in schools as thousands of children are attracted by the ongoing free school feeding programme.
...
County Education executive Ms Margaret Kuchal said that since World Food Programme stopped feeding programme to children at satellite Early Childhood Development (ECD) centres, most children are now joining nearby schools for food and not to learn.
http://reliefweb.int/report/kenya/relief-food-shortage-affects-schools-turkana
They now have tablets. Here comes the 21st!
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As you scourge the internet looking for negative articles and research on laptop for kids, Longhorn publishers are shifting from printed books to digital books.
http://www.businessdailyafrica.com/Corporate-News/Longhorn-targets-schools-digital-plan-with-e-learning-bookstore/539550-3414464-dbbk86/index.html
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BTW, Bwana Pundit. Take some time and visit San Francisco. You will notice why that area has a high concentration of ICT industry. It is not that the area has a lot of PCs or tablets, but the creative and investment enviroment.
If the distribution of tablets to schools would create hundreds of Bill Gates, then countries like S. Korea, Finland and Singapore would now be having millions of Bill Gates.
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Can't wait for the digital content to hit River Road. This is a game changer- the era of parents having to buy books worth Kshs. 10,000 for class 1 kids is gone.
Some Longhorn kid books on youtube already
Have noticed the last connectivity project is already leading to a electrical shops and electricians (kids learning by apprenticeship) boom in rural areas. So many opportunities and unintended consequences
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As you scourge the internet looking for negative articles and research on laptop for kids, Longhorn publishers are shifting from printed books to digital books.
http://www.businessdailyafrica.com/Corporate-News/Longhorn-targets-schools-digital-plan-with-e-learning-bookstore/539550-3414464-dbbk86/index.html
And so? Longhorn is a Kenyan company that has seen a way to make money out of this. What's special about that? In other areas, in global publishing, Longhorn is an unheard-of little gnat.
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And we are discussing kenya education. Kenya kids are not going to take on global publishing now..but in 2030s..they'll be ranked highly...thanks to reading thousands of relevant longhorn local content...easily and cheaply through the tablets. Something many of us could only dream about growing up in 80s...with shared books.
And so? Longhorn is a Kenyan company that has seen a way to make money out of this. What's special about that? In other areas, in global publishing, Longhorn is an unheard-of little gnat.
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Precisely. And someone need a research paper to see if this will or not work :) when it commonsensical. This project has already succeeded in electrifying primary schools...from 10,000 in 2013..to 24,000 now..that is breathtaking. Next is to take internet broadband to every school.
Can't wait for the digital content to hit River Road. This is a game changer- the era of parents having to buy books worth Kshs. 10,000 for class 1 kids is gone.
Some Longhorn kid books on youtube already
Have noticed the last connectivity project is already leading to a electrical shops and electricians (kids learning by apprenticeship) boom in rural areas. So many opportunities and unintended consequences
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Each household in San Franscico probably has computer, several tablets, laptops and all devices a kid in turkana can only dream about. You're comparing kids in developed world with the best teachers, books, computers and facilities...with kenya kid without any. Imagine arming him with a tablet.
The impact cannot be the same. Don't bother reading Moonki research papers.
BTW, Bwana Pundit. Take some time and visit San Francisco. You will notice why that area has a high concentration of ICT industry. It is not that the area has a lot of PCs or tablets, but the creative and investment enviroment.
If the distribution of tablets to schools would create hundreds of Bill Gates, then countries like S. Korea, Finland and Singapore would now be having millions of Bill Gates.
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Precisely. And someone need a research paper to see if this will or not work :) when it commonsensical. This project has already succeed in electrifying primary schools...from 10,000 in 2013..to 24,000 now..that is breathtaking. Next is to take internet broadband to every school.
Have noticed the last connectivity project is already leading to a electrical shops and electricians (kids learning by apprenticeship) boom in rural areas. So many opportunities and unintended consequences
Sorry, you two don't seem to know which is the horse, which is the cart, and which of the two should go in front. The Last Mile Connectivity project has been about getting electricity to all Kenyans, especially the ones in rural areas. The infrastructure put in place for that project has made it easier to put electricity into schools. It is not that electrifying schools for the laptop project has brought electricity to those who would otherwise not have it.
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Hehehe, you spend too much time trying to find negative articles about kenya to know what is going on. Last Mile is ran by KPLC funded by WB/ADB I think. Schools & Market electrification is by REA (Rural Electrification Authority) funded by rural access levy from each unit of consumed power. They are not the same thing. Last mile is in fact taking advantage of transformer by REA to spread power to household 600ms from it.
So this laptop thing has already set stage for universal electricity coverage..in 2022 or about.
Sorry, you two don't seem to know which is the horse, which is the cart, and which of the two should go in front. The Last Mile Connectivity project has been about getting electricity to all Kenyans, especially the ones in rural areas. The infrastructure put in place for that project has made it easier to put electricity into schools. It is not that electrifying schools for the laptop project has brought electricity to those who would otherwise not have it.
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Hehehe, you spend too much time trying to find negative articles about kenya to know what is going on. Last Mile is ran by KPLC funded by WB/ADB I think. Schools & Market electrification is by REA (Rural Electrification Authority) funded by rural access levy from each unit of consumed power. They are not the same thing. Last mile is in fact taking advantage of transformer by REA to spread power to household 600ms from it.
According to the funders, REA is included in the Last Mile project:
In order to rationalize the connectivity work by Kenya Power, REA will henceforth be included in low voltage extension work under the Last Mile Connectivity project.
http://www.afdb.org/en/projects-and-operations/project-portfolio/project/p-ke-fa0-010/
(Of course, the basic point is that it is not the laptops project that has brought about all the electrification outside schools.)
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Last Mile started recently (this year I think) and REA had already supplied power to more than 18,000 from base of 10,000 in 2013 by the start of 2015. I am not sure how many school Last Mile has connected but I'd wager that 95% of the more than 14,000 schools have been connected thank to Laptop project. Therefore Laptop project is already a roaring success.
(Of course, the basic point is that it is not the laptops project that has brought about all the electrification outside schools.)
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I see nothing wrong with the basic idea of giving out tablets loaded with educational material. The fundamental issue, as I see it, is that there are scarce resources to be allocated, and people should therefore consider what is the best possible allocation.
So, the first question is whether educational material on a digital device is somehow better or cheaper than educational material in print form. In particular, have the long-term costs been considered in Kenya? (I am not aware that there has even been an attempt to look beyond Year 1.). On such, Toyama notes that
The most common error in computing costs is to assume that hardware and software are the dominant costs of technology. In reality, the total cost of ownership (TCO) for information technology is comfortably several times the cost of hardware, with a range of 5-10x being a good rule of thumb. Beyond hardware, necessary costs include costs of distribution, maintenance, power infrastructure, teacher training, repair and replacement, and curriculum integration
I sense that we differ mostly in nuance. When I say it's not a bad idea, I am not elevating it above fundamentals. But rather that given the alternative...
Fundamentals are certainly more important. Toyama is right. A good teacher trumps technology - if I am learning something new, I want to do it at the feet of an expert.
But Toyama is talking about a situation where rational ideas and questions are generally welcome, discussed and entertained. Not one dominated by sloganeering and kula nyama. Policy documents only nice for powerpoint presentations. You have to respect the politics in place.
I also think that, in spite of my personal preference, an argument can be made that digital is better than analogue.
- The sheer volume and variety of information.
- It can be interactive.
- Multiple ways you can manipulate it.
- Staying up to date with the latest developments.
- Environmentally friendly.
Yes it has associated costs. And because that won't be discussed and compared to that politically non-existent ideal alternative, that constitutes a real question mark for me. I don't know how the 17 billion is broken down.
The second problem I see is that this, being a con, is not being sold as just "educational materials on a tablet". Rather, there are all sorts of claims about how this will transform Kenya---knowledge economy, services, blah blah blah---how parents will have their kids turn out to be Bill Gates/Zuckerberg (each bring in US$ 10 billion per year), etc. And people actually buy and believe this stuff! It is actually near-tragic, given that the people buying the con are those most in need of basics and fundamentals that will actually make a difference.
Toyama also states that:
Pro-Technology Rhetoric 1: 21st-century skills require 21st-century technologies. The modern world uses e-mail, PowerPoint, and filing systems. Computers teach you those skills.
Reality: This is bad reasoning of the kind that, hopefully, genuine 21st-century skills wouldn’t allow. What exactly are the “21st-century skills” that successful citizens need? Some people define them as the 3 Rs [Reading, 'Riting, 'Rithmetic] and the 4 Cs (critical thinking, communication, collaboration, and creativity). But, aren’t these the same as 20th-century skills? The skills haven’t changed; only the proportion of people requiring them.
Indeed, as a matter of fact, an observation of ICT over two decades (or even just a decade) shows at least two things:
(a) the field changes quite rapidly, and
(b) (more significantly) the end result of these changes are that people actually need to know less about computers in order to make effective use of them.
So the idea being peddled by supporters of this program---that giving laptops/tablets to kids in Std. 1 is somehow preparing them for a technological world 20 years from now---is simple-minded idiocy (on the part of the True Believers). What exactly are the kids do with these tablets that will make them "21st Century" types? As has been noted, simply saying "oh, this is modern technology, and therefore!" is not good enough. (Ref: Toyama's comment on Silicon Valley's "upper crust" working to keep these things away from their kids.)
A kid that starts off using gadgets at an early age will have some smarts over how to use them compared to one not similarly exposed. They will learn to type earlier. Maybe use emails and other software products. They will be comfortable working in an environment that requires the use of technological gadgets. That is an advantage.
Will that turn him/her into a Bill Gates/Zuckerberg? Bill Gates had a pretty good grasp of the workings of compilers, operating systems and microchips in his teens - is this something you pick up from typing or using emails? No. He had obviously learned about these things somewhere and more importantly from people who knew - even if not at university.
You could argue technology today allows access to similar information and you'd be right. But you have to know what you don't know and need to know in order for it to be useful - you need the relevant education. To borrow Toyama, a driver does not an automotive engineer/salesman/entrepreneur make.
There is an advantage, even if it's not what it's touted to be by the sloganeers. They could argue that it promotes acquisition of 21st century skills because it improves access to education. That is a more sensible argument. It might help if they take a look their own vision statement http://digischool.icta.go.ke/about/vision/.
With regards to Silicon Valley's upper crust - they have options. You can surely see the advantage of volumes of educational material over nothing. On the other hand, the kids who go to the richer schools, even in Kenya, need to be kept away from gadgets - go out into the woods, play a sport etc.
And bad ideas simply lead to other bad ideas: universities will now get into the business of assembling tablets and laptops!, university IT graduates will now get jobs on assembly lines!
I don't know what to make of this. I lack information to make any informed opinion on universities assembling things. Do I think Kenya should be assembling laptops, computers, tablets, phones? Yes - there is a huge market for them. Is this the way to go about it? I probably would opt for the grovelling option.
I would consider the Peru example not so much an indictment of the program as a conclusion that it is generally neutral. Even then there are some caveats as shown below. Does it mean the conclusion may be better than neutral if they had setup the gadgets with relevant educational material?
This was considered in the study, and the report briefly looks the possibility of
software aligned with Math and Language curriculum ... computer programs that diagnose student's skills in sub-areas and adjusts contents and contents and exercises in order to focus on where the student shows weaknesses.
The authors think that there is "the possibility of positive effects of substantial magnitude" but state that the evidence for that is "not overwhelmingly positive". A statement buried in the footnote adds to that:
Still, there is no evidence showing the long lasting academic benefits of this type of software.
The authors then state that the alternative to such dubious software is to focus on specific software and a "strong component on teacher professional development". (See also studies on the even more ambitious Uruguay programme---Plan Ceibal---and conclusions on the role of teachers.) And further down in the report there is this:
However, to improve learning in Math and Language, there is a need for high-quality instruction.
Generally in agreement. The technology ought to facilitate teaching/learning. Which from the little we can see officially is also the purpose of this initiative in Kenya. I hope they can roll it out smoothly, even if I lack faith in how seriously they have thought this through.
On:
There would even appear to be some cognitive gains.
Yes, there are. But, as I have noted above, under-5 stunting is a serious problem in Kenya, with irreversible damage to cognitive abilities; to my mind, ensuring that kids start school with fully functional brains is better than hoping that tablets will somehow undo what cannot be undone.
You'll never catch me disagreeing with that.
Also, with the "positive gains in cognitive skills" and with consideration of possible improvements in other areas, the Peruvian report has this:
Still, governments should consider alternative uses of public funds before implementing large-scale technology in education programs. In particular, in poor countries where teachers' salaries are low, the opportunity costs of implementing (capital-intensive) technology programs may be substantial compared with alternative labor-intensive education interventions including reductions in class size and professional development.
Is there any evidence that GoK has seriously looked into such matters?
But if one is to judge the program purely on the basis of its goals, you can still agree that it is not ill-advised, even when there are other more pressing issues. They can be treated as orthogonal issues - more-so where they are likely to remain a constant, for various annoying reasons, with or without the program.
My view is that they are ill-advised precisely because there are more pressing issues. In theory, these can be treated as "orthogonal issues"; but, in practice, limitations in resources means that the nominal "independence" in "orthogonal" doesn't really exist. Before high-tech, Kenyans school kids are more in need of proper basic nutrition, clean water (think of the numerous easily-preventable diseases that keep kids out of school and incapable of learning), walls, roofs, toilets (look at the effects of shit-borne diseases), shoes etc to keep away jiggers, and so on and so forth. What we have here is just yet another example of the misplaced priorities that have bedeviled the continent for the last 50+ years.
Good points. But like Toyama's, they do not anticipate a government headed by Uhuru Kenyatta and William Ruto.
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But Toyama is talking about a situation where rational ideas and questions are generally welcome, discussed and entertained. Not one dominated by sloganeering and kula nyama. Policy documents only nice for powerpoint presentations. You have to respect the politics in place.
In that sense, the idea is "not bad". But in that case quite a few things in Kenya are also "not bad".
I also think that, in spite of my personal preference, an argument can be made that digital is better than analogue.
- The sheer volume and variety of information.
- It can be interactive.
- Multiple ways you can manipulate it.
- Staying up to date with the latest developments.
- Environmentally friendly.
I agree with that ... somewhat ... depending on what "better" means and how it shows up in learning. But the argument is not that having the devices is, of itself, a crappy idea. Rather, it is one of when, how, at what cost ... they get introduced.
A kid that starts off using gadgets at an early age will have some smarts over how to use them compared to one not similarly exposed. They will learn to type earlier. Maybe use emails and other software products. They will be comfortable working in an environment that requires the use of technological gadgets. That is an advantage.
True, although one may argue about the extent of the "advantage" and how long it takes to acquire such skills ... except for those whose business is computing, an effective use of a computing gadget is to supplement stuff (knowledge, skills, ... from elsewhere).
More importantly, Toyama's essential argument is that typing, email, etc. properly come into play only after the basics (reading and writing) have been dealt with; laptops are no good to the illiterate. Just from the "skills" angle, would these kids really be worse off if they started using these devices near the end of primary school or even halfway through it?
You could argue technology today allows access to similar information and you'd be right There is an advantage, even if it's not what it's touted to be by the sloganeers. They could argue that it promotes acquisition of 21st century skills because it improves access to education.
That would certainly be a better argument than "we will have all these Bill Gates". Internet as access to information ... but on the rest, what are "21st Century Skills"? I would also argue that "access to education" and "access to information" are quite different things ... that for school-kids getting "education" out of "information" requires an additional something ... like a decent teacher. (Take a look at Uruguay's Plan Ceibal and its evaluations.)
With regards to Silicon Valley's upper crust - they have options. You can surely see the advantage of volumes of educational material over nothing. On the other hand, the kids who go to the richer schools, even in Kenya, need to be kept away from gadgets - go out into the woods, play a sport etc.
True. But that example is mainly given as a counter to the one about "these devices are critical because that is the way the technological world is going and we can't possibly have our kids left behind blah blah blah ....". I.e. if they are so critical, why are their leading producers keeping them away from their own kids. And such a counter is necessary given the way these programs tend to be oversold---just look at the Kenyan case.
I don't know what to make of this. I lack information to make any informed opinion on universities assembling things. Do I think Kenya should be assembling laptops, computers, tablets, phones? Yes - there is a huge market for them. Is this the way to go about it? I probably would opt for the grovelling option.
Indeed. And I'm all for it, as one would expect from my views on manufacturing etc. But universities taking the lead? University IT graduates labouring on assembly lines? Instead of such funny ideas, if this really is a long-term project, then the government should look into get serious commercial types leading it.
The technology ought to facilitate teaching/learning. Which from the little we can see officially is also the purpose of this initiative in Kenya. I hope they can roll it out smoothly, even if I lack faith in how seriously they have thought this through.
I too hope it can be rolled out smoothly, and, as I have pointed out already, in general I'm OK with such things .. digital empowerment, world library at one's fingertips, etc. But (other than "priorities") one of my main concerns has to do with the way this is being sold: The parents who are in the worst possible position to determine the worth of these things----those know little about computers, who are not going to look at studies on the effectiveness, who are more likely to choose laptops over de-worming pills----are the ones to who "your kid will be Bill Gates" story is being sold.
The education of children is a significant issue for parents all over the world and perhaps more so in the poorer parts of the the world. The very least we could have hear is an output of truthful and realistic information and an honest public discussion.
Most seriously: This laptops business is yet just another striking example of where Kenya is today: it is near-impossible to have any sort of reasonable discussion on anything that is truly significant to the future of the country. The starting point for some people is that "Jubilee is doing it; therefore, by definition, it must be great". (We need not even consider the kula nyama aspect.) The proof that all is well? An endless supply of the wildest sort of fantasy and fiction: Some Std. 1 kids have been given tablets, so Kenya is now a "global leader, pace setter and ICT hub", thousands of Bill Gatess sucking their thumbs as they wait to start making billions, etc.
Yes, Kenya will stumble along, GDP will rise, etc. etc. etc. But to get this country to where it should be, and in a reasonable time, there should be something resembling a reasonable discussion on what our fundamental problems are and how we can solve them.
When we wonder a good chunk of Asia has left us behind and the rest is about to leave us in the dust, I'm always reminded of---and I always repeat---a question I got from a Japanese friend: What policies, plans, and actions are there to lift the masses out of poverty?
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Last Mile started recently (this year I think) and REA had already supplied power to more than 18,000 from base of 10,000 in 2013 by the start of 2015. I am not sure how many school Last Mile has connected but I'd wager that 95% of the more than 14,000 schools have been connected thank to Laptop project. Therefore Laptop project is already a roaring success.
Connecting schools to electricity was never a goal for the project, and it is in fact possible to do that without getting any laptops involved. So that should hardly be a criteria for success. One should always try to distinguish between what is "essential" and what is "accidental".
Also:
Households within 600 meters of the transformers installed by the Rural Electrification Authority in its mandate to connect all public facilities will also be connected under the Last Mile Project at a cost of Shs.15, 000.
http://www.kplc.co.ke/tag/content/projects/projects
Since the mandate is to connect all public facilities , there is even less of a case for the already-weak "laptops" argument. The best that one may say is that some public facilities (primary schools) are being connected at a faster rate than others (who will get connected even without laptop projects). Indeed, it appears that even after the "laptops connections" ((primary schools) are done, there are even more "public facilities" to be done, and the people providing the money have their targets and deadlines.
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I guess the nearly 5,000 primary schools now supplied and wired with solar in places like turkana and northern kenya where on-grid supply is not practical are part of this "forced" project with targets and deadline by donors? Part of this laptop project entailed connecting all the 24,000 primary schoools with electricity to charge these devices - which include projectors/printers/ and this is already a roaring success.Of course the electrification of rural kenya under Jubilee has also been a roaring success.. I am told in 2013..we had 3M connected household...and now the number is 5-6M. That is doubling of household connected to power in 3 yrs. And hopefully we can achieve the vision of universal electricity coverage by 2022...which seem to be the tipping point when kenya will vroom to developed world in very few short years.
Kenya definitely turned the corner in 2006...and is nearly reaching the tipping point!
Since the mandate is to connect all public facilities , there is even less of a case for the already-weak "laptops" argument. The best that one may say is that some public facilities (primary schools) are being connected at a faster rate than others (who will get connected even without laptop projects). Indeed, it appears that even after the "laptops connections" ((primary schools) are done, there are even more "public facilities" to be done, and the people providing the money have their targets and deadlines.
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I too hope it can be rolled out smoothly, and, as I have pointed out already, in general I'm OK with such things .. digital empowerment, world library at one's fingertips, etc. But (other than "priorities") one of my main concerns has to do with the way this is being sold: The parents who are in the worst possible position to determine the worth of these things----those know little about computers, who are not going to look at studies on the effectiveness, who are more likely to choose laptops over de-worming pills----are the ones to who "your kid will be Bill Gates" story is being sold.
The education of children is a significant issue for parents all over the world and perhaps more so in the poorer parts of the the world. The very least we could have hear is an output of truthful and realistic information and an honest public discussion.
Yep. It's a common misconception, not restricted to the computer illiterate. People, even the educated, forget just how much work goes into getting educated at a basic level. Exposure to technology is important. But useless without a sound education. The emphasis should be made that education is what they are trying to facilitate.
Reducing it to gadgets dumbs down the thought process. Short-circuits actual thinking. The issue becomes reduced to propaganda. When it comes time to review the success of the program, they can simply point to the number of laptops(tablets) provided. The other stuff such as evaluating the pros and cons to learning, ROI etc is just too much work for these guys.
Most seriously: This laptops business is yet just another striking example of where Kenya is today: it is near-impossible to have any sort of reasonable discussion on anything that is truly significant to the future of the country. The starting point for some people is that "Jubilee is doing it; therefore, by definition, it must be great". (We need not even consider the kula nyama aspect.) The proof that all is well? An endless supply of the wildest sort of fantasy and fiction: Some Std. 1 kids have been given tablets, so Kenya is now a "global leader, pace setter and ICT hub", thousands of Bill Gatess sucking their thumbs as they wait to start making billions, etc.
Yes, Kenya will stumble along, GDP will rise, etc. etc. etc. But to get this country to where it should be, and in a reasonable time, there should be something resembling a reasonable discussion on what our fundamental problems are and how we can solve them.
When we wonder a good chunk of Asia has left us behind and the rest is about to leave us in the dust, I'm always reminded of---and I always repeat---a question I got from a Japanese friend: What policies, plans, and actions are there to lift the masses out of poverty?
One area the jubilant has unquestionably excelled in is theft of public resources. They put the final nail in any kind of oversight. You don't even hear fake murmurs of concern on that issue anymore. On that basis, it's almost a certainty this is a kula-nyama project first and foremost, the benefits or lack thereof notwithstanding.
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People, even the educated, forget just how much work goes into getting educated at a basic level. Exposure to technology is important. But useless without a sound education. The emphasis should be made that education is what they are trying to facilitate.
The OECD report I mentioned earlier has a finding that I think is relevant to a place like Kenya as well, especially given the notion that these things will somehow create a level playing field. What they found out is that even after everyone gets a computer and the "digital divide" is accounted for, the kids who were badly off to start with ("disadvantaged", "low socio-economic group", etc.) are no better off and that the gaps that existed before remain. They conclude that
To reduce inequalities in the ability to benefit from digital tools, countries need to improve equity in education first. Ensuring that every child attains a base level of proficiency in reading and mathemtics will do more to create opportunities in a digital world than can be achieved by expanding or subsidising access to high tech devices and digital services.
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I guess the nearly 5,000 primary schools now supplied and wired with solar in places like turkana and northern kenya where on-grid supply is not practical are part of this "forced" project with targets and deadline by donors? Part of this laptop project entailed connecting all the 24,000 primary schoools with electricity to charge these devices - which include projectors/printers/ and this is already a roaring success.
As I have pointed out, KPLC's REA obligations under the Last Mile Programme ae to connect all public facilities, and it is certainly doing well with some public facilities. Merely connecting primary schools to electricity is not what the laptops project is about, or supposed to be about, or should be about; even the confused propaganda from GoK (cabinet secretaries, permanent secretaries, etc.) is mostly touting different things. Reflect on my point about "essential" vs. "accidental". Perhaps your own self-confusing example might help you there:
Of course the electrification of rural kenya under Jubilee has also been a roaring success.. I am told in 2013..we had 3M connected household...and now the number is 5-6M. That is doubling of household connected to power in 3 yrs. And hopefully we can achieve the vision of universal electricity coverage by 2022...
Presumably all that has been done without also dishing out laptops or tablets to the millions of households.
I think there is a very good chance that, overall, that program will be a success: the people providing the money appear to be keeping a sharp eye on things.
which seem to be the tipping point when kenya will vroom to developed world in very few short years.
Yes. Just like the "many examples of countries that have moved to developed world by focusing solely on services. Right?
Kenya definitely turned the corner in 2006...and is nearly reaching the tipping point!
Put down that bottle, take a nap, and come back later.
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The 37 year-old Hietava, a school dad and Finnish champion golfer in his spare time, has trained scores of teachers, Unlike in America, where thousands of teacher positions in inner cities are filled by candidates with five or six weeks of summer training, no teacher in Finland is allowed to lead a primary school class without a master’s degree in education, with specialization in research and classroom practice, from one of this small nation’s eleven elite graduate schools of education.
As a boy, Hietava dreamed of becoming a fighter pilot, but he grew so tall that he couldn’t safely eject from an aircraft without injuring his legs. So he entered an even more respected profession, teaching, which is the most admired job in Finland next to medical doctors.
http://hechingerreport.org/how-finland-broke-every-rule-and-created-a-top-school-system/
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Reading the usual predictable negativo comments here is always somewhat amusing -the more kenya moves ahead the more they find grouses. Kenya already invest about 20% of it's GDP/tax on education. Probably the best you can find in Africa. Our neigbours are barely doing 10%. And kenya education system is the envy many in SSA or Peru or Latin America. We are ranked top 40 in quality of education worldwide....while ranking 100 or about in most of the indicator. Kenya labour/service sector is competitive because all successive gov have truly invested in education. This 17B is nothing compared to nearly 300-400B we invest in public education..leave alone private education annually...and Laptop annually 20B or about investment.. is a short in the arm that kenya need to move from top 40 to top 20(OECD/developed world level) in quality of education. We already largely sorted out access/quantity of education with 95% of kids in primary schools, secondary transition rate of 80% plus and university education on sterioid. All we need do to now is to improve the quality of education. This the new investment in education indattion to the ones infrastructure (about 20% of GDP - need to move to 40% like Ethiopia) is what excite me about Kenya. We are talking about delivering 10,000Km roads of bitumen standard roads in 3-4yrs. While we spend 50 yrs plus to build 14,000kms. We are electrifying at supersonic speed. Breath taking stuff.
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Reading the usual predictable negativo comments here is always somewhat amusing -the more kenya moves ahead the more they find grouses. Kenya already invest about 20% of it's GDP/tax on education. Probably the best you can find in Africa.
A major problem with you is that 99% of what you write here consists of fantasy and manufactured "facts"; so the first thing we must always do is carry out checks to determine where the other 1% lies. Can we have some reliable source to support red?
By the way, it is not enough to simply look at expenditure. Keep in mind that quite a chunk of the money is going to salaries, and Kenya has a serious problem with absenteeism and the number of teachers who don't even understand what they are supposed to teach.
In the final analysis, what matters is not just how much is spent, but what the results are. Presumably you read local papers and pat attention to information that is coming out of Kenya itself. If so, you have probably seen things like this:
Poor quality education is eating away Kenya’s skills base, adding a new layer of challenge to the country’s quest for high rate of economic growth and the realisation of a newly industrialised status by 2030.
A new survey of the country’s education system has found that millions of Kenya’s primary school children are graduating without attaining basic numeracy and literacy skills, denying the economy quality human capital it needs to grow.
Almost half of the children in primary schools, including those in upper classes lack basic numeracy and literacy skills, which means that heavy investments that the government has recently made in education have not borne fruit.
...
The outcome of the annual survey is particularly significant because it points to the very little gain the country is making from the billions of shillings it has pumped into free primary education in the past six years.
http://www.businessdailyafrica.com/Corporate-News/Kenya-suffers-quality-of-education-setback/539550-904732-5ksk3cz/index.html
Of the kids that are going to get laptops:
It found out that only 33 per cent of children in class two can read a paragraph of their level.
Read all that carefully.
Here is additional information:
2012 Economic Survey shows that approximately 30 per cent of primary school pupils fail to transit to secondary schools ... The 70 per cent who proceed to secondary education fail massively. On average, 60 per cent (approximately 200,000 students) of those sitting the Kenya Certificate of Secondary Education (KCSE) examinations end up scoring below 49 per cent ( C-). This reduces their chance of getting a vacancy in higher education.
From the KCPE dropouts and KCSE failures, it implies that about 450,000 unemployable children drop out of the school system. Yet, the Kenya Vision 2030 is looking upon the education sector to deliver the necessary skills and build adequate human capital to achieve and sustain the country as a middle-income country.
http://www.businessdailyafrica.com/Corporate-News/High-school-dropout-rate-threatens-Vision-2030-goal-/-/539550/1692444/-/ydanikz/-/index.html
We are ranked top 40 in quality of education worldwide....while ranking 100 or about in most of the indicator.
Top 40 in the world, eh? Envied in SSA, Peru, and Latin America, right? Even by your standards, this is extremely wild fantasy. I'm not going to ask if you have any reliable sources to back it up, because that will mean chasing you around as you jump from one confused story to another and then end up with something completely different. Instead, I will ask this: what do you get or hope to achieve when you dish up such results of a riotous imagination?
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What data do you want when you are quoting every tom, dick and harry that google can help you "fact check". If you don't have facts and figures on your fingertips; then it very very hard to debate; coz I am going to be arguing with all sort of rubbish you can google as you scavenge for any negative information.
If you're looking for credible data - try for instance Global Competitive Index - by WEF. If you read there - kenya is ranked 30 (just 10 place out of OECD countries) in education system - and rank really well on related areas - labour quality, innovation and the shebang.
NAIROBI, Kenya Sep 4 – The Global Competitiveness Index (GCI) Report for 2014-15, prepared by the World Economic Forum has been released, ranking Kenya at position 90 out of 144 countries moving up by six places from the 2013/2014 report.
The report measures factors and policies put in place by countries, necessary to ensure prosperity of its citizens.
These range from basic requirements that include institutions, infrastructure, macroeconomic environment, and health and primary education as well as efficiency enhancers that include higher education and training, good market efficiency, labour market efficiency, financial market development, technological readiness and market size.
According to the report highlights, Kenya’s advances on the GCI ladder was largely on the on the back of greater confidence in the Kenyan labour market efficiency indicator.
On this particular indicator, which tests a country’s investor protection positioning, Kenya is, now ranked at position 25.
At position 24 (up by seven places), Kenya’s economy scored well on the back of support from the well-developed financial markets by international standards.
Kenya has also registered improvements in the institutions pillar (now at 78th, up from 123rd five years ago).
Kenya also scored well in efficient labour market at position 25, and an increasingly more efficient goods market ranking position 62.
Reducing the number of days and procedures to start a business, Kenya is now ranked 10th.
Kenya, also scored well on its innovative capacity and is ranked at position 38 buoyed by high company spending on Research and Development (R&D) and good scientific research institutions that collaborate well with the business sector in research activities.
Further, supporting this innovative potential is an educational system that gets relatively good marks for quality 30th as well as for on-the-job training at 31st.
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What data do you want when you are quoting every tom, dick and harry that google can help you "fact check". If you don't have facts and figures on your fingertips; then it very very hard to debate; coz I am going to be arguing with all sort of rubbish you can google as you scavenge for any negative information.
He, he, he ... That is a new angle. But you still have not answered by question: what do you get or hope to achieve when you dish up such results of such a riotous imagination?
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I don't have to know exact figures and facts - but I know enough in my head about kenya to dish out facts and figures that are ballpark estimates. It is pain to argue with somebody who just rushes to google.
I know for a fact that quality of kenya education is very very good. It may seem crap to you but wait until you get to some of those latin america countries you're quoting or even down in TZ where the richest kid get the same level education with poorest kid in kenya.
He, he, he ... That is a new angle. But you still have not answered by question: what do you get or hope to achieve when you dish up such results of such a riotous imagination?
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Okay here we go with mr google...kenya education system is ranked highly than my 40 ballpark...and this is not by accident..but by investment in teachers that kenya has done...most of primary teachers now are degree or diploma or even master level graduates. Fact is our education budget is huge! and it paid off because all these MNC setting up shops in Nairobi, the thriving service sector and fact that we are biggest non-mineral well diversified and sophisticated economy in sub sahara african...cannot happen by chance..but on the backbone of well trained, savvy, English speaking and world class professional you can easily pick from street of Nairobi.
I only hope we invest (and we are starting to) as much in infrastructure.
Further, supporting this innovative potential is an educational system that gets relatively good marks for quality 30th as well as for on-the-job training at 31st.
Adding laptops...might see us move to top 20! The same level of education a kid in developed world (oecd) gets!
You probably think education in US (developed world) is all good/excellent - while in fact studies have shown most of Americans cannot write in English..their native language and some families have never had member of their family gone to high school leave alone college. It doesn't mean you won't get schools in kenya without desks or even worse in places like Northern Kenya..but on average Kenya is moving very very well in EDUCATION.
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http://reports.weforum.org/global-competitiveness-index/competitiveness-rankings/#series=EOSQ128
Kenya has about the same Quality of education as France and better than Japan.
1 Switzerland 6.2 0.00% from best
2 Singapore 5.9 4.48% from best
3 Finland 5.7 6.69% from best
4 Belgium 5.6 9.08% from best
5 Qatar 5.6 9.18% from best
6 Ireland 5.5 11.16% from best
7 Netherlands 5.4 11.78% from best
8 Norway 5.4 11.89% from best
9 New Zealand 5.4 13.08% from best
10 United Arab Emirates 5.3 13.59% from best
11 Iceland 5.3 13.60% from best
12 Malaysia 5.3 14.31% from best
13 Germany 5.3 14.65% from best
14 Australia 5.2 15.22% from best
15 Canada 5.2 16.27% from best
16 Denmark 5.1 16.64% from best
17 United States 5.1 16.96% from best
18 Lebanon 5.1 17.24% from best
19 Malta 4.8 21.27% from best
20 Hong Kong SAR 4.8 21.57% from best
21 United Kingdom 4.8 21.62% from best
22 Barbados 4.7 23.05% from best
23 Sweden 4.7 23.80% from best
24 Israel 4.7 23.84% from best
25 Bahrain 4.6 24.69% from best
26 Estonia 4.6 25.05% from best
27 Costa Rica 4.6 25.54% from best
28 Jordan 4.6 25.73% from best
29 India 4.5 26.18% from best
30 Taiwan, China 4.5 26.96% from best
31 Luxembourg 4.5 27.07% from best
32 Austria 4.5 27.33% from best
33 France 4.5 27.48% from best
34 Albania 4.5 27.70% from best
35 Kenya 4.4 27.83% from best
36 Brunei Darussalam 4.4 28.23% from best
37 Japan 4.4 28.24% from best
38 Trinidad and Tobago 4.4 28.81% from best
39 Indonesia 4.4 29.27% from best
40 Gambia, The 4.3 29.64% from best
41 Sri Lanka 4.3 29.84% from best
42 Portugal 4.3 30.70% from best
43 China 4.3 30.76% from best
44 Philippines 4.3 30.77% from best
45 Bhutan 4.3 30.85% from best
46 Rwanda 4.2 31.02% from best
47 Mauritius 4.2 31.30% from best
48 Saudi Arabia 4.2 32.13% from best
49 Côte d'Ivoire 4.1 32.94% from best
50 Slovenia 4.1 32.99% from best
51 Zimbabwe 4.1 33.01% from best
52 Cyprus 4.1 33.06% from best
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What data do you want when you are quoting every tom, dick and harry that google can help you "fact check". If you don't have facts and figures on your fingertips; then it very very hard to debate; coz I am going to be arguing with all sort of rubbish you can google as you scavenge for any negative information.
If you're looking for credible data - try for instance Global Competitive Index - by WEF. If you read there - kenya is ranked 30 (just 10 place out of OECD countries) in education system -
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Okay here we go with mr google...kenya education system is ranked highly than my 40 ballpark...and this is not by accident..but by investment in teachers that kenya has done...most of primary teachers now are degree or diploma or even master level graduates.
Further, supporting this innovative potential is an educational system that gets relatively good marks for quality 30th
Really? Are you sure? As usual, you have not actually understood what you have read. Pay careful attention to the following, because you are about to learn something useful on how to interpret the results of a survey.
Part of results and rankings are no more than surveys of perceptions, and local perceptions at that, i.e. how the citizens of a country feel about their country. Read that carefully and absorb it. OK, now read it again. That means two things of such parts:
(1) As mere perceptions, they cannot be taken as objective indicators of quality of whatever.
(2) Because they are localized, they must not be used to compare countries beyond "people in this country feel better than people in that country on X".
On education here are some specifics that you will find here (using the "drop menu"): http://reports.weforum.org/global-competitiveness-report-2015-2016/competitiveness-rankings/
(a) On 4.09, "quality of primary education", Kenya is at no. 84. Note the survey question:
In your country, how do you assess the following: a. Quality of primary schools (1 = extremely poor – among the worst in the world; 7 = excellent – among the best in the world)
(b) It is on "5.03. Efficiency enhancers: quality of education" that Kenya is at no. 36. On that ranking, South Africa is at no. 138 out of 140, the "worst" of all African countries, except for Egypt at no. 139.
If one does, as you appear to be doing, make the absurd assumption that some external body has gone around measuring the quality of education in 140 countries and then compiled a ranking, then the strange conclusion is that SA has a truly bad system. Really? But nothing of such measuring took place.
The survey question was:
In your country, how well does the education system meet the needs of a competitive economy? (1 = not well at all; 7 = extremely well)
So the ranking does not tell us anything objective about Kenya's education system, whether as a whole or as an "efficiency enhancer". Nor does it even begin to tell us how Kenya's system compares with that of another country. What it tells us, is, for example, that in this regard Kenyans feel better about their system than South Africans do.
All of the above is probably a bit subtle for you, but spend some brain time on it. I can assure you that you will be rewarded. Once you have got the point you should then reflect on things like this:
A new survey of the country’s education system has found that millions of Kenya’s primary school children are graduating without attaining basic numeracy and literacy skills, denying the economy quality human capital it needs to grow.
Almost half of the children in primary schools, including those in upper classes lack basic numeracy and literacy skills, which means that heavy investments that the government has recently made in education have not borne fruit.
http://www.businessdailyafrica.com/Corporate-News/Kenya-suffers-quality-of-education-setback/539550-904732-5ksk3cz/index.html
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Here we go with metholodogy ;survey is the most common instrument used in the data you keep googling and pasting here. Heck majority of scientific studies and research are surveys!. It all depend on who you're surveying.. I don't need to go into details & question their metholody but will take any credible data from credible institution and WEF is for me credible.Until we have PISA like test that OECD countries get tested (a sample of kids again!)...I am afraid that is we have no other way to compare Kenya and US quality of education..which clearly ranks kenya in that report as 35.
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Infact after googling like you .The nearest you can find to PISA like testing in Africa that include kenya is Sacmeq test for reading and math skills..and kenya came second after Mauritus. Not too dismilar to WEF ranking.
http://resep.sun.ac.za/wp-content/uploads/2012/07/Spaull-2012-SACMEQ-at-a-Glance-10-countries.pdf
Here in 2011- Kenya ranked second in Southern and Eastern Africa after Mauritus -in SACMEQ
http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
http://www.sacmeq.org/ReadingMathScores
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People, even the educated, forget just how much work goes into getting educated at a basic level. Exposure to technology is important. But useless without a sound education. The emphasis should be made that education is what they are trying to facilitate.
The OECD report I mentioned earlier has a finding that I think is relevant to a place like Kenya as well, especially given the notion that these things will somehow create a level playing field. What they found out is that even after everyone gets a computer and the "digital divide" is accounted for, the kids who were badly off to start with ("disadvantaged", "low socio-economic group", etc.) are no better off and that the gaps that existed before remain. They conclude that
To reduce inequalities in the ability to benefit from digital tools, countries need to improve equity in education first. Ensuring that every child attains a base level of proficiency in reading and mathemtics will do more to create opportunities in a digital world than can be achieved by expanding or subsidising access to high tech devices and digital services.
Yep. It's a no-brainer that to benefit from any technology, the basic skills, literacy and numeracy have to be in place or NOT ignored at the very worst. One could argue that these skills could be acquired by the use of technology - I know there are things like raz-kids and xtramath that kids here use to supplement what they are learning in the respective fields.
I want to give these guys the benefit of the doubt - hopefully I don't sound delusional - and assume that they have something along those lines as part of the learning materials. On that measure, I would say a lazy or otherwise useless teacher can narrow the gap somewhat in the relevant skills just by teaching the kids how to use these things - it comes down to what is on those devices.
Still I agree that it is true, and indeed confirmed by numerous studies among them the OECD one, that dumping computers and learning materials at kids cannot make up for the deficit of good teachers and learning environments. You need a person, ideally a professional who understands child development, psychology, learning and cognition.
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We are not expert in teaching and education to deeply and technical question this. For me this is an investment that Gok has given to every kid. They can use or misuse the tablet - I know the majority will find lots of ways to make teaching of kids more fun, more easier and in the end the quality of teaching will improve. Those kids will find lots of ways to use the tablet on their own. This 17-20B would have disappeared in NYS like scheme..but here are folks doing a decent amount of working wiring up schools, training 70,000 teachers, hiring 200 ICT officers, delivering 1.2m tablets, rolling out digital content and coordinating all this...and all we can do is to claim to be expert in pedagogy after reading one OECD report.
Yep. It's a no-brainer that to benefit from any technology, the basic skills, literacy and numeracy have to be in place or NOT ignored at the very worst. One could argue that these skills could be acquired by the use of technology - I know there are things like raz-kids and xtramath that kids here use to supplement what they are learning in the respective fields.
I want to give these guys the benefit of the doubt - hopefully I don't sound delusional - and assume that they have something along those lines as part of the learning materials. On that measure, I would say a lazy or otherwise useless teacher can narrow the gap somewhat in the relevant skills just by teaching the kids how to use these things - it comes down to what is on those devices.
Still I agree that it is true, and indeed confirmed by numerous studies among them the OECD one, that dumping computers and learning materials at kids cannot make up for the deficit of good teachers and learning environments. You need a person, ideally a professional who understands child development, psychology, learning and cognition.
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Here we go with metholodogy ;survey is the most common instrument used in the data you keep googling and pasting here. It all depend on who you're surveying. I don't need to go into details & question their metholody but will take any credible data from credible institution and WEF is for me credible.Until we have PISA like test that OECD countries get tested (a sample of kids again!)...I am afraid that is we have no other way to compare Kenya and US quality of education..which clearly ranks kenya in that report as 35.
As I said at the start: Pay careful attention to the following, because you are about to learn something useful on how to interpret the results of a survey.
A hint again for you: It is not just the fact of the survey, but what it consists of and how the results are interpreted. (I wrote that "part of results and rankings are no more than surveys of perceptions, and local perceptions at that".) You should try and understand some basic things about surveys; that will help you a great deal in the future.
Another hint: the relevant questions are not comparing education systems in different countries. As for your focus on that one "score", which you do not actually understand, you might also want to look at the other education "scores". Even your bizarre interpretation does not help you. The question on which Kenyais no. 36---5.03 "In your country, how well does the education system meet the needs of a competitive economy?". (1 = not well at all; 7 = extremely well) ---is one of the questions for 5.03 to 5.06. If you look at the overall score for that part "5. B: Quality of education", Kenya is at no. 63.
I'm sure all other Nipateans get the points made, given that the relevant information is readily available to all: http://reports.weforum.org/global-competitiveness-report-2015-2016/competitiveness-rankings/
For you, I will repeat: All of the above is probably a bit subtle for you, but spend some brain time on it. I can assure you that you will be rewarded. Good luck!
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You're wasting your time. They ranked the countries coz the data from those top business leaders is not far from the truth. They are spot on on education (bar a few exception of course) just like they rank kenya bottom on corruption based on perception. If the data is not suppose to be use this way or that way - why rank and compare countries? Negativo kweli. When Kenya ranks highly in something..you go digging the methodology...while on indicators it ranks very badly..it all kosher!
As I said at the start: Pay careful attention to the following, because you are about to learn something useful on how to interpret the results of a survey.
A hint again for you: It is not just the fact of the survey, but what it consists of and how the results are interpreted. (I wrote that "part of results and rankings are no more than surveys of perceptions, and local perceptions at that".) You should try and understand some basic things about surveys; that will help you a great deal in the future.
Another hint: the relevant questions are not comparing education systems in different countries. As for your focus on that one "score", which you do not actually understand, you might also want to look at the other education "scores". Even your bizarre interpretation does not help you. The question on which Kenyais no. 36---5.03 "In your country, how well does the education system meet the needs of a competitive economy?". (1 = not well at all; 7 = extremely well) ---is one of the questions for 5.03 to 5.06. If you look at the overall score for that part "5. B: Quality of education", Kenya is at no. 63.
I'm sure all other Nipateans get the points made, given that the relevant information is readily available to all: http://reports.weforum.org/global-competitiveness-report-2015-2016/competitiveness-rankings/
For you, I will repeat: All of the above is probably a bit subtle for you, but spend some brain time on it. I can assure you that you will be rewarded. Good luck!
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We are not expert in teaching and education to deeply and technical question this. For me this is an investment that Gok has given to every kid. They can use or misuse the tablet - I know the majority will find lots of ways to make teaching of kids more fun, more easier and in the end the quality of teaching will improve. Those kids will find lots of ways to use the tablet on their own. This 17-20B would have disappeared in NYS like scheme..but here are folks doing a decent amount of working wiring up schools, training 70,000 teachers, hiring 200 ICT officers, delivering 1.2m tablets, rolling out digital content and coordinating all this...and all we can do is to claim to be expert in pedagogy after reading one OECD report.
Yep. It's a no-brainer that to benefit from any technology, the basic skills, literacy and numeracy have to be in place or NOT ignored at the very worst. One could argue that these skills could be acquired by the use of technology - I know there are things like raz-kids and xtramath that kids here use to supplement what they are learning in the respective fields.
I want to give these guys the benefit of the doubt - hopefully I don't sound delusional - and assume that they have something along those lines as part of the learning materials. On that measure, I would say a lazy or otherwise useless teacher can narrow the gap somewhat in the relevant skills just by teaching the kids how to use these things - it comes down to what is on those devices.
Still I agree that it is true, and indeed confirmed by numerous studies among them the OECD one, that dumping computers and learning materials at kids cannot make up for the deficit of good teachers and learning environments. You need a person, ideally a professional who understands child development, psychology, learning and cognition.
Nobody is claiming expertise in anything. That should be no excuse for not trying to understand or undermining people trying to understand the same issue. If you don't want to look at it in detail, that's up to you. Nobody is forcing you.
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Nobody is forcing you to stop engaging in the ever pointless fault finding. The drill is predictable for me. This is m-pesa redux.
Nobody is claiming expertise in anything. That should be no excuse for not trying to understand or undermining people trying to understand the same issue. If you don't want to look at it in detail, that's up to you. Nobody is forcing you.
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Infact after googling like you .The nearest you can find to PISA like testing in Africa that include kenya is Sacmeq test for reading and math skills..and kenya came second after Mauritus. Not too dismilar to WEF ranking.
http://resep.sun.ac.za/wp-content/uploads/2012/07/Spaull-2012-SACMEQ-at-a-Glance-10-countries.pdf
Here in 2011- Kenya ranked second in Southern and Eastern Africa after Mauritus -in SACMEQ
http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
http://www.sacmeq.org/ReadingMathScore
The WEF survey for the part that includes maths has this question:
In your country, how do you assess the quality of math and science education? (1 = extremely poor – among the worst in the world; 7 = excellent – among the best in the world)
The WEF "ranking" "puts" Kenya at no. 78 out of 140 and "puts" South Africa at no. 140 out of 140. Your bizarre interpretations of the questions, response, and "rankings" makes things very interesting indeed: South Africa is in serious trouble! :D
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Nobody is forcing you to stop engaging in the ever pointless fault finding. The drill is predictable for me. This is m-pesa redux.
Nobody is claiming expertise in anything. That should be no excuse for not trying to understand or undermining people trying to understand the same issue. If you don't want to look at it in detail, that's up to you. Nobody is forcing you.
There is no pointless fault-finding. Just re-read what I have written, if you have even bothered to do that before.
I was initially totally opposed to the laptop project. Ironically because I was happy to learn about it from you and other proponents - without bothering to actually see what it is about.
Now, having looked at it some from the horse's mouth - following a link you provided, I am willing to cut them slack and being somehow supportive. If you find that pointless fault finding, that's your opinion. But don't expect people to believe just because you said it without demonstrating how.
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South Africa education basically sucks. This is not new to me. Both WEF and SACMEQ -and other data points I have read over the year confirms this. The quality of education that we have in kenya is very very good. This is not something I just learnt from WEF but something I and those top business leaders interviewed have always known.
Infact after googling like you .The nearest you can find to PISA like testing in Africa that include kenya is Sacmeq test for reading and math skills..and kenya came second after Mauritus. Not too dismilar to WEF ranking.
http://resep.sun.ac.za/wp-content/uploads/2012/07/Spaull-2012-SACMEQ-at-a-Glance-10-countries.pdf
Here in 2011- Kenya ranked second in Southern and Eastern Africa after Mauritus -in SACMEQ
http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
http://www.sacmeq.org/ReadingMathScore
The WEF survey for the part that includes maths has this question:
In your country, how do you assess the quality of math and science education? (1 = extremely poor – among the worst in the world; 7 = excellent – among the best in the world)
The WEF "ranking" "puts" Kenya at no. 78 out of 140 and "puts" South Africa at no. 140 out of 140. Your bizarre interpretations of the questions, response, and "rankings" makes things very interesting indeed: South Africa is in serious trouble! :D
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You're wasting your time. They ranked the countries coz the data from those top business leaders is not far from the truth. They are spot on on education (bar a few exception of course) j
The opinions are localized to the countries; nobody was even asked how his or her particular country compares with others.
Let me put in terms that even a manamba should be able to understand: having a man tell you how beautiful he thinks his wife is tells you nothing about (a) how beautiful his wife actually is or (b) how his wife actually compares with the wives of others who may have given all sorts of ratings.
I know all this is quite difficult for you, but please put some effort into understanding it. It is the sort of basic thing that helps people understand the world around themselves.
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Here in 2011- Kenya ranked second in Southern and Eastern Africa after Mauritus -in SACMEQ
http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
http://www.sacmeq.org/ReadingMathScores
As I have pointed out in other matters, being the best or second best of a down-and-out lot does not tell us much.
GOK's National Education Sector Plan 2013-2018 will be found here: http://www.globalpartnership.org/content/education-sector-plan-2013-2018-kenya
Among the things it tells us (page 34):
- only 3 out of 10 children in class managed to perform class 2 work
- 11 out of 100 learners in class 8 were not able to perform simple standard 2 mathematics problems
- 7 out of 100 learners were not able to read a simple story in English of Kiswahili
I'd worry about such things before I got worked up about laptops for toddlers.
Education attainment at secondary school level is low with three quarters of candidates not achieving the minimum grades desirable for admission in university of other middle level colleges.
75% is a staggering figure. Keep in mind that this is concrete data, not someone just being asked what he or she thinks.
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This may sound bad until you read stats from other countries in Africa and in developed world including the US. This can only make sense if you're comparing kenya to another country. Our quality of education of course is not the best. I'd wager a 40 or such position in the world...and this laptop project is part of investment we need to move to developed world kind of standards.
The point remain Kenya has without doubt one of best education system in Africa and is up there in world ranking. It can go to Singapore or Shanghai standard with more and more investment. This is one such timely investment.
Here in 2011- Kenya ranked second in Southern and Eastern Africa after Mauritus -in SACMEQ
http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
http://www.sacmeq.org/ReadingMathScores
As I have pointed out in other matters, being the best or second best of a down-and-out lot does not tell us much.
GOK's National Education Sector Plan 2013-2018 will be found here: http://www.globalpartnership.org/content/education-sector-plan-2013-2018-kenya
Among the things it tells us (page 34):
- only 3 out of 10 children in class managed to perform class 2 work
- 11 out of 100 learners in class 8 were not able to perform simple standard 2 mathematics problems
- 7 out of 100 learners were not able to read a simple story in English of Kiswahili
I'd worry about such things before I got worked up about laptops for toddlers.
Education attainment at secondary school level is low with three quarters of candidates not achieving the minimum grades desirable for admission in university of other middle level colleges.
75% is a staggering figure.
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This may sound bad until you read stats from other countries in Africa and in developed world including the US. This can only make sense if you're comparing kenya to another country.
Actually if you look at that report, the primary-school figures I have come right after a commentary on SAQMEQ III results (which are about other countries as well). On secondary school performance, on the other hand, an absolute statement is given: 75% not being able to hack is simply considered "poor quality", and the 8-4-4 system is dragged in, by way of explanation.
The point remain Kenya has without doubt one of best education system in Africa and is up there in world ranking. It can go to Singapore or Shanghai standard with more and more investment. This is one such timely investment.
You've found me in a good mood today, so let me continue with my educational exercise. On your "best in Africa", we'll skip the bit about how the data (SAQMEQ etc.) you provided at various links above is limited to 15 countries and two regions in Africa. Nor should it be necessary to again point out the limitations of "best of the worst". Note this:
“The quality of education in the 15 countries is still poor despite the cross-regional approaches that the governments have taken to improve standards,” the consortium’s regional boss Demus Makuwa said.
Your link: http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
In other words, Kenya is doing well among 15 countries with crappy education systems. That doesn't sound like something worth a lot of excitement.
The preceding is another point that will probably be too subtle for you, but I encourage you to persevere and try to understand it. In general, try to put a little effort into understanding just what it is that you are reading and how to interpret it both "in place" and in wider context.
Let's move on.
The WEF survey under discussion has several questions on perceptions. According to you those, regardless of the nature of the question, somehow indicate objective rankings on quality. Kenya has several "rankings" in education that place it as numbers 36, 63, 84, etc. You have picked on the no. 36 one to claim that Kenya's education system is the top 40 worldwide ... that's the one with the question:
In your country, how well does the education system meet the needs of a competitive economy? (1 = not well at all; 7 = extremely well)
According to your interpretation, Kenya therefore has better education than Austria, Taiwan, Israel, South Korea, etc. Really? Never mind. Let me give you a specific example that will perhaps clarify things for you.
According to your bizarre interpretation on that one question, the quality of education in Indonesia is (at "rank" 41) is better than that of Taiwan (at "rank" 46) and South Korea (at "rank" 66). I don't think one needs to look at the data to see how bizarre that conclusion is. But I'll give you some data anyway.
On the PISA tests, the rankings are as follows:
TAIWAN: Maths - 7, Science - 13, Reading - 7
SOUTH KOREA: Maths - 5, Science - 7, Reading - 6
INDONESIA: Maths - 64, Science - 64, Reading - 60
https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment
By the way, while people are spilling seed over how GoK/Jubilee is "doing great" by dishing out laptops and tablets, and there is plenty of kula nyama, there's the lead article of today's online Daily Nation, on some very basic things. This one:
http://www.nation.co.ke/newsplex/Hunger/2718262-3419114-uxt5piz/index.html
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You lost me in this long tirade against WEF. Southern and Eastern Africa is very good indicator of where Kenya would rank in Africa. I am not sure what other heavy hitters you'll find outside of South Africa, Mauritus, Botswana,Namibia, Syechelles and Zim. Maybe Cape Verde is missing? Fact remain kenya beat the likes of South Africa and is only behind Mauritus (a high middle class country). Kenya has not participated in PISA..so we won't know how it will rank...so for know we will stick to comparative data that exist. That is WEF's Global Competitive Index and maybe SACMEQ. Education is basic thing...so don't open another front (hunger). In any case Kenya is doing well if you consider the problems it has with 2/3 of the country that is semi-arid and arid...something you cannot find in say Uganda or many of these African countries in southern hemisphere not plagued by the Sahara desert.
This may sound bad until you read stats from other countries in Africa and in developed world including the US. This can only make sense if you're comparing kenya to another country.
Actually if you look at that report, the primary-school figures I have come right after a commentary on SAQMEQ III results (which are about other countries as well). On secondary school performance, on the other hand, an absolute statement is given: 75% not being able to hack is simply considered "poor quality", and the 8-4-4 system is dragged in, by way of explanation.
The point remain Kenya has without doubt one of best education system in Africa and is up there in world ranking. It can go to Singapore or Shanghai standard with more and more investment. This is one such timely investment.
You've found me in a good mood today, so let me continue with my educational exercise. On your "best in Africa", we'll skip the bit about how the data (SAQMEQ etc.) you provided at various links above is limited to 15 countries and two regions in Africa. Nor should it be necessary to again point out the limitations of "best of the worst". Note this:
“The quality of education in the 15 countries is still poor despite the cross-regional approaches that the governments have taken to improve standards,” the consortium’s regional boss Demus Makuwa said.
Your link: http://www.nation.co.ke/News/Kenyan+pupils+top+in+Africa+/-/1056/1286490/-/view/printVersion/-/wta2f3/-/index.html
In other words, Kenya is doing well among 15 countries with crappy education systems. That doesn't sound like something worth a lot of excitement.
The preceding is another point that will probably be too subtle for you, but I encourage you to persevere and try to understand it. In general, try to put a little effort into understanding just what it is that you are reading and how to interpret it both "in place" and in wider context.
Let's move on.
The WEF survey under discussion has several questions on perceptions. According to you those, regardless of the nature of the question, somehow indicate objective rankings on quality. Kenya has several "rankings" in education that place it as numbers 36, 63, 84, etc. You have picked on the no. 36 one to claim that Kenya's education system is the top 40 worldwide ... that's the one with the question:
In your country, how well does the education system meet the needs of a competitive economy? (1 = not well at all; 7 = extremely well)
According to your interpretation, Kenya therefore has better education than Austria, Taiwan, Israel, South Korea, etc. Really? Never mind. Let me give you a specific example that will perhaps clarify things for you.
According to your bizarre interpretation on that one question, the quality of education in Indonesia is (at "rank" 41) is better than that of Taiwan (at "rank" 46) and South Korea (at "rank" 66). I don't think one needs to look at the data to see how bizarre that conclusion is. But I'll give you some data anyway.
On the PISA tests, the rankings are as follows:
TAIWAN: Maths - 7, Science - 13, Reading - 7
SOUTH KOREA: Maths - 5, Science - 7, Reading - 6
INDONESIA: Maths - 64, Science - 64, Reading - 60
https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment
By the way, while people are spilling seed over how GoK/Jubilee is "doing great" by dishing out laptops and tablets, and there is plenty of kula nyama, there's the lead article of today's online Daily Nation, on some very basic things. This one:
http://www.nation.co.ke/newsplex/Hunger/2718262-3419114-uxt5piz/index.html
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You lost me in this long tirade against WEF. Southern and Eastern Africa is very good indicator of where Kenya would rank in Africa. I am not sure what other heavy hitters you'll find outside of South Africa, Mauritus, Botswana,Namibia, Syechelles and Zim. Maybe Cape Verde is missing? Fact remain kenya beat the likes of South Africa and is only behind Mauritus (a high middle class country). Kenya has not participated in PISA..so we won't know how it will rank...so for know we will stick to comparative data that exist. That is WEF's Global Competitive Index and maybe SACMEQ. Education is basic thing..
Yes, I'm not surprised that you feel lost. And the "tirade", as you call it, is actually about your bizarre interpretations and is an attempt to enlighten you. As I indicated, I'm sure the points I have made are too subtle for you. That is why I encouraged you take to your time and work on it. For example on your "very good indicator of where Kenya would rank in Africa" review what I have written above on "best in Africa"; I have even put in colours (especially red) to help you spot some particular aspects. Hopefully you will now have less trouble with that. The WEF one is obviously quite a challenge for you. Hang in there, and work on it: interpretation (yours).
I think I'm done with this one. I'm sure that all other Nipateans have got the points; so ask for assistance elsewhere if you still have difficulties. Best of luck!
Education is basic thing...so don't open another front (hunger). In any case Kenya is doing well if you consider the problems it has with 2/3 of the country that is semi-arid and arid...
Some would say that food is more basic than education. You also seem to be unaware of a connection that I will now make clear for your: the effects of stunting on brain (required for learning) and the relationship between malnutrition and poor performance in school. Etc. Etc. Etc. Oh, ... 1 in 4 Kenyan children stunted and 1 in 5 Kenyans undernourished is not my idea of "doing well".
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Are you looking for brownie points from other Nipateans or making your point. Of course I know effect of malnutrition on brain development. I also know that education is basic human right..just like food is.I am not sure where you're going with this...but several data points..clearly indicate that kenya heavy investment in education has and continues to pay off..not only in qualify of education but also in the quality of labour. Given you have all the time to pour through GCI - look at the other indicator that build on quality of education - stuff like training, labour productivity, etc.
And now kenya has gone ahead to supply 1.2M tablet to every class one kid..unprecedented! I look forward to kenya joining the top 20 countries in quality of education in 20yrs from now with some of the smartest workers driving a sophisticated economy...not bunch of slavish workers producing cheap stuff.
It pain you that Jubilee are doing this. That is your problem. If Raila was doing this..I'd still support him on this. Moi for all his misdeeds invested heavily in education.
You lost me in this long tirade against WEF. Southern and Eastern Africa is very good indicator of where Kenya would rank in Africa. I am not sure what other heavy hitters you'll find outside of South Africa, Mauritus, Botswana,Namibia, Syechelles and Zim. Maybe Cape Verde is missing? Fact remain kenya beat the likes of South Africa and is only behind Mauritus (a high middle class country). Kenya has not participated in PISA..so we won't know how it will rank...so for know we will stick to comparative data that exist. That is WEF's Global Competitive Index and maybe SACMEQ. Education is basic thing..
Yes, I'm not surprised that you feel lost. And the "tirade", as you call it, is actually about your bizarre interpretations and is an attempt to enlighten you. As I indicated, I'm sure the points I have made are too subtle for you. That is why I encouraged you take to your time and work on it. For example on your "very good indicator of where Kenya would rank in Africa" review what I have written above on "best in Africa"; I have even put in colours (especially red) to help you spot some particular aspects. Hopefully you will now have less trouble with that. The WEF one is obviously quite a challenge for you. Hang in there, and work on it: interpretation (yours).
I think I'm done with this one. I'm sure that all other Nipateans have got the points; so ask for assistance elsewhere if you still have difficulties. Best of luck!
Education is basic thing...so don't open another front (hunger). In any case Kenya is doing well if you consider the problems it has with 2/3 of the country that is semi-arid and arid...
Some would say that food is more basic than education. You also seem to be unaware of a connection that I will now make clear for your: the effects of stunting on brain (required for learning) and the relationship between malnutrition and poor performance in school. Etc. Etc. Etc. Oh, ... 1 in 4 Kenyan children stunted and 1 in 5 Kenyans undernourished is not my idea of "doing well".
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Now a reality. Turn out to be well planned and thought our process. With teacher controlling the tablets from her laptop & projector. This is just great stuff and UhuRuto legacy will be cemmented for years to come.
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Now a reality. Turn out to be well planned and thought our process. With teacher controlling the tablets from her laptop & projector. This is just great stuff and UhuRuto legacy will be cemmented for years to come.
This is largely how I understand them to be useful and have been saying the same, to poor reception, the last few pages. As facilitators of general learning.
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This is largely how I understand them to be useful and have been saying the same, to poor reception, the last few pages. As facilitators of general learning.
Certainly, with good and controlled use, such devices can facilitate learning. That, however, is quite different from the hype that has been (and is still being) peddled here and out there (by senior people in GoK).
Still, one point I have been trying to make is that learning cannot be facilitated when teachers are AWOL, pupils (as a consequence of stunting) have sub-standard brains or are too hungry to focus on learning, etc. The other point I have been trying to make is that there are useful lessons to be learned from similar activities elsewhere, and such learning requires putting aside the notion that learning, a generic human activity, is somehow fundamentally different when it occurs in Kenyan kids.
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Look like Windy came around quicker than during long Mpesa and china tirade.The default instinct is to distrust and denigrate anything done in Kenya with usual there are better ideas and more urgent priorities.First you need to recognize what quantum leap this...before trying to rip it apart.Kenya investment in education is commendable and this digital school thing is trailblazing.
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This is largely how I understand them to be useful and have been saying the same, to poor reception, the last few pages. As facilitators of general learning.
Certainly, with good and controlled use, such devices can facilitate learning. That, however, is quite different from the hype that has been (and is still being) peddled here and out there (by senior people in GoK).
Still, one point I have been trying to make is that learning cannot be facilitated when teachers are AWOL, pupils (as a consequence of stunting) have sub-standard brains or are too hungry to focus on learning, etc. The other point I have been trying to make is that there are useful lessons to be learned from similar activities elsewhere, and such learning requires putting aside the notion that learning, a generic human activity, is somehow fundamentally different when it occurs in Kenyan kids.
Agreed. I was of the opinion that maybe a study should be carried out to capture the relevant metrics, but as you point out, the studies have already been done elsewhere.
Looking at the clip, one can see the potential - but it's also possible to get carried away by the imagery(flash) and miss the whole point of the exercise - which is facilitation of learning. The lessons of the previous studies are relevant.
At the end of the day, you need good teachers and learning environments to accomplish that. In the age of information, I am thinking that a good teacher becomes even more critical, not less so. You cannot just dump the devices at kids and assume they have the skills to discriminate between useless and useful information.
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Look like Windy came around quicker than during long Mpesa and china tirade.The default instinct is to distrust and denigrate anything done in Kenya with usual there are better ideas and more urgent priorities.First you need to recognize what quantum leap this...before trying to rip it apart.Kenya investment in education is commendable and this digital school thing is trailblazing.
The default instinct is to distrust and ignore statements like these that make no sense.
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Arguing whether tablet or laptops or labs don't make sense just like pretending to be a virologist or pedagogy expert.Leave to the experts.All you should care about is the high level stuf..the vision and innovation to trail blaze.That only way Kenya can move forward faster...not trying out same old same that see minor gains for huge investment.We need to do more exciting innovative stuff even most fail
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Arguing whether tablet or laptops or labs don't make sense just like pretending to be a virologist or pedagogy expert.Leave to the experts.All you should care about is the high level stuf..the vision and innovation to trail blaze.That only way Kenya can move forward faster...not trying out same old same that see minor gains
You don't have to be an expert to have opinions on a topic. If you don't want to hear them, then post the thread on your private hard-drive or something.
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Arguing whether tablet or laptops or labs don't make sense just like pretending to be a virologist or pedagogy expert.Leave to the experts.All you should care about is the high level stuf..the vision and innovation to trail blaze.That only way Kenya can move forward faster...not trying out same old same that see minor gains for huge investment.We need to do more exciting innovative stuff even most fail
What you're absolutely failing to gitch boils down to this: why buy a Ferrari when what you really first need is a tractor to pave the roads nice and smooth i.e. use the right tools to prepare the infrastructure thereafter enabling you to go zooming off in your Ferrari without getting bogged down in the mud.
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At the end of the day, you need good teachers and learning environments to accomplish that. In the age of information, I am thinking that a good teacher becomes even more critical, not less so. You cannot just dump the devices at kids and assume they have the skills to discriminate between useless and useful information.
Indeed. The OECD report that I mentioned earlier had one interesting but, perhaps, hardly surprising point, in relation to the notion of the internet providing a "world library at one's fingertips": kids need to be taught how to make good use of whatever information they find out there, and the fundamentals that they have to learn---the basics of relevant "research", being able to differentiate between dross and gold, etc.---have nothing to do with "digital". Obviously such skills are even more critical today: whereas the producers of print publications are interested in making money and so will generally attempt to make sensible choices in what they put out, just about anybody can put out on the Web whatever junk they happen to be dreaming of at a given time.
Uruguay, which has put into place a very extensive laptops+internet programme also had similar unsurprising results: First, when kids have access to the internet, their foremost priorities will not be "learning" and "information". Naturally. Second, those whose primary interest was "information" needed an education on what to do with whatever they found out there.
A huge problem with those peddling nonsense about the Kenyan programme is that they are unable to distinguish between information and knowledge, between access to information and learning.
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Ferarri and tractor are cars...if you made me flying piki piki that don't need a road I will be excited.I am looking at future where we don't need schools..where one teacher can digitally teach 1000 kids..mark their assignments and the works..coz we have the tools now.This to me BIG start but innovation should be encouraged not stiffled with tunnel vision bottlenecks.
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Ferarri and tractor are cars...if you made me flying piki piki that don't need a road I will be excited.I am looking at future where we don't need schools..where one teacher can digitally teach 1000 kids..mark their assignments and the works..coz we have the tools now.This to me BIG start but innovation should be encouraged not stiffled with tunnel vision bottlenecks.
In the developed world that Kenya is supposedly trying to reach---i.e. the inventors of all these things---what people want is to go in the other direction: higher student:teacher ratios and better teachers. The very-well-off, the high-flying technology professionals, etc. are willing to pay very big bucks to send their kids to schools with excellent teachers and high student:teacher ratios.
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That all good coz if you can afford you can own your teachers...but if you're facing serious understaffing problem..you want to get the most of the few teachers.
.so if kids in turkana can get some lessons digitally from call mcenter like teaching station in Nairobi..why not..esp kids in high school.Your can make it interactive and all details.Quit reading OECD.There is nothing to be read as far as the future goes.
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That all good coz if you can afford you can own your teachers...but if you're facing serious understaffing problem..you want to get the best of the few teachers.
First, you missed the point I made in response to your comment. That is the norm with you. Hint: You should be looking to a different kind of future.
Second, serious teacher absenteeism is not what normal people would consider an under-staffing problem. Given that it's you, perhaps I should state the obvious: hiring more teachers will have little effect if they can't be bothered to show up for work and they are not held accountable.
so if kids in turkana can get some lessons digitally from call mcenter like teaching station in Nairobi..why not..esp kids in high school.
and someone wrote:
A huge problem with those peddling nonsense about the Kenyan programme is that they are unable to distinguish between information and knowledge, between access to information and learning.
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Teacher absentism is child play compared to understaffing. now after rolling out electricity and internet..tsc just need to buy 25000 internet enabled biometric check ins....tunnel vision ndio mbaya . The point is simple...you don't need all facts or implementation details - to realize an idea is innovative and visionary like this digischool project.Definitely when Jubilee started this - they didn't need to know the details - they just needed to know we are in cusp of digital revolution - and arming std 1 kids this early with digital tool was a smart investment.
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Child play after rolling out electricity and internet..tsc just need to buy 25000 internet enabled biometric check ins....tunnel vision ndio mbaya
Exactly. Hint: dealing with absenteeism in any workplace is not just a matter of knowing who is absent; that is actually the first and easiest step and one that does not require any fancy technology.
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I am glad you got it all figured.
Exactly. Hint: dealing with absenteeism in any workplace is not just a matter of knowing who is absent; that is actually the first and easiest step and one that does not require any fancy technology.
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Teacher absentism is child play compared to understaffing. now after rolling out electricity and internet..tsc just need to buy 25000 internet enabled biometric check ins....tunnel vision ndio mbaya . The point is simple...you don't need all facts or implementation details - to realize an idea is innovative and visionary like this digischool project.Definitely when Jubilee started this - they didn't need to know the details - they just needed to know we are in cusp of digital revolution - and arming std 1 kids this early with digital tool was a smart investment.
How do you know an idea is innovative and visionary without the facts? Sounds like you are advocating for these guys to just go by their gut reflexes. That if kamwana and Ruto feels good about something they should just go for it. No. It's better to have as many facts down as possible.
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I am glad you got it all figured.
Exactly. Hint: dealing with absenteeism in any workplace is not just a matter of knowing who is absent; that is actually the first and easiest step and one that does not require any fancy technology.
Thank you. It's actually not that difficult. Something like this requires no more than two functional neurons. Try working with both of yours, and you'll see how simple it is.