[GKD] In a software 'super-power', rural kids lack the code to learn
IN A SOFTWARE 'SUPER-POWER', RURAL KIDS LACK THE CODE TO LEARN... By Frederick Noronha WHY IS it easier for Indian school students to use the computer to study the geography of the United States, rather than know the states of their own country better? What is the fate of students in non-English schools who want to learn how to use computers optimally? In a word, are we producing suitable software to cope with the needs of our own schools? These issues come up regularly to haunt educationists keen to give school-children better access to computers. More so, when the students come from underprivileged or poor backgrounds, are familiar only with regional languages, and study in resource-poor government schools. Availability of suitable (educational software) material in the Kannada language is next to nil, complains engineer S. Jayaraman. He is a consultant to the Azim Premji Foundation (APF), a philanthropic network started by Bangalore's prominent IT house. The APF has plans to computerise around a thousand rural schools, attended mainly by children of the poor. So far it has managed around three dozen. This too has not been problem-free. Plans to set up these 'community learning centres' which could be used in the evenings by general villagers have, among other things, been hit by a lack of relevant software. Some of the (commercial software producers) are offering syllabus-based learning, says Jayaram. Much of the 'educational software' available is in English, and better suited to foreign students rather than Indian needs. Others firms have simply taken textbooks and dumped it onto a CD. Some of the other problems the Azim Premji Foundation has to struggle with include finding sufficiently motivated teachers close-by, difficult infrastructure (high and ultra low-voltage power), reluctance of school authorities to open access to villagers outside school hours, and the like. But the Foundation is already reporting that putting computers in rural schools has boosted attendance, and that admissions to otherwise-ignored government schools has also improved. APF has been able to make use of two specific software -- one a Karnataka-based treasure hunt, giving information on the state's various districts; and the other called 'Brainstorm' that helps students practise simple Arithmetic concepts. C.V.Madhukar of the APF stresses that the foundation has taken up primary education as our target, not so much as philanthropy but more as problem-solving. He said the possible agenda on this front could revolve around computer-based content creation (either teacher-centered or child-centered content); TV-based content; setting up Community Learning Centres; and facilitate the donation of used PCs from companies to schools. Tia Sircar of the Bangalore-based TeLC (The e-Learning Consortium) also stresses the need to look at the 'content needs' of the Indian rural masses. She points to the success of some experiments like the Pratham initiative of computer training in Mumbai, which Sircar says has been a vast success. Sircar concedes that students across the country feel the need to study English. But without regional language software, the aim of making India a computer-literate nation would simply not happen, as educationists agree. Others wanting to promote computers in schools have also faced similar problems. From the west coast, the Goa Computers-in-Schools Project (GCSP) is an Internet-based alliance between overseas Goans and those here to help spur on attempts to give schools in the state access to more computers. Recently, the GCSP managed to finally get the Central government to allow Customs-free import of once-used computers from abroad to non-elitist, non-commercial privately run schools. This is particularly relevant in Goa, a state where much of school education is privately managed. Such measures could allow overseas expats to send in donated and once-used computers by the containerful, on just paying the freight charges. But software questions remain. In the past too, some linked to this network have raised questions about the ethics of using pirated proprietorial software in schools, where students are supposed to be taught to follow a principled approach to life. Other approaches are being tried out. Aware of this acute lack of educational software, the small but active network across India that promotes Open Source and 'free' software is also beginning to pay some attention to the issue. Prof Nagarjuna G [EMAIL PROTECTED] of the Tata Institute of Fundamental Research in Mumbai has set up a Internet based mailing-list to study the potential in school education of GNU-Linux, the Open Source and 'free' software. Life can be contacted via [EMAIL PROTECTED] while the website is at http://hbcse.tifr.res.in/mailman/listinfo/life There are other global websites like linuxforkids.com which offer megabytes for education software on a CD for prices ranges between three to six dollars.
[GKD] ICT, Health Education in Somaliland
Greetings, I am a new member in this list and hopefully will contribute my share of knowledge and expertise. Also to find solutions through ICT for the people of Somaliland who after 25 years of losing their brightest assets (youth) to a war are trying to rebuild their life. I would like to find out if there any organisations who help poor countries like Somaliland with ICT facilities, especially in health and education. For the first time after so many years there is a maternity hospital being built by our hardworking midwife and nurse Ms. Edna Ismail, a 63 year old who is also the founder of the hospital in Somaliland. It is still being built but her appeal to the international communities for help calls for serious attention. Edna said that Somaliland children have the highest mortality rate even when compared to the lowest standards in Africa. Our schools and universities are just being built with the help of the diaspora around the globe. None of it being online. However, for the last ten years Somalilanders have achieved through hardwork and dedication and with the help of the diaspora tried to build something out of nothing. My backround, I am an educator (lecturer), IT professional, mother and a volunteer for Somaliland Forum, an Internet (virtual) organisation that helps Somaliland with expertise and humanitarian assistance. I would personally say this organisation has utilised the internet to its maximum level. None of us know each other face to face but we implement real time projects for Somaliland. The first university in Somaliland was built with the help of Somaliland forum. I hope to benefit the members of this list and will do my best to contribute and pass on my experience in virtual volunteering. Thank you. Lulu Todd (UK) [EMAIL PROTECTED] Here are some URLs for Somailand: Somaliland Forum http://www.somalilandforum.com http://www.somalilandforum.com/Malko-Fund.htm http://www.somalilandforum.com/UOH.htm Edna's Maternity Hospital (a non profit hospital) http://www.angelfire.com/mn2/ednahospital/index.html The Institute for Practical Research and Training http://www.iprt.org Somaliland Government Website http://www.somalilandgov.com ***GKD is an initiative of the Global Knowledge Partnership*** To post a message, send it to: [EMAIL PROTECTED] To subscribe or unsubscribe, send a message to: [EMAIL PROTECTED]. In the 1st line of the message type: subscribe gkd OR type: unsubscribe gkd Archives of previous GKD messages can be found at: http://www.globalknowledge.org
Re: [GKD] Why aren't more people online?
I think the issues raised under this thread are central to a huge number of ICT development efforts. It might be very useful to fund a study which examines the impact of major past technological changes in terms of equity, distribution of benefits etc. I know such material exists, but a focused study that concentrates on the relevance of ICTs would be very useful. Even my own cursory reading suggests that the invention of railroads and electicity production were predicted to act as great equalisers of society. And TV was going to be the engine for cheap, worldwide education. In many places the green revolution displaced poor farmers who couldn't pay for the technology into the urban slums and many 3rd world countries became the victims of multinational agribusiness. As a technology enthusiast and implementer, I would like to know how I can promote more good than harm in my activities. Perry Morrison ***GKD is an initiative of the Global Knowledge Partnership*** To post a message, send it to: [EMAIL PROTECTED] To subscribe or unsubscribe, send a message to: [EMAIL PROTECTED]. In the 1st line of the message type: subscribe gkd OR type: unsubscribe gkd Archives of previous GKD messages can be found at: http://www.globalknowledge.org
[GKD] Greenstar Newsletter: Solar Power for Development
Dear GKD members, I thought you would find this issue of The Greenstar Edge (July 2001) of interest, especially as it focuses on the use of solar power - something that GKD members have emphasized over time. _ Contents: 1. Greenstar to launch village center in Ghana wireless communications, music, dance, artwork provide an economic model for Africa 2. Sweatshops and Butterflies cultural ecology on the edge 3. Practical Solar Power for Everyone simple tools for anyone to get started with renewable energy 4. Voices and Images from Jamaica and India free video, music, poetry, artwork from Swift River and Parvatapur: 5. Connections: partners with Greenstar Hewlett-Packard The Hoffman Agency Technology Empowerment Network =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= ** 1. Greenstar to launch village center in Ghana A new solar-powered community center, in development for almost a year, will be launched in Patriensah, Ghana on August 4, 2001. The installation will include computers, cameras, software for creativity and education, and a powerful commercial solar power array to provide electricity. Also included will be a satellite telephone, with a special data connection that will provide a direct link to the Worldwide Web. Photos of the village and its people, animated panoramas, and details of the project: http://www.e-greenstar.com/Ghana/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= ** 2. Sweatshops and Butterflies What do the isolated poor have to offer, in a fast- moving global cyber-economy? The old answers were cheap hands and abundant natural resources. But those vestiges of post-colonialism create dependency, drain human potential, devastate the environment and cannot be sustained There is an unknown, unrealized asset of the disconnected that exists precisely because of their disconnectedness. It is priceless, unique, of universal value, and easily exchanged worldwide. That asset is their voice, their vision, their intimate connection to tradition, to the earth, their families, community, their history, wisdom and legends: their culture. The more isolated a village, the more likely that it is home to music, artwork, poetry, traditional herbal knowledge, legends and ways of living that are of supreme value to the whole human family: real, authentic expressions of life that have been lost in the connected noise of industrial culture. See the complete article, featured soon in the British journal Sustainable Development: http://www.greenstar.org/butterflies/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= ** 3. Practical Solar Power for Everyone Here are some resources and tools you can use, right now, to get started with solar power in your home, business and daily life. Greenstar's energy expert, Dr. Charles Gay, has selected the products that can make the most meaningful energy difference, at the best price, the highest-quality. The foundation of a green lifestyle. Charlie Gay should know. As a solar power pioneer for nearly three decades, and former head of the U.S. Department of Energy's National Renewable Energy Lab, he has made it his business to know what ordinary people can do to use energy better. More: http://www.e-greenstar.com/SolarPowerStore/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= ** 4. Voices and Images from Jamaica and India On a recent visit to Swift River, Jamaica, Greenstar presented the first royalty check from sales of music and artwork created in the village. The royalties contribute to the ongoing operation of the Community Centre in the village, including education, health and disaster preparedness services. To view a short music video, complete with lyrics, recorded by a young girl in the village who recites Jamaican dub poetry. click here: http://www.e-greenstar.com/Jamaica/Tamalee/ We also spent time with several young people in the village, showing them how to use a digital camera, and giving them some ideas on how to take interesting photographs of their village and its environment. These pictures capture what the young people of Swift River find significant, interesting and beautiful about their village. Click here for to see some of these initial photos: http://www.e-greenstar.com/Jamaica/peoplepix/ In India, Greenstar was fortunate to capture images of a fragile traditional art form: chalk paintings. Created by young women for village festivals as part of their passage into womanhood, these paintings are created in the dirt of the village squares, and only last as long as the next rain. See some of this beautiful artwork here: http://www.e-greenstar.com/India/chalk-paintings/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= ** 5. Connections: partners with Greenstar Hewlett-Packard has fielded one of the most innovative corporate initiatives in the world, to make a difference in the developing world. The e-inclusion
[GKD] Breaking The Cycle Of Poverty With ICT's
NEWS FROM BRASIL JULY 2001 BREAKING THE CYCLE OF POVERTY WITH INFORMATION AND COMMUNICATION TECHNOLOGIES TELECENTROS BRASIL AND REGENCY FOUNDATION Low-income communities face many problems including amongst others - poor education, poor health care, and few economic opportunities. Information and communication technology (ICT) tools can help with these issues but an inadequate basic communication infrastructure with high Internet connectivity costs and a lack of knowledge of the strategic uses of ICTs prevent many communities from using ICTs effectively. Telecenters can provide access to ICTs for community development, develop products and services in response to the specific needs of communities, and train community facilitators in the use of ICTs for social change. OBJECTIVES Fostering of community networks - For social impact - online and offline - to help communities make use of ICTs to improve their living conditions, to identify resources to address social problems within the community, and promote interaction between low-income peoples with similar problems and needs. Training - Training community facilitators and promoters - how to manage a telecenter effectively, how to reach self-sustainability, how to access and share relevant materials and information resources, and how to foster co-operation. Dissemination of public domain information material - Information empowerment - to facilitate the provision of information about Government programs relating to education, health and social services, and about groups active for the rights of the poor. Basic job skills - To develop, collaborate and establish partnerships on the production of learning tools and information resources according to demand- to include Basic, Intermediate and Advanced Computer Use and Applications; Principles of Business Administration and Management; Auto- mechanics, Building Construction, Principles of Electronics, Plumbing, Reception, Restaurant Service and Management, Elements of e-commerce. Job creation - Increasing employment possibilities - to establish partnerships with business and professional associations to enhance job opportunities following course completion. To design an online database of job opportunities and applicants. Entrepreneurship - Entrepreneurship is a driving force for innovation and growth in the economy. In these times of rapid technological change and mounting global competition, it is essential to nurture the spirit of entrepreneurship that underlies the competitiveness, success, and prosperity of society. Partnerships - Working through strategic partnerships, it is possible to leverage the expertise and experience of others. Through an alliance network, different people and organizations can work together to address common interests and concerns. Sharing experiences and resources - Community information management - to document experiences and information to help assess the projectÃs socioeconomic and cultural impact. To identify lessons from experience and best practices for future projects. ACTIVITIES Telecentros Brasil began operations in Brasil in January 2001. 1 RD Sustainable Community Telecenter has been implanted in the Eastern Zone of the city of Sao Paulo with the objective of jointly developing with the community an original, replicable and sustainable ICT model to improve the livelihoods of low-income communities in Brasil NB The Eastern Zone of Sao Paulo houses approximately 3.7 million inhabitants, making it the most populous part of the city. But in spite of the fact that 37% of the inhabitants of Sao Paulo live in this Zone, only 23% of business establishments and only 15% of the jobs exist in this part of the city. Depending upon community needs and requirements of communities each Telecenter will bee equipped with 13 new PCs (1 Server of 700 MHZ and 128K of RAM and 12 PCs of 550 MHZ and 64K of RAM), 2 new Inkjet Printers, 1 new Fax Machine and 1 new scanner together with new computer desks and associated furniture. First Step - IT Development - Internet Access - chat lines - email facility - 6 days a week, 12 hours a day. Basic, Intermediate and Advanced IT Courses to be taught through facilitators during free access or during specific classroom activities - according to demand. Second Step - Entrepreneurship Development - in partnership with those entities specializing in the subject -Business Course Development and Implementation, Business Start Ups, Cooperatives, Credit Availability for Small Scale Enterprises, Local Business Online Network Development and E- Business, Computer Maintenance, Typing and Web Design. Third Step - Professional Development - in partnership with those entities specializing in the subject - Administration, Auto-Mechanics, Cooking, Construction, Costume Design, Electrical Maintenance, Hairdressing, Plumbing, Secretarial Services and Tele-Marketing. Cultural Development - Music, Theatre, Dance and the Arts. Fourth Step -
