Several initiatives to computerise public schools by government and the private sector are paving the way to electronic learning in Kenya which may not only change how students access learning materials but also boost the quality of education especially in remote areas where there are no libraries.
Current statistics from the Ministry of Education indicates that less than 2 per cent of public primary schools have access to basic computer studies and only 800 out of the 4,000 public secondary schools have computers.
However, through the Public Private Partnership programs the Ministry of Education expects to boost this number over the next three years.
Some of these initiatives includes the digitisation of school syllabus by the Kenya Institute of Education; computer donations and networking by telecommunication regulator , Communications Commission of Kenya (CCK), and a partnership programme by the Clinton Global Initiative, Cisco, Intel, Microsoft and USAid aimed at improving education in Kenya.
Last year the Kenya Institute of Education (KIE) launched the first phase of a curriculum digitisation project that will enable both public secondary and primary schools to start offering e-learning.
The Minister for Education, Prof Sam Ongeri, says the move will harness access to technology driven practices and reduce disparities in curriculum delivery. “Curriculum review efforts will from now be geared towards modernization, including intensification of the integration of ICTs to cover all sub-sectors” said Prof Ongeri. “A number of people have been coming with foreign e-learning content for us to adopt but we have rejected all this so that we can develop our own.”
The initiative started in 2005, and KIE has been working through other partners and stakeholders. Other than developing the e-curriculum, KIE has also been involved in computer education pilot studies in 19 schools across the country.
Education Permanent Secretary, Prof Karega Mutahi, notes that the digitised content won’t replace teachers but will act as teaching aids to compliment their work. To address some of the challenges facing implementation of e-learning such as lack of electricity supply to most public schools and low ICT knowledge among the teachers, the government through the ministry of energy has prioritised provision of electricity to learning institutions through the rural electrification program and the use of solar power.
KIE has also developed an online course for orientation of primary teachers on the curriculum interpretation and implementation.
The Clinton Global initiative last year in September launched in collaboration with Kenya’s Ministry of Education, the Accelerating 21st Century Education (ACE) project aimed at improving the quality of primary and secondary education through the effective use of information and communications technology (ICT).
The various bodies are developing a best-in-class model for deploying ICT in education. Reflecting a combined commitment valued at more than $9 million, ACE will create “one-to-one e-learning” classrooms in 60 focus schools across Kenya. One-to-one e-learning, a model in which every student has access to a computer, helps foster an environment where young people can develop skills such as problem solving and critical thinking.
ACE will distribute more than 6,000 networked computers for student and teacher use and train approximately 7,000 teachers to effectively integrate ICT in the classroom.
In addition, Cisco, Intel and Microsoft will work together to establish a School Technology Innovation Centre (STIC) in Nairobi — a model that has been promoted in other countries through the Microsoft Partners in Learning programme. The centre will be dedicated to research on innovative emerging technology solutions and serve as a repository and showcase for best-known methods of teaching, learning and educational technology.
“ACE ties in with our mission to increase access to education, improve the quality of education and raise school enrolment rates for children from marginalised areas of East Africa,” said USAid Kenya Mission Director Erna Kerst. “We hope this collaboration will encourage more Kenyan children to complete school, improve teacher training practices and enhance professional development for teachers and school administrators with support from USAid.”
The ACE project focuses on 40 secondary schools and 20 primary schools across Kenya. It will deploy 6,000 student personal computers (PCs), 120 teacher laptops, 60 servers and the supporting wireless infrastructure to establish two e-learning classrooms in each school.
The project will also train 2,000 teachers at the schools, as well as 5,000 pre-service teachers at teacher training colleges in Kenya. In addition, ACE will offer education leadership forums to help lead teachers at the participating schools define a strategy for creating 21st-century learning environments.
Training will be provided through the Intel Teach Program and the Microsoft Partners in Learning programme, which offer proven ways to integrate technology into the curriculum for enhanced classroom learning. To promote a sustainable implementation of ICT in education, two instructors and one network administrator at each of the 60 schools will receive networking and IT training through the Cisco Networking Academy. The Networking Academy collaborates with educational institutions, governments and community-based organizations to provide students around the world with foundation ICT skills along with career skills such as problem solving, collaboration and critical thinking for increased access to career and economic opportunities.
“Collaboration among public and private-sector organizations can significantly enhance the quality of education for students around the world and strengthen the communities where they live,” said Tae Yoo, senior vice president, Corporate Affairs, Cisco.
ACE is closely aligned to the goals of the Ministry of Education, which recently digitized its national curriculum. The project will provide digital content for the revamped curriculum, with an initial focus on maths and science subjects for primary grades 4 to 6 and for the first two years of secondary education.
As part of this effort, Intel and the Ministry will collaborate in developing localized content for the Intel skoool Learning and Teaching Technology, an interactive Internet resource for learning maths and science. Microsoft is also working with the ministry to develop a new education portal where teachers can access e-mail and online educational content.
“By mobilizing our combined resources, we can help Kenya’s Ministry of Education put the implementation of its National ICT Strategy for Education on the fast track,” said Lila Ibrahim, general manager of the Emerging Markets Platform Group at Intel. “We believe that public-private collaborations like the ACE project are the most powerful means to invest in 21st-century learning and at the same time can help to stimulate the local economy.”
To encourage the sharing of knowledge related to tested best uses of technology in education, all of the key practices and methods learned from ACE will be captured in a School Technology Innovation Centre (STIC) that Cisco, Intel and Microsoft want to establish in Nairobi.
Like STICs in other countries, the Kenya centre will serve as a hub where education leaders and teachers from the region can access the latest information on technology solutions that are proven to enhance innovative teaching and learning, thus improving the skills needed by students to thrive in the 21st-century.
Centre visitors will also be able to view research on innovative educational technology solutions, witness technology demos, participate in training, and learn from best-practice models and outcomes. “Providing technology access and IT skills to students is a cornerstone for future innovation, economic growth and individual opportunity in the competitive global marketplace,” said Linda Zecher, corporate vice president of Worldwide Public Sector at Microsoft.
Benefits of technology
To demonstrate the benefits of technology in the classroom, the STIC will feature 20 Intel-powered classmate PCs, networked via Cisco Wireless Technology, and the latest software offerings from Microsoft, including the new Windows 7 operating system.
The classmate PC is an affordable, full-featured, compact and rugged student laptop designed to promote interactive and collaborative learning among students and teachers. The STIC will also feature other technology products that are well-suited to teaching and learning.
Over the course of three years, the ACE project is expected to directly benefit an estimated 39,000 students and 7,000 teachers through improved educational infrastructure and training. The Ministry of Education estimates than an additional 300,000 people will benefit indirectly from the STIC and other aspects of knowledge sharing.
From: Business Daily Africa.
Vice Chancellor, Federal University of Technology, Yola, Professor Bashir Usman, has charged Nigerian professionals to keep themselves abreast of current global trends to remain relevant in the country's developmental efforts.
Speaking yesterday, while opening a two weeks special computer training for 20 members of Adamawa State Correspondents Chapel, organised by the university. Usman said the media industry, like most knowledge-based industries, needed constant training and retraining to enable them perform their duties effectively.
He said with the current globalisation drive, there is an urgent need to train Nigerian professionals in the emergent field of Information and Communication Technology (ICT), so that they can be competitive internationally.I CT, he said, is at the core of the duties of a modern journalist, with the conversion of both printing and broadcast equipment from the analoque to digital technology, adding that any journalist who refuses to acquire competence in ICT skills has no business being in the profession.
Usman said the university is equipped with modern state of the art computing and other ICT equipment, and is ready to provide any kind of training required to media practitioners within two weeks,The 100 capacity computer laboratory facility was equipped for the university by the Universal Service Provision Fund (USPF).
Computers are slowly becoming common features in schools in Uganda. However, their impact on education is so far less than what could be expected from such powerful technology.
The use of Information Communication Technologies (ICT’s) in education, while being highly desirable from a number of standpoints, has never been an essential component of schooling. For this reason, the level of usage of ICTs has tended to vary from one school to the next.
There are many forms of computer applications in schools and computers are becoming powerful tools in the education setting. Despite this, recent research highlights teachers’ lack of skills and expertise with the new technologies as being the biggest deterrent.
ICT skills are increasingly becoming an important part of the general literacy skills of all teachers.
Teachers today need to be able to use computers and computer technologies effectively as a means of personal productivity, teaching tool and development of learners’ ICT skills.
But teacher education has been slow to respond to the technology changes in schools.
The need for all teachers to have ICT skills of some form cannot be overemphasised. Innovations in education are frequently avoided by the mainstream if current methodologies appear to be serving their purposes and there is no need for change.
Although there are growing pressures for teachers to embrace ICTs in classroom teaching, there is no mandated or specific need and this accounts for the reluctance and resistance on the part of teachers to change from traditional instructional processes with which they are familiar and comfortable with.
Technology is advancing rapidly. In such fields as multimedia and telecommunications, we can see many new products and services emerging with direct application in schools.
If we can graduate teachers who are familiar with the technologies to the point that they can plan, implement and evaluate instruction with them, we will be some way along the path to success.
There is a need to integrate computer technologies into teacher education programmes rather than to include ICT courses as independent entities.
Web's authority for assigning domain names ICANN on friday (11th/12/2009) approved a new address .post (dot post) for all global postal services. This will help postal services have their own address on the internet.
The managing rights of the .post top level domain name were granted to the UN's Universal Postal Union, which will set up the rules on which organisations the address could be attributed to. "People who access a .post site will immediately recognise it as belonging to a valid postal service or provider of postal services," said the UPU, calling it "a piece of real estate space on the Internet."
The .post domains are expected to be online by the second half of 2010 after the UPU and the Internet Corporation for Assigned Names and Numbers (ICANN) signed the agreement here
Although letters are commonly dubbed 'snail mail' in the Internet world, many national postal services have expanded their online presence and services in recent years, and play a key part in delivering e-commerce goods.
"Postal services will explore new frontiers and basically go where no postal services have gone before," UPU Director General Edouard Dayan promised.
When you type www.lwegatech.com into your browser's address bar, you expect nothing less than to be taken to lwegatech website. Chances are you're not giving much thought to the work being done in the background by the Domain Name System, or DNS.
Today, as part of ongoing effort to make the web faster, google launched a public DNS resolver called Google Public DNS, and the public has been invited to try it out.
Most of us aren't familiar with DNS because it's often handled automatically by our Internet Service Provider (ISP), but it provides an essential function for the web. You could think of it as the switchboard of the Internet, converting easy-to-remember domain names — e.g., www.google.com — into the unique Internet Protocol (IP) numbers — e.g., 18.104.22.168 — that computers use to communicate with one another.
The average Internet user ends up performing hundreds of DNS lookups each day, and some complex pages require multiple DNS lookups before they start loading. This can slow down the browsing experience.Research has shown that speed matters to Internet users, so over the past several months google engineers have been working to make improvements to the public DNS resolver to make users' web-surfing experiences faster, safer and more reliable thus the born of Google Public DNS.
Google Public DNS is a large set of DNS servers placed around the world. Interestingly, even though the number of caching DNS servers is apparently quite high, Google only uses two addresses for them: 22.214.171.124 and 126.96.36.199. (It looks like Google turned to Level3 to get some easy to remember addresses for this purpose, rather than use addresses out of their own, less-memorable address ranges.) The routing system simply delivers packets addressed to either address to the closest Google Public DNS location. So users in different places around the world will be talking to different instances of these addresses, making for faster round-trip times, which is important for good web surfing. This mechanism is called anycast.
Google uses clusters of servers at each of the anycast locations that collectively cache information, allowing requests to be rerouted from one server in the cluster to another. This provides better caching and thus better performance than simply distributing incoming DNS queries over a set of independently operating servers. Additionally, they've developed a system that can refresh information that is about to expire (all DNS records contain a "time to live" value), rather than removing stale information and then having to do a lengthy lookup when it's requested again by a user
If you're web-savvy and comfortable with changing your network settings, check out the Google Code Blog for detailed instructions and more information on how to set up Google Public DNS on your computer or router.
In an online statement issued by google. As people begin to use Google Public DNS,there's a plan to share what learnt with the broader web community and other DNS providers, to improve the browsing experience for Internet users globally. The goal of Google Public DNS is to benefit users worldwide while also helping the tens of thousands of DNS resolvers improve their services, ultimately making the web faster for everyone.
Unfortunately, despite the anycasting, advanced caching, and extensive security features, Google Public DNS is not the ideal DNS service for your primary dns server .it's in its experimental stage so my advise is to setup alternative DNS servers on your gateway.