Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed

Communications in education

The paper aims to provide evidence of the role of communications in education. The term communications is used in three interrelated ways: it refers to the interactions and engagements which take place between different actors in the education sector; it looks at the transmission of information, knowledge or data between two or more points; and it refers to the processes and means though which these interactions take place. The report identifies where communications in the education sector has been successful and some of its weaknesses. The paper focuses on spaces for communications in education, the processes of communications and the direct and indirect impacts of communications initiatives. It gives examples of a range of communication initiatives and provides evidence of impact, where available

REBUILDING AFRICA'S SCIENTIFIC CAPACITY IN FOOD AND AGRICULTURE

Research and Development/Tech Change/Emerging Technologies,

Action Research in Contexts of Change and Inequality

The first purpose of this chapter is to discuss research in education within the international context of change and inequality. In a previous chapter, Atweh and Arias (1991) discussed action research in education both as an appropriate research methodology and as a means of professional development of teachers. Similarly, Atweh (2004) posited action research as a methodology consistent with sociocultural approaches in education. That chapter discussed arguments for the use of action research in the discipline and outlined some of its characteristics. The discussion presented in those chapters did not contextualise their arguments within the international context of countries experiencing rapid changes, nor with regard to countries where poverty and lack of resources are major hindrances for developing research programs in the field. This contextualisation is the second purpose of this current chapter. The next section of this chapter identifies three major current trends in global society and education that impact on the work of researchers in the field. The following section discusses the role of action research within the trends identified in the first section

The political imaginaries of blockchain projects: discerning the expressions of an emerging ecosystem

There is a wealth of information, hype around, and research into blockchain’s ‘disruptive’ and ‘transformative’ potential concerning every industry. However, there is an absence of scholarly attention given to identifying and analyzing the political premises and consequences of blockchain projects. Through digital ethnography and participatory action research, this article shows how blockchain experiments personify ‘prefigurative politics’ by design: they embody the politics and power structures which they want to enable in society. By showing how these prefigurative embodiments are informed and determined by the underlying political imaginaries, the article proposes a basic typology of blockchain projects. Furthermore, it outlines a frame to question, cluster, and analyze the expressions of political imaginaries intrinsic to the design and operationalization of blockchain projects on three analytic levels: users, intermediaries, and institutions.</p

A Hundred Key Questions for the Post-2015 Development Agenda

With a new development framework under way and an increasingly urgent need to address political, socioeconomic and environmental issues on a global scale, this is a critical moment for the international development agenda. Almost 15 years after the Millennium Declaration, a new phase for international development is about to begin and, with it, comes the opportunity to critically assess how new development goals and milestones are likely to be shaped and delivered. This paper assumes that a greater understanding of development needs and practices can better sustain a new agenda for change, and that a key step in this process is to identify priorities based on both new and long-standing knowledge gaps, to help orient decision-making processes and funding allocation in academia and beyond. This paper present the results of a consultative and participatory exercise that addresses the need to articulate and better align the research interests and priorities of academics and practitioners working on international development in a post-2015 international development framework. The exercise was organized around a two-stage consultation and shortlisting process. A four-months open consultation was conducted, offering development stakeholders and individuals the opportunity to submit their questions. People were invited to submit questions related to some of the thematic priorities that guided the “World We Want” campaign—a global stakeholder consultation conducted by the UN between 2010 and 2014 involving governments, civil society and lay citizens. In this first phase, 705 individuals from 109 organizations based in 34 countries were involved in the formulation of 704 questions. The questions were then discussed and shortlisted during a two-day workshop with academic and practitioners representing different world regions and areas of expertise, among whom are also the authors of this paper. After the final shortlisting, questions were regrouped into nine macro-thematic sections: governance, participation and rights; environmental sustainability; food security, land and agriculture; energy and natural resources; conflict, population dynamics and urbanization; economic growth, employment and the private sector; social and economic inequalities; health and education; development policies, practices and institutions. The final 100 questions address a varied combination of long-standing problems that have hindered the development agenda for decades as well as new challenges emerging from broader socioeconomic, political and environmental changes. Well-established concerns about the rights of women, and of vulnerable groups such as poor workers, small-scale farmers, people with disabilities, children and ethnic minorities feature alongside emerging issues, including the role of business in protecting human rights, and information and communication technologies as tools for empowerment and social integration. Similarly, traditional concerns linked to rural livelihoods, land tenure and agricultural production are presented together with environmental sustainability, natural resource extraction, urbanization, food security, and climate change adaptation and mitigation. While civil society and the empowerment of marginalized populations are recognized as key for development, questions on new actors including the private sector, emerging economic powers and new middle-income countries as development donors and partners feature heavily in the shortlist. The questions also reflect the mainstreaming of gender perspectives into a wide range of development areas, helping to cement the view that gender should be considered central to future development initiatives. A large number of the submitted questions (102) specifically addressed broader issues related to development politics, practices and institutions. This outcome, combined with the fact that a number of these were included in the final shortlist, highlights the fact that there is a critical need for a deeper collective reflection on the role and relationships of different actors in international development, and the impact that contemporary economic and political scenarios will have on the development agenda. We envision our list of 100 questions contributing to inform the post-2015 agenda and future development-related research priorities of international, governmental and non-governmental organizations. But, perhaps more centrally, we believe that these questions can act as starting points for debate, research and collaboration between academics, practitioners and policy makers. The value of research exercises such as this one rely on the ability of a variety of stakeholders to reach consensus around a set of research priorities put forward by anyone willing to engage in the process. We believe that the process of co-production we set out here, of debate and discussion between different stakeholders, is essential for successfully and effectively tackling the key challenges ahead for the international development agenda

The impact of the International Food Policy Research Institute's research program on rural finance policies for food security for the poor

This study examines the contributions of the International Food Policy Research Institute (IFPRI) between 1993 and 2001 to analysis, outreach, capacity building, and training related to the role of rural finance in poverty reduction. The IFPRI multicountry research project on Rural Finance Policies for Food Security for the Poor involved data-intensive research by more than 14 research fellows on the impacts of access to rural financial services in countries. This report examines the contribution of the program within four countries where microfinance research and outreach activities were conducted and its contribution to global knowledge about rural finance and food security....It addresses issues of critical importance: (1) does microfinance have an impact on the poor, and is this impact achieved through better risk management as well as increased income generation?, (2) does the structure of financial service providers matter in supporting this impact?, and (3) how can the microfinance industry be made more sustainable?.... Malawi, Bangladesh, Ghana and Nepal were selected for analysis of research impacts." taken from Authors' Abstract.Evaluation Methodology ,Social sciences Research Evaluation ,Research institutes ,Capacity building ,Training ,Rural poor Research ,

“Thinking and speaking for ourselves”: the development of shack dwellers’ political voice in the age of ICTs

A prevailing urban phenomenon of the 21st century is that more people than ever before are living in informal settlements. As residents of informal settlements, the majority of shack dwellers can be considered socially, economically and politically marginalised citizens. The combination of poverty, marginalisation, and precarious living conditions has in many cases given rise to a vicious cycle. In this cycle, shack dwellers lack an effective voice and are unable to participate in political decision-making processes that affect their lives, leading to deepening deprivation and marginalisation. To break this cycle, the development of a genuine political voice of shack dwellers is essential. However, the process of developing a political voice in shack dwellers has only received scant academic attention and is poorly understood. One aspect of this process is the role of information communication technologies (ICTs) in enabling political voice. This has received some attention and has become a salient topic in academic study and development policy. Despite growing adoption of certain ICT tools by marginalised individuals, there is little evidence of their meaningful use for political voice. Access to ICTs is not the same as meaningful use of ICTs for political voice. Only a few studies have examined the issue of meaningful use of ICTs for political voice. This dissertation explores the factors influencing the processes by which marginalised individuals are able to develop a political voice, with a particular focus on the role of two increasingly ubiquitous ICTs – mobile phones and internet. A qualitative case study of a shack dweller grassroots organisation in South Africa (Abahlali baseMjondolo (AbM)) is used to explore different types of political voice. The case study looks at the circumstances under which members of AbM are able to develop individual and collective forms of political expression, and the role that the use of ICTs play in this development. Data collected from semi-structured interviews and participant observation for this study suggests that, individual differences in combination with entrenched traditions and social structures based on patronage may undermine the development and or expression of political voice. However, active engagement in a grassroots organisation was found to be useful to overcome these limitations and for some individuals to develop their political voices. AbM members were able to engage in collective processes which led to the development of social bonds, trust, self-confidence, and critical reflection. Both the internet and mobile phones were found to play an important role in the development of political voice of AbM members. However, interaction between the use of ICTs and the development of a political voice is complex. In many instances the technology has enabled mobilization, as well as given individuals a feeling of security. Where this has happened, the appropriation and re-purposing of ICTs to fit the needs of AbM members has come about as a result of attaching meaning to these technologies, which did not exist before AbM. ICTs can facilitate the development of political voice, in particular by facilitating collective processes (e.g. mobilization), channelling support and trust, as well as raising self-confidence. Yet, as the case of AbM demonstrates, ICTs have not operated as a political equalizer within AbM. The use of ICTs for political voice might have even created new barriers for the development of political voice of some members. This dissertation brings together disparate stands of literature dealing with ICTs, political voice, social movements, empowerment, community psychology, and participation to conceptualise the development of a political voice. Moreover, a framework is devised to analyse the nature and the process of this development in marginalised individuals, as well as the role played by ICTs in this process. This dissertation aims to bring an understanding of the complex relationship between ICTs and political voice of marginalised individuals. An understanding of the process can provide important inputs to devise more effective design and implementation of policies and projects aimed at increasing political participation of an ever-growing population of disenfranchised and marginalised people living in informal settlements