strategies for learning and skills development in emerging...

Strategies for Learning and Skills Development in Emerging Markets

A Strategy Document for Policy Stakeholders

Contents

IntroductionSection 1

The Importance of Multiple Stakeholder PartnershipsOpportunities for Learning and Skills DevelopmentEmbracing the Learning Community

Section 2Access to Learning and Skills OpportunitiesPhysical and Virtual Learning SpacesContent and Process

Conclusion

A Strategy Document for Policy Stakeholders

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Economies across Europe, the Middle East, and Africa (EMEA) are endowed with vastly different factors of production, but one factor is common to all—human capital. From a purely economic perspective, this is a renewable, sustainable resource available to all nations and communities. However, human capital is a severely under-used resource in many emerging economies. On humanitarian grounds, this is neither desirable nor acceptable at the start of the 21st century.

As governments speak of shifting to knowledge-based economies, this transition places more emphasis on the ‘mental’ rather than the ‘manual’. Consequently, emerging economies must foster increased labour productivity through exploiting the benefi ts of improving technologies and reallocating workers to higher-value activities.

To achieve this objective, national economies need a more adaptable, better skilled, and more literate workforce. This signifi cant shift requires a skills upgrade across the entire community, and therefore places a great emphasis on education and training strategies.

This strategy document is for government policymakers,

offi cials, and other stakeholders working within

emerging and developing countries. It explains multiple

programmes within Microsoft, in learning and skills

development. It outlines successful strategies for helping

national governments to build prosperous knowledge

economies. It identifi es opportunities to work in

partnership, and provides access to other resources,

materials, and contact information.

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Introduction > Introduction 4

Section 1 8

The Importance of Multiple Stakeholder Partnerships 9

Opportunities for Learning and Skills Development 10

Embrace the Learning Community 12

Section 2 14

Access to Learning and Skills Opportunities 15

Physical and Virtual Learning Spaces 17

Content and Process 18

Conclusion 22

A Strategy Document for Policy Stakeholders | Introduction

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The Global Agenda The United Nations (UN) Millennium Declaration looks toward a time where boys and girls everywhere can gain a full primary education, and enjoy equal access to all levels of education. This is one of the Millennium Development Goals1: a blueprint that has been agreed by all countries and leading development institutions of the world.

Similarly, the World Bank wants to ensure effective education for all developing and middle-income countries; assist emerging economies to join the knowledge revolution and avoid being left behind in a ‘digital divide’. At a global level, the World Bank is the world’s largest external financier of education—lending U.S.$2.3 billion in the year ending March 31, 2005.

However, funding alone is not sufficient to ensure countries can develop their own capacity to participate in the global knowledge economy. Financial investment needs to be supported by a set of complementary strategies in order to sustain economic growth in emerging economies.

Sustainable Growth is Key The UN has declared the period 2005 to 2014 as the Decade of Education for Sustainable Development (DESD). UNESCO has been designated as the lead agency for the promotion of DESD, and the development of a draft international implementation scheme. This will encourage national strategies to: identify key stakeholders; ensure DESD is reflected in existing educational plans; and develop a framework for co-operation across government, and with non-governmental organisations (NGOs). A key strand of DESD is the promotion of quality education in all sectors as a prerequisite for sustainable development.

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A better educated and higher-skilled workforce is key to building efficient businesses and competitive economies. This results in greater productivity, supporting further investment in infrastructure, which assists the development of small and medium-sized enterprises (SMEs).

“Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor... that the child of farm workers can become the president of a great nation.”

Nelson Mandela

• An economic and institutional regime that provides incentives for the effi cient use of existing and new knowledge and the fl ourishing of entrepreneurship.

• An educated and skilled population that can create, share, and use knowledge well.

• A dynamic information infrastructure that can facilitate the effective communication, dissemination, and processing of information.

Ensuring Sustained Growth

The World Bank’s Knowledge for Development (K4D) programme identifi es four pillars for sustained growth:

• An effi cient innovation system of fi rms, research centres, universities, think tanks, consultants, and other organisations that can tap into the growing stock of global knowledge, assimilate and adapt it to local needs, and create new technology.

source: www.worldbank.org/wbi/knowledgefordevelopment/

This cycle creates personal, business, and social value. However, it is essential to ensure learning and skills are extended beyond the classroom into the related expertise necessary to drive economic prosperity, such as business training, technical skills, and lifelong learning.

The Importance of Local ContextsIt is essential to recognise the need for localised solutions that are sensitive to the needs and issues in emerging markets. Information and communication technology (ICT) success stories take place when the technology becomes appropriated by communities and cultures, to meet local contexts and situations. This has been illustrated by the fi eldwork of ethnographers Tony Salvador and John Sherry. For example, ‘teleház’ telecottages in Hungarian villages are run by local operators who know their communities and work with residents to refi ne the goals, products, and services offered to meet local needs2.

What Drives Sustainability?Microsoft makes many contributions to assist emerging economies develop their learning and skills strategies. These contributions focus on key areas where Microsoft can make an impact through the economies’ connection with our own areas of core expertise and competence, and where we can have a positive contribution toward the key elements of sustainable growth. These are innovation, productivity, and learning—three factors that act in a ‘virtuous cycle’ to fuel growth, accelerate development, and increase prosperity in a global knowledge-based economy.

Learning and skills development contributes to building a skilled workforce of educated citizens. It also helps forge social cohesion, and inspire a culture of innovation. Such a culture attracts investment and entrepreneurial opportunities, and helps to add value to products and services created in emerging markets. A better educated and higher-skilled workforce is key to building effi cient businesses and competitive economies. This results in greater productivity, supporting further investment in infrastructure, which assists the development of small and medium-sized enterprises (SMEs).

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A Strategy Document for Policy Stakeholders | Introduction

InnovationProductivity

Learning

Learning helps to build a skilled workforce and inspire an innovation culture. This, in turn, contributes to increased productivity, boosting growth and innovation.

The ‘Virtuous Cycle’ for Growth

Research and policy development assists joined-up leadership.

The development of 21st Century Skills includes training teachers in exploiting ICT to improve teaching and learning; supporting lifelong learning; and assisting with the development of digital curricula and learning communities.

The promotion of digital inclusion can be realised through the development of collaboration and communication systems, and ICT infrastructure.

Innovative software solutions help deliver tools that support flexible learning—and are accessible to disadvantaged economies through the Microsoft Unlimited Potential (UP) programme.

Leadership DigitalInclusion

21stCentury

SkillsSoftware

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21st Century Learning

Two key stages are required for the vision described above to become reality; firstly articulating strategy, secondly executing the plan. As a first step, policymakers in emerging economies must consider how the vision best translates into an appropriate strategy, which can then be implemented effectively. A critical mass of stakeholders is required to kick-start this process. For this to happen, the vision needs to be articulated in a clear form, understandable to all.

Emerging economies often share common strategic goals in relation to capacity building through learning and skills development. However, sustainable growth requires more than funding and sensitivity to local contexts. This paper, based on Microsoft experiences of working in partnership with national policymakers around the world, proposes the following considerations to ensure successful learning and skills development strategies:

1. The importance of multiple stakeholder partnerships (MSPs) MSPs, or public-private partnerships, will play a key role in most national strategies.

2. Opportunities for learning and skills development Both formal (e.g. schools, colleges, professional certification) and informal (e.g. community) education, needs careful consideration.

3. Embrace the learning community Engage those who provide, receive, and support learning and skills development opportunities.

4. Access to learning and skills opportunities Learning devices and facilities to support collaboration and communication must be available.

5. Physical and virtual spaces Consider where learning and skills development can take place, including schools, community teaching centres,

Acknowledgements

1. http://www.un.org/millenniumgoals/2. “Taking the Internet to the People”, Tony Salvador and John Sherry, IEEE Spectrum, http://www.spectrum.ieee.org/oct05/1892

communities of practice, and professional development networks.

6. The content and process of learning and skills development Examine issues relating to curriculum and pedagogy (what is to be learned and how?); localisation; and accreditation (how to measure what learning has taken place).

This document explores these considerations in more detail, highlighting key issues of specific relevance to learning and skills development in emerging markets.

From Vision to Strategy – What is Needed to ‘Pump-Prime’ Learning and Skills Provision in Emerging Markets?

A Vision of 21st Century Learning: How and Where Does Microsoft Invest its Resources to Work in Support of Governments?

Microsoft is working to bring the benefits of technology and technology skills to 250 million people by 2010. The ultimate aim is to use technology to help improve education and learning, create opportunity, and raise living standards for people around the world. This vision can be described as 21st Century Learning, and is supported by four key elements:

A strategy document for policy stakeholders3

Section 1>

Introduction 4

Section 1 8



Involve the Learning Community 12

Section 2 14




Conclusion 22

A Strategy Document for Policy Stakeholders | Section 1

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Figure 1: The Impact of Multiple Stakeholder Partnerships (MSPs) at Different Levels

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In order to connect the ideals of the Millennium Development Goals to the reality of realising the potential of individuals across emerging economies, multiple stakeholders need to work in partnership, providing support at different levels. The shared goal is to assist ‘capacity building’, and support sustainable growth.

The Importance of Multiple Stakeholder Partnerships

Realising a Common PurposeGovernment ministries, regional authorities, non-governmental organisations (NGOs), and the private sector all have responsibilities to help support learning and skills develop-ment. This support needs to be directed at many levels—to individuals, communities, businesses, regions, and nations.

Evidence acknowledging this common purpose exists. Nine out of 10 chief executive officers surveyed believe that partnerships between business, government, and civil so-ciety must play either a major role, or some role, in addressing key development chal-lenges facing the world today3. UN Secretary General Kofi Annan issued a call to action in 2005: an invitation for public-private partner-ships to build greater digital inclusion and a sustainable information society for all 4.

Public-private partnerships, also known as multiple stakeholder partnerships (MSPs), can initiate successful combinations of gov-ernment, industry, and NGOs to take projects forward, helping bridge the traditional divide

between public and private sector. The chal-lenge facing stakeholders is to contribute to a process that gains momentum and support at all levels—from international communities to grass roots.

The Multiplier EffectMSPs with a focus on learning and skills development must be targeted at schools or the training industries, but the effects of these actions go beyond the individuals directly targeted. Children who learn how to use ICT will show older family members how to use technology to support family businesses. Em-ployees who learn new skills will share them with their colleagues, and use them in family and community life, in addition to business. These different types of mentoring between family, community, and the local economy have a multiplier effect, contributing to wider gains which permeate across local and na-tional economies (Figure 1).

Sustainable growth, achieved through 21st century learning and skills development, requires funding, resources, and partner-

ships. Pump-priming initiatives and projects are needed to sow the initial seeds from which sustainable growth can take place. Support for these activities is a key priority of Microsoft learning and skills initiatives.

Priming the Pump Through PartnershipsIn an international project, Microsoft is part-nering with the United Nations Development Programme (UNDP) through the Unlimited Potential initiative. The project supports community learning centres in Lebanon, Morocco, Afghanistan, Mozambique, Tunisia, Turkey, and Yemen. It also supports UNDP with its ICT for Development in the Arab Region (ICTDAR) initiative, through the Solutions Sharing Network (SSN) to share information, expertise, and solutions.

The partnership between Microsoft and the International Federation of Red Cross and Red Crescent Societies aims to enhance the Federation’s ICT infrastructure and skills capacity through training and employee volunteer consulting for national societies, particularly in the Middle East and Africa. Microsoft is also working with UNESCO to in-crease access to cost-effective PCs, improve teacher training, and increase general access to technology and vocational skills.

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Mentoring

Training

Schools

MSP

Acknowledgements

3. Business Perspectives on Multistakeholder Partnerships, World Economic Forum http://www.weforum.org/site/homepublic.nsf/Content/Global+Corporate+Citizenship+Initiative4. Message of Secretary-General for World Telecommunications Day, 17 May 2005

Individualand Family

Community LocalEconomy

NationalEconomy

A Continuous ProcessInvestment in people through education and training is essential to raise productivity and support innovation in the economy. But good education must be underpinned by a commitment to lifelong learning. New technologies can open up fresh opportunities for policymakers and strategists to extend the learning process.

New theories and developments in education research and practice have influenced current thinking on the ways in which people can learn. Learning theorists speak of ‘learning episodes’—the turning points at which individuals acquire new knowledge5. These pivotal moments can take place in both formal and informal learning settings. Consequently, support needs to be given to both types of environment.

No two individuals will experience the same learning episodes in a uniform manner, or at the same time or place. Stakeholders need to acknowledge this distinction, and each nation’s strategic framework should support styles of learning that facilitate personalisation, communication, and collaboration.

Formal Learning The popular image of education as a series of school and college experiences is known as formal learning. It is defined as the education process we put our children through before they become economically-active adults. In emerging economies, this comprises primary and, sometimes,

“ Education is a social process… Education is growth… Education is, not a preparation for life; education is life itself.”

John Dewey

Opportunities for Learning and Skills Development

secondary school education—and, in some cases, further and higher education opportunities. Some vocational courses may exist at higher levels which can lead to the acquisition of professional certification. In general, formal learning provides young people with the essential core skills that prepare them for adult life.

An example of supporting formal learning is the New Partnership for Africa’s Develop-ment (NEPAD) e-Schools Initiative. This aims to provide every African school-leaver with the basic skills required to function in the new knowledge economy and informa-tion society. A number of global IT leaders, including Microsoft, have agreed to assem-ble and lead several consortia, and provide end-to-end technology solutions for the NEPAD initiative across 16 African countries.

Informal LearningIn contrast, informal learning embraces a range of opportunities for learners, which take place outside a hierarchically-struc-tured, chronologically-graded education system. This can include planned and struc-tured learning (such as short courses) organised in response to identified require-ments, but delivered in flexible and informal ways, in community and workplace settings.

The Bulgarian government has partnered with Microsoft to establish 160 telecentres. These provide skills, technology access, and e-training to citizens. In Egypt, a partnership between the UNDP, the Ministry of Communication and Information Technology, and Microsoft, is creating a

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Personalisation tools support multiple learning styles; collaboration and communication help learners broaden and deepen understanding. These characteristics help improve learning outcomes in both formal and informal learning arenas.


Since May 2003, more than U.S.$25 million has been donated in cash and software grants across EMEA. More than 180 projects have been funded, which will train close to 1 million people across more than 7,100 CLTCs.

All learners are individuals, and teaching practices need to reflect this. From primary school to the workplace, the main challenge facing educators is providing students with opportunities for ‘learning episodes’ to take place, and tools to support deeper understanding.

Acknowledgements

5. e.g. “Using a life-story approach in researching entrepreneurial learning: the development of a conceptual model and its implications in the design of learning experiences”, David Rae and Mary Carswell, Education and Training, Volume 42 Number 4/5 2000 pp. 220-228

network of Technology Clubs. These will provide opportunities for disadvantaged communities to access ICT and skills training, supported by 250 trainers, with a focus on building long-term sustainability.

The Arab Region programme of the UNDP Information and Communication Technology for Development, in partnership with Microsoft, has established 10 community centres for the Ajialcom project in Morocco. This youth-centred initiative focuses on developing skills for employability, and SME creation to develop new jobs and businesses. This successful pilot is extending to another 50 centres in Morocco, and shortly starting in Algeria.

Microsoft Unlimited Potential is a global initiative that offers a comprehensive approach to bridging the digital divide by offering grants, software donations, and technology skills development and training through community-based technology and learning centres (CLTCs). Since May 2003, more than U.S.$25 million has been donated in cash and software grants across EMEA. More than 180 projects have been funded, which will train close to 1 million people across more than 7,100 CLTCs.

Supporting 21st Century LearningLearning and skills strategy will differ between emerging economies, according to the particular issues and needs of each country. A distinction can be identified when considering different strategies for capacity building between diverse emerging economies. The primary focus may be to

increase presence in the global economy (e.g. China), or in the knowledge-based economy (e.g. India). These strategies are not mutually exclusive, but both can benefit from a 21st Century Learning approach.

The most effective delivery may reside in the formal or informal sector, but the type of learning that takes place includes three characteristics that transcend the learning arena: personalisation, communication, and collaboration. In each of these areas, governments can make improvements by supporting effective learning and teaching methods with the appropriate use of relevant technologies.

Tools supporting personalised learning help maximise choice for learners and teachers, and improve outcomes for all. Perceptions of learning styles have altered radically in the past 25 years. New approaches, such as Howard Gardner’s theory of multiple intelligences, have highlighted new ways of advancing creativity and improving understanding across most education environments. New software tools such as Microsoft Learning Suite give more resources to support comprehension

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and deeper understanding in a way that best suits each individual learner.

Effective communication is at the heart of good training, and the foundation for lifelong learning. Content can be distributed and shared in the most appropriate form to suit its audience and their needs, using the most appropriate tools. Learners need to share experiences and reflect on them. This collaboration deepens understanding and improves skills learned. Microsoft supports the development of these capabilities on both ICT-supported and face-to-face levels. Presence technologies developed for Learning Suite and Office software support better e-learning.

At the macro-economic level, economies benefit from the most effective utilisation of labour as a factor of production. From society’s perspective, people need to be mobilised and supported, and become empowered to help themselves and their communities.

Embracing the Learning Community

Connecting EducatorsThose directly involved with the teaching process require training and support in their own right. Continuous professional development requires an ongoing dialogue between peers, and the identification and dissemination of best practice. One of the most important recent developments in learning theory has been the widespread acceptance of the situated learning model, developed by leading academics Jean Lave and Etienne Wenger. This proposes learning involves a process of engagement in a ‘community of practice’. This term is now used across many disciplines, but is usually misinterpreted as a static end product. A true community of practice is, in Wenger’s words, “created over time by the sustained pursuit of a shared enterprise.”6

The learning and skills community of prac-tice is both product and process. Supporting actions are required to reflect this fact. Tech-nology provides an opportunity to create communities of practice among educators.

The Innovative Teachers Network (ITN) is an online community of practice, supported by Microsoft, connecting educators from around the world who share a common interest in using ICT, and collaborate on teaching and learning activities. ITN mem-bers can become part of a global dialogue on best practices, innovation, and peda-gogy. High-quality classroom and profes-sional learning content is available free from partners across EMEA, including Cambridge University Press of the U.K., and South Africa’s LearnThings 7 .

SchoolNet Africa (SNA) is a pan-African NGO, promoting education through using ICT. Within its Partners in Learning pro-gramme, Microsoft has collaborated on several partnership activities with SNA since early 2004. The Global Teenager Project is supported by teacher training activities, sus-tained by a continuous professional devel-opment (CPD) programme. Other partners across Sub-Saharan Africa are piloting a simi-lar model, developed by Microsoft and SNA.

A Lifetime of LearningIndustry observers have said that adults will change career up to six times in their working life. This implies all adults will need to become lifelong learners, to gain and develop required skills. This is particularly relevant in emerging economies, where opportunities for education and skills devel-opment may have not existed for workers when they were young. A study by the UN University identifies SMEs as a key catalyst for the adoption of new technologies in emerging economies8. This is attributed to the entrepreneurial nature of the founders of such firms, but notes this is not possible without adequate equipment, infrastructure, and opportunities for informal learning.

Fairness and social inclusion must also be at the heart of learning and skills initia-tives. Lifelong learning should be available to all. Everyone has the right to realise their potential, regardless of gender, race, economic background, or location. In the Federally Administered Tribal Area (FATA), in Pakistan’s North-West Frontier Province, only three per cent of women are literate.

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Supporting the Learning Community

Learning and skills development requires a holistic approach to supporting the entire learning community: lifelong learning for all—regardless of age, gender, or background—must be supported.

The benefits go beyond the individual, helping families and communities gain useful skills. Educators must be brought together to help nurture communities of practice; and researchers must be engaged to ensure the best-informed strategic decisions can be made.

Lifelonglearningfor all

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The Pakistani Ministry of Education is work-ing in partnership with Microsoft to improve standards of female literacy.

One of the first beneficiaries of this joint initiative has been the Government Girls Secondary School in Jamrud, near the Khyber Pass. Here, the latest desktop computer applications are being used to improve basic literacy and numeracy, and to help pupils gain a deeper understanding of many subjects. For example, spreadsheets are being used in science and maths lessons for data collection and analysis.

Helping Families and CommunitiesOpportunities for learning and skills development will differ between emerging economies and on a regional basis inside each country. Investment in schools may be the priority in one place: in another, the focus could be on helping adults gain skills. Priorities will differ: historical and demographic factors may dictate strategic priorities, but the benefits will resonate through the community.

Children benefiting from schooling in locations with poor literacy levels can

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Acknowledgements

6. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.7. http://www.innovativeteachers.com8. Learning New Technologies by SMEs in Developing Countries, Oyelaran-Oyeyinka, Banji & Lal, Kaushalesh, Discussion paper, September 2004, United Nations University, Institute for New Technologies (also published in 2006 in Technovation, Vol 26, No. 2, pp.220-231)9. The World Bank E-Strategies Monitoring And Evaluation Toolkit, January 2005

The “Inspire” Programme was launched by Microsoft Research Cambridge in the second half of 2005. It is designed to promote interaction between academics from developing and developed countries in EMEA, while recognising exceptional students from developing countries who want to embark on a research career.

Teacher Training FrameworkWorking closely with the Namibian Ministry of Education’s National Institute for Educational Development, Microsoft supported teacher training as part of the Pathfinder initiative. This, and related projects in other countries, have led to the creation of a Microsoft Teacher Training Framework. It is designed to be used in a series of short courses that start with basic ICT literacy for teachers, develop the use of ICT in the classroom, and train education leaders in managing the intro-duction of ICT in schools. This model is now being used in more than 20 countries, for training tens of thousands of teachers.

provide support in the home, assisting family members with day-to-day activities that involve the written word. Literacy support at home will encourage relatives to take advantage of opportunities for lifelong learning. Skills training, in turn, can provide outputs that benefit the whole community.

Engaging ResearchersResearchers can help ensure strategic deci-sions are made wisely, addressing concerns that have been voiced by international bodies in the past over ICT investment. The World Bank noted in 2005: “Over the past decade, many countries have spent signifi-cant time, energy, and resources to design e-strategies, which often remained blue-prints or white elephants because no sys-tematic set of indicators had been agreed upon and established to monitor and evalu-ate their implementation.”9 Participation by the research community will improve this, helping ensure strategies are grounded in frameworks, which are most likely to sup-port long-term success.

The provision of opportunities to foster lifelong learning needs to be supported by appropriate research. The Digital Inclusion

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funding programme is a U.S.$1.2 million ini-tiative, announced by Microsoft Research in October 2005. This partnership with NGOs empowers academic researchers world-wide to tackle technological challenges to improve health, education, and socio-eco-nomic conditions.

The Inspire Programme was launched by Microsoft Research Cambridge in the sec-ond half of 2005. It is designed to promote interaction between academics from devel-oping and developed countries in EMEA, whilst recognising exceptional students from developing countries who want to embark on a research career.

A strategy document for policy stakeholders3

Section 2


>

Introduction 4

Section 1 8




Section 2 14




Conclusion 22

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Widening access to learning and skills development opportunities can be addressed by developing infrastructures that support collaboration and communication, and by increasing access to modern learning devices.

Access to Learning and Skills Opportunities

The supply of essential learning tools and infrastructure components is a key pump-priming activity. It is a critical factor in the successful use of ICT to support learning and skills development in emerging markets.

Knowing when to use ICT to best support teaching and learning is essential. But trained staff must also be matched with other key resources. In Mauritius, researchers noted investment providing primary schools with ICT teachers was not accompanied by sup-porting investment in technology10. Similarly, a UN University paper notes ‘...proper poli-cies and programmes aimed at providing required infrastructure need to be initiated in developing countries, in order to make SMEs more competitive in the domestic and international markets’11.

Learning DevicesComputer hardware, such as PCs, peripherals, and networking devices, are required to connect learners with online resources and communities, and for e-learning content to be used. Historically, costs have been prohibitively expensive for emerging economies to supply schools and training centres with hardware and connectivity. Now, there are several initiatives to provide affordable computer hardware to countries that previously would have been unable to afford these devices.

One objective of the NEPAD E-schools initia-tive is to equip schools with basic ICT facili-ties. The Digital Pipeline project also aims to provide schools and community centres in developing countries with affordable ac-cess to high-quality refurbished computers donated by organisations from developed countries. Microsoft has used its relationships

in both developed and developing countries to help the establishment and implementa-tion of this project.

Learning devices require operating systems and other software in order to function. The Fresh Start for Donated Computers pro-gramme is designed to remove the licensing barriers that stop primary and second-ary schools using donated computers. It provides appropriate documentation and media to replace the missing software that was originally shipped with the computer when new.

The Microsoft Authorised Refurbisher (MAR) programme operates on a similar princi-ple, authorising local refurbishers to install licensed Microsoft Windows® software on refurbished computers, working with donor companies and eligible recipients. These initiatives assist corporations in developed countries to responsibly dispose of old

equipment and help contribute towards the ‘1,000,000 Computers for Africa’ campaign initiated by SchoolNet Africa, with Microsoft.

Communication InfrastructureCommunication is critical if emerging econo-mies are to participate in, and benefit from, the digital networked economy. As a signa-tory of the World Summit on Information So-ciety’s (WSIS) “Pledge to Connect the World”, Microsoft has partnered with organisations such as UNESCO, UNDP, and UNHCR, to ensure that by 2015, 1 billion people across the globe can enjoy and benefit from digital connectivity.

In emerging markets, ownership and usage patterns of mobile devices and PCs are likely to differ from Western Europe, North America, and Asia. These patterns reflect a process of appropriation and adaptation to local needs and contexts, and need to be recognised and understood.

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Curriculum

Investments in staff training and development need to be matched by appropriate tools and infrastructure. The most effective combination of these components may vary between emerging economies.

Collaboration Software

Learning Devices

Communication Infrastructure

Learning Tools and Infrastructure Components


The Innovative Teachers Network (ITN) is an international online community for educators. Members can become part of a global dialogue on best practices, innovation, and pedagogy.

Microsoft understands that each country will adopt and use technology according to its needs, hence Microsoft programmes and initiatives are designed to facilitate local needs and contexts. What may work in one country might not be appropriate for an-other. This is of critical importance for MSPs, and can be the key to success or failure. A key differentiator is the communication infra-structure available in each country.

In the majority of European states, invest-ment in upgrading fixed-line telecommu-nications network capacity has driven the sustained increase in connected learning communities. Subscriber penetration is typi-cally high, and, as a result, a large percent-age of households and organisations can access high-bandwidth data connections using existing telephone lines.

This is not the case in emerging economies. Solutions based on widespread fixed-line connectivity are likely to be limited. Existing infrastructure is unlikely to have widespread penetration, due to network capacity, and higher relative costs to households.

However, many emerging markets have been able to bypass an entire generation of telecoms technology, and capitalise on the potential of new solutions that are more appropriate to local situations. In particular, the advent of wireless networks and mobile technologies has offered many new opportunities in developing countries. This is reflected in rapid network growth and take-up of services. Mobile learning exemplars, including research supported by Microsoft, and tools using Microsoft technologies, are growing in many countries.

A mobile learning pioneer at the University of Cape Town, South Africa, believes that despite differences in infrastructure, the needs of many developing countries are similar. Solutions are not impossible—they need to reflect the local situation, and take a pragmatic approach to existing assets12. In India, the Swaminathan Institute uses a mix of technologies according to the needs of the community, ranging from Internet to paper-based.

The majority of research and development exploring mobile device usage has focused on developed countries where individual ownership of mobile devices is the norm. This cannot be assumed in emerging econo-mies, where one handset may be used by many people—like a public telephone box.

In Bangladesh, an initiative by Grameen Bank, a microfinance organisation, gives entrepreneurial villagers the opportunity to act as a ‘one-person walking callbox’ to farm-ers and other rural communities that would otherwise have no access to communica-tions devices. A study quantifies the benefits to rural families as saving 10 per cent of household monthly income, and cites a simi-lar development in Uganda where growth of community phone use and revenue is double that of conventional mobile ownership13.

Acknowledgements

10. ICT in Primary Schools of Mauritius: Policy and Practice, Dr V. Ramharai & K. Goodoory, proceedings of International Conference on Open & Online Learning 2003.11. Learning New Technologies by SMEs in Developing Countries, Oyelaran-Oyeyinka, Banji & Lal, Kaushalesh, Discussion paper September 2004, United Nations University, Institute for New Technologies12. Masters, K. 2004. Low-key m-learning: a realistic introduction of m-learning to developing countries. http://www.fil.hu/mobil/2005/Masters_final.pdf13. Ulfelder, J. (2002). Upwardly Mobile. Worldlink: The Magazine of the World Economic Forum.

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Elsewhere, in partnership with UNDP’s In-formation Communication Technologies for Development in the Arab Region (ICTDAR), Microsoft is actively supporting the develop-ment of localised solutions and know-how in emerging economies.

Collaboration on CurriculumThe available infrastructure also needs to support collaborative learning. Learning providers need to co-ordinate actions at regional and national levels, whether this takes place in schools, community training centres (CTCs), or in the workplace. Cur-riculum development requires input from multiple stakeholders and reviews to ensure changing needs are being addressed on a continual basis.

ITN is an example of an international online community for educators, estab-lished by UNESCO and Microsoft. Members become part of a global dialogue on best practice, innovation, and pedagogy. High-quality classroom and professional learning content is available free of charge from several partners.

The Solutions Sharing Network (SSN) is an online global initiative created by Microsoft that aims to develop and share effective solutions while promoting increased collaboration between the public sector agencies and academia. The concept is akin to a clearing-house for intellectual property (IP) such as solutions, architectures, best practice, and application source code to be shared openly, for free. SSN can be used by academic institutions to advance education and research around open application development, and help facilitate international developer communities.

Learning and skills development programmes require an appropriate forum. This can take place in physical or virtual space—or, increasingly, in a combination of the two, referred to as ‘blended learning’. The most suitable type of space will inevitably depend on the precise situation: whether the context is formal or informal learning; if learners are within close proximity to each other; and at what scale a critical mass of resources for teaching provision exists.

Physical and Virtual Learning Spaces

Bricks and BytesIn the majority of cases, learning and skills development programmes will require some form of physical space where people converge. One priority is to ensure that places of learning are equipped with adequate ICT. Microsoft is committed to supporting this through MSPs such as NEPAD and Digital Pipeline.

However, many emerging economies require more than just a traditional school space and equipment in order to deliver lifelong learning opportunities. Increasingly, com-munity centres are ideal locations to provide a physical and social space to host them.

One example is the Soweto Digital Village in Chiawelo, South Africa, funded by the Microsoft Unlimited Potential programme with the NGO, Africare. In its first year, more than 500 young people have learned the basics of using database and word-process-ing tools. More than 5,000 people have used the services available at the Chiawelo Digital Village to start and support small businesses, link to online university courses, and develop local communities of practice. Chiawelo aims to be a sustainable enterprise in its own right, by finding means to generate income and offset operating expenses. It has opened a Business Services Centre, offering desktop publishing, printing, fax, and photocopying services for the local community.

Being VirtualThe potential for online learning is more constrained in emerging economies than in developed countries, which have greater ICT penetration in domestic, workplace, and education settings. But this does not mean online communities of practice are totally unsuitable for use as ‘places’ for learning and skills development.

Online environments can be invaluable to support highly motivated, but geographi-cally isolated, individuals and small groups of knowledge workers. This isolation may be due to large distances or, for teachers and trainers, their day-to-day working environ-ment. Although practitioners may be in close physical proximity, they may not have sufficient opportunities to assemble in the same place at the same time. A virtual forum that transcends barriers of time and place may be more suitable to support sharing of experiences, lessons learned, and particularly useful resources.

A recent survey of African NGOs14 found that 86 per cent of respondents felt e-learning could be used positively. Many reported they could put e-learning to use in their own or-ganisation, and wanted this to be supported by workshops and training. Content should, they said, be relevant to local needs, focus on high-level skills acquisition, and be highly interactive. Activities should involve creative problem-solving, mediated discussion, and be supported by a facilitator. Feedback and accountability are regarded as high indica-tors of engagement and success.

Acknowledgements

14. http://www.kabissa.org

Online environments

can be invaluable

to support highly

motivated, but

geographically

isolated, individuals

and small groups of

knowledge workers.

The Microsoft SSN initiative is used by UNESCO for its Knowledge Communities Web portal. This Cairo-based project is developing several online communities that unite international experts and agencies. These will be used to exchange content and best practices, share tools, mobilise interested parties, and suggest solutions and strategies to address critical issues in education. Initial community themes will include Technology Solutions in Education, Multilingualism in Cyberspace, and Informa-tion for All.

17

Strategic issues concerning the content and process of learning and skills development address three key areas: establishing what is to be learned and how (curriculum and pedagogy); measurement of learning that takes place (accreditation); and localisation of content used.

Content and Process

Curriculum DevelopmentIn emerging economies, curriculum devel-opment needs to reflect demand for services that can add long-term economic value, while supporting the development of con-tent that can help maintain national identity. From a learning and skills perspective, the role of ICT in the curriculum transcends that of mere subject. General ICT literacy is a key transferable skill in the knowledge-based economy, and the effective use of ICT to support learning and skills development across different sectors must be promoted.

As a global leader in the ICT sector, Microsoft is committed to supporting cur-riculum development in emerging econo-mies. Microsoft has two key initiatives, which address lifelong learning and skills devel-opment: Partners in Learning (PiL), and Unlimited Potential (UP). These are comple-mented by the new Microsoft Digital Literacy curriculum, which builds on the existing two initiatives15.

Learning and skills providers use curricula to support their specific goals. Table 1 presents the key areas.

Mastering Pedagogy How content is taught is just as important as what is being taught—particularly in blended learning contexts. Newer, more innovative models of teaching focused on learning are underpinned by appropriate pedagogic theories. Constructivist learning is an active process, in which learners construct new ideas or concepts based on acquired

knowledge and experiences. Social con-structivism builds on this through learning by social interaction and reflection.

In addition, research indicates that most adults learn best when they can relate to a topic or subject, and when they can engage in practical problem-solving and discussion, grounded in real-life contexts. ICT offers possibilities that were not previously availa-ble, such as interactive virtual simulations and group exercises, and has led to improved learning outcomes in many situations.

However, often teachers have been trained in teaching styles that may predate these developments. Non-constructivist approaches to learning assume that as long as learners are provided with knowledge, they will be able to use it. These ‘transmissive’ models of education place little importance on the role of the learning activity. Therefore, investment in ICT needs to be matched with continuous professional development (CPD) opportunities for teachers and trainers.

Localisation of Tools and ContentResources need to be in a form that ensures they are accessible by all audi-ences. However, content is often likely to be in English or another European language, which restricts its accessibility to learners in emerging economies. Language learning may be part of the capacity-building proc-ess, but should not preclude complementary learning opportunities. Microsoft is facilitat-ing this through initiatives which localise PC interfaces and commands into a range


18

What is learned?

Curriculum

Curriculum, pedagogy, and accreditation—together with localisation—are the key considerations for developing optimal content and processes for supporting skills development.

Content and Process of Learning

How is it learned?

Pedagogy

How is success measured?

Accreditation

A C

urr

icu

lum

for

Teac

her

s

The Microsoft IT Academy Programme offers a foundation for students and teachers, which supports lifetime career development, helping learners develop real-world abilities necessary for career success.

A Curriculum for TeachersThe creation of a localised teacher training curriculum was a key task for the Namibian Pathfinder initiative. A teacher training policy was formulated based on the current skills base and the future needs of the curriculum and was reviewed on the basis of results from a national programme to evaluate the effectiveness of ICT in supporting learning. Teachers were evaluated for their ability to engage with ICT in learning and teaching, and curriculum materials were constructed around individual needs.

of languages including Arabic, Kiswahili, Setswana, and Zulu.

The Microsoft Local Language Programme (LLP) is a global initiative to provide desktop software and tools to the public sector, by col-laborating with local experts of government, universities, and other interested parties. This programme has helped to:• Build a robust local IT economy and

skills base.• Bridge the digital divide between

developed and emerging markets.• Preserve national language and culture.

An important first step in using ICT to sup-port capacity-building in emerging econo-mies is standardising technical terminology. The Community Glossary is a collaborative project between Microsoft, governments, universities, and other groups, in selected language communities. Using Web tools provided by Microsoft, volunteer translators

and the local sponsoring partner can create and standardise the technical terminology glossary for their own language.

Achieving AccreditationFinally, accreditation can help people in emerging economies prove they have attained internationally recognised stand-ards. The Microsoft IT Academy Programme offers a foundation for students and teachers, which supports lifetime career development, helping learners develop the real-world abilities necessary for career success. Microsoft certification has interna-tional equivalence, as course content and learning outcomes are embedded in many educational curricula around the world.

Acknowledgements

15. http://www.microsoft.com/citizenship/giving/programs/up/digitalliteracy/eng/Curriculum.mspx16. NOTE: UP curriculum does not include testing and certification. An industry-standard certification can be provided through Microsoft Office Specialist

Used by: Aimed at: Outcomes:

Community Community Training People with limited or Proficiency in basic Training Centres no past experience with IT skills computers and technology Education Schools and other Students Proficiency in basic non-profit education IT skills and use of and training centres productivity applications

Workforce National and local Those in, and seeking, Proficiency in basic Development governments for employment, skills IT skills and use of entry-level workforce development, or productivity applications development and job retraining training programmes16

training programmes

19

Table 1: Categories of Curriculum Adoption

As a global leader in the ICT sector, Microsoft is committed to supporting curriculum development in emerging economies. There are two key initiatives which address lifelong learning and skills development: Partners in Learning and Unlimited Potential.

The Microsoft Partners in Learning (PiL) initiative aims to aid digital inclusion and overcome the fact that not every school, or country, has easy, affordable access to ICT.

The goals of Partners in Learning are:• Empowering schools to significantly raise the level of ICT literacy among their staff;• Supporting teachers and schools in developing an internal culture of innovation;• Working with schools to prepare students for the digital workplace.

A key strand of the PiL initiative is the framework developed to help teachers and students acquire the skills they need to make the best use of ICT in teaching and learning. Five different curricula have been developed under this framework, and each has been designed to support schools and teachers.

For example, in Senegal, Microsoft is supporting the French Ministry of Foreign Affairs’ RESAFAD project (African network for distance learning) on two complementary activities, through the PiL programme. Capacity building for curriculum developers was assisted by the provision of a 10-day intensive training session, specialising in pedagogical content development. In addition, the PiL curriculum was localised, giving schools free access to the highest quality ICT integration material, including development tools such as Microsoft Visual Basic® .NET to support budding local developers.

ICT literacy is an essential requirement for people to participate in the digital networked economy, and for e-learning to take place successfully. The PiL initiative includes a range of courses suitable for both pupils and teachers. These can also be used to support lifelong learners.

Partners in Learning Curricula in Schools

20


Partners in Learning

Unlimited Potential

The Microsoft Unlimited Potential (UP) programme was launched in 2003. Since then, more than 3,500 copies of its ICT curriculum have been distributed to support community learning and training programmes in 95 countries. It is designed to teach technology skills to people who have little or no experience with computer technology, and can be used in schools, on its own, or with PiL resources. It can also be used as an entry point for workforce development, complemented by Microsoft Office Specialist (MOS) training materials and certification.

The Unlimited Potential curriculum is available for free to any non-profit community training centre (CTC), including non-commercial training centres run by NGOs, governments, and public school systems. Local CTCs are encouraged to repurpose these core materials if they wish to set up a formal development programme for trainers.

In Egypt, the UP curriculum has been adopted as a key part of the Workforce Development and Education System initiative. This includes use across a number of different bodies,

Unlimited Potential Curricula in SchoolsThere are six core curricula used to support schools at different levels:

including: the Ministry of Communication and Information Technology (MCIT) e-learning centre; the UNDP Egypt portal; other partner NGOs and non-profit organisations; and the MCIT’s Technology Clubs initiative. The initiative comprises a national network of more than 1200 centres, providing ICT access to Egyptian citizens and communities, using ICT to improve standards of living and the socioeconomic conditions. The technology clubs are hosted and managed by a variety of organisations, mainly NGOs, and aim to empower more than 16,000 people a year.

Teachers Students

21

Grades 9-12+

Grades 9-12+

Grades 6-12+

Grades 5-8

ICT Peer Coaching

School Leadership

Basic Network Administration

Help Desk Community Support

Using Desktop IT

Foundation ICT Skills

A strategy document for policy stakeholders3 A Strategy Document for Policy Stakeholders | Conclusion

Conclusion

>

Introduction 4

Section 1 8




Section 2 14




Conclusion 22

22

>>

Investment in learning and skills is at the heart of capacity building for emerging economies. This helps develop a skilled workforce, improves social cohesion, and fosters a culture of innovation. Strategies need to address long-term considerations of sustainability, embedded in local contexts. Payoffs can be identified through higher-value inward investment, and better developed internal markets.

Determinants of SuccessSuccess is most likely where effective MSPs can be identified, bringing together govern-ment, NGOs, and industry—bridging the traditional divide between the public and private sectors, and working in partnership to realise shared goals. All participants will benefit from this approach, leaving a legacy that can be sustained by the recipients.

This strategy document has outlined a set of strategic considerations, which need to be considered when formulating learning and skills development policies. Learning is a continuous process. Successful strategies are grounded in a commitment to lifelong learning, building on new developments in understanding how and where learning and skills development takes place most effec-tively, and capitalising on the opportunities presented by innovations in technology.

Together We Can SucceedAppreciation of the diversity of successful learning arenas is essential. Successful learn-ing and skills development can take place both in formal and informal settings. But personalisation, collaboration, and commu-nication are at the centre of all 21st century learning. Learning can take place in physical or virtual spaces. The successful use of ICT to support learning and skills development in emerging markets requires adequate infrastructure: embracing modern devices, hardware, software, and connectivity.

The entire learning community needs to be engaged—including educators, learners, and researchers—to ensure teaching and learn-ing practice adequately meets local needs. Curriculum development, content, peda-gogy, and accreditation must be examined.

Microsoft believes that together, through effective partnership, we can help to improve and accelerate education and learning, create new opportunities for employability, strengthen local communities, and help all citizens to realise their potential.

Clear Strategic DirectionA successful learning and skills strategy de-pends on identifying the intended outcomes as clearly as possible. It is essential to identify and articulate the strategic direction, even if this is implicit in over-arching policy aims. Stakeholders from ICT, education, and skills development backgrounds may use similar terms in quite different contexts. It is critical to ensure shared understanding, with a com-mon use of taxonomy and jargon, from the

outset. Four key issues must be understood by all:• What skills need to be developed to sup-

port sustainability?• How can we drive and accelerate teaching

and learning?• How can ICT assist developments in cur-

riculum change, while remaining grounded in good pedagogy?

• To what extent will ICT be expected to support developments in teaching and learning methods?

Policies supporting skills development require an articulate ICT strategy. Figure 2 explains the four possible strategic directions available, when addressing the latter two issues listed above.

Today’s Curriculum

Today’s Ways to Teach/Learn

New Ways toTeach/Learn

New Curriculum

23

Articulating ICT strategy can be a challenge. This can be made easier by considering how ICT can assist curriculum change, and support teaching and learning practices.

Exte

nding

Transformation

Enhan

cing

Replacing –

Enabling

Figure 2: Identifying Strategic Aims

• A policy committed to using ICT to foster new ways of teaching and learning, and delivering the existing national curriculum (or, in the absence of curriculum, change). The strategy will focus on using ICT to enhance learning and skills development opportunities.

• Where policy aims to use ICT to help implement a new curriculum, the strategic role is one of transformation.

• If curriculum change is intended, support-ing existing teaching and learning practice, ICT strategy is one of extending current policy.

• Commitment to using ICT to maintain the existing curriculum and pedagogy will be supported by an ICT strategy replacing incumbent technologies and enabling improvements grounded in current practice.

A Roadmap for SuccessDeveloping an effective strategy that unites technology, learning, and skills development requires a roadmap for success—from con-ception to implementation. The UNDP has developed a 10-stage model, which can be used for mainstreaming ICTs and the MDGs, from conception through to planning and implementation (Figure 3):A successful national ICT strategy should ad-dress these 10 elements:• A coherent strategic vision, with high-level

political championing.• Effective MSP participation.• A holistic, cross-sectoral approach to

strategy.• Actions and programmes developed from

strategic priorities grounded in reality.• Clear and straightforward implementation

models.• The co-operation and partnership of

national and international donors and resources to support a strategy owned at the national level.

• Global inclusion of developing countries and ICT in overseas development aid projects.

• Coherent ICT strategies across industries.• A symbiotic relationship between the

growth of both ICT and regional integration.• An overarching focus on achieving the

MDGs themselves17.

“ ...if ICT, the MDGs and MSPs are on the same trajectory, there is an increasingly urgent need for a high-level, strategic framework for the mainstreaming of ICT for development for the achievement of the MDGs.” Denis Gilhooly, UN ICT Task Force

Bottom Up Approaches

Coherent ICT Strategy

Regional Integration

Global Inclusion

Donor Cooperation and Resource Mobilisation

Clear Implementation

Realistic Priorities

Holistic Framework

Multi-stakeholder Strategy

Vision and Leadership

24

A Strategy Document for Policy Stakeholders | Conclusion

MillenniumDevelopment Goals

Adapted from “National & Regional E-Development Strategies: A Blueprint for Action”, UNDP, in “The Role of ICT in Global Development”, UN ICT Task Force, 2003 p.29

Figure 3: A 10-stage model for mainstreaming ICT and MGDs

Acknowledgements

17. Adapted from “National & Regional E-Development Strategies: A Blueprint for Action”, UNDP, in “The Role of ICT in Global Development”, UN ICT Task Force, 2003. p.29 http://www.unicttaskforce.org/perl/documents.pl?id=136018. “Innovation and Investment: Information and Communication Technologies and the MillenniumDevelopment Goals”, in “Creating an Enabling Environment: Toward the Millennium Development Goals. Proceedings of the Berlin Global Forum of the UN ICT Task Force”, ed.Denis Gilhooly, UN ICT Task Force, 2005.

25

In a recent paper, Denis Gilhooly of the UN ICT Task Force noted, “...if ICT, the MDGs and MSPs are on the same trajectory, there is an increas-ingly urgent need for a high-level, strategic framework for the mainstreaming of ICT for de-velopment for the achievement of the MDGs.”18 He identifies five critical areas which must be addressed to ensure this mainstreaming process is effective:• Evidence of the impact of ICT on capacity build-

ing in emerging economies.• Explicit links to policy development.• Mobilisation of resources on a global scale.• A global alliance for ICT and development.• Supported by global campaigns and initiatives.

Microsoft is committed to supporting these aims by active participation in MSPs, to help achieve the MDGs, through relevant, appropriate actions as required in different parts of the world. Microsoft has a shared responsibility to help emerging economies realise their potential. By working in partnership to develop learning and skills development strategies, the long-term benefits go beyond the individual—they help local communities, economies, and society as a whole.

By working in partnership to develop learning and skills development strategies, the long-term benefits go beyond the individual—they help local communities, economies, and society as a whole.

AppendicesAppendix 1A Framework for Schools: Making a National Strategy Transferable

How Can Microsoft Help You?Microsoft assisted the Namibian government to implement an ICT strategy for its schools sector over a two-year period. These experiences have been documented and developed as a generic framework for schools, to guide strategic development in other countries.

Nine elements were identified from the Namibian experience, which map to five key themes. These can be implemented in support of existing or planned education and ICT strategies. The model has been refined to be flexible and adaptable to national, regional, and local needs and priorities for schools:

Microsoft handed over total administration of the Pathfinder Project to the Namibian government on June 7, 2005. This success has become the basis for further capacity building. The knowledge gained from the Namibian experience has been used to produce a white paper, ‘The Business of Schools: African Pathfinder Blueprint’. This was launched at the World Information Technology Forum (WITFOR) in Botswana. Since then, the governments of Angola, Rwanda, and Madagascar have joined the Pathfinder network, with further pilots underway in Botswana, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia, and Zimbabwe.

For more information, visit www.microsoft.com/emea/education/pathfinder/default.mspx

Appendix 2Web Addresses of Key Microsoft Programmes

Unlimited Potential www.microsoft.com/citizenship/giving/programs/up/

Solutions Sharing Network www.microsoft.com/Industry/government/solutionsharingnetwork.mspx

Learning Suitewww.microsoft.com/emea/education/learningsuite/

Innovative Teachers Networkwww.innovativeteachers.com

Namibian Pathfinderwww.microsoft.com/emea/education/pathfinder/

Digital Inclusion Initiative (MSR)research.microsoft.com/ur/us/digincl/

Inspire Programme (MSR)research.microsoft.com/ero/icd/inspire/

Digital Pipelinewww.digitalpipeline.com

Fresh Start for Donated Computerswww.microsoft.com/education/FreshStart/

Digital Literacy Curriculumwww.microsoft.com/citizenship/giving/programs/up/digitalliteracy/

Partners in Learningwww.microsoft.com/emea/education/partnersinlearning/

IT Academy for Teacher Trainingwww.microsoft.com/emea/education/itacademy.mspx

A Strategy Document for Policy Stakeholders | Appendices

26

Leadership DigitalInclusion

21stCentury

SkillsSoftware


“Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor... that the child of farm workers can become the president of a great nation.”

Nelson Mandela

For more information, visit www.microsoft.com/emea/education

© 2006 Microsoft Corporation. All rights reserved.

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