OLPC Ethiopia/M&E: Difference between revisions

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Monitoring and evaluation

The aim of the m&e activities for olpc in Ethiopia is to assess the feasibility and impact
of introducing `innovative learning' in Ethiopia consisting of capacity development, XO
laptops and Melepo. In fact m&e serves to gain detailed information on the preparation
(in particular teacher training) and the implementation phase (both in- and outside of
the school). Through a variety of methods (see below) we assess the outcomes of the
capacity development activities and the the teachers, students and additional stakehol-
der's perception of the programme (awareness and ownership).
Monitoring the preparatory and implementation activities and at the same time the per-
ception among the stakeholders gives an insight of both the level of integration of the
laptops in the classroom and the development of the social environment (awareness and
involvement). Given these data the implementing team is able to follow-up processes
during the whole duration of the programme, moreover to adjust internal steering me-
chanisms among local stakeholders.
In the methodological set-up we aimed at an comprehensive approach gathering data
on both in- and outside of school usage of the laptops. Nonetheless the methodologies
applied cover all stakeholders (students, teachers, parents, wider community, etc.).


===Aims&Objectives===
'''Aim'''

To conduct a monitoring and evaluation exercise which assess the feasibility and impact of introducing ‘innovative learning’ in Ethiopia consisting of capacity development, XO laptops and Melepo.

'''Objectives'''

* Gain product feedback regarding suitability of XO and Melepo (to implement changes over long break)
* Assess outcomes of capacity development training activities
* Assess perception of initiative amongst teachers, students and additional stakeholders
* Develop and implement a mechanism for assessing impact on student attainment (to complete at close of evaluation exercise)
* Assess scaleability of approach to implementation
* Access impact of programme according to grade of education

For Melepo specific aims - [[Melepo]]

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===Locations===

M&E activities will be conducted in all schools participating in the 5000-deployment (see: [[Locations]]).
However, in order to gain better feedback on the effects, additional schools ([[control school]]) are added.

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===Methods===

'''Methods for inside-the-school usage'''

* classroom observation forms - these forms gather quantitative information on the
teacher-student interaction, the use of differenet tools (blackboard, textbooks, lap-
tops, etc.), activities with the laptop, social forms and methods of teaching (see
form in the attachment);
* focus groups with teachers - this method offers a platform for teachers to discuss
progress and problems related to the implementation of the laptops in the school
in general and in the curriculum in particular. Teachers participate on a voluntary
base. Focus groups are moderated by one of the on.e team members. Notes are
taken by the moderator or, if teachers agree, the whole session is recorded. Focus
groups are conducted on a 6-monthly basis. The method oers quantitative data
on integration and overall progress;
* focus groups with students - discussions with approx. 8 volunteers focus on children's experience with the laptop. However according to the age of children it is
conducted using different methods to discuss (e.g. drawings, pictures, toys, etc.).
Moderation and frequency similar to teacher focus groups;
* baseline test - a general test is conducted with 6th grade students (30 students/school)
to assess their level of knowledge in different subjects. The frst test takes place
before the implementation of the laptops while the second one after six month of
laptop usage. The test offers a comparison of impact on child attainment between
the 4 schools involved and two Control schools (Control 1 - xo and interactive text
reader; Control 2 - no xo, no interactive text reader);
* teacher diaries - we distribute diaries for teahers who are willing to report and
reflect on their experience with the laptops on a daily basis. (Unstructured but
with prompts to assist in completion.);
* student diaries - same as teacher diaries. Both data are qualitative with respect
to their datatype.

'''Methods for out-of-school usage'''
* interviews with parents and community members - these data offer exqusitely
important information on the acceptance and awareness concerning the laptops in
the local communities. Communities are defined on the closer living environment
of the students (in the case of Addis Ababa therefore we speak about multiple
communities);
* process samples - by using a simple script data on laptop usage will be extracted.
The aim is to evaluate the frequency and the length of using each application on
the laptop. Data collection only takes place with the agreement of the owners of
the laptops.

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===Primary Indicators===
Attainment

Perception

Teaching and learning style

Out-of-school usage

'''complete [[list of indicators]]'''

===Related documents===

Latest revision as of 13:57, 2 February 2009