OLPC Ethiopia/M&E: Difference between revisions
Jump to navigation
Jump to search
(New page: 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 capacit...) |
(Removing all content from page) |
||
| (3 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
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]] |
|||
---- |
|||
===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. |
|||
---- |
|||
===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. |
|||
---- |
|||
===Primary Indicators=== |
|||
Attainment |
|||
Perception |
|||
Teaching and learning style |
|||
Out-of-school usage |
|||
'''complete [[list of indicators]]''' |
|||
===Related documents=== |
|||