OLPC Ethiopia/M&E

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