[WSIS CS-Plenary] Edu- Pro-poor literacy

[Meigs]

DEAR ALL
YOU ARE INVITED TO ATTEND THE PARALLEL EVENT MENTIONED BELOW, SUPPORTED BY
THE EDUCATION, ACADEMIA AND RESEARCH TASKFORCE, with final remarks by Adama
Samssekou

Divina FRAU-MEIGS
COORDINATOR, EDUCATION, ACADEMIA AND RESEARCH TASKFORCE

                   

Roundtable Panel on PRO-POOR ICTS FOR EDUCATION : Innovation, research,
monitoring and evaluation
 Thursday, 17 November 2005, 9:00 ­ 11:00AM, Salle/Room Nabeul
 
Organizers
International Literacy Institute (ILI) (www.literacy.org)
InfoDev/World Bank  (www.infodev.org <http://www.infodev.org> )
EARTF (Education, Academia and Research Task Force)

Panel Members

            Chair and Introduction: Dan WAGNER (ILI/University of
Pennsylvania, USA)

            Presenter: Tim UNWIN (Royal Holloway, Univ. of London, UK

            Presenter: Jonathan MILLER (Trigrammic, South Africa)
            Presenter: Andrew BABSON/ Dan WAGNER (ILI/University of
Pennsylvania, USA)
            Presenter: Eduardo MONGE/Clotilde FONSECA (Fondation Omar Dengo,
Costa Rica)
            Presenter: Michael TRUCANO (InfoDev/World Bank)

            Discussant: Simon ELLIS (UNESCO Institute for Statistics)

            Final Remarks: H.E. Adama SAMASSEKOU (ACALAN, Mali)



            



 



 
Roundtable Perspectives: Many international and national agencies have
promoted ICTs for education (ICT4E), believing that ICTs will lead to a
breakthrough in learning, and allow countries to ³leapfrog² in terms of
social and economic development. Yet, much of the argument in support of
such claims concerning the role of ICT4E in development is insufficiently
grounded in rigorous empirical data, and many key ICT4E questions remain
largely unanswered. If one adopts a pro-poor perspective, reaching those in
the bottom third or half of society (the poorest of the poor) will be a very
difficult challenge, demanding both increased innovation and serious
research. The goals of the United Nations EFA/MDG efforts are very clear
about the need to promote pro-poor approaches to gender, ³marginalized²
populations (such as illiterate persons, ethno-linguistic minorities,
refugees, people with disabilities), and those with special educational
needs. Would the availability of equity-sensitive monitoring and evaluation
(M&E) indicators work towards promoting greater inclusion of populations
within the MDGs? This panel will explore trends in pro-poor innovations,
while also taking into consideration advances in M&E within ICT4E. In this
context, an overview will be provided of the just-released Monitoring and
Evaluation for ICTs in Education: A Handbook for Developing Countries
written by some of the contributors to this session and published by
infoDev.

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