nepadschools

This document forms part of the working papers generated as part of a research programme into Information and Communication Technology (ICT) sustainability factors. Funded by the Department of International Development, the research programme identified activities that sought to benefit the poor and had an ICT component. In particular it considered programmes where ICTs had enhanced ongoing development activities, the ICT activity could be replicated without sizeable investment, and there was a measure of sustainability. Sustainability was taken to be more than financial cost recovery. Drawing from lessons learned in other development sectors, sustainability involves a combination of factors including among others, clear objectives, institutional frameworks, local capacity and development benefits. While perhaps not fulfilling all the features of a strong sustainable activity, the case studies were felt to hold points of interest for the wider global development community and have the potential to be replicated.

ISSUE: To realize the benefits of technology, schools must develop a plan for integrating technology into the curriculum. An effective technology plan is based on the shared vision of educators, parents, community members, and business leaders who have technological expertise. It ensures that technology strengthens existing curricula and supports meaningful, engaged learning for all students. It also specifies how the technology will be paid for and how its use will be supported.

A Whole School ICT Policy developed in a school would cover issues like infrastructure, connectivity, training, integration, security, software, technical support, budget, access, responsibility and community involvement. Developed by all key people within the school (and beyond) this would have meaning as it is a democratic consultative process. A District policy however is normally imposed by an outside infrastructure and presents different issues.

This section contains advice and services to support school leaders and senior managers on the strategic management of ICT within schools.

Since 1999, the Ministry of Education has provided funding for clusters of schools to develop three year ICT professional development programmes for their teachers. 23 clusters were initially approved in 1999. This evaluation of the initial clusters between 1999 and 2001 focused on:

*assessing the ingredients for successful cluster models of ICT teacher professional development;
*the effects of the professional development on classroom teaching and student learning;
*wider school effects of the professional development such as planning and administration.

The School ICT Plans are mandatory annual resourcing plans by all schools, detailing how they intend to allocate resources to meet their individual targets for each ICT Driver. They are integral to each school's annual planning process.

A whole-school ICT policy sets out the rationale for the teaching and learning of ICT in the school and the aims and objectives for ICT use. It gives clear guidance on the measures that need to be in place if the requirements of the policy are to be met.