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promoting the role in SEAMEO in strengthening : Dr. Edilberto C. de Jesus, Director of the SEAMEO Secretariat, Philippines

Dr. Edilberto C. de Jesus, Director of the SEAMEO Secretariat, assumed office at the start of 2005. Previously, he was the SEAMEO Council President from 2003 to 2004, while he was also the Secretary of the Department of Education in Philippines. The Director is committed to promoting the role in SEAMEO in strengthening education in Asia.

   What is SEAMEO’s mission and priority area of work?

The Charter states that SEAMEO’s mandate is “to promote cooperation among the Southeast Asian nations through education, science and culture in order to further respect forjustice, for the rule of law and for the human rights and fundamental freedoms which are the birthrights of the peoples of the world.” In terms of priorities, many member countries are still focused on attaining the EFA and MDG targets within the 2015 deadline, if not sooner.

   What are the most pressing educational challenges facing Thailand at the present time?

In terms of access to elementary education, Thailand is focused on reaching the last 5% to 10% of the school-age population not yet covered by the formal education system. At the same time, like many middle-income countries, it has to cope with the growing demand for post-secondary education, even as it addresses the concern of raising the quality of the educational services it delivers.

   Do you believe new technologies have transformative power for education in developing countries?

Governments in the region are hoping that the progress in ICT will enable their countries improve both access to, as well as quality of, educational services. It certainly makes sense to explore the potential of open and distance learning systems for bringing education to communities in far-flung areas or those rendered less accessible by peace and order problems. ICT can provide powerful learning tools, but governments must invest the resources, not only to purchase the tools, but also to provide the training for their effective use.

   What is SEAMEO’s vision for education in Thailand?

The same as its vision for the other countries of the region: that the educational system provides the human resources it needs for the development of a prosperous, democratic and caring society.

   How has SEAMEO aimed to fulfill the UN Millennium Development Goals particularly in providing ‘Education for All’?

Through its network of 12 Regional Centres, hosted by eight of the Member Countries, SEAMEO can deploy resources at ground level to help ministries of education in the implementation of their EFA/MDG programs. The annual ministeri

Rohit Kumar, Country Manager-Public Sector, Microsoft India,Interview : Rohit Kumar, Country Manager-Public Sector, Microsoft India, India

Microsoft’s overriding objective is to take IT education to the grassroot to empower students, educators and life long learners, to achieve their fullest potential through access to the latest computer technologies, localized content and skills training. Rohit Kumar, Country Manager-Public Sector, Microsoft India, shares his views and Microsoft’s vision in partnering with the government and civil society to redefine the overall learning process and lead the IT education in India

   What is the most pressing challenge for education in the country? Why?

As India moves towards being a knowledge economy, the creation of an IT proficient talent pool will play a critical role in determining success. This will be largely determined by the rate at which IT is integrated in the overall education process.

If we look at IT adoption in education today we realise that access to technology is unevenly distributed with a dismal ratio of 1 PC per 400 children in government schools at present. Surprisingly however it’s not just access to technology that is a challenge but the technology skill gap that exists today. Out of the 5 million teachers in government schools less than 2,50,000 are trained in the usage of IT.

In this context, it becomes increasingly relevant that educators, government and the IT industry work together to help reform the current education process, and ensure that a basic level of digital literacy is acquired by today’s students and teachers.

   How do you see public-private partnership as a framework to address the challenges to education?

Partnership of IT companies like ours with the government and the state education departments is a very pertinent way to ensure that the latest advancements in information technology reach the schools in remotest areas.

   What is Microsoft’s vision to address the challenges of education and why?

Empowering students and teachers around the world to reach their full potential with technology is a top priority for Microsoft. We have always believed that one of the most important uses for technology is to create an educational experience that connects, removes limitations and creates opportunities today and for the future. We remain committed at all times to work hard every day to deliver the power of technology in ways that are affordable, relevant and accessible for the education community. This becomes very significant from India perspective because unless technology reaches the masses the foundation of the emerging knowledge economy would not be strong.

   How does your education programme fit into the national education goals?

In sync with the government’s priorities we are synergizing our efforts with the education departments of the central and state governments for accelerating IT literacy at a national level. Our India education program, Partners in Learning has been designed to deliver on this front by providing innovative IT solutions for the education space which are affordable, relevant and available in the local language. Apart from this we are also working from other perspectives like engineering education where we engage with top engineering institutions at faculty, institute and students through various initiatives; home segment through initiatives like Student Select; continued education through our certification programs; research programs etc.

   What is the thrust of Microsoft’s ‘Partners in Learning’ programme?

Our overriding objective remains to take IT education to the grassroot to empower students, educators and life long learners to achieve their fullest potential by getting access to the latest computer technologies, localised content and skills training. Towards delivering on this objective our Partners-in-Learning program is designed to address the critical challenges associated with improving information and communication technology (ICT) access at the school level while improving the quality of education, giving teachers and students the technology and training tools to achieve their fullest potential.

The Partners-in-Learning initiative offers three integrated programsdesigned to deliver teacher and student skills development, tailored curriculum development, technical support and research and enabling access through affordable desktop tools.

   Why have you focused on teachers in most of your programmes when the present/emerging education paradigms put the learners/child in the centre of learning?

Student ultimately is the core of all our efforts in education. But for the start we believe we have to get the teachers skilled to enable them to empower the students. So as we see it, training the trainer on IT skills is critical for percolating the benefits of IT to the students. This becomes even more important in a typical instructor-led classroom environment, which is prevalent across most of our schools today.

   What innovative approaches have you taken to achieve your objective?

We started with setting up IT Academy centres and an objective to train 80,000 teachers over a period of 5 years. We got feedback on the number and reach hence we decided to work with the respective Governments to reach all the districts in the country. Apart from this scale out, we plan to scale up by launching innovative programs like Leading Change, 21st Century School Leadership, pilot intervention of ICT in 100 schools along with MCIT amongst other things.

We also devised special pricing for the education segment to address the affordability challenge in this space. This is reflected in our School Agreement program under our Partners-in-Learning initiative, which has been specifically created to address the unique needs of primary and secondary schools with limited budgets for technology acquisition. Under the program we are offering a special  riced package to enable access to  icrosoft’s popular learning tools for schools with special economic needs. Through this
program, participating schools can receive free upgrades to  indows XP Professional for both new computers and computers already deployed in the classroom, and can acquire the professional version of the Office productivity software suite at a rate significantly below Microsoft’s already-reduced education pricing.

   What has been the extent of Microsoft’s outreach to the educationcommunity in India?

Under Project Shiksha initiative,which is a key program under our Partners-in-Learning initiative, we aim to accelerate IT literacy for over 200,000 school teachers and 10 million students across  chools in the next 5 years. For roll-out of the Project Shiksha program at the school level we are working with 9 state governments today including Uttaranchal, Andhra Pradesh, West Bengal, Karnataka, Raja

Ignou signs MoU with IT ministry for computer education in NE

With an aim to create a human resource pool for IT-related areas in North-east, Indira Gandhi National Open University in India signed a memorandum of understanding (MoU) with Union Information Technology Ministry for offering computer educational programmes in the region.

The MoU envisions furthering collaboration in educational programmes including computer literacy programmes in the North-east through community information centres. The agreement seeks to raise the awareness of the people of North-eastern region. Ignou would offer higher level computer education programmes.

Govt schools in India to go for multimedia screens

Delhi government schools in India are preparing to welcome multimedia screens. CAL (computer-aided learning), Delhi government education department's ambitious project gives every lesson in NCERT textbooks for class VI to X in multimedia.

The pilot phase for the class VI bridge course is already on in 200 government schools. Work is on in the digitisation of the class X syllabus, but trials are on in a handful of schools only. The pilot project for class X will start in April. In the first stage a bridge course compiling the syllabi of classes I to V was prepared. The four-hour-long animation flick is shown to students of class VI over a period of three months, spread over two CAL classes per day. A team of 45-odd designers and graphic artistes and 20-odd teachers from various government schools are working on the project. At a cost of about Rs 60,000 per classroom and with 20,000 classrooms to be reached, CAL, because of its immense dependence on technology, is a project that would need a lot of resources. The hardware for the bridge course pilot project, worth approximately Rs 1.5 crore, was funded by a corporate. There are also plans to sell marketing rights to a company once the project is completed so that it is available to all school children.

US college backs Google Book plan

A leading US academic has defended Google's controversial plan to digitise the contents of major libraries. Speaking to the Association of American Publishers (AAP), which is suing Google, Mary Sue Coleman called Google Book Search “legal, ethical and noble”.

Coleman heads the University of Michigan, which is participating in the project and numbers Google founder Larry Page among its graduates. According to her, Google would preserve books from decay but would not infringe copyright. The AAP, which includes major publishers such as Penguin, filed a lawsuit against Google in New York in October 2005 claiming that Google will infringe their copyrights. Coleman describes her university's partnership with Google in terms of a “mission”.

Uganda University to educate rural health workers

Uganda Martyrs University (UMU), Nkozi has launched a $60,000(about Shs108.6 m) project to promote Continuing Medical Education (CME) for rural health workers through the use of Information Communication Technologies (ICTs).

The two-year project (2005-2007) is funded by the Catholic Organisation for Development Aid (CORDAID) through the International Institute for Communications and Development (IICD) and is being implemented by UMU's faculty of Health Sciences in the three pilot hospitals of Nkozi in Mpigi district, Itojo (Ntungamo) and Mutolere in Kisoro district. CME Project persons are involved in identifying the needs of health workers, training them in the use of ICTs and setting up resource centres at the pilot hospitals where they are to access and utilise information on different health issues. The move aims at keeping health professionals in rural areas updated on various health issues that are changing every other day.

Apple’s hot-selling iPod finds home on college campuses and is not for entertainment

Stanford, Duke, Drexel, University of Michigan and several other universities have been making lecture notes, podcasts and other content available via a custom iTunes store hosted by Apple.

With these pilot programs well under way for several months, Cupertino, Calif.-based Apple (Quote, Chart) this week formalized the unveiling of iTunes U, a program specifically designed to help schools make their content available to students online via the iTunes store. Apple is providing free hosting services to the universities. An iTunes U store can include lectures, podcasts, course materials, and audio books available on an authenticated basis (i.e. via password) to students, teachers and administrators. Stanford was the first and one of the few to also make content available to the public through its Stanford on iTunes program.
Stanford has a separate iTunes store for registered students, faculty and administrators; the public site includes lectures, book readings, music and drama performances that were recorded on. One of the most popular downloads was a series of lectures by the Dalai Lama who spoke at the campus in November. Stanford also has a podcast service where registered users can be notified when new content appears. Any RSS reader should also work. It's about 20 courses in areas like the arts and music and medicine where the public site has been using multimedia materials already in the classroom. There are no plans to require students to have iPods or for Stanford to provide them. The university has numerous PC and Macintosh workstations on campus loaded with iTunes that can be used to access content.

ActionAid to set up community radio

In a bid to boost information and communication technology at the grassroots level, ActionAid-The Gambia is on the verge of setting up a community radio station. This was revealed by the institution's coordinator of Information and Communication Technology, Marie Mendy while addressing students from the University of The Gambia at the BPMRU complex in Kanifing.

Her company has been supporting existing community radio stations in various forms to enable them disseminate accurate and timely information to the communities they are serving. ActionAid is poised to revitalize multi-media video halls for rural communities to enhance their learning. The increasing importance of the use of ICT in the country is very visible, especially in the education sector. ICT plays a vital role in the research, teaching and administration of learning institutions. It also helps them to acquire marketable skills. The justification for using ICT to benefit education has focused on ICT's potential for bringing about changes in the teaching and learning practice. ICTs are most often used in education to support existing teaching and learning practices with new and often expensive tools. The company is trying to institute an international Wide Area Network project to provide an integrated network across ActionAid's country offices in The Gambia, Senegal and Guinea Bissau. This aims to address the connectivity needs of each country and every remote location. The benefits are numerous. They include faster access to applications, voice over Internet Protocol or IP based telephone, video conferencing and it will improve e-Mail and Internet services.

Education cess in India falls short of plan

If the 2% education cess was the government's great hope for financing basic education in India, then perhaps it's time for a rethink. In the first eight months of the current fiscal, the government has raised Rs 2,400 crore through the cess. It amounts to only one-third of the Budget estimate of Rs 6,975 crore for the year.

In the four months between December and March, the government hopes to raise the difference to two-thirds of the estimated cess collection. Official figures show that till November end, Rs 1,30,095 crore had been collected, which was about 48% of the Budget estimate of Rs 2,73,466 crore as tax collection. Even in '04-05, the education cess yielded much less than what the government had hoped for. In '04-05, the revised estimate put the education collection at Rs 5,010 crore, but the actual collection was Rs 4,173 crore, a shortfall of nearly Rs 1,000 crore. Going by past records, it would seem that tax collection picks up in the post-November period. By December this year, the government has achieved about 61.7% (Rs 1,68,715 crore) of its Budget estimate of Rs 2,73,466 crore. While that might make the tax man happy, it does is present a problem when it comes to the education cess. The HRD ministry is unable to tap into the cess money for the better part of the year as tax collections are slow. So in effect, the ministry gets a large portion of the money at the end of the fiscal and not during the year when programmes like Sarva Shiksha Abhiyan and mid-day meals require funding. This defeats the purpose of the cess. The government created the Prarambhik Shiksha Kosh in the public accounts to hold the education cess, and ensure a smooth and continued flow of funds. However, this would work if funds allocated for the programme remained unspent. The government's flagship elementary education programmes have been rapidly expanding and require greater and timely influx of funds.

Tele-counselling to help Indian students getting exams on nerves

With board examinations just round the corner in India, for students suffering from exam jitters, relief is just a phone call away. The Central Board for Secondary Education (CBSE) began its tele-counselling service for the students from February 1, while another helpline called 'Disha' has been launched by the NGO Snehi.

Using the CBSE helpline, which will be on till March 31, the students will be able to contact as many as 40 principals, trained counsellors of CBSE affiliated to government and private schools and psychologists. The CBSE helpline will have experts from 13 as many as cities such as Delhi, Chandigarh, Meerut, Jaipur, Bhubaneswar, Vishakhapatnam, Coimbatore, Mumbai and Kolkata among others, for solving the problems of the students. It will also be operational in Dubai during the same period. Introduced in 1998, the CBSE tele-counselling service is the first of its kind to be provided by any educational board in the country. Besides regular tele-counselling, the board will offer counselling through a multi-tier system in order to enable examinees in far-flung areas to avail the facility. The tele-counselling service will be available through interactive voice response system (IVRS) mode. Snehi's helpline 'Disha', which started functioning on February 1 and be on till March 2, will this year have 20 trained volunteer counsellors. The helpline got 1638 calls last year, out of which 1204 callers were students, 195 parents and relatives of the students. Of the 1204 students who were counselled and helped, 617 were students of 10th and 12th classes and the rest 587 callers were students from class IV to under-graduate and post-graduate or those preparing for different competitive exams.

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