Developing Open Learning Communities for Gender Equity with the Support of ICTs
The Working Phases
Background: Reinforce gender sensitive community development and lifelong learning through ICTs building on UNESCO supported learning facilities and multimedia centers in four African countries. Concrete ICT application packages, particularly for women and young people, will be developed, tested and disseminated, based on local knowledge, experiences, cultural creativity and learning needs. Gender specific needs analysis and impact studies on ICTs in community development and lifelong learning will inform the larger debate around theory and practice in this area.
Assess and cross-analyse learning needs
As a contribution of ICTs to the development of education, science and culture, this first action seeks to assess and cross-analyse gender specific learning needs and the possible impact of ICTs for community development and lifelong learning in selected communities in Mozambique and South Africa. The first phase intends to create the conditions necessary to achieve the proposed project result: project activities which have been launched on the basis of an in-depth needs assessment.
1. Identify community centres and local project teams
2. Carry out needs assessment and content identification in Mozambique
3. Carry out background and needs assessment surveys and a brainstorming workshop in South Africa
4. Review the existing ICT applications for local community development and lifelong learning.
5. Organize an inter-community workshop to assess the review on ICT applications and the needs assessment surveys in order to identify content areas for ICT applications.
Project activities launched on the basis of in-depth needs assessment. The first phase intends to create the conditions so that the proposed project results can eventually be achieved: project activities launched on the basis of in-depth needs assessment.
Develop gender-sensitive and locally produced ICT application packages for community development and lifelong learning, which promote gender equity and build on local experiences
Phase II of the project concerns the development of prototype ICT application packages from October 2002 to the end of 2003. The idea is to develop the packages using participatory methodologies, thus involving the communities in planning, content identification, presentation, etc… thereby seeking to ensure that the packages are pertinent, useful and accessible to the communities. Furthermore, it is envisaged that these packages should be developed for the purpose of broader dissemination (SADC countries) and preferably free of charge to the communities interested.
1. Organise community planning workshop on the development of ICT applications
2. Produce prototype ICT application packages
3. Validate and revise the ICT application packages
4. Carry out training activities
5. Participatory impact assessment.
ICT application packages on selected gender sensitive content areas running in the selected communities.
ICT application packages on selected gender sensitive content areas to reinforce local development, lifelong learning and gender equity locally developed, tested and disseminated and ICT supported community development and lifelong learning activities running in the selected communities.
Share knowledge and experiences about the creation of open learning communities at grassroots, national, regional and global levels
This phase will consolidate and share the experiences, lessons learnt and outcomes of Phase I and Phase II, through a Reference Kit development and dissemination, electronically connecting the communities with each other and with larger virtual networks, and a final evaluation meeting.
1. produce and disseminate Reference Kit
2. train project communities in ICT-based networking
3. (final) project evaluation.
Experience shared and local communities linked to larger virtual networks in relevant areas.
Information/experience shared through reference paper, prepared and disseminated (lessons learnt, recommendations on transforming learning facilities and multimedia centres into open learning communities) and local communities linked to larger virtual networks in relevant areas.