More Than Distribution in Afghanistan

For Afghan kids who receive XOs, their educational time is split between self-study with the laptop at home and sharing their learning experience with teachers and fellow students in the classroom. This blended learning model gives kids sufficient learning time and the support to achieve curriculum.

OLPC Afghanistan laptops are installed with an assortment of materials, including the Ministry of Education’s standard national curriculum of books, health information, and complete localization of all core activities in Dari and Pashto.

And the laptops aren’t just for students. By providing information for parents about economic opportunities, they give parents and kids the chance to learn together.

OLPC in Afghanistan: Briefing Note

Part of an ongoing series on OLPC in Afghanistan.

In their recent publication “Briefing Note – One Laptop Per Child in Afghanistan,” authors Lima Ahmad (AIMS), Kenneth Adams (AIMS), Mike Dawson (PAIWASTOON), and Carol Ruth Silver (MTSA) make one thing very clear: Afghanistan requires an innovative approach to improve their education system.

“The conventional remedy of building more schools, training more teachers and providing more materials would require a six fold increase to the education budget (in the order of $1.8Bn USD per year) and would take 10-15 years to yield measurable results,” the report reads. “While a steady increase in teacher capacity and educational infrastructure is expected over time, Afghanistan does not have the luxury of waiting 15 years to produce the work force foundations for sustainable economic growth.”

Photographed by Jacob Simkin

Instead, the authors say, a more cost-effective, accelerated method lies in using OLPC’s blended learning model, which incorporates technology with teaching. If executed, in 12-18 months OLPC can more than double Afghan students’ time to learning, provide feedback on curriculum materials, and provide resources that the students wouldn’t otherwise have.

By adopting this model, OLPC can “finally give children in both mainstream and community settings sufficient learning time and support to achieve curriculum outcomes.”

Make sure to check out the rest of the report here.

In Afghanistan: ISAF and ending violence

Part of our ongoing series on OLPC in Afghanistan

The ISAF Logo.  Komak aw Hamkari / "Help and Cooperation"

The ISAF Logo:

In Kabul I met with General Stanley McChrystal, current commander of the
International Security Assistance Force (ISAF).  Joining us were other top brass including Rear Admiral Greg Smith, chief of telecommunications, to discuss OLPC in Afghanistan.

The OLPC concept is predicated on the idea that technology can reach this generation of children and teach them to think critically, and analytically, and can connect them to each other and the world’s body of knowledge. If these things were to come to pass for this generation of Afghani children, the world will look very different in ten years than it does now.

McChrystal and Smith and others acknowledged that this is not a normal war. It is a war where the US is engaged in building better lives for the people of the country, a war which seeks to build social capital between the government and its people, a war which seeks to build peace by building education and
ultimately prosperity.

All were hugely receptive to the idea that OLPC could: 1) Educate this generation of children right now, 2) end the isolation of the Afghani people, and 3) build social capital between the people and the government.

I asked McChrystal to be a champion of OLPC in Washington and in Kabul, and asked him to think about ways to fund every child in Afghanistan. He
asked for the dollar figure. I said it would cost $1 billion to connect every child. He didn’t blink. It can be done. In his words, “Our job is to end violence, and this is one way we can do it.

Coming up in this series: Building partnerships and future preparations.

Students in Charikar, Afghanistan on their own needs

High school student Mohammad Sharif speaks about why students in his highschool need computers, despite not having electricity or running water, in this short video.  He attends Hazrat Noman, a high school in Charikar City in Parwan Province.

Columbia/NYC/filmmaker volunteer Jay Corcoran says this film changed his entire view of Afghanistan. Some remixes of his work: remix 1 and remix 2

Our series on OLPC in Afghanistan will continue over the weekend.

OLPC Afghanistan, part 1: forging local partnerships

This is the start of an ongoing series on OLPC in Afghanistan –sj

I travelled to Kabul, Afghanistan last week with two purposes: To assess prospective partners on the ground, including the Ministry of Education (MOE), in order to get a sense of both intent and capacity; and to meet with potential supporters for OLPC in Afghanistan, and craft a strategy for the coming year.

I)  Introduction

Children in Afghanistan

Afghanistan is a hugely complicated part of the world.  Regional politics are impacted by the politics of India, Iran and Pakistan, and the geopolitical wrangling of America, Russia and China add an entirely different element into the mix.  Combine this with decades of virtually uninterrupted war, limited natural resources, and low rural literacy, and you have a country that needs dramatic change in education.

Although relatively rapid progress has been made recently in the education sector, just over half (52%) of primary school aged children are enrolled in school.   Furthermore, due to a shortage of schools and teachers, schools are forced to operate in “shifts”, the average being three “shifts” per day, meaning that each child generally receives only 2.5 hrs (5 x 30min periods) of school each day.  The time constraints imposed by the shift system, combined with the fact that teacher-student ratios are often as high as 1:50-75, result in Afghan children receiving only about half the OECD recommended average time in school. In addition, many teachers in Afghanistan  have an education level only a few years greater than the students they are teaching.  The result is a cycle of rote education, with limited opportunities for innovation.

The conventional remedy of building more schools, training more teachers and providing more materials would require a six fold increase to the education budget (over a billion USD per year), would take 10-15 years to yield measurable results, and would be prey to some of these same problems.

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