Title: Do ICTs Narrow or Widen the Gender Gap in Education? or ICTs: Tools to Achieve and Sustain Gender Equality?
1Do ICTs Narrow or Widen the Gender Gap in
Education? orICTs Tools to Achieve and Sustain
Gender Equality?
- Ellen Carm
- Leikny Øgrim
- Oslo University College
2Content
- Context policy and legislation issues
- ICTs and education
- Formal education
- Non-formal education
- Education management
- Information Networks, empowering women
- Girls access to ICTs
- Gender differences in the use of ICTs
- Experiences what works?
3Policy and legislation issues
- Global trends and policies
- Digital divide
- ICT in education
- Education for All
4Definitions and Concepts
- radio, tape cassettes, television, video,
satellite, fixed telephone, mobile telephone,
fax, computers, CD-ROMs, and the Internet - Teaching and learning tools
- Objects of learning
- The internet e-mail, www, news
5ICTs and education
- Primary and secondary education
- Teacher training
- Higher education
- Education Management
6Illiteracy in selected countries
Country Illiteracy rate Male Female
Botswana 23 26 20
Ethiopia 61 56 67
Ghana 30 21 39
Malawi 40 26 53
Niger 84 77 92
Zimbabwe 7 5 10
Zambia 22 15 29
Rwanda 33 26 39
South Africa 15 14 16
7Non-formal learning activities
- Need based
- Accessibility
- Technology
8Information networks. Empowering Women.
- The lack of correlation of womens Internet use
with expected indicators supports the hypotheses
that most women internet users in almost all
developing countries are not representative of
women in the country as a whole, but rather are
presently part of a small educated elite.
9Preferred media for reaching women with
information
Choice Anglophone Africa Francophone Africa
1. most successful Face to face Face to face
2 most successful Radio Phone/fax
3 most successful Phone/fax Postal/mail
4 most successful Postal/mail Email
5 most successful Email Radio
6 most successful Internet Internet
10Girls access
11Gender differences in use of ICTs
Are girls interests directed towards the social
aspects of the technology, end boys towards the
technology s such?
Idea from Kvande Rasmussen
12Experiences what works?
- Female role models
- Obligatory IT-education
- Attention !
- Attitude campaigns
- Extra time and space
- Learning on girls premises
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14Part of GEM context analysis
- Because gender issues are not often mainstreamed
into project and planning processes, it is
particularly important to look at how, if at all,
gender issues were articulated in the first three
phases of the project cycle. This is also true
for ICT for social change considerations. - Was there discussion of gender issues in the
project planning phase? - Were women or groups of women identified as a
specific beneficiary groups? - What assumptions or research were made about how
ICTs would facilitate positive social change for
women?
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