Bolivia - Revision history

Pbacsich: CSV import United Nations members - Albania was done manually

2023-05-10T14:48:21Z

CSV import United Nations members - Albania was done manually

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			{{United Nations}}

Pbacsich: CSV import countries B-Z

2023-05-10T11:46:07Z

CSV import countries B-Z

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Pbacsich: usual fixes

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 == Partners and experts situated in Bolivia ==
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 [[Category:Bolivia| ]]
 [[Category:South America]]
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 [[Category:Countries with Programmes]]

Giles Pepler2: /* ICT in education initiatives */

2011-08-19T11:38:55Z

ICT in education initiatives

← Older revision		Revision as of 11:38, 19 August 2011
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	=== Virtual initiatives in schools ===		=== Virtual initiatives in schools ===
			#In Bolivia there is an [http://www.iicd.org/projects/bolivia-ict-policy-for-education IICD supported programme, the National ICT Programme for the Education Sector]. The national ICT programme for education is focused on assisting and improving the quality of primary and secondary education in Bolivia through ICT.

	~~[http://www.iicd.org/projects/bolivia-ict-policy-for-education~~''' ~~National ICT Programme for the Education Sector in Bolivia~~'''~~] In this programme, the Bolivian Ministry~~ of ~~Education sets up~~ telecentres in ~~schools throughout the country. The programme is based on an ICT policy plan that~~ the ~~Ministry created between 2003 and 2005 in collaboration with~~ [http://www.~~iicd~~.~~org~~/~~about IICD~~]~~. In 2006, Irish organisation GESCI assisted the Ministry in the final formulation of the national ICT program for primary education 2006-2010~~.		'''Key activities are''':
			*Enhancing access to ICT for teaching and learning. This is done by setting up of education community telecentres linked to primary and secondary schools in all nine departments of Bolivia
			*Providing digital educational content through the [http://www.educabolivia.bo/ education portal].

	Key components of the programme are:		The ICT programme is a key pillar of the government's education policy next to a national digitisation programme. The Bolivian ministry of education is highly active in finding new ways to incorporate information and communication technologies. The ministry is a member of the IICD-supported national ICT network ‘TIC Bolivia’, a network that brings together people in various sectors (livelihoods, governance and education) who work with ICT.

			Initially the national ICT for education programme has been implemented as a separate programme of the Ministry of Education. In 2010, a new ICT directorate has been created under the Vice Ministry of Science and Technology.

			In the 2010 programme, the Bolivian Ministry of Education plans to set up telecentres in schools throughout the country. The programme is based on an ICT policy plan that the Ministry created between 2003 and 2005 in collaboration with IICD. In 2006, the Knowledge Society (GESCI) assisted the Ministry in the final formulation of the national ICT programme for primary education 2006-2010.

			'''Key components of the programme are:'''
	*Enhanced access to ICT by means of the set up of telecentres in primary/secondary schools;		*Enhanced access to ICT by means of the set up of telecentres in primary/secondary schools;
	*Establishment of administrative committees to manage telecentres;		*Establishment of administrative committees to manage telecentres;
	*Training of teachers in basic ICT and technical and pedagogic integration of ICT in the regular school teaching programme;		*Training of teachers in basic ICT and technical and pedagogic integration of ICT in the regular school teaching programme;
	*The provision of digital educational content through the ~~education portal~~ www.educabolivia.bo;		*The provision of digital educational content through the [http://www.educabolivia.bo/ education portal];

	The total programme is funded through basket funding by the Government of Bolivia, the Netherlands, Sweden and Denmark and agreements with IDRC, IICD and Spain.		The total programme is funded through basket funding by the Government of Bolivia, the Netherlands, Sweden and Denmark and agreements with IDRC, IICD and Spain. IICD provides strategic advice, training of Ministerial staff, advice on capacity development and monitoring and evaluation. This is done by staff of IICD, external experts and project partners in Bolivia.

	IICD provides strategic advice, training of Ministerial staff, advice on capacity development and monitoring and evaluation. This is done by staff of IICD, external experts and project partners in Bolivia.		'''The programme has produced the following activities''':

	The programme has produced the following activities:
	*The implementation of 250 educational community telecentres with computers using open source applications;		*The implementation of 250 educational community telecentres with computers using open source applications;
	*The training of 500 telecentre administrative committee members;		*The training of 500 telecentre administrative committee members;
	*The training of 2,500 teachers in basic ICT (digital literacy);		*The training of 2,500 teachers in basic ICT (digital literacy);
	*The setting up of the ~~education portal~~ www.educabolivia.bo		*The setting up of the [http://www.educabolivia.bo/ education portal].

	IICD has provided:		'''IICD has provided:'''
	*Regular strategic advice by staff of IICD and input from project partners in Bolivia;		*Regular strategic advice by staff of IICD and input from project partners in Bolivia;
	*Advice on the capacity development curriculum and connectivity solutions for the ~~program~~ by IICD and local partner organisations organised in ~~TiCBolivia~~;		*Advice on the capacity development curriculum and connectivity solutions for the programme by IICD and local partner organisations organised in TiC Bolivia;
	*Provision of localised education content for intercultural education through partner APCOB;		*Provision of localised education content for intercultural education through partner APCOB;
	*Provision of training and support to 25 educational telecentres through partner Educatic in the department of Oruro and partner CEPAC in the department of Santa Cruz;		*Provision of training and support to 25 educational telecentres through partner Educatic in the department of Oruro and partner CEPAC in the department of Santa Cruz;
	*Training of 20 members of the ICT team in connectivity issues, telecentre management, group facilitation skills;		*Training of 20 members of the ICT team in connectivity issues, telecentre management, group facilitation skills;
	*Training of 120 staff members of the Ministry in basic ICT skills;		*Training of 120 staff members of the Ministry in basic ICT skills;
	*Joint evaluation of the satisfaction of the capacity development programme for 500 telecentre committees and 2,500 teachers and educational impact of 122 telecentres on the basis of questionnaires and focus group ~~meeting~~.		*Joint evaluation of the satisfaction of the capacity development programme for 500 telecentre committees and 2,500 teachers and educational impact of 122 telecentres on the basis of questionnaires and focus group meetings.

	~~Project context~~		The programme addresses access and quality of primary and secondary education. ICT is expected to increase access to on-line education materials and to promote the development of local content . The government considers the programme as a chance to combine advanced ICTs with recuperating local indigenous knowledge. Furthermore, the programme enhances capacities of teachers and prepare students for their professional future.
	*The ~~ICT~~ programme ~~is a key pillar~~ of ~~the governments~~ education ~~policy next to a national alphabetisation programme~~. ~~The Bolivian ministry of education~~ is ~~highly active in finding new ways~~ to ~~incorporate information~~ and ~~communication technologies~~. The ~~ministry is a member of~~ the ~~IICD-supported national ICT network ‘TIC Bolivia’,~~ a ~~network that brings together people in various sectors (livelihoods~~, ~~governance~~ and ~~education) who work with ICT~~.

	[http://www.porvenir.solarquest.com/schoolhouse/school.asp?id=434 '''Escuela Porvenir''']The goal of this Village Power 2000 project is to provide electricity and an Internet connection to a school in deep rural Porvenir, Bolivia. Porvenir is a village of 600 indigenous people living in the Amazon rainforest. Services are limited -- a diesel generator provides electricity sporadically, there is one satellite telephone and there is a small village school. The school provides education to grade 6. Geographically isolated, youth do not travel to another village or town to continue their education. Educational opportunities literally end at grade 6.		Teachers and students of 1,000 primary and secondary schools are the main focus of the programme. Parents and the wider community also benefit from ICT facilities outside school hours. Hitherto 121 educational community telecentres are implemented and an education portal is operational. The satisfaction and impact of the programme is assessed by the IICD monitoring and evaluation approach. An evaluation is made of ICT training for staff members of the Ministry, members of the telecentre committees and teachers.

			'''Lessons learned include:'''
			*In agreement with the planned focus, a strong participation of rural schools in low-income areas (80%)
			*High overall satisfaction levels with training courses (90%)
			*A need to improve coordination between the Ministry, local governments and participating schools
			*The necessity to offer training only to schools where ICT facilities - computers and Internet- are present and functional
			*A need to train teachers in the use and development of teaching materials and integration of ICT in the class room

			'''General lessons learned:'''
			*It is very important to dedicate sufficient time to explain IICD's methodologies to ensure buy in by government agencies;
			*It is very important to find a clear niche area of assistance, avoiding duplication and competition with other supporting agencies. This all the more when other agencies have permanent staff working locally, wth more access to the partner organisation. It is better to select a one or two areas in which IICD provides advice on an exclusive basis (strategic advice, training, M&E, networking, etc.);
			*It is important to achieve short-term and concrete gains for government agencies. This creates goodwill and interest to work on a more longer term basis. It will also create more interest in co-funding of activities by the government;
			*To secure support and continuity in the support activities it is key to interact directly with decision makers and project team members, combining a bottom-up with top-down approach to partnering.

			#[http://www.porvenir.solarquest.com/schoolhouse/school.asp?id=434 '''Escuela Porvenir''']The goal of this Village Power 2000 project is to provide electricity and an Internet connection to a school in deep rural Porvenir, Bolivia. Porvenir is a village of 600 indigenous people living in the Amazon rainforest. Services are limited -- a diesel generator provides electricity sporadically, there is one satellite telephone and there is a small village school. The school provides education to grade 6. Geographically isolated, youth do not travel to another village or town to continue their education. Educational opportunities literally end at grade 6.

	=== Virtual initiatives in post-secondary education ===		=== Virtual initiatives in post-secondary education ===
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	None.		None.


	== Lessons learnt ==		== Lessons learnt ==

Giles Pepler: /* Colleges in Bolivia */

2011-08-18T17:37:03Z

Colleges in Bolivia

← Older revision		Revision as of 17:37, 18 August 2011
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	=== Colleges in Bolivia ===		=== Colleges in Bolivia ===
	Colleges along European lines providing further education and vocational training do not exist in Bolivia. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit ~~programs~~ to help parents, families and entire communities become self-sustaining.		Colleges along European lines providing further education and vocational training do not exist in Bolivia. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programmes to help parents, families and entire communities become self-sustaining.

	== Education reform ==		== Education reform ==

Giles Pepler: /* Education in Bolivia */

2011-08-15T09:09:30Z

Education in Bolivia

← Older revision		Revision as of 09:09, 15 August 2011
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	== Education in Bolivia ==		== Education in Bolivia ==
	~~'''There is still some checking to do on the accuracy of material sourced from Boliviabella'''~~

	[http://www.minedu.gov.bo/minedu/start.do?notebook=1 Ministry of Education(Spanish)] Lic. Roberto Aguilar Gómez - Minister of Education and Culture '''The website for the Bolivian Ministry of Education does not appear to be working at present - this applies to some other links below'''


			[http://www.minedu.gov.bo/minedu/start.do?notebook=1 Ministry of Education(Spanish)] Lic. Roberto Aguilar Gómez - Minister of Education and Culture. The website for the Bolivian Ministry of Education does not appear to be working at present (August 2011) - this applies to some other links below.

	From [http://en.wikipedia.org/wiki/Education_in_Bolivia Wikipedia]:		From [http://en.wikipedia.org/wiki/Education_in_Bolivia Wikipedia]:

Giles Pepler: /* Colleges in Bolivia */

2011-08-01T15:42:19Z

Colleges in Bolivia

← Older revision		Revision as of 15:42, 1 August 2011
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	=== Colleges in Bolivia ===		=== Colleges in Bolivia ===
	Colleges along European lines providing further education and vocational training do not exist in Bolivia. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programs to help parents, families and entire communities become self-sustaining.		Colleges along European lines providing further education and vocational training do not exist in Bolivia. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programs to help parents, families and entire communities become self-sustaining.

	== Education reform ==		== Education reform ==

Giles Pepler: /* Colleges in Bolivia */

2011-08-01T15:41:11Z

Colleges in Bolivia

← Older revision		Revision as of 15:41, 1 August 2011
Line 166:		Line 166:

	=== Colleges in Bolivia ===		=== Colleges in Bolivia ===
			Colleges along European lines providing further education and vocational training do not exist in Bolivia. However, NGOs provide vocational training, business administration skills, product marketing and micro-credit programs to help parents, families and entire communities become self-sustaining.

	== Education reform ==		== Education reform ==

Giles Pepler: /* Bolivia in a nutshell */

2011-08-01T15:37:44Z

Bolivia in a nutshell

← Older revision		Revision as of 15:37, 1 August 2011
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	[[Image:Bolivia.gif\|right\|thumb\|120px]]		[[Image:Bolivia.gif\|right\|thumb\|120px]]
	Bolivia, officially the Plurinational State of Bolivia (Spanish: Estado Plurinacional de Bolivia),is a landlocked ~~country~~ in ~~central~~ South America. It is bordered by Brazil to the north and east, Paraguay and Argentina to the south, and Chile and Peru to the west.		Bolivia, officially the Plurinational State of Bolivia (Spanish: Estado Plurinacional de Bolivia),is one of only two landlocked countries in South America - the other is [[Paraguay]]. It is bordered by Brazil to the north and east, Paraguay and Argentina to the south, and Chile and Peru to the west.

	Its population is 9.8 million.		Its population is 9.8 million.

Giles Pepler: /* Education in Bolivia */

2011-08-01T15:36:05Z

Education in Bolivia

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