In
this year’s budget, the Government has allocated approximately Ksh. 17.4
Billion for purchase 1.3 Million laptops for the next lot of class one pupils.
Is this logical or an attempt to fulfill a promise made during a competitive
presidential race? In fact, Education
Cabinet secretary Jacob
Kaimenyi
is in a 130 Billion dilemma as teachers seek payment of enhanced allowances
lest we face a prolonged national teachers strike. If this was not catered for
in the budget allocation, the laptop for schools program is likely to be
affected. This notwithstanding, the idea of improving access to technology at a
tender age is well placed. With the changing times, technology has become a
necessity rather than a luxury.
Back
in 2006, a similar idea was mooted and named One Laptop per Child (OLPC) project. This project was supported by the Miami-based One Laptop per Child Association
(OLPCA) and the Cambridge-based OLPC
Foundation (OLPCF), two U.S. non-profit organizations set up to oversee
the creation of affordable educational devices for use in the developing world.
The project was originally funded by member organizations such as AMD, Chi Mei,
eBay, Google, Marvell, News Corporation, Nortel, Red Hat, and Quanta. To
enhance access to technology for pupils, the laptops were sold to Government
for distribution to schools. With the aim of reducing the cost, the laptops had less code than
other computers; however, the goal of providing a $100 laptop is
yet to be achieved. By 2011, approximately 2 Million laptops had been sold
all over the world. In Africa, 5,000 were sold to Ethiopia, 2,000 to Ghana,
20,000 to Rwanda, 5,000 to Sierra Leone, 650 to South Africa and 200 to
Mozambique. This is a drop in the ocean compared to the 1.3 Million that Kenya
has tagged as her goal. Coupled with logistical challenges, OLPC has had
managerial and contractual problems.
Laptops
have great benefits if used in schools. First and most important benefit is
that children like them, serving as a great motivation for pupils to go to
school and learn. It also allows pupils to carry out independent research and
obtain more information than that shared by their teachers. Teachers need to
exercise caution though, because the laptops can easily end up as toys rather
than productive learning tools. There are many applications available for pupils
to play with and can easily be derailed. Educational content needs to be
developed and probably instill restrictions into the applications or content a
pupil can access. An e-learning program with weekly mandatory quiz is certainly
a measurable way of monitoring the use of laptops. Another benefit is equitable
access of educations resources, bridging the ‘digital divide’.
Pupils
in urban metropolis such as Nairobi have better access to educational content
in comparison to remote areas such as Turkana. With access to digital content,
say via the Internet, both parties will have equal access to the content. Considering
the amount of funds that go into buying textbooks, a laptop is a cost effective
investment for all the books you will ever need. This means that funds
allocated to buy books and set up libraries can be utilized elsewhere. Laptops
would provide an interactive way of delivering content. For instance, 3D models
or video clips could be used to elaborate a volcanic eruption and the
consequent formation of mountain. The pupils will have a better understanding
of the concept and find it easier to remember.
The
main disadvantage of laptops to schools is the high risk of loss. It’s
inevitable that the laptops will be stolen or lost, thus a percentage of the
devices may not reach the intended user or will be lost soon after. Where are the
laptops stored after school? Who takes care of the laptops during a break? The
distribution and inventory management can also be a logistical nightmare.
Ironically, most often than not, such inventories are done manually despite the
fact that there is distribution of laptops! Another disadvantage or challenge
is the requirement of IT personnel or at least trained teachers for IT support.
The pupils will need help in connecting to the Internet, installing
applications, updating anti-virus and so on. The other disadvantage is the
repair and maintenance cost, this might actually trigger a higher cost than
anticipated. Replacing of laptop parts can sometimes be very costly.
In the meantime, Microsoft, British Council, Intel and World Vision have
started a project dubbed 'spark a child's digital future' that will also cater
for teacher training and technology infrastructure set up in select schools
within the country. The project is said to cost 180 Million Kenya Shillings and
will provide professional training to up to 20,000 teachers
starting with Western Kenya. The Government is also considering computer labs
with desktops in place of laptops for the schools. Bearing in mind that some
schools lack electricity supply, the immediate task to Government is to roll
out electricity supply to all the primary schools in the country. Laying of
this infrastructure will be beneficial to the surrounding community as well.
