Open and Distance Learning and Information and Communication Technologies-Implications for Formal and Non-Formal Education: A Kenyan Case
Open and Distance Learning and Information and Communication Technologies-Implications for Formal and Non-Formal Education: A Kenyan Case
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开放和远程学习以及信息和通信技术对正规和非正规教育的影响：肯尼亚案例
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发表时间：
2015
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通讯作者：
David Barasa Situma
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作者：
David Barasa Situma
根据世界银行2012年发布的一份报告，2011年肯尼亚女性人口占50.05%。尽管这一比例略高于男性，但肯尼亚妇女接受教育和培训的比例低于男性（肯尼亚国家统计局，2012年）。必须通过教育增强女童和妇女的权能，以遵守《权利法案》（《肯尼亚宪法》，2010年）。使用信息和通信技术以及开放式远程学习是肯尼亚寻求实现教育领域两性平等的两项举措。本文件旨在就肯尼亚女童和妇女教育问题开展以下工作：a）确定信息和通信技术及开放式远程教育的影响; B）审查支持使用信息和通信技术的现行政策; c）评估促进广泛使用信息和通信技术的目标和战略; d）评估支持信息和通信技术及开放式远程教育的政策目标和战略的执行情况;（e）确定实施肯尼亚妇女和女童教育ODL倡议的优先领域;（f）说明从信息和通信技术及ODL倡议中吸取的经验教训;（g）提出应对实施ODL和信息和通信技术挑战的战略。文献提供了非常翔实的调查结果，支持信息和通信技术和开放式远程教育促进女性教育。肯尼亚正在实施一些政策和倡议，以确保男女都能最大限度地利用信息和通信技术和开放式发展学习。然而，这些政策和举措并没有完全实现信通技术和开放式数字图书馆应该实现的目标。应将女孩和妇女的需要纳入有关信息和通信技术及开放式远程教育的课程编制战略。
The female population in Kenya was reported at 50.05% in 2011, according to a World Bank report published in 2012. Despite this slightly higher percentage over males, women in Kenya are not well represented in education and training compared to their male counterparts (Kenya National Bureau of Statistics, 2012). The need to empower girls and women through education is vital in order to comply with the Bill of Rights (Constitution of Kenya, 2010). The Use of Information and Communication Technologies (ICT) and Open and Distance Learning (ODL) are two of the initiatives that seek to achieve gender parity in education in Kenya. This paper seeks to do the following with regard to girls’ and women’s education in Kenya: a) establish the implications of ICT and ODL; b) examine the current policies that support the use of ICTs; c) assess the objectives and strategies to facilitate the widespread use of ICTs; d) assess the Implementation of policy objectives and strategies in support of ICTs and ODL ; e) identify priority areas for implementation of ODL initiatives for women and girls’ education in Kenya; f) state lessons drawn from the ICT and ODL initiatives; and g) propose strategies for addressing the challenges for implementation of ODL and ICT. The literature provides very informative findings in support of ICT and ODL for female education. A number of policies and initiatives are operating in Kenya to ensure ICT and ODL are maximized for both genders. However, these policies and initiatives have not fully achieved the objectives for which ICT and ODL ought to be implemented. The needs of girls and women should be factored into a curriculum development strategy concerning ICT and ODL.