{"id":115313,"date":"2021-05-14T09:00:32","date_gmt":"2021-05-14T06:00:32","guid":{"rendered":"https:\/\/www.kirkonulkomaanapu.fi\/ajankohtaista\/artikkelit\/koulutus-digitalisoituu-myos-kehitysyhteistyossa\/"},"modified":"2021-05-17T10:13:41","modified_gmt":"2021-05-17T07:13:41","slug":"digital-solutions-increase-access-to-education","status":"publish","type":"artikkelit","link":"https:\/\/www.kirkonulkomaanapu.fi\/en\/latest-news\/articles\/digital-solutions-increase-access-to-education\/","title":{"rendered":"Digital solutions can increase access to education in developing countries"},"content":{"rendered":"

Education has long moved towards a more digital age in most developed countries, and the Covid-19 pandemic has pressured societies to adopt even more remote working and learning tools. Both digital skills and the availability of online services are constantly expanding and improving, but the process is different in poor and fragile environments.<\/p>\n

FCA is working towards more digitalised approaches in education projects in Africa and Asia, and the Covid-19 pandemic has increased the demand for new solutions. A year ago, FCA’s Coordinator of Innovations Pasi Aaltonen<\/strong> surveyed the pandemic’s effects on the education sector.<\/p>\n

“Education professionals at FCA were already making use of technology in education projects in many ways. The digitalisation of education was developing through platforms such as Zoom and Teams, television and radio,” Aaltonen says.<\/p>\n

Projects currently utilise simple technologies. Radios are convenient in countries where the means for telecommunication are either underdeveloped or out of reach for low-income families.<\/p>\n

In Kenya, FCA distributed radios with memory card slots that enable learners to record lectures broadcasted on local radio, ultimately supporting pupils with revising the classes. Radio education guidelines were developed in the process and shared with colleagues in other countries.<\/p>\n

\"Etualalla

Children attending a radio lecture in Uganda. Photo: Hugh Rutherford<\/p><\/div>\n

In Cambodia and Myanmar, computers and smart devices are used in the training of teachers and career counsellors. The career counselling trainers recorded video material that was further distributed in chats and Facebook groups and also shared by Cambodia’s Ministry of Education.<\/p>\n

“The videos are paired up with worksheets since the pupils do not have exercise books. Video-based education is a new concept in Cambodia, but during the pandemic and the school closures, it has enabled education to continue without interruptions”, says Sari Turunen<\/strong>, education specialist for FCA in Cambodia.<\/p>\n

In Kenya and Uganda, a mobile mentoring project for teachers has garnered good results, even though few own smartphones. FCA has provided smartphones for the teachers, who generally have decent digital skills. The greatest challenge is guaranteeing a sufficient Internet connection for everyone \u2013 and that is one of the key issues for the future of digitalisation in developing countries.<\/p>\n","protected":false},"excerpt":{"rendered":"

Digitalisation is an essential part of Finn Church Aid’s education work. While many challenges remain, the pandemic has pushed digitalisation to great leaps in the past 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