CATEGORY 1: POLICY MONITORING SCOPE Policy Monitoring controls and evaluates policy lifecycle, manages policies, programmes and processes, and updates their status. It contributes to ensuring that policies are well scripted, produce intended results, and facilitate accountability and communications of results. FUNCTIONS Controlling rules Supervising if policy rules are being complied and targets are fulfilled Controlling and Gathering and applying policy-related information for evaluating the managing policies policy performance and resource use Controlling policy Assessing how policy is being implemented process Controlling Informing about programmes that implement a given policy programmes Visualization Visualizing the resources used for implementing a policy and other management-related data with different levels of granularity POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 14
CATEGORY 1: POLICY MONITORING EXAMPLE OF VISUALIZATION o Atlas of Human Development launched in Brazil in 1998 o Performs calculation of the human development index at the municipal level o The map allows viewing indicators for selected metropolitan areas related to Demography, Qualifications, Rent, Work, Housing, Vulnerability, Population and the overall Human Development Index. Ref: “Atlas do Desenvolvimento Humano no Brasil ”, http://www.atlasbrasil.org.br/2013/pt/mapa/ POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 15
CATEGORY 2: DATA COLLECTION Data Processing Policy Monitoring Policy Feedback Data Collection Reporting Capacity Building Controlling policy rules Searching and aggregating data Showing policy results on a map Controlling and managing policies Providing a tracking system Providing a policy dashboard Controlling policy process/methods Producing generic reports Providing improvement advice Controlling policy implementation Measuring policy goals Providing generic recommendations Visualization Conducting policy meta-evaluation Providing examples of good practices Conducting user satisfaction surveys Monitoring policy rules Providing evidence-based practices Conducting participatory surveys Monitoring policy objectives Providing guidelines for using tools Tracking survey results Reporting evidence of policy benefits Providing guidelines for interviews Proactive data collection Assessing program cost-effectiveness Providing guidelines for case studies Reactive data collection Estimating policy impacts Providing lessons learnt Benchmarking policy results Reporting on efficiency Implementing an activity plan Providing an alert system Reporting on policy-related statistics POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 16
CATEGORY 2: DATA COLLECTION SCOPE Data Collection refers to gathering information useful for measuring policy indicators. This functionality is key for policy tools since the accuracy of collected data is fundamental for any evaluation process, determining to what extent the tool is reliable. FUNCTIONS User satisfaction surveys Measuring if the policy implementation meets or surpasses beneficiaries’ expectations Participatory surveys Gathering through various stakeholders policy-related data at several stages of policy implementation Tracking survey results Gathering policy-related data at all policy stages for tracking if policy objectives are being achieved Proactive data collection Collecting from projects and automatically submitting data to tool Reactive data collection Enabling users to submit data to the tool manually. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 17
CATEGORY 2: DATA COLLECTION EXAMPLE OF PROACTIVE DATA COLLECTION o The presented data was extracted from the grant recipient progress reports approved by the Australian Department of Environment of Australian. o The pie shows the number of events related to community engagement and capacity building by type of industry. Ref: “The online monitoring, evaluation, reporting and improvement tool (MERIT)”, https:// fieldcapture.ala.org.au/ POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 18
CATEGORY 3: DATA PROCESSING Data Processing Policy Monitoring Policy Feedback Data Collection Reporting Capacity Building Controlling policy rules Searching and aggregating data Showing policy results on a map Controlling and managing policies Providing a tracking system Providing a policy dashboard Controlling policy process/methods Producing generic reports Providing improvement advice Controlling policy implementation Measuring policy goals Providing generic recommendations Visualization Conducting policy meta-evaluation Providing examples of good practices Conducting user satisfaction surveys Monitoring policy rules Providing evidence-based practices Conducting participatory surveys Monitoring policy objectives Providing guidelines for using tools Tracking survey results Reporting evidence of policy benefits Providing guidelines for interviews Proactive data collection Assessing program cost-effectiveness Providing guidelines for case studies Reactive data collection Estimating policy impacts Providing lessons learnt Benchmarking policy results Reporting on efficiency Implementing an activity plan Providing an alert system Reporting on policy-related statistics POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 19
CATEGORY 3: DATA PROCESSING SCOPE Different approaches that policy evaluation tools adopt for processing and analyzing data and presenting results to the users. FUNCTIONS Benchmarking Comparing the performance of policy implementations among local, policy results regional and national governments Providing an alert Ensuring that government is aware of the policies not working according system to the initial objectives, including complaints, suggestions and ideas Searching and Searching for a policy initiative in a given city, region or country and aggregating data showing aggregated policy indicators Providing a tracking Collecting and showing data related to policy implementations so that system decision-makers can monitor all steps of the implementation POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 20
CATEGORY 3: DATA PROCESSING Reporting evidences of Collecting and reporting on evidences on policy benefits, e.g. policy benefits reporting the number of policy beneficiaries Assessing program cost- Evaluating policy programs in terms of costs versus impacts on effectiveness beneficiaries Estimating policy Foreseeing policy results over time, i.e. sustainability, and estimating impacts policy impact on beneficiaries Reporting on efficiency Evaluating the efficiency of policy initiatives in terms of objectives and targets achieved Reporting on policy- Producing statistics about the program implementation results and related statistics benefits, and other indicators related to policy and programs Providing a policy Providing a monitoring system giving an ongoing overview by dashboard displaying a set of indicators POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 21
CATEGORY 3: DATA PROCESSING EXAMPLE OF BENCHMARKING POLICY RESULTS o The figure shows the ranking of human development in Brazil by municipality in terms of income, life expectancy, education, etc. o The tool also ranks the level of human development by state, metropolitan area and human development unit. Ref: “Atlas do Desenvolvimento Humano no Brasil ”, http://www.atlasbrasil.org.br/2013/pt/ranking POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 22
CATEGORY 4: REPORTING Data Processing Policy Monitoring Policy Feedback Data Collection Reporting Capacity Building Controlling policy rules Searching and aggregating data Showing policy results on a map Controlling and managing policies Providing a tracking system Providing a policy dashboard Controlling policy process/methods Producing generic reports Providing improvement advice Controlling policy implementation Measuring policy goals Providing generic recommendations Visualization Conducting policy meta-evaluation Providing examples of good practices Conducting user satisfaction surveys Monitoring policy rules Providing evidence-based practices Conducting participatory surveys Monitoring policy objectives Providing guidelines for using tools Tracking survey results Reporting evidence of policy benefits Providing guidelines for interviews Proactive data collection Assessing program cost-effectiveness Providing guidelines for case studies Reactive data collection Estimating policy impacts Providing lessons learnt Benchmarking policy results Reporting on efficiency Implementing an activity plan Providing an alert system Reporting on policy-related statistics POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 23
CATEGORY 4: REPORTING SCOPE Reporting facilitates policy evaluation by showing how policy achieves its objectives and impact. It enables monitoring policy implementation process, and progress on outputs and outcomes by showing concrete results, targets and impact achieved. FUNCTIONS Producing generic reports Showing performance values of the policy implementation Measuring policy goals Assessing to what extent the policy is being achieved Conducting policy meta- Reviewing reports of policy evaluation processes to see if the evaluation conclusions are consistent with the findings Monitoring policy rules Controlling if policy rules are not being violated Monitoring implementation of Determining if policy objectives are being achieved and policy objectives assessing progress towards achieving the targets Evidence of policy benefits Collecting and reporting on evidences on policy benefits POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 24
CATEGORY 4: REPORTING FUNCTIONS Assessing program cost- Evaluating policy implementation programs in terms of costs versus impacts on beneficiaries effectiveness Estimating policy impacts Foreseeing policy results over time, i.e. sustainability, and estimating policy impact on beneficiaries Reporting on efficiency Evaluating the efficiency of policy initiatives in terms of objectives and targets achieved Reporting on policy-related Producing statistics about program implementation results statistics and benefits, and other policy-related indicators Showing policy results on a map Presenting demographic and other policy indicators about selected cities, regions or countries on a map Providing a policy dashboard Providing a monitoring system with ongoing overview of policy implementation by displaying a set of indicators POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 25
CATEGORY 4: REPORTING EXAMPLE OF POLICY DASHBOARD o Policy dashboard produced by DeEP. o The dashboard depicts how design capacities of the target beneficiaries of the policy compare to the capacities of those enterprises that were not part of the policy intervention. o It shows results related to 15 participating companies including size, location and industrial sectors, and compares the results between companies applying and not applying the policy in terms of variation of economic data, variations on design outputs, and number of design awards. Ref: Design in European Policy (DeEP), http://www.deepinitiative.eu/ POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 26
CATEGORY 5: POLICY FEEDBACK Data Processing Policy Monitoring Policy Feedback Data Collection Reporting Capacity Building Controlling policy rules Searching and aggregating data Showing policy results on a map Controlling and managing policies Providing a tracking system Providing a policy dashboard Controlling policy process/methods Producing generic reports Providing improvement advice Controlling policy implementation Measuring policy goals Providing generic recommendations Visualization Conducting policy meta-evaluation Providing examples of good practices Conducting user satisfaction surveys Monitoring policy rules Providing evidence-based practices Conducting participatory surveys Monitoring policy objectives Providing guidelines for using tools Tracking survey results Reporting evidence of policy benefits Providing guidelines for interviews Proactive data collection Assessing program cost-effectiveness Providing guidelines for case studies Reactive data collection Estimating policy impacts Providing lessons learnt Benchmarking policy results Reporting on efficiency Implementing an activity plan Providing an alert system Reporting on policy-related statistics POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 27
CATEGORY 5: POLICY FEEDBACK SCOPE Policy Feedback refers to written advice produced for or by policymakers. Based on the evidences recorded in the policy tool, it seeks to inform policymakers about options including analysis of advantages and drawbacks. FUNCTIONS Recommendations for improvements Identifying policy-related issues and advising how they can be improved Generic recommendations Reporting results of policy evaluation processes and advising how to improve policy design Examples of good practices Reporting best practices for a policy Evidence-based practices Reporting evidences on the practices by giving a rational analysis to inform policy POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 28
CATEGORY 5: POLICY FEEDBACK EXAMPLE o Example of evidence-based pratices by Agency for Healthcare Research and Quality (AHRQ) o The Agency’s Impact Case Studies highlight these successes, describing the use and impact of AHRQ-funded tools by State and Federal policy makers, health systems, clinicians, academicians, and other professionals. Ref: Agency for Healthcare Research and Quality (AHRQ), http://www.ahrq.gov/policymakers/case-studies/index.html POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 29
CATEGORY 6: CAPACITY BUILDING Data Processing Policy Monitoring Policy Feedback Data Collection Reporting Capacity Building Controlling policy rules Searching and aggregating data Showing policy results on a map Controlling and managing policies Providing a tracking system Providing a policy dashboard Controlling policy process/methods Producing generic reports Providing improvement advice Controlling policy implementation Measuring policy goals Providing generic recommendations Visualization Conducting policy meta-evaluation Providing examples of good practices Conducting user satisfaction surveys Monitoring policy rules Providing evidence-based practices Conducting participatory surveys Monitoring policy objectives Providing guidelines for using tools Tracking survey results Reporting evidence of policy benefits Providing guidelines for interviews Proactive data collection Assessing program cost-effectiveness Providing guidelines for case studies Reactive data collection Estimating policy impacts Providing lessons learnt Benchmarking policy results Reporting on efficiency Implementing an activity plan Providing an alert system Reporting on policy-related statistics POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 30
CATEGORY 6: CAPACITY BUILDING SCOPE The Capacity Building function helps different stakeholders develop their understanding of the tool, build capacity for conducting or being involved in policy implementation processes, and build skills in the use of the tool. FUNCTIONS Guidelines for using the tool Offering guidelines and manuals for managing/using the tool Guidelines for interviews Offering interviewers a guide to collect the right information about a given policy Guidelines for case studies Providing training materials on how to specify, fill and use a policy case study Lessons learnt Reporting recommendations and advices based on past experiences Implementing an activity plan Providing mechanisms to easily follow and better understand the policy implementation process to policy stakeholders POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 31
CATEGORY 6: CAPACITY BUILDING EXAMPLE OF GUIDELINES FOR USING THE TOOL o The figure illustrates Frequently Asked Questions (FAQ) related to the Human Development Atlas from Brasil. o The FAQ allows the users to view common questions regarding the use of the tool and concepts related to human development. Ref: “Atlas do Desenvolvimento Humano no Brasil ”, http://www.atlasbrasil.org.br/2013/pt/ranking POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 32
OUTLINE 1 TOOLS What did we learn about Policy Tools? 2 ACCESS What did we learn about Accessible Technologies? 3 CONTEXT What does the UNESCO Model Policy recommend? 4 SURVEY What requirements are expected by future users? 5 REQUIREMENTS What requirements are emerging from 1, 2, 3 and 4? POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 33
METHODOLOGY STEP 2 1. RESEARCH ON 3. ANALYSIS OF POLICY CONTEXT 2. RESEARCH ON (UNESCO POLICY MODEL) ACCESSIBLE POLICY TOOLS TECHNOLOGIES 5. IDENTIFYING REQUIREMENTS GENERIC REQUIREMENTS FUNCTIONALITY ACCESS SPECIFIC REQUIREMENTS VALIDATED 4. SURVEY 6. WORKSHOP REQUIREMENTS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 34
IDENTIFIED ACCESSIBILITY RESOURCES Accessible website development Joysticks Personalized learning Education on accessible web Trackballs Browser plug-ins Policies on web accessibility Touch screens Websites examples Best practices on accessible web Light signaler Resources re-usability Web accessibility guidelines Assistive technology Web accessibility standards Laws and guidelines Emerging technologies Accessible web application Guide to create web content Accessible interfaces Web accessibility standards Pointing devices Magnifiers Web Content Accessibility Guidelines 1.0 Keyboard overlay Code validation tools Web Content Accessibility Guidelines 2.0 Speech recognition Web accessibility training Accessibility policies in higher education Braille display Auditing Accessibility dimensions Screen reader Augmented reality Web accessibility and disabled focus Monitor sizes, resolutions, etc. Remediating inaccessible websites Web accessibility components POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 35
CATEGORIES OF ACCESSIBLE RESOURCES Accessibility Guidelines Accessibility Devices Accessibility Tools Accessibility Standards Accessible website development Joysticks Personalized learning Education on accessible web Trackballs Browser plug-ins Policies on web accessibility Touch screens Websites examples Best practices on accessible web Light signaler Resources re-usability Web accessibility guidelines Assistive technology Web accessibility standards Laws and guidelines Emerging technologies Accessible web application Guide to create web content Accessible interfaces Web accessibility standards Pointing devices Magnifiers Web Content Accessibility Guidelines 1.0 Keyboard overlay Code validation tools Web Content Accessibility Guidelines 2.0 Speech recognition Web accessibility training Accessibility policies in higher education Braille display Auditing Accessibility dimensions Screen reader Augmented reality Web accessibility and disabled focus Monitor sizes, resolutions, etc. Remediating inaccessible websites Web accessibility components POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 36
CATEGORY 1: ACCESSIBILITY GUIDELINES Accessibility Guidelines Accessibility Devices Accessibility Tools Accessibility Standards Accessible website development Joysticks Personalized learning Education on accessible web Trackballs Browser plug-ins Policies on web accessibility Touch screens Websites examples Best practices on accessible web Light signaler Resources re-usability Web accessibility guidelines Assistive technology Web accessibility standards Laws and guidelines Emerging technologies Accessible web application Guide to create web content Accessible interfaces Web accessibility standards Pointing devices Magnifiers Web Content Accessibility Guidelines 1.0 Keyboard overlay Code validation tools Web Content Accessibility Guidelines 2.0 Speech recognition Web accessibility training Accessibility policies in higher education Braille display Auditing Accessibility dimensions Screen reader Augmented reality Web accessibility and disabled focus Monitor sizes, resolutions, etc. Remediating inaccessible websites Web accessibility components POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 37
CATEGORY 1: ACCESSIBILITY GUIDELINES SCOPE Accessibility Guidelines describe means that people with disabilities can adopt for using the web. They prescribe how disabled people can perceive, operate, understand and interact with web content, and addresses all disabilities, from blind, to deaf, physical and cognitive. EXAMPLE o Example of web accessibility guidelines given by World Wide Web Consortium (W3C) o Open standard for web content accessibility POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 38
CATEGORY 2: ACCESSIBILITY DEVICES Accessibility Guidelines Accessibility Devices Accessibility Tools Accessibility Standards Accessible website development Joysticks Personalized learning Education on accessible web Trackballs Browser plug-ins Policies on web accessibility Touch screens Websites examples Best practices on accessible web Light signaler Resources re-usability Web accessibility guidelines Assistive technology Web accessibility standards Laws and guidelines Emerging technologies Accessible web application Guide to create web content Accessible interfaces Web accessibility standards Pointing devices Magnifiers Web Content Accessibility Guidelines 1.0 Keyboard overlay Code validation tools Web Content Accessibility Guidelines 2.0 Speech recognition Web accessibility training Accessibility policies in higher education Braille display Auditing Accessibility dimensions Screen reader Augmented reality Web accessibility and disabled focus Monitor sizes, resolutions, etc. Remediating inaccessible websites Web accessibility components POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 39
CATEGORY 2: ACCESSIBILITY DEVICES SCOPE Accessibility Devices are instruments designed to facilitate access to a system or facility to people with disabilities by offering some form of assistance. EXAMPLE o Example of screen reader from Screenreader.net o The Thunder is a screen reader for supporting blind and visually impaired computer users POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 40
CATEGORY 3: ACCESSIBILITY TOOLS Accessibility Guidelines Accessibility Devices Accessibility Tools Accessibility Standards Accessible website development Joysticks Personalized learning Education on accessible web Trackballs Browser plug-ins Policies on web accessibility Touch screens Websites examples Best practices on accessible web Light signaler Resources re-usability Web accessibility guidelines Assistive technology Web accessibility standards Laws and guidelines Emerging technologies Accessible web application Guide to create web content Accessible interfaces Web accessibility standards Pointing devices Magnifiers Web Content Accessibility Guidelines 1.0 Keyboard overlay Code validation tools Web Content Accessibility Guidelines 2.0 Speech recognition Web accessibility training Accessibility policies in higher education Braille display Auditing Accessibility dimensions Screen reader Augmented reality Web accessibility and disabled focus Monitor sizes, resolutions, etc. Remediating inaccessible websites Web accessibility components POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 41
CATEGORY 3: ACCESSIBILITY TOOLS SCOPE Accessibility tools are programs or services that assist in the development of accessible web content, e.g. to help content or system developers satisfy accessibility requirements. EXAMPLE o Example of augmented reality from Doncaster College o UCanCook - The Augmented Reality cook book for people with learning difficulties/disabilities https://youtu.be/tUQGd4qI6fg POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 42
CATEGORY 4: ACCESSIBILITY STANDARDS Accessibility Guidelines Accessible Devices Accessibility Tools Accessibility Standards Accessible website development Joysticks Personalized learning Education on accessible web Trackballs Browser plug-ins Policies on web accessibility Touch screens Websites examples Best practices on accessible web Light signaler Resources re-usability Web accessibility guidelines Assistive technology Web accessibility standards Laws and guidelines Emerging technologies Accessible web application Guide to create web content Accessible interfaces Web accessibility standards Pointing devices Magnifiers Web Content Accessibility Guidelines 1.0 Keyboard overlay Code validation tools Web Content Accessibility Guidelines 2.0 Speech recognition Web accessibility training Accessibility policies in higher education Braille display Auditing Accessibility dimensions Screen reader Augmented reality Web accessibility and disabled focus Monitor sizes, resolutions, etc. Remediating inaccessible websites Web accessibility components POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 43
CATEGORY 4: ACCESSIBILITY STANDARDS SCOPE Accessibility Standards describe the requirements that are provided, mandated or recommended to ensure that people with disabilities can access and use content on the web. EXAMPLE o Example of accessibility policies in higher education from the California State University o The initiative aims to make accessible information technology resources to students with disabilities. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 44
ACCESSIBILE POLICY TOOLS Policy Tools Accessible Policy Tools Accessible Technologies POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 45
ACCESSIBLE POLICY TOOLS 1 FUNCTIONS ACCESSIBLE TECHNOLOGIES Data Processing Pointing devices, e.g. eye-gaze, head stick Magnifiers (accessing data) Keyboard overlay Web accessibility Speech recognition Accessible interfaces Braille display Accessible web design Screen reader Web Content Accessibility (WCAG) Monitor sizes, resolutions, fonts, colors Disabled Groups Focus Joysticks Web Accessibility Components Trackballs Tools for accessible websites Touch screens Code validation tools Light signaler Data Collection Accessible Web Application WAI-ARIA (inputting data) Browser plug-ins POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 46
ACCESSIBLE POLICY TOOLS 2 FUNCTIONS ACCESSIBLE TECHNOLOGIES Policy Monitoring Accessible Web Application WAI-ARIA (analyzing data) Auditing Reporting Accessible web design Accessible interfaces (receiving reports) Code validation tools Assistive Technology Web accessibility Policy Feedback Browser plug-ins Guide to create web content (informing policy) Accessible Web Application WAI-ARIA Capacity Building e-Training platform Legislation (training users) Personalized learning Accessible distance learning Laws and guidelines POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 47
ACCESSIBILITY FOCUS FOR POLICY TOOL Web Content Accessibility Guidelines Accessibility Standards Accessible Technologies POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 48
WEB CONTENT ACCESSIBILITY (WCAG 2.0) Web Content Accessibility Guidelines (WCAG 2.0) What are they? Are recommendations for developing web content more accessible When were they created? December 2008 Who maintains them? World Wide Web Consortium (W3C) How are they used? Following the guidelines written in the standard will make the web content accessible to people with disabilities, including blindness and low vision and deafness and hearing loss POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 49
WEB CONTENT ACCESSIBILITY (WCAG 2.0) PRINCIPLES REQUIREMENTS Perceivable information and Text alternatives for non-text content user interface Captions and other alternatives for multimedia Content can be presented in different ways Content is easier to see and hear Operable user interface and Functionality is available from a keyboard navigation User have enough time to read and use the content Content does not cause seizures Users can easily navigate, find content, determine location Understandable information Text is readable and understandable and user interface Content appears and operates in predictable ways Users are helped to avoid and correct mistakes Robust content and reliable Content is compatible with current and future user tools interpretation POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 50
WEB CONTENT ACCESSIBILITY (WCAG 2.0) EXAMPLE o Documents that make part of WCAG 2.0 technical standard o The figure shows the different WCAG 2.0 technical documents to help us to know where we need to go for which type of information POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 51
OUTLINE 1 TOOLS What did we learn about Policy Tools? 2 ACCESS What did we learn about Accessible Technologies? 3 CONTEXT What does the UNESCO Model Policy recommend? 4 SURVEY What requirements are expected by future users? 5 REQUIREMENTS What requirements are emerging from 1, 2, 3 and 4? 6 WORKSHOP How is this workshop going to validate the requirements? POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 52
METHODOLOGY STEP 3 1. RESEARCH ON 3. ANALYSIS OF POLICY CONTEXT 2. RESEARCH ON (UNESCO POLICY MODEL) ACCESSIBLE POLICY TOOLS TECHNOLOGIES 5. IDENTIFYING REQUIREMENTS GENERIC REQUIREMENTS FUNCTIONALITY ACCESS SPECIFIC REQUIREMENTS VALIDATED 4. SURVEY 6. WORKSHOP REQUIREMENTS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 53
MODEL POLICY Model Policy for Inclusive ICTs in Education for Persons with Disabilities Initiative of UNESCO and Global Initiative for Inclusive ICT. Facilitates the implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and particularly: o Article 9: Accessibility o Article 21: Freedom of Expression and Opinion, and Access to Information o Article 24: Inclusive Education of this convention. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 54
INCLUSIVE ICTS FOR EDUCATION 1 Mainstream technologies available in the market with built-in accessibility features to provide equally effective access for learners with and without disabilities, e.g. browsers, office software, mobile phones, etc. 2 Assistive technologies that compensate for difficulties in accessing and using mainstream technologies, e.g. screen readers, alternative keyboards, etc. 3 Compatibility between assistive and mainstream technologies 4 Accessible media and formats, e.g. HTML, PDF, DAISY books, videos with captions, etc. 5 Accessible digital learning content POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 55
POLICY VISION POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 56
POLICY OBJECTIVES POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 57
POLICY ACTIONS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 58
SPECIFIC POLICY ACTIONS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 59
MONITORING POLICY ACTIONS 1 LEARNER LEVEL No Policy Objectives Monitoring Policy Actions 1 Inclusive ICTs are used as a key tool for In collaboration with educational supporting learners with disabilities to organizations across all sectors, collecting participate in inclusive education and agreed quantitative and qualitative data on for personalized learning opportunities. learners’ participation in, achievements, and outcomes from inclusive education. 2 Inclusive ICTs are available to support Monitoring cross sector co-operation and learners with disabilities in education work to ensure on-going equitable access to across different educational and lifelong inclusive ICTs across educational settings learning settings. and learning opportunities. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 60
MONITORING POLICY ACTIONS 2 ORGANIZATIONAL LEVEL No Policy Objectives Monitoring Policy Actions 3 Educational organizations Supporting all educational organizations to benchmark and all professionals their use of inclusive ICTs and then develop monitoring working with them are strategies for the effective use of inclusive ICTs to support effectively supported to all learners. use inclusive ICTs to wider Ensuring that all educational organizations follow participation and increase recognized minimum standards for topics such as web learning opportunities for accessibility, learner e-safety and open access content. learners with disabilities POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 61
MONITORING POLICY ACTIONS 3 SYSTEM LEVEL No Policy Objectives Monitoring Policy Actions 4 Inclusive ICTs are seen as a tool In collaboration with stakeholders from across all to widen participation and sectors, collecting agreed feedback information on increase educational the effectiveness of the implementation actions in opportunities and inclusion for promoting positive attitudes and beliefs regarding learners with disabilities. the use of inclusive ICTs in inclusive education. 5 An effective infrastructure for Collecting systematic data relating to compliance the use of inclusive ICTs is with the identified minimum standards for the implemented in all education provision of inclusive ICTs across all educational settings. sectors. 6 Effective dialogue and Establishing procedures and timelines for consultation involving learners collecting and reviewing stakeholders’ feedback on with disabilities, their parents the relevance and usefulness of dialogue and representatives of the opportunities. inclusive ICTs eco-system. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 62
MONITORING POLICY ACTIONS 4 SYSTEM LEVEL No Policy Objectives Monitoring Policy Actions 7 Research and development Developing structures that allow the Lead Ministry to initiatives that take ‘user act as an observatory for research initiatives involved’ as well as ‘user Establishing procedures and timelines for collecting centered’ approaches are stakeholders’ feedback on the impact and applicability supported of research initiatives, programmes and outcomes 8 Data is collected for policy Establishing procedures and timelines for collecting and benchmarking, monitoring reviewing stakeholders’ feedback on the transparency and evaluation and usefulness of data collected Ensuring all data collection activities are in compliance with UNCRPD data requirements Monitoring of all data collection and using relevant information to promote improvement in future policy action implementation POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 63
POLICY IMPLEMENTATION MONITORING The envisioned tool constitutes another monitoring mechanism, standing on its own as well as supporting other monitoring mechanisms. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 64
OUTLINE 1 TOOLS What did we learn about Policy Tools? 2 ACCESS What did we learn about Accessible Technologies? 3 CONTEXT What does the UNESCO Model Policy recommend? 4 SURVEY What requirements are expected by future users? 5 REQUIREMENTS What requirements are emerging from 1, 2, 3 and 4? 6 WORKSHOP How is this workshop going to validate the requirements? POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 65
METHODOLOGY STEP 4 1. RESEARCH ON 3. ANALYSIS OF POLICY CONTEXT 2. RESEARCH ON (UNESCO POLICY MODEL) ACCESSIBLE POLICY TOOLS TECHNOLOGIES 5. IDENTIFYING REQUIREMENTS GENERIC REQUIREMENTS FUNCTIONALITY ACCESS SPECIFIC REQUIREMENTS VALIDATED 4. SURVEY 6. WORKSHOP REQUIREMENTS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 66
DATA COLLECTON IN UGANDA 1 QUESTIONNAIRE 2 INTERVIEWS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 67
QUESTIONNAIRE SNAPSHOTS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 68
QUESTIONNAIRE DETAILS o Aim identify tool beneficiaries o specify data sources and most appropriate methods for data collection o identify final users of the main functionality to be offered by the tool o gather opinion about possible indicators Technology Google Doc Approach Pilot with academic partner – UTAMU, and rolled out after revision. Size 16 questions, 15-20 minute completion time Dissemination 17 partners Response 4 partners completed the questionnaire by 12 December 2015 o Results Main purpose and beneficiaries o Data collection o Policy Feedback o Capacity-Building o Indicators POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 69
RESULTS 1: PURPOSE AND BENEFICIARIES PURPOSE BENEFICIARIES 4 4 4 3 3 3 3 2 2 2 2 1 POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 70
RESULTS 2: DATA COLLECTION DATA SOURCES FREQUENCY 4 On-going basis 1 3 2 Monthly 0 Before target deadline 1 Pre-defined timeline 2 Government NGO New Other 1 databases databases instruments METHODS Participatory surveys conducted regularly 4 User surveys conducted at the end of each policy 2 action Manual data entry 1 Automatic from databases 0 POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 71
RESULTS 3: POLICY FEEDBACK STAKEHOLDERS ABLE TO PROVIDE FEEDBACK Ministry of Education and Sports 3 3 Ministry for Gender, Labour and Social Development 2 3 National Book Trust of Uganda 2 3 The National Library or Consortium of Uganda 3 1 Deaf Link Uganda 2 3 Uganda National Association for the Blind 3 2 Kyambogo University 3 2 UTAMU 4 3 Net Media Publishers 2 POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 72
RESULTS 3: POLICY FEEDBACK INFORMATION TO BE CONSIDERED FOR PROVIDING FEEDBACK Awareness raised by the policy action 4 Importance of the policy action 3 Ease and cost of use of the policy action 4 Number of disabled persons benefited by the policy action 4 Users' satisfaction about results of the policy action 4 POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 73
RESULTS 4: CAPACITY-BUILDING PARTNERS NEEDING AWARENESS-BUILDING INFORMATION TO BE PROVIDED 4 3 3 3 3 3 3 Government NGO's staff School Public Policies, Laws, Awareness on officials authorities programmes, regulations, the importance and and projects in guidelines on of Inclusive ICT teachers Uganda Inclusive ICTs in in Education Education in Uganda POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 74
RESULTS 5: INDICATORS FOR MEASURING DISABLED LEARNERS: PARTICIPATION ACHIEVEMENTS OUTCOMES o completion rates o enrolment, retention and learning o rate of absorption in o continuous Assessment outcome rates employment o actual use of various o learners use o UNEB- End of education cycle accessible ICTs by exams - e.g. Uganda Advanced computers effectively disabled learners o actual use of ICTs by Certificate of Education (UACE) o usage of ICTs provided o availability and actual use of the learners by learners o academic performance different accessible ICTs in schools and other educational institutions of the disabled o reports from the leaners learners POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 75
RESULTS 5: INDICATORS FOR MEASURING THE USE OF INCLUSIVE ICTs IN ORGANIZATION o availability o availability of adaptable ICTs, e.g. computers with screen readers, talking calculators, smart braille, smart white canes o actual use, rate of use, purpose of use o support for use of inclusive ICTs in schools o inclusive ICTs help on how to develop an inclusive curriculum and other related materials (relevant to organizations like NCDC). POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 76
RESULTS 5: INDICATORS DIALOGUE BETWEEN STAKEHOLDERS DATA TRANSPARENCY o open publications o availability of relevant fora o sharing of internally collected data o discussed topics o number of stakeholders participating o joint initiatives o number of stakeholders using inclusive ICTs o awareness raising o sharing of information o consultations and strategies for policy o reliability of accountability – e.g. organizing implementation participatory workshops, sharing reports o actual implementation and follow up of with other partners in all possible means decisions or actions taken such as media, Internet, etc. o effective collaboration among stakeholders, e.g. regular meetings to obtain feedback from beneficiaries. POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 77
DATA COLLECTION IN UGANDA 1 QUESTIONNAIRE 2 INTERVIEWS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 78
INTERVIEW PROTOCOL – SNAPSHOTS 1 POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 79
INTERVIEW PROTOCOL – SNAPSHOTS 2 POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 80
INTERVIEW DETAILS Aim To gain a deeper understanding about: o benchmarking indicators o reporting information o policy feedback o feedback on policy impact o other relevant comments provided by the interviewee Size 5 questions/probes and about 20 minutes completion time Dissemination 9 partners were approached Response 5 stakeholders were interviewed (1 online, 4 written) by 12 December 2015 o Results Benchmarking indicators o Reporting information o Policy feedback o Feedback on policy impact POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 81
RESULTS 1: BENCHMARKING INDICATORS BENCHMARKING INDICATORS o number of students with disabilities utilizing /owning ICT devices (indicated by 2 responders) No 0% o number of schools/institutions using inclusive ICTs in teaching/learning o effectiveness of the available ICTs o percentage of persons with disabilities (PWD) who mention that the ICTs are useful for their learning o nature and types of ICTs used o number of teachers trained in teaching with inclusive yes ICTs 100% o number of ICT administrative tools compliant for use by PWD o number of ICT tools customized for use or training by Benchmarking functionality? PWD in the classroom and library o level of compliance of social amenities to the needs of PWD, e.g. ATM machines POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 82
RESULTS 1: BENCHMARKING INDICATORS BENCHMARKING INDICATORS o number of students/teachers/parents trained on the use of ICT equipment for PWD o number of disabled learners admitted o percentage of disabled learners passing examinations o level of compliance of considerations for PWD in examinations o level of Institutional ICT policies and strategies compliance to the requirements of PWD o number of inclusive ICTs devices POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 83
RESULTS 2: REPORTING INFORMATION REPORTING INFORMATION o lessons from other users in other countries o case studies o sustainability strategies 20% 40% o challenges in maintaining ICTs in education o costs involved 40% o information on the nature and types of ICTs – explaining if they were or were not effective o policy options o rural vs urban dynamic o statistical data on students’ enrolment, pass rates, and drop out Strategy reporting Operational reporting Learning reporting POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 84
RESULTS 2: REPORTING INFORMATION REPORTING INFORMATION (more) o level of teachers’ training in the use of ICTs for disabilities o availability of devices, broadband o tools availability for teaching, effectiveness, cost o options available for students, compliance to the needs of PWD o taking of examinations – considerations for PWD e.g. in science subjects, time o financial implications of inclusive ICTs – cost of materials, taxes POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 85
RESULTS 3: POLICY FEEDBACK POLICY FEEDBACK o raising resources to secure the relevant ICTs o sustainability of the ICTs 40% 40% o innovative ICTS 20% o challenges and possible solutions o policy implementation challenges o effectiveness of the guidelines for policy implementation Recommendations to improve goals o performance status report as per the indicators achievements o performance comparisons on a national and Identification of problems and international level progress o root cause analysis of identified problems Example innovations to respond to o generation of evidence based disabled persons’ needs recommendations POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 86
RESULTS 4: FEEDBACK ON POLICY IMPACT PROCEDURE SCHEDULE o bi-annual basis o user surveys - Satisfaction and dissatisfaction (indicated by 2 respondents) o annual basis o online surveys (indicated by 2 responders) o quarterly basis o conducting field research o questionnaires o interviews o group discussions o multi-stakeholders workshops and seminars (indicated by 2 responders) o feedback on reports o a combination of procedures according to the data to be collected POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 87
RESULTS 5: OTHER REQUIREMENTS OTHER REQUIREMENTS o taking into consideration rural dynamics and how information can be gathered from deeper villages o integrating data from Census with data of the tool o generating data sets for use by researchers and policy makers o measuring how many non-disabled learners benefit from use of inclusive ICTs POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 88
OUTLINE 1 TOOLS What did we learn about Policy Tools? 2 ACCESS What did we learn about Accessible Technologies? 3 CONTEXT What does the UNESCO Model Policy recommend? 4 SURVEY What requirements are expected by future users? 5 REQUIREMENTS What requirements are emerging from 1, 2, 3 and 4? POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 89
METHODOLOGY STEP 5 1. RESEARCH ON 3. ANALYSIS OF POLICY CONTEXT 2. RESEARCH ON (UNESCO POLICY MODEL) ACCESSIBLE POLICY TOOLS TECHNOLOGIES 5. IDENTIFYING REQUIREMENTS GENERIC REQUIREMENTS FUNCTIONALITY ACCESS SPECIFIC REQUIREMENTS VALIDATED 4. SURVEY 6. WORKSHOP REQUIREMENTS POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 90
IDENTIFYING REQUIREMENTS STAKEHOLDERS Who are the stakeholders of the tool? GENERIC REQUIREMENTS Derived from UNESCO Policy Model SPECIFIC REQUIREMENTS Derived from research and survey SPECIFIC FUNCTIONAL REQUIREMENTS Functions to be provided SPECIFIC ACCESSIBILITY REQUIREMENTS Accessibility features to be implemented POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 91
REQUIREMENTS – TYPES OF USERS MAIN TYPES OF USERS FOR A POLICY MONITORING AND EVALUATION TOOL INCLUDES: o Advisors o Analysts o Decision makers o Disabled community o Donors o Information managers o Operators o Public POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 92
FUNCTIONALITY - TYPES OF USERS FUNCTIONALITY TYPES OF USERS Information managers Disabled community Decision makers Operators Advisors Analysts Donors Public ✓ ✓ ✓ ✓ Data collection ✓ ✓ ✓ ✓ ✓ ✓ ✓ Policy monitoring ✓ ✓ ✓ ✓ ✓ ✓ Reporting ✓ ✓ ✓ ✓ Policy feedback ✓ ✓ ✓ ✓ ✓ ✓ Capacity-building POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 93
SPECIFIC REQUIREMENTS – FUNCTIONALITY-PARTNERS TYPES OF USER FUNTIONALITY Generic Requirements FUNCTIONALITY PARTNERS Specific Requirements TYPES OF USER PARTNERS Local Context POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 94
TYPES OF USERS AND PARTNERS - 1 TYPE PARTNER TYPES OF USERS PARTNERS Information managers Disabled community Decision makers Operators Advisors Analysts Donors Public ✓ ✓ ✓ Government National Curriculum Development Centre partner ✓ Min. for Gender, Labour and Soc. Develop. ✓ The Nat. Library or Consortium of Uganda ✓ Ministry of ICT National IT Authority – Uganda ✓ ✓ ✓ ✓ Ministry of Education and Sports POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 95
TYPES OF USERS AND PARTNERS - 2 TYPE OF PARTNERS PARTNER TYPES OF USERS Information managers Disabled community Decision makers Operators Advisors Analysts Donors Public ✓ ✓ UN organization UNESCO ✓ UNICEF ✓ UNU ✓ Academic partner Kyambogo University ✓ Mbarara University ✓ UTAMU ✓ NGO National Book Trust of Uganda POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 96
TYPES OF USERS AND PARTNERS - 3 TYPE PARTNERS PARTNER TYPES OF USERS Information managers Disabled community Decision makers Operators Advisors Analysts Donors Public ✓ NGO for the CBM disabled ✓ Deaf Link Uganda ✓ Nat. Union f/ Disabled Persons of Ug. ✓ Uganda Nat. Association for the Blind ✓ Uganda Society for Disabled Children ✓ ✓ Private partner Net Media Publisher POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 97
PARTNERS AND FUNCTIONALITY - 1 TYPE PARTNER FUNCTIONALITY PARTNERS Policy monitoring Capacity-building Policy feedback Data Collection Reporting ✓ ✓ ✓ ✓ ✓ Government National Curriculum Development Centre partner ✓ ✓ Ministry for Gender, Labour and Social Development ✓ The Nat. Library or Consortium of Uganda ✓ ✓ ✓ Ministry of ICT ✓ ✓ ✓ National IT Authority – Uganda ✓ ✓ ✓ ✓ ✓ Ministry of Education and Sports POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 98
PARTNERS AND FUNCTIONALITY - 2 TYPE PARTNER FUNCTIONALITY PARTNERS Policy monitoring Capacity-building Policy feedback Data Collection Reporting ✓ ✓ ✓ ✓ Academic Kyambogo University partners ✓ ✓ ✓ ✓ Mbarara University ✓ ✓ ✓ ✓ UTAMU ✓ ✓ ✓ ✓ ✓ NGO National Book Trust of Uganda POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 99
PARTNERS AND FUNCTIONALITY - 3 TYPE PARTNERS PARTNER FUNCTIONALITY Policy monitoring Capacity-building Policy feedback Data Collection Reporting ✓ ✓ ✓ ✓ ✓ NGO for the CBM disabled ✓ ✓ ✓ ✓ ✓ Deaf Link Uganda ✓ ✓ ✓ ✓ ✓ Nat. Union f/ Disabled Persons of Ug. ✓ ✓ ✓ ✓ ✓ Uganda Nat. Association for the Blind ✓ ✓ ✓ ✓ ✓ Uganda Society for Disabled Children ✓ ✓ Private partner Net Media Publisher POLICY MONITORING ON DIGITAL TECHNOLOGY FOR INCLUSIVE EDUCATION KAMPALA, UGANDA, 15 DECEMBER 2015, 100
Recommend
More recommend
