Increasingly, information and communications technologies (ICTs) are more critical to enhancing the effectiveness of community-based monitoring (CBM) interventions. For instance, several case studies show its efficiency in collecting data on low-income countries' environmental or health development projects. However, there is still a research gap concerning the potential to use technologies for CBM interventions in the field of education. Therefore, this study examines the usefulness of digital platforms for monitoring educational projects in Peruvian rural and urban schools to propose a CBM program involving local actors such as teachers, parents, and authorities from the regional government (Baldeon, 2022).
But why is the community-based monitoring approach becoming more relevant to address education challenges? Because CBM programs use the participatory approach to promote collaboration between local communities and government education departments to improve educational public service delivery (see, e.g., Banerjee et al., 2008). Thus, studies in the Global South countries have shown that participatory mechanisms can promote teachers' and parents' collective participation in improved service provision (Barr et al., 2012).
At the same time, the Covid-19 pandemic generated a unique opportunity to prove the benefits of digital platforms in educational CBM interventions because more and more technologies are crucial in collecting and improving data management (Johnson et al., 2021). Within this framework, since 2017, the Telefonica Foundation has been implementing the Digital Education Program (PED) in Peru to develop students' digital skills through digital platforms in alliance with regional and local governments over the country. Hence, parents, teachers, and regional authorities can access EBRO and Digital Classroom at Home (ADC) platforms to monitor students' learning outcomes progress (Pogré & Mestanza, 2021).
After three years of implementing the program, it has been identified that these stakeholders are highly interested in continue using both platforms. Nonetheless, local actors with low access to education or (digital) illiterate need help using them. Therefore, this research aims to know the most used data by local stakeholders and their information needs to propose a CBM program using digital platforms that promotes collective action for two purposes. The first purpose is to involve community members in decision-making at the school management level. The second purpose is to develop an inclusive data management tool that promotes collective action between parents, teachers, and regional authorities through training and incentives.
Thus, the study revolves around answering the following research question: what is the usefulness of digital platforms, according to local stakeholders, for monitoring educational projects in Peruvian public schools? In order to answer this question, it first was conducted an exhaustive literature review focusing on CBM approaches by Danielsen et al. 2009, and Kouril et al., 2016, Grandvoinnet's social accountability framework, benefits and challenges of CBM in educational interventions and digital platforms. In addition, the methodology responded to a qualitative method and the triangulation of information with semi-structured interviews with five local authorities of the Regional Directorate of Education (DRE), twenty teachers, and twenty parents from four urban and rural schools in Cajamarca.
Based on the findings, this study concludes that all educational stakeholders highly value EBRO and ADC digital platforms because they perceive them as valuable tools for monitoring the evolution of students' learning achievements. Among the most used information, the reports with grades and the number of repetitions per activity stand out. In addition, the research finds that digital platforms can promote collaborative work between educational stakeholders to improve schools' infrastructure and services regarding security criteria and Internet access. However, it will depend on the level of cohesion among the local actors.
Concerning the needs and interests, this research found that educational community actors are highly interested in the pedagogical and institutional management of the schools. Hence, to actively participate in the schools, all of them would need more information about students' grades organized by areas of the national curriculum of the Ministry of Education. Likewise, they would like more data about the school's budget execution, maintenance, and sanitation reports.
Based on these results, this thesis proposes to design a CBM program in education with digital platforms considering three components: (1) develop a freely accessible digital platform for local authorities, teachers, and parents with those mentioned above pedagogical and institutional data; (2) design a digital skills training program for parents and teachers with face-to-face workshops and virtual courses guided by the permanent support of local experts; and (3) include material and socio-emotional incentives for parents and teachers to promote their participation in the program. Moreover, providing facilities, such as free child care and schedule flexibility, supports parents, especially young mothers, to attend training activities.
The logic behind this proposal is that access to information alone does not generate social accountability mechanisms to reduce inefficiencies in education public service delivery. Given that this research found a digital skill gap in parents with low levels of education, it is imperative to design training and incentive programs that promote the appropriation of all actors with technology to avoid increasing social disparities within the educational community.
For more information about this research results, join Communitor Webinar on the 25th of November, at 3 pm (Brussels time). Find more details about this event here.
References
Baldeon, F. (2022). The usefulness of digital platforms in monitoring educational projects in Peruvian public schools: a proposal for a community-based monitoring program in education. [Master’s thesis, University of Antwerp].
Banerjee, A., Banerji, R., Duflo, E., Glennester, R., & Khemani, S. (2008). Pitfalls of participatory programs: evidence from a randomized evaluation in education in India. American Economic Journal: Economic Policy, 2 (1): 1-30.
Barr, A., Mugisha, F., Serneels, P., & Zeitlin, A (2012). Information and collective action in the community monitoring of schools: Field and lab experimental evidence from Uganda.
Danielsen, F., Burgess, N. D., Balmford, A., Donald, P. F., Funder, M., Jones, J. P., & Yonten, D. (2009). Local participation in natural resource monitoring: a characterization of approaches. Conservation biology, 23 (1), 31-42.
Grandvoinnet, H., Aslam, G., & Raha, S. (2015). Opening the Black Box: The contextual drivers of social accountability. International Bank for Reconstruction and Development. The World Bank.
Johson, N., Druckenmiller, M., Danielsen, F., & Pulsifer, P. (2021). The Use of Digital Platforms for Community-Based Monitoring. BioScience. May 2021 / Vol. 71 No. 5.
Kouril, D., Furgal, C., & Whillans, T. (2016). Trends and key elements in community-based monitoring: a systematic review of the literature with an emphasis on Arctic and Subarctic regions. Environmental Reviews, 24 (2), 151-163.
Pogré & Mestanza. (2021). Aula Digital Perú: una experiencia exitosa de formación docente situada. UNESCO & Fundación Telefónica Movistar.
Comments