Improving the Quality of Education Through the

Innovative Use of Mobile Technology

September 16, 2009

What is Bridgeit?

1. Access to digital video content in classrooms ‘on-demand’ via cellular technology

2. Teacher training & ongoing support

3. Learner-centered lesson plans & teacher’s guides

Bridgeit Projects

Philippines• “text2teach”• Began in 2003• Currently in 3rd phase• Funded by:

– Nokia (Phase 1)– USAID (Phase 2)– Nokia, local government

& local NGOs (Phase 3)

Tanzania• “Elimu kwa

Teknolojia”• Began in 2007• Currently in 1st phase• Funded by USAID• Replication of

text2teach

Project GoalTo significantly increase educational quality & student achievement in

primary schools in math, science, English and life skills through the innovative use

of cellular & digital technology

Key Objectives

1. To launch Bridgeit and integrate it into the education system in order to reach the greatest number of children and teachers possible;

2. To improve teacher performance, as demonstrated by changes in the quality of interaction and teaching in the classroom; and

3. To increase learning gains among upper primary students, with a particular emphasis on girls.

The PartnersFunder

Global Partners

Local Partners

Technical Architecture

Mobile/Satellite Hybrid

• Standard handset• SMS ordering• Satellite download• Set-top box/DVR

storage• TV

Mobile 2.5G/3G (BridgeIT 2.0)

• 3G phone (8gb memory)• NED (Nokia Education

Delivery) software• 2.5G/3G download• Phone storage• TV

Satellite

GSM Network

Satellite Network Operator

ServiceProvider

Set-top Box

Mobile/Satellite Hybrid Solution

Reception Dish

TV

Cell Phone

Satellite

2.5EDGE/3G

Network

Satellite Network Operator

Mobile ServiceProvider

Set-top Box

Mobile Solution

Reception Dish

TV

Cell Phone

The Bridgeit Classroom

• Participatory lesson plans

• Video integration • Enhancement of

existing curricula• Teacher training &

support

Project Impact to Date

Philippines (7 years)• 290 schools• 1,476 primary school

teachers• 976,000 rural and

urban students

Tanzania (1 year)• 150 schools• 1,544 primary school

teachers • 40,402 rural and

urban students

Key Results

• Increased attendance in Bridgeit schools• Improved understanding of and interest

in math & science• More frequent and improved use of

participatory methodologies• Greater student participation in Bridgeit

classrooms, especially among girls• Local ownership of the program• Improved teacher and student

motivation

Learning Gains: Philippines

0 2 4 6 8 10 12 14

English

Math

Science

English

Math

Science

9.47

8.87

10.38

9.94

8.07

13.38

2.69

5.94

2.63

6.34

6.56

3.29

Non-Bridge IT Bridge IT

G

rade 5

G

rade

6

Challenges

• Complexity of startup operations (consensus building, infrastructure assessment, roles/responsibilities, etc.)

• Cost of initial investment • Evolving technology• Project management• Transitioning of ownership

Opportunities

• Other uses for Bridgeit classrooms– in-service teacher training– community education – local internet hotspots, etc.

• Decrease in price of smart phones—possibility of scale

• Ongoing dissemination of new content

Future of Projects

Philippines• 263 additional schools

by 2010• Local ownership and

management • Transition to mobile-

only solution

Tanzania• Capacity building and

training at local and national levels

• Transfer to the Ministry of Education and Vocational Training (MoEVT)

Questions?

Kate PlaceInternational Youth

Foundation

k.place@iyfnet.org