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MOBILE LEARNING FOR MOBILE POPULATIONS

We have to reach people where they are... Mobile technologies offer unique advantages for making tertiary education accessible to displaced people and others on the move.
- M. West, UNESCO

WHAT'S THE NEED?


WHAT'S THE NEED?

Over 1 billion people are migrants.

People and communities are constantly on the move.

In 2015, the International Organization for Migration estimated that over 1 billion people are migrants - both international migrants and internal migrants. Migration populations include those who move in search of labour and those who are forcibly displaced.

In many cases, "basic access to a mobile phone can improve choice and dignity, particularly in... displacement situations. Mobile technology is unique in its ability to connect people with information networks in real time" (Granryd, 2017).

A series of short 1-2 minute narrative videos found below explores three case studies of mobile learning for mobile populations. We will then briefly look at lessons learned and some recommendations for further inquiry.

Continue scrolling down or use the menu on the top right of your screen.

THREE CASE STUDIES


1. Tanzania's Nyarugusu Refugee Camp

“When a refugee is using mobile learning, they enjoy the same rights as a normal citizen and no matter the circumstances... If they’re alive and have access to internet, nothing will stop them from learning up to PhD level.”  -Roland Kalamo, university student living and studying in a refugee camp

Watch this 1:31 minute video for an overview of mobile learning in the Tanzania refugee camp.


2. Nigeria's Nomadic Population

Proposed in 2007, this mobile technology-enabled model appealed for the improvement of Nomadic basic education. It builds on the exisiting government-sponsored Mobile Schools that use collapsible classrooms which can be disassembled within 30 minutes and carried by the Nomads' pack animals.

Watch this 1:26 minute video for a snapshot of education provision for Nigeria's Nomads.


3. Latin America's Indigenous Migrant Children

In Latin America, Indigenous children migrate with their parents during harvest season. As a result, they don't attend school. 

Watch this 1:38 minute video that talks about an action research project which provided mobile learning for Indigenous children.

Lessons Learned

What lessons can we learn from the three case studies?

  1. PUBLIC-PRIVATE PARTNERSHIPS (PPP) - Mobile network operators (MNOs), private actors, governments and non-governmental organizations need to work together to provide accredited, quality and relevant mobile learning opportunities while overcoming issues of costs of devices, connectivity, data, charging and SIM cards.
  2. MOBILE LEARNING MODELS VARY BY POPULATION - Relevant and contextualised learning requires a systematic approach that considers policy, pedagogy, hardware, human resource, technical ability, and flexibility in order to meet the needs of the mobile population that it intends to serve. Therefore, at the policymaking table, it is important to have the voices of the intended mobile learners.
  3. MOBILE LEARNING IS NOT ABOUT THE DEVICE - Mobile learning is not about the device, but rather about a holistic system that allows a learner to access education that transcends time, space and place.
  4. LINKAGE TO SUSTAINABLE LIVELIHOODS - Mobile learning opportunities offer hope for sustainable livelihoods for those who are locked out of formal education, and it signals the need for mobile learning projects to be linked to the labour market, accreditation & qualification and/or further education.

FURTHER INQUIRY

Themes emerged and form some recommendations for further inquiry and research.

  1. GENDER-SENSITIVE & INCLUSIVE MOBILE LEARNING - evidences of lower internet usage and lower access to mobile devices were evident amongst women. How can we ensure to bridge this gap, and design learning systems and curricula that speak to both male and female mobile learners?
  2. SCALING UP FOR SUSTAINABILITY - how do we build capacity amongst local populations to internalise mobile learning programs within their communities that will allow them to carry on after mobile learning interventions have concluded and funding sources have closed?
  3. QUALITY, ACCREDITED LEARNING - how can we develop a recognised, quality framework for mobile learning, and how do we move from the mere provision of learning materials to securing accreditation for mobile learners?
“We are witnessing the highest levels of displacement ever recorded... It is our task to help find solutions to leverage this technology to reach people where they are, opening portals to learning and empowerment... This is what mobile learning is about: helping [states] and other partners understand how to harness technology to strengthen education and promote lifelong learning, particularly for the most vulnerable.”
- Qian Tang, UNESCO’s assistant director-general for education 

How else do you think we can harness the power of mobile technologies to place quality education in the hands of those traditionally excluded?

BACK TO TOP OF PAGE REFERENCES

References

CONTENT REFERENCES

Aderinoye, R.A., Ojokheta, K.O., Oloede, A.A. (2007) Integrating Mobile Learning into Nomadic Education Programmes in Nigeria: Issues and perspectives. The International Review of Research in Open and Distributed Learning, 8, 2. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/347/919

International Organization for Migrants. (2015). Global Migration Trends. Retrieved from: https://publications.iom.int/system/files/global_migration_trends_2015_factsheet.pdf

Kim, P. (2009). Action research approach on mobile learning design for the underserved. Education Tech Research Dev, 57, 415-435.

Kim, P., Miranda, T., & Olaciregui, C. (2008). Pocket School: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America. International Journal of Educational Development, 28, 435-445. Retrieved from: http://late-dpedago.urv.cat/site_media/papers/science_15.pdf

Granryd, M. (2017). Five ways mobile technology can help in humanitarian emergencies. Retrieved from: https://www.weforum.org/agenda/2017/08/mobile-technology-humanitarian-crisis/

GSMA (2017). Mobile is a Lifeline: Research from Nyarugusu Refugee Camp, Tanzania. Retrieved from: https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2017/07/mobile-is-a-life-line.pdf

Nakweya, G. (2016). Mobile learning – Empowering refugees where they are. Retrieved from: http://www.universityworldnews.com/article.php?story=20170427082935218


IMAGE SOURCES

Kim, P. (2011). Mobile Innovations and Evolutions in Education Ecosystem. Retrieved from: https://www.slideshare.net/eden_online/mobile-innovations-and-evolutions-in-education-ecosystem

Kim, P., Miranda, T., & Olaciregui, C. (2008). Pocket School: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America. International Journal of Educational Development, 28, 435-445. Retrieved from: http://late-dpedago.urv.cat/site_media/papers/science_15.pdf

GSMA (2017). Mobile is a Lifeline: Research from Nyarugusu Refugee Camp, Tanzania. Retrieved from: https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2017/07/mobile-is-a-life-line.pdf

National Commission for Nomadic Education. Retrieved from: http://www.ncne.gov.ng/ 

Tapper, G. (2016). Increasing perils at Tanzania's Nyarugusu refugee camp. Retrieved from: http://www.aljazeera.com/indepth/inpictures/2016/05/increasing-perils-tanzania-nyarugusu-refugee-camp-160520115153710.html

UNESCO. Use of Radio in a Nomadic Education Programme. Retrieved from: http://litbase.uil.unesco.org/?menu=9&programme=18


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