Digital Technology for Inclusive Education Towards Policy Support - - PowerPoint PPT Presentation

Digital Technology for Inclusive Education – Towards Policy Support Tool

15 December 2015 Kampala, Uganda

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AIM

• 1. To present the findings of research on web-based policy monitoring and evaluation

tools (TOOLS) and on accessible technologies (ACCESS) suitable for such tools

• 2. To present the outcomes of a survey on defining requirements for “Policy Monitoring

and Evaluation Tool on Inclusive ICTs in Education” in Uganda

• 3. To present and discuss preliminary requirements of the “Policy Monitoring and

Evaluation Tool on Inclusive ICTs in Education” based on research (1) and survey (2)

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METHODOLOGY

• 5. IDENTIFYING

REQUIREMENTS

• 1. RESEARCH ON

POLICY TOOLS

• 3. ANALYSIS OF POLICY CONTEXT

(UNESCO POLICY MODEL)

• 2. RESEARCH ON

ACCESSIBLE TECHNOLOGIES FUNCTIONALITY ACCESS GENERIC REQUIREMENTS SPECIFIC REQUIREMENTS VALIDATED REQUIREMENTS

• 4. SURVEY
• 6. WORKSHOP

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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?

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METHODOLOGY STEP 1

• 5. IDENTIFYING

REQUIREMENTS

• 1. RESEARCH ON

POLICY TOOLS

• 3. ANALYSIS OF POLICY CONTEXT

(UNESCO POLICY MODEL)

• 2. RESEARCH ON

ACCESSIBLE TECHNOLOGIES FUNCTIONALITY ACCESS GENERIC REQUIREMENTS SPECIFIC REQUIREMENTS VALIDATED REQUIREMENTS

• 4. SURVEY
• 6. WORKSHOP

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PUBLICATION TYPES

• Types of publications on Policy

Monitoring and Evaluation Tools.

• The majority of publications are at

still at the research level.

• Research findings are transferred

into tool implementations and policy guidance on tool adoption.

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IDENTIFIED TOOLS

1 Evaluation Tools Evaluation tools to measure the economy 2 Public Expenditure Tracking Surveys Tracking the effect of public expenditure on growth and/or social outcomes. 3 Quantitative Service Delivery Surveys Examining the efficacy of spending, incentives oversight, and relationship between service contractors and service providers. 4 Citizen Report Card Requesting citizens to rate their satisfaction with various aspects of public service provision. 5 Community Scorecard Qualitative monitoring and performance evaluation of services, projects and even government units by local communities. 6 Evaluating School Turnaround Setting goals, collecting data including leading and lagging indicators of improvement, and using data to inform decisions. 7 DeEP Evaluation Tool Monitoring policy impact on beneficiaries within the context of programmes or initiatives and using existing national datasets. 8 MERIT Tool Allowing grant recipients to record data about progress of their projects on a continuous basis and to submit reports online. 9 UNDG Toolkit A repository of guidance, lessons learned and tools, aimed at improving the functioning of the UN development system at the country level.

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EXAMPLE 1: DeEP Evaluation Tool

• A monitoring and evaluation tool

for European policy design

• Left side: normalized set of scores

measuring design innovation policy achieved by an EU country

• Right side: deviation of the scores

achieved by the country compared to other EU countries

Ref: Design in European Policy (DeEP), http://www.deepinitiative.eu/

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EXAMPLE 2: MERIT TOOL

• Online Monitoring, Evaluation,

Reporting and Improvement Tool (MERIT)

• Developed for project/programme

reporting for Australian Government Natural Resources Management.

• Allows grant recipients to continuously

upload data about the progress on projects and submit reports online.

• The figure shows the locations of 2319

active or completed projects.

Ref: Australia Government, MERIT, https://fieldcapture.ala.org.au/

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EXAMPLE 3: UNDP TOOLKIT

• The toolkit aims at measuring and

evaluating the UN system’s progress to achieve established development outcomes.

• Provides an integrated view on UN

programming and performance.

• The figure shows the main tools

used for monitoring and evaluation.

Ref: United Nations Development Group (UNDP) Toolkit, http://toolkit.undg.org/step/7-37-monitor-and-evaluate.html

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IDENTIFIED FUNCTIONS

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 the tool 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

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CATEGORIES OF FUNCTIONS

Policy Monitoring Data Processing 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

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CATEGORY 1: POLICY MONITORING

Policy Monitoring Data Processing 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

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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 managing policies Gathering and applying policy-related information for evaluating the policy performance and resource use Controlling policy process Assessing how policy is being implemented Controlling programmes Informing about programmes that implement a given policy Visualization Visualizing the resources used for implementing a policy and other management-related data with different levels of granularity

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CATEGORY 1: POLICY MONITORING

EXAMPLE OF VISUALIZATION

• Atlas of Human Development

launched in Brazil in 1998

• Performs calculation of the

human development index at the municipal level

• 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/

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CATEGORY 2: DATA COLLECTION

Policy Monitoring Data Processing 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

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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.

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CATEGORY 2: DATA COLLECTION

EXAMPLE OF PROACTIVE DATA COLLECTION

• The presented data was extracted

from the grant recipient progress reports approved by the Australian Department of Environment of Australian.

• 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/

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CATEGORY 3: DATA PROCESSING

Policy Monitoring Data Processing 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

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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 policy results Comparing the performance of policy implementations among local, regional and national governments Providing an alert system Ensuring that government is aware of the policies not working according to the initial objectives, including complaints, suggestions and ideas Searching and aggregating data Searching for a policy initiative in a given city, region or country and showing aggregated policy indicators Providing a tracking system Collecting and showing data related to policy implementations so that decision-makers can monitor all steps of the implementation

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CATEGORY 3: DATA PROCESSING

Reporting evidences of policy benefits Collecting and reporting on evidences on policy benefits, e.g. reporting the number of policy beneficiaries Assessing program cost- effectiveness Evaluating policy programs in terms of costs versus impacts on beneficiaries 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 statistics Producing statistics about the program implementation results and benefits, and other indicators related to policy and programs Providing a policy dashboard Providing a monitoring system giving an ongoing overview by displaying a set of indicators

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CATEGORY 3: DATA PROCESSING

EXAMPLE OF BENCHMARKING POLICY RESULTS

• The figure shows the ranking
• f human development in

Brazil by municipality in terms

• f income, life expectancy,

education, etc.

• 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

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CATEGORY 4: REPORTING

Policy Monitoring Data Processing 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

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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
• utcomes 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- evaluation Reviewing reports of policy evaluation processes to see if the conclusions are consistent with the findings Monitoring policy rules Controlling if policy rules are not being violated Monitoring implementation of policy objectives Determining if policy objectives are being achieved and assessing progress towards achieving the targets Evidence of policy benefits Collecting and reporting on evidences on policy benefits

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CATEGORY 4: REPORTING

FUNCTIONS Assessing program cost- effectiveness Evaluating policy implementation programs in terms of costs versus impacts on beneficiaries 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

• bjectives and targets achieved

Reporting on policy-related statistics Producing statistics about program implementation results 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

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CATEGORY 4: REPORTING

EXAMPLE OF POLICY DASHBOARD

• Policy dashboard produced by DeEP.
• 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.

• 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/

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CATEGORY 5: POLICY FEEDBACK

Policy Monitoring Data Processing 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

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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

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CATEGORY 5: POLICY FEEDBACK

EXAMPLE

• Example of evidence-based

pratices by Agency for Healthcare Research and Quality (AHRQ)

• 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

• ther professionals.

Ref: Agency for Healthcare Research and Quality (AHRQ), http://www.ahrq.gov/policymakers/case-studies/index.html

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CATEGORY 6: CAPACITY BUILDING

Policy Monitoring Data Processing 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

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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

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CATEGORY 6: CAPACITY BUILDING

EXAMPLE OF GUIDELINES FOR USING THE TOOL

• The figure illustrates Frequently

Asked Questions (FAQ) related to the Human Development Atlas from Brasil.

• 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

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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?

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METHODOLOGY STEP 2

• 5. IDENTIFYING

REQUIREMENTS

• 1. RESEARCH ON

POLICY TOOLS

• 3. ANALYSIS OF POLICY CONTEXT

(UNESCO POLICY MODEL)

• 2. RESEARCH ON

ACCESSIBLE TECHNOLOGIES FUNCTIONALITY ACCESS GENERIC REQUIREMENTS SPECIFIC REQUIREMENTS VALIDATED REQUIREMENTS

• 4. SURVEY
• 6. WORKSHOP

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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

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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

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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

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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

• Example of web accessibility

guidelines given by World Wide Web Consortium (W3C)

• Open standard for web content

accessibility

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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

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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

• Example of screen reader from

Screenreader.net

• The Thunder is a screen reader for

supporting blind and visually impaired computer users

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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

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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

• Example of augmented reality from

Doncaster College

• UCanCook - The Augmented Reality cook

book for people with learning difficulties/disabilities

https://youtu.be/tUQGd4qI6fg

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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

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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

• Example of accessibility policies

in higher education from the California State University

• The initiative aims to make

accessible information technology resources to students with disabilities.

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ACCESSIBILE POLICY TOOLS

Policy Tools Accessible Technologies

Accessible Policy Tools

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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

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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

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ACCESSIBILITY FOCUS FOR POLICY TOOL

Web Content Accessibility Guidelines Accessibility Standards Accessible Technologies

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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

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WEB CONTENT ACCESSIBILITY (WCAG 2.0)

PRINCIPLES REQUIREMENTS Perceivable information and user interface Text alternatives for non-text content Captions and other alternatives for multimedia Content can be presented in different ways Content is easier to see and hear Operable user interface and navigation Functionality is available from a keyboard 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 and user interface Text is readable and understandable Content appears and operates in predictable ways Users are helped to avoid and correct mistakes Robust content and reliable interpretation Content is compatible with current and future user tools

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WEB CONTENT ACCESSIBILITY (WCAG 2.0)

EXAMPLE

• Documents that make part of

WCAG 2.0 technical standard

• 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

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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?

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METHODOLOGY STEP 3

• 5. IDENTIFYING

REQUIREMENTS

• 1. RESEARCH ON

POLICY TOOLS

• 3. ANALYSIS OF POLICY CONTEXT

(UNESCO POLICY MODEL)

• 2. RESEARCH ON

ACCESSIBLE TECHNOLOGIES FUNCTIONALITY ACCESS GENERIC REQUIREMENTS SPECIFIC REQUIREMENTS VALIDATED REQUIREMENTS

• 4. SURVEY
• 6. WORKSHOP

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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:

• Article 9: Accessibility
• Article 21: Freedom of Expression and Opinion, and

Access to Information

• Article 24: Inclusive Education
• f this convention.

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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

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POLICY VISION

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POLICY OBJECTIVES

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POLICY ACTIONS

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SPECIFIC POLICY ACTIONS

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MONITORING POLICY ACTIONS 1

LEARNER LEVEL No Policy Objectives Monitoring Policy Actions 1 Inclusive ICTs are used as a key tool for supporting learners with disabilities to participate in inclusive education and for personalized learning opportunities. In collaboration with educational

• rganizations across all sectors, collecting

agreed quantitative and qualitative data on learners’ participation in, achievements, and

• utcomes from inclusive education.

2 Inclusive ICTs are available to support learners with disabilities in education across different educational and lifelong learning settings. Monitoring cross sector co-operation and work to ensure on-going equitable access to inclusive ICTs across educational settings and learning opportunities.

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MONITORING POLICY ACTIONS 2

ORGANIZATIONAL LEVEL No Policy Objectives Monitoring Policy Actions 3 Educational organizations and all professionals working with them are effectively supported to use inclusive ICTs to wider participation and increase learning opportunities for learners with disabilities Supporting all educational organizations to benchmark their use of inclusive ICTs and then develop monitoring strategies for the effective use of inclusive ICTs to support all learners. Ensuring that all educational organizations follow recognized minimum standards for topics such as web accessibility, learner e-safety and open access content.

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MONITORING POLICY ACTIONS 3

SYSTEM LEVEL No Policy Objectives Monitoring Policy Actions 4 Inclusive ICTs are seen as a tool to widen participation and increase educational

• pportunities and inclusion for

learners with disabilities. In collaboration with stakeholders from across all sectors, collecting agreed feedback information on the effectiveness of the implementation actions in promoting positive attitudes and beliefs regarding the use of inclusive ICTs in inclusive education. 5 An effective infrastructure for the use of inclusive ICTs is implemented in all education settings. Collecting systematic data relating to compliance with the identified minimum standards for the provision of inclusive ICTs across all educational sectors. 6 Effective dialogue and consultation involving learners with disabilities, their parents and representatives of the inclusive ICTs eco-system. Establishing procedures and timelines for collecting and reviewing stakeholders’ feedback on the relevance and usefulness of dialogue

• pportunities.

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MONITORING POLICY ACTIONS 4

SYSTEM LEVEL No Policy Objectives Monitoring Policy Actions 7 Research and development initiatives that take ‘user involved’ as well as ‘user centered’ approaches are supported Developing structures that allow the Lead Ministry to act as an observatory for research initiatives Establishing procedures and timelines for collecting stakeholders’ feedback on the impact and applicability

• f research initiatives, programmes and outcomes

8 Data is collected for policy benchmarking, monitoring and evaluation Establishing procedures and timelines for collecting and reviewing stakeholders’ feedback on the transparency 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

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POLICY IMPLEMENTATION MONITORING

The envisioned tool constitutes another monitoring mechanism, standing on its own as well as supporting other monitoring mechanisms.

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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?

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METHODOLOGY STEP 4

• 5. IDENTIFYING

REQUIREMENTS

• 1. RESEARCH ON

POLICY TOOLS

• 3. ANALYSIS OF POLICY CONTEXT

(UNESCO POLICY MODEL)

• 2. RESEARCH ON

ACCESSIBLE TECHNOLOGIES FUNCTIONALITY ACCESS GENERIC REQUIREMENTS SPECIFIC REQUIREMENTS VALIDATED REQUIREMENTS

• 4. SURVEY
• 6. WORKSHOP

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DATA COLLECTON IN UGANDA

1 QUESTIONNAIRE 2 INTERVIEWS

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QUESTIONNAIRE SNAPSHOTS

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QUESTIONNAIRE DETAILS

Aim

• identify tool beneficiaries
• specify data sources and most appropriate methods for data collection
• identify final users of the main functionality to be offered by the tool
• 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 Results

• Main purpose and beneficiaries
• Data collection
• Policy Feedback
• Capacity-Building
• Indicators

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RESULTS 1: PURPOSE AND BENEFICIARIES

PURPOSE BENEFICIARIES

3 3 4 2 3 2 1 4 2 3 4 2

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RESULTS 2: DATA COLLECTION

DATA SOURCES FREQUENCY METHODS

2 3 4 Government databases NGO databases New instruments 1 1 2 1 On-going basis Monthly Before target deadline Pre-defined timeline Other 1 2 4 Automatic from databases Manual data entry User surveys conducted at the end of each policy action Participatory surveys conducted regularly

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RESULTS 3: POLICY FEEDBACK

STAKEHOLDERS ABLE TO PROVIDE FEEDBACK

3 3 2 3 2 3 3 1 2 3 3 2 3 2 4 3 2 Ministry of Education and Sports Ministry for Gender, Labour and Social Development National Book Trust of Uganda The National Library or Consortium of Uganda Deaf Link Uganda Uganda National Association for the Blind Kyambogo University UTAMU Net Media Publishers

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RESULTS 3: POLICY FEEDBACK

INFORMATION TO BE CONSIDERED FOR PROVIDING FEEDBACK

4 4 4 3 4 Users' satisfaction about results of the policy action Number of disabled persons benefited by the policy action Ease and cost of use of the policy action Importance of the policy action Awareness raised by the policy action

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RESULTS 4: CAPACITY-BUILDING

PARTNERS NEEDING AWARENESS-BUILDING INFORMATION TO BE PROVIDED

3 3 4 3 Government

• fficials

NGO's staff School authorities and teachers Public 3 3 3 Policies, programmes, and projects in Uganda Laws, regulations, guidelines on Inclusive ICTs in Education in Uganda Awareness on the importance

• f Inclusive ICT

in Education

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RESULTS 5: INDICATORS

FOR MEASURING DISABLED LEARNERS: PARTICIPATION ACHIEVEMENTS OUTCOMES

• enrolment, retention and learning
• utcome rates
• UNEB- End of education cycle

exams - e.g. Uganda Advanced Certificate of Education (UACE)

• availability and actual use of

different accessible ICTs in schools and other educational institutions

• reports from the leaners
• completion rates
• continuous Assessment
• actual use of various

accessible ICTs by disabled learners

• usage of ICTs provided

by learners

• rate of absorption in

employment

• learners use

computers effectively

• actual use of ICTs by

the learners

• academic performance
• f the disabled

learners

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RESULTS 5: INDICATORS

FOR MEASURING THE USE OF INCLUSIVE ICTs IN ORGANIZATION

• availability
• availability of adaptable ICTs, e.g. computers with screen readers, talking calculators, smart

braille, smart white canes

• actual use, rate of use, purpose of use
• support for use of inclusive ICTs in schools
• inclusive ICTs help on how to develop an inclusive curriculum and other related materials

(relevant to organizations like NCDC).

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RESULTS 5: INDICATORS

DIALOGUE BETWEEN STAKEHOLDERS DATA TRANSPARENCY

• availability of relevant fora
• discussed topics
• joint initiatives
• awareness raising
• consultations and strategies for policy

implementation

• actual implementation and follow up of

decisions or actions taken

• effective collaboration among

stakeholders, e.g. regular meetings to

• btain feedback from beneficiaries.
• open publications
• sharing of internally collected data
• number of stakeholders participating
• number of stakeholders using inclusive ICTs
• sharing of information
• reliability of accountability – e.g. organizing

participatory workshops, sharing reports with other partners in all possible means such as media, Internet, etc.

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DATA COLLECTION IN UGANDA

1 QUESTIONNAIRE 2 INTERVIEWS

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INTERVIEW PROTOCOL – SNAPSHOTS 1

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INTERVIEW PROTOCOL – SNAPSHOTS 2

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INTERVIEW DETAILS

Aim To gain a deeper understanding about:

• benchmarking indicators
• reporting information
• policy feedback
• feedback on policy impact
• ther 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 Results

• Benchmarking indicators
• Reporting information
• Policy feedback
• Feedback on policy impact

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RESULTS 1: BENCHMARKING INDICATORS

yes 100% No 0%

Benchmarking functionality? BENCHMARKING INDICATORS

• number of students with disabilities utilizing /owning

ICT devices (indicated by 2 responders)

• number of schools/institutions using inclusive ICTs in

teaching/learning

• effectiveness of the available ICTs
• percentage of persons with disabilities (PWD) who

mention that the ICTs are useful for their learning

• nature and types of ICTs used
• number of teachers trained in teaching with inclusive

ICTs

• number of ICT administrative tools compliant for use

by PWD

• number of ICT tools customized for use or training by

PWD in the classroom and library

• level of compliance of social amenities to the needs
• f PWD, e.g. ATM machines

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RESULTS 1: BENCHMARKING INDICATORS

BENCHMARKING INDICATORS

• number of students/teachers/parents trained on the use of ICT equipment for PWD
• number of disabled learners admitted
• percentage of disabled learners passing examinations
• level of compliance of considerations for PWD in examinations
• level of Institutional ICT policies and strategies compliance to the requirements of PWD
• number of inclusive ICTs devices

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RESULTS 2: REPORTING INFORMATION

20% 40% 40% Strategy reporting Operational reporting Learning reporting REPORTING INFORMATION

• lessons from other users in other countries
• case studies
• sustainability strategies
• challenges in maintaining ICTs in education
• costs involved
• information on the nature and types of ICTs –

explaining if they were or were not effective

• policy options
• rural vs urban dynamic
• statistical data on students’ enrolment, pass

rates, and drop out

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RESULTS 2: REPORTING INFORMATION

REPORTING INFORMATION (more)

• level of teachers’ training in the use of ICTs for disabilities
• availability of devices, broadband
• tools availability for teaching, effectiveness, cost
• options available for students, compliance to the needs of PWD
• taking of examinations – considerations for PWD e.g. in science subjects, time
• financial implications of inclusive ICTs – cost of materials, taxes

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RESULTS 3: POLICY FEEDBACK

40% 20% 40% Recommendations to improve goals achievements Identification of problems and progress Example innovations to respond to disabled persons’ needs POLICY FEEDBACK

• raising resources to secure the relevant ICTs
• sustainability of the ICTs
• innovative ICTS
• challenges and possible solutions
• policy implementation challenges
• effectiveness of the guidelines for policy

implementation

• performance status report as per the indicators
• performance comparisons on a national and

international level

• root cause analysis of identified problems
• generation of evidence based

recommendations

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RESULTS 4: FEEDBACK ON POLICY IMPACT

PROCEDURE SCHEDULE

• user surveys - Satisfaction and

dissatisfaction (indicated by 2 respondents)

• online surveys (indicated by 2 responders)
• conducting field research
• questionnaires
• interviews
• group discussions
• multi-stakeholders workshops and

seminars (indicated by 2 responders)

• feedback on reports
• a combination of procedures according to

the data to be collected

• bi-annual basis
• annual basis
• quarterly basis

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RESULTS 5: OTHER REQUIREMENTS

OTHER REQUIREMENTS

• taking into consideration rural dynamics and how information can be gathered from deeper

villages

• integrating data from Census with data of the tool
• generating data sets for use by researchers and policy makers
• measuring how many non-disabled learners benefit from use of inclusive ICTs

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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?

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METHODOLOGY STEP 5

• 5. IDENTIFYING

REQUIREMENTS

• 1. RESEARCH ON

POLICY TOOLS

• 3. ANALYSIS OF POLICY CONTEXT

(UNESCO POLICY MODEL)

• 2. RESEARCH ON

ACCESSIBLE TECHNOLOGIES FUNCTIONALITY ACCESS GENERIC REQUIREMENTS SPECIFIC REQUIREMENTS VALIDATED REQUIREMENTS

• 4. SURVEY
• 6. WORKSHOP

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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

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REQUIREMENTS – TYPES OF USERS

MAIN TYPES OF USERS FOR A POLICY MONITORING AND EVALUATION TOOL INCLUDES:

• Advisors
• Analysts
• Decision makers
• Disabled community
• Donors
• Information managers
• Operators
• Public

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FUNCTIONALITY - TYPES OF USERS

FUNCTIONALITY TYPES OF USERS Advisors Analysts Decision makers Disabled community Donors Information managers Operators Public Data collection ✓ ✓ ✓ ✓ Policy monitoring ✓ ✓ ✓ ✓ ✓ ✓ ✓ Reporting ✓ ✓ ✓ ✓ ✓ ✓ Policy feedback ✓ ✓ ✓ ✓ Capacity-building ✓ ✓ ✓ ✓ ✓ ✓

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SPECIFIC REQUIREMENTS – FUNCTIONALITY-PARTNERS

FUNTIONALITY TYPES OF USER Generic Requirements PARTNERS TYPES OF USER Local Context PARTNERS FUNCTIONALITY Specific Requirements

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TYPES OF USERS AND PARTNERS - 1

TYPE PARTNERS PARTNER TYPES OF USERS Advisors Analysts Decision makers Disabled community Donors Information managers Operators Public Government partner National Curriculum Development Centre ✓ ✓ ✓

• 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 ✓ ✓ ✓ ✓

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TYPES OF USERS AND PARTNERS - 2

TYPE OF PARTNERS PARTNER TYPES OF USERS Advisors Analysts Decision makers Disabled community Donors Information managers Operators Public UN organization UNESCO ✓ ✓ UNICEF ✓ UNU ✓ Academic partner Kyambogo University ✓ Mbarara University ✓ UTAMU ✓ NGO National Book Trust of Uganda ✓

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TYPES OF USERS AND PARTNERS - 3

TYPE PARTNERS PARTNER TYPES OF USERS Advisors Analysts Decision makers Disabled community Donors Information managers Operators Public NGO for the disabled CBM ✓ 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 ✓ ✓

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PARTNERS AND FUNCTIONALITY - 1

TYPE PARTNERS PARTNER FUNCTIONALITY Data Collection Policy monitoring Reporting Policy feedback Capacity-building Government partner National Curriculum Development Centre ✓ ✓ ✓ ✓ ✓ 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 ✓ ✓ ✓ ✓ ✓

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PARTNERS AND FUNCTIONALITY - 2

TYPE PARTNERS PARTNER FUNCTIONALITY Data Collection Policy monitoring Reporting Policy feedback Capacity-building Academic partners Kyambogo University ✓ ✓ ✓ ✓ Mbarara University ✓ ✓ ✓ ✓ UTAMU ✓ ✓ ✓ ✓ NGO National Book Trust of Uganda ✓ ✓ ✓ ✓ ✓

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PARTNERS AND FUNCTIONALITY - 3

TYPE PARTNERS PARTNER FUNCTIONALITY Data Collection Policy monitoring Reporting Policy feedback Capacity-building NGO for the disabled CBM ✓ ✓ ✓ ✓ ✓ 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 ✓ ✓

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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

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GENERIC REQUIREMENTS 1

ID REQUIREMENT Mandatory Desirable R1 The tool shall provide accessible information to persons with disabilities about mobility aids, devices and assistive technologies, including new technologies, as well as other forms of assistance, support services and facilities (Ref: 2.1 Requirements of the UNCRPD) ✓ R2 The tool shall provide a knowledge repository of legislative instruments and policy documents that support the use of inclusive ICTs to support education

(Ref: 2.2 Requirements of national legislation)

✓ R3 The tool shall provide information to the public about the leading ministry and its responsibilities (Ref: 2.3 Lead Ministry) ✓ R4 The tool shall provide information about: 1) members of the Standing Advisory Committee, 2) calendar of the Committee activities, 3) minutes of the activities (Ref: 2.4 Policy Implementation Monitoring Mechanism) ✓

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GENERIC REQUIREMENTS 2

ID REQUIREMENT Mandatory Desirable R5 The tool shall provide information to the public about the Chief Accessibility Officer and its responsibilities (Ref: 2.4 Policy Implementation Monitoring

Mechanism)

✓ R6 The tool shall monitor policy objectives at three levels: 1) learner level, 2)

• rganization level, and 3) system level (Ref: Policy Objectives)

✓ R7 The tool shall provide support to policy actions at the four identified stages (Ref:

Policy Actions Linked to Phases of Policy Implementation):

1) auditing actions 2) prerequisite actions 3) implementation actions 4) monitoring and dissemination actions ✓ ✓ ✓ ✓ R8 The tool shall provide a mechanism to store data related to the template for action plans (Ref: 5.3 A Template for Action Plans) ✓

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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

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POLICY MONITORING REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R9 The tool shall implement mechanisms for controlling the three principles guiding the inclusive ICTs in education policy, as prescribed by UNESCO model ✓ R10 The tool shall implement mechanisms for monitoring policy implementation ✓

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DATA COLLECTION REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R11 The tool shall implement a proactive approach for data collection ✓ R12 Data shall be collected regularly by conducting participatory surveys ✓ R13 Data shall be collected by conducting user surveys at the end of the policy actions ✓ R14 Data shall be collected by new instruments developed and implemented by the tool ✓ R15 Data can be also collected through govenment and NGO’s databases ✓

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DATA PROCESSING REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R16 The tool shall implement a benchmarking system of policy results ✓ R17 The tool shall implement an alert system ✓ R18 The tool shall implement a tracking system – e.g. sustainability strategies, challenges, costs incurred ✓

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REPORTING REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R19 The tool shall implement a mechanism for monitoring policy objectives at three levels: 1) learner level, 2) organization level and 3) system level ✓ R20 The tool shall report evidence of policy benefits at the three identified levels ✓ R21 The tool shall report on efficiency – objectives and targets achieved ✓ R22 The tool shal report on policy-related statistics – e.g. implementation of results and benefits, comparison of rural versus urban results ✓ R23 The tool shall report on cost effectiveness ✓ R24 The tool shall document examples of impact ✓

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POLICY FEEDBACK REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R25 The tool shall implement online surveys for assessing users’ satisfaction and dissatisfaction ✓ R26 The tool shall implement a mechanism to upload feedback received from interviews, multi-stakeholders workshops, group discussion, field research ✓ R27 The tool shall implement a mechanism for documenting recommendations from government, academic and NGO’s experts ✓ R28 The tool shall provide a repository of good practices from other countries ✓

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CAPACITY BUILDING REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R29 The tool shall provide guidelines for using the tool customized for each type of user ✓ R30 The tool shall raise awareness about the importance of inclusive ICTs in education (linked to RQ1) ✓ R31 The tool shall provide information about policy actions implemented in Uganda according to UNESCO template ✓ R32 The tool shall provide a repository of lessons learnt ✓

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CAPACITY BUILDING REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R33 The tool shall provide guidelines for using the tool customized for each type of user ✓ R34 The tool shall raise awareness about the importance of inclusive ICTs in education (linked to General Requirement R1, Requirements of the UNCRPD) ✓ R35 The tool shall provide information about policy actions implemented in Uganda according to UNESCO template (linked to General Requirement R2, Requirements of the national legislation) ✓ R36 The tool shall provide a repository of lessons learnt ✓

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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

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SPECIFIC ACCESSIBILITY REQUIREMENTS

ID REQUIREMENT Mandatory Desirable R37 The tool ensures that the text is readable and understandable ✓ R38 The tool provides text alternatives for non-text content ✓ R39 The tool includes captions and other alternatives for multimedia files ✓ R40 The tool ensures that content is presented in different ways ✓ R41 The tool ensures that content is easier to see and hear ✓ R42 The tool ensures that content appears and operates in predictable ways ✓ R43 The tool ensures that the functionality is available from a keyboard ✓ R44 The tool ensures that users have enough time to read and use the content ✓ R45 Users can easily navigate, find content, and determine their location ✓ R46 Users are helped to avoid and correct mistakes ✓