Access and Equity: Computers for Schools Burundi

It was a true honor to have ICSEI 2020 choose “Access and Equity: Computers for Schools Burundi”, for one of the Innovate sessions.

Computers For Schools Burundi, a non-profit organization, is registered in the Republic of Burundi since March 15, 2012 RN: 530/386. The principal goals are modernizing the Burundi education system by having computers and computer education in all 18 provinces by 2025 to enable access of computer technology to 80% of all pupils, students, and teachers in Burundi.

Information technology training programs are the key to digital entrepreneurship and innovation, ensuring that future generations of Burundians take part in the global digital economy in ways that are successful and sustainable.

To further these goals, the Burundi Government has set up the Five Schools of Excellence project, with the goal to prepare their youth to become future leaders serving in the public and private administration, scientific research centers, and digital innovators.
The “Five Schools of Excellence” are chosen throughout the country with the selection criteria of students based on the national exam for the highest scoring students of six grades in all elementary schools of Burundi. Computers For Schools Burundi has partnered with the Ministry of Education to facilitate these important goals for the well-being of future generations in Burundi.

Attached is a part of my ICSEI 2020 presentation.

WordPress Computers for Schools Burundi_01072020

Author: drcowinj

Dr. Jasmin (Bey) Cowin, Associate Professor at Touro University, Fulbright Scholar, SIT Graduate, past Education Policy Fellow (EPFP™) at Columbia University, Teachers College. At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller's philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. My endeavors align closely with the United Nations Sustainable Development Goal 4: Quality Education, a goal deeply intertwined with both my personal and organizational objectives. This is evident in my work with initiatives such as Computers for Schools Burundi (CfSB), TESOL “Train the Trainer” programs in Yemen and Morocco, and my scholarly contributions including an article in the Journal of Higher Education Theory and Practice (JHETP) and various workshops focused on supporting displaced learners. As an educator in the Fourth Industrial Revolution era, I recognize our crucial role in preparing the future workforce. To equip students with necessary digital literacy and technological skills, we educators must first master these areas. The technologies defining the 21st-century workforce could lead to new forms of exploitation if access is not globally democratized. By incorporating 4IR innovations in education, we shape students’ worldviews from an early age, preparing them for VUCA (Volatile, Uncertain, Complex, Ambiguous) environments and ensuring they become a skilled, adaptable workforce. In conclusion, my commitment extends beyond transactional interactions, focusing instead on utilizing my skills and privileges to make a positive, enduring impact on the world. View all posts by drcowinj