While concentrating our work where it can be most effective, we refine our training and follow-up processes; arguably two of the most important elements of an educational technology for development project. We strive to ensure that the training that takes place during the life of the project has benefits not only for the duration of the project, but also after the project is completed and in the long term.

Our monitoring process uses quantitative and qualitative data to better understand the results of the project. Our main objective is to obtain quantitative factual data which unquestionably prove a result or a change. For example, data obtained from assessments is a precise indicator of an individual's knowledge of ICT. We try to minimize the use of data that is self-reported or based on subjectivity, as this is likely to be unreliable, although we are always interested in the opinions and comments of the beneficiaries.

Our monitoring framework largely follows that of the International Telecommunications Union (ITU), in the sense that we focus on three main areas to monitor throughout the life of a project. These include access, use and skills.

Access :

This concerns the number of new people who access computers in the structures where we have installed computer laboratories in a given project.

Use :

This relates to do with how computers are used, especially in classrooms, for example, what software students use, what subjects do students receive using computers, and what digital educational content do they use.

Skills :

This relates largely to the skills acquired by teachers and pupils and is closely linked to assessment. We are also monitoring the impact of ICT on student grades in other subjects taught in the computer lab.