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Miguel Brechner

Plan Ceibal

Miguel Brechner was born in 1953, and got a degree in Electronics at Kings College London and a Masters degree in Telecommunications at Imperial College, London.

After a successful career in the IT field in Uruguay, Miguel became the president of LATU (Uruguay Technology Agency) between 2005-2010. He was also founder and board member of the Agency of Research and Innovation (ANII).

In 2006 he created Plan Ceibal, inspired in OLPC initiative. He is the President of Centro Ceibal the institution that is changing the landscape of Education. Plan Ceibal has allowed that all students in 4th to 6th grade are learning English through a very innovative plan, all middle schools have access to programming, robotics and other STEM initiatives. His project is based on a profound equal opportunities vision that emphasizes social inclusion as a means of changing learning, education and the technology infrastructure of the country. Today, the focus of Plan Ceibal is to work with different learning platforms to support the students and teachers and to accelerate pedagogy through the use of technology.

Miguel is married and has three children. His main hobby is to run marathons and triatlons in different parts of the world.

Plan Ceibal

Project of Miguel Brechner

The Plan Ceibal is a Uruguayan initiative to implement the « 1 to 1 » model to introduce Information and Communication Technologies (ICT) in primary public education and is beginning with the expansion into secondary schools.

In four years Plan Ceibal delivered 450,000 laptops to all students and teachers in the primary education system and no­cost internet access throughout the country. As of 2009, results include increased self-­esteem in students, improved motivation of students and teachers, and active participation by parents (94% approve of the Plan according to a national survey performed in 2009).

The success of Plan Ceibal is not only due to technological innovations, but also to achievements such as the creation of a training plan for teachers in primary education, the active inclusion of the society and teachers in the project and the successful design and implementation of a monitoring and evaluation model to measure the impact nationally that serves as a guide to define future actions in the Plan.