Sources Consulted Different Sources were consulted to compile thispresentation Most from the department of education Some of the documents are not necessarily fromSouth Africa Hope you enjoy
Knowledge Societies Agenda In the web the term knowledge society is broadlydefined in saying that it refers to any societywhere knowledge is the primary productionresource instead of capital. Knowledge is traded
What is Knowledge Society about capabilities to identify, produce,process, transform, disseminateand use information to build and applyknowledge. plurality, inclusion, solidarity and participation Integrate members Promote Solidarity
Important things in KnowledgeSocieties.The human-development and empowermentknowledge and developmentThe political, economic and socialPromoting civil and political rights.Freedom of expressionEquality
Pervasiveness of Technology The term pervasiveness is a noun that comesfrom the a “pervade” which means to spreadthroughout all parts of. Pervasiveness is a noun which means to spreadthroughout.
Impact of Technology The rapid growth of new technologies might helpto overcome a number of constraints that untilnow have impeded the emergence of knowledgesocieties, such as geographical
Technology contributing toKnowledge society Information Technologies creates Knowledgesocieties Contribution of old technology such asradio, books…??? Might not be necessary Thus, alongside the newtechnologies, electricity and radiotransmission have a role to play in buildingknowledge societies.
Challenges on Education for all Gender Equity Equal opportunities•Boys and Girls•Poor and the rich
Education for all six Dakar GOALS1. Expanding and improving comprehensive earlychildhood care and education, especially for themost vulnerable and disadvantaged children;2. Ensuring that by 2015 all children, particularlygirls, children in difficult circumstances and thosebelonging to ethnic minorities have access to, andcomplete, primary education of good quality;
Education for all six Dakar GOALS3. Ensuring that the educational needs of all youngpeople and adults are met through equitableaccess to appropriate learning and life-skillsprogrammes;4. Achieving a 50 per cent improvement in levels ofadult literacy by 2015, especially for women, andequitable access to basic and continuing educationfor all adults;
Education for all six Dakar GOALS5. Eliminating gender disparities in primary andsecondary education by 2005 and achieving genderequality in education by 2015, with a focus on ensuringgirls’ full and equal access to, and achievementin, basic education of good quality.6. Improving all aspects of the quality of education andensuring excellence of all so that recognized andmeasurable learning outcomes are achieved byall, especially in literacy, numeracy and essential lifeskills.
Present future National strategicObjectivesJust wait for the next Slide…..
Present future National strategicObjectives Programme 1: Administration Programme 2: Curriculum Policy, Support andMonitoring Programme 3: Teachers, Education HumanResources and Institutional Development Programme 4: Planning, Information andAssessment
Program 1: Administration Strategic objective 1.1: To formulate a comprehensivestrategy to ensure that career counselling and the careerpath from basic education to further education and highereducation are formalised. Strategic Objective 1.2: To ensure that the basiceducation sector and the country benefit from bilateraland multi-lateral co-operation agreements. To enter intoco-operation agreements that are targeted to supporteducation development in South Africa and to shareexperiences with other developing countries.
Program 1: AdministrationStrategic Objective 1.3: To improve inter-governmental co-ordination of policy andeducation delivery especially with provincialeducation departments.
Programme 2: CurriculumPolicy, Support and Monitoring Strategic Objective 2.1: To incentivise teacheradoption of e-Education by means of asubstantial increase in the availability of learningand teaching resources, including the internet. Strategic Objective 2.2: To bring about stabilityand coherence with respect to the nationalschool curriculum.
Programme 2: CurriculumPolicy, Support and Monitoring Strategic Objective 2.3: To pay special attention toimprovements in mathematics, physical science andtechnical subjects at the Further Education and Trainingband in schools through national programmes. Strategic Objective 2.4: To promote adequate access tolearning materials among all learners by means of betternational specifications on what every learner requiresand a more proactive approach by the nationaldepartment towards the cost-effective development,reproduction and distribution of materials such asworkbooks and textbooks.
Programme 2: CurriculumPolicy, Support and Monitoring Strategic Objective 2.5: To establish national normsfor school libraries. Strategic Objective 2.6: To create a sound basis forquality pre-Grade 1 education through the promotionof quality learning and teaching materials at thislevel. Strategic Objective 2.7: To finalise and promotenational screening guidelines that provide for anequitable system of access to special needs supportamongst learners.
Programme 3: Teachers, EducationHuman Resources and Institutional Strategic Objective 3.1:To ensure that the newteacher development plan, to be made public in2011, is translated into a wide range of teachertraining materials, collaborative professionaldevelopment activities within the schooling systemand agreements with the relevant service providers. Strategic Objective 3.2: To establish the NationalInstitute for Curriculum and ProfessionalDevelopment (NICPD) in order to promote bestpractices in classroom teaching and teacherdevelopment.
Programme 3: Teachers, EducationHuman Resources and Institutional Strategic Objective 3.3: To establish an on-goingnational campaign for choosing teaching as acareer, based on research into who becomes a goodteacher and focusing on giving the necessaryinformation and bursaries to interested youths. Strategic Objective 3.4: To bring about a set ofplanning, management and accountability tools atthe school level that cater for South African needsand make quality education more realisable.
Programme 3: Teachers, EducationHuman Resources and Institutional Strategic Objective 3.5: To develop trainingstrategies and materials aimed at parents that canbring parents more integrally into the newaccountability mechanisms being established forschools. Strategic Objective 3.6: To establish better andevidence-based practices and procedures for thecountry’s 82 education district offices, includingmodels for school interventions designed to tacklespecific school shortcomings.
Programme 4:Planning, Information andAssessment. Strategic Objective 4.1: To establish a qualitysystem of standardised and benchmarkedlearner assessments. Strategic Objective 4.2: To ensure that allchildren complete a quality readinessprogramme in Grade R before they enter formaleducation in Grade 1.
Programme 4: Planning,Information and Assessment. Strategic Objective 4.3: To put into places supportsystems for provinces and schools to improve thephysical environs of the school and create enablingconditions for successful teaching and learning. Strategic Objective 4.4: To ensure that districts canuse quality information and data about the level andquality of learning in schools to plan and implementschool based improvement programmes.
ICTs ICT stands for Information CommunicationsTechnology ICT literacy as “the interest, attitude and ability ofindividuals to appropriately use digital technologyand communication tools to access, manage,integrate and evaluate information, constructnew knowledge and communicate with eachother in order to participate effectively in society ICTs can a very good resource to be used ineducation
Teacher Competency Standardsrelating to ICTs and professionalaptitude Key principles for ICT professional development. Guidelines that should be taken into considerationwhen implementing development programmes. The five ICT developmental levels. The essential skills levels for the integration of ICTinto curriculum delivery. Targets and approaches to be adopted for ICT skillsdevelopment for practising and student teachers areoutlined.
Key principles for ICT professionaldevelopmentEducational goals should be primary. The focus should not beon providing technical ICT skills only, but on the use of ICT toachieve learning outcomes.Teacher development programmes should provide teacherswith situated/contextualised learning experiences.Programmes should be subject-specific and relevant to thelearning areasTeacher development programmes should be needs driven.Programmes should respond to the requirements of subjectssuch as Computer Application Technology, InformationTechnology, Geography, Design and Accounting.
Key principles for ICT professionaldevelopmentOn-going support should be consistentlyavailable. This includes pedagogic support(particularly from subject advisers), technicalsupport and creating communities of practice.Teacher development should be on-going, dueto the changing nature of ICT. Programmesshould reflect new technologies andapplications.
Guidelines.Teacher development programmes should beflexible in access, modes of delivery and contentin order to make learning possible in meaningfuland equitable ways. andTeacher development should be managed.
Skills Levels for the integration ofICTBasic ICT knowledge and skills.Integrative ICT knowledge and skills.Specialised ICT knowledge and skills.
TargetsAll students leaving higher education for the teachingprofession should have reached at least the adoptionlevel.All practising teachers that have access to ICT should,as a minimum, be trained to the adoption level.At least 60% of teachers with access to ICT shouldreach the adaptation level and 20% should reach theappropriation level. At least 10% of practising teachers should reach theinnovation level.
ApproachesAll higher education institutions should offer compulsory ICT.Students currently in higher education institutions should befast-tracked.From 2008, all students leaving higher education for theteaching profession should have reached at least theadaptation level.All practising teachers who have access to ICT should, as aminimum, be trained to the adaptation level by 2010.Subject advisors are to be trained up to appropriation so theycan assist teachers.
Reference ListGuidelines for Teacher Training and ProfessionalDevelopment in ICT (2007) http://goo.gl/aUS8AISTE_2008_NETST.PDFhttps://edulink.uj.ac.za/bbcswebdav/p...Strategic Plan 2011-2014https://edulink.uj.ac.za/bbcswebdav/p...Towards Knowledge Societies (2005)http://unesdoc.unesco.org/images/0014...