Unesco - ICT in education programme

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Unesco - ICT in education programme

  1. 1. Steve Vosloo Programme Specialist, ICT in Education UNESCO HQS UNESCO ICT in Education Programme:Challenges, Focus Areas, and Deliverables
  2. 2. OutlineI. Challenges in Harnessing ICT for EdcuationII. UNESCO ICT in Education ProgrammeIII. UNESCO’s Main ICT in Education Activities and Deliverables
  3. 3. I. Challenges developing countries face when harnessing ICT’s potential for education Affordability: recurrent budget to ensure universal access to ICT devices and online digital resources, and regularly update device and internet connection Capacities: in making and managing sector-wide ICT in education policies; both institutional and individual capacities in implementing polices Inclusion: equal opportunities for the poor, rural and other disadvantaged populations Content: ICT facilitates and complicates content development and dissemination at the same time. OER holds potentials, but barriers remain Quality assurance: reform of quality framework to embrace new ICT-enabled learning outcomes; quality online learning (e- safety of children online)
  4. 4. II. UNESCO ICT in Education Programme Goal is to assist member states in harnessing thepotential of ICT towards achieving quality Education for All
  5. 5. II. UNESCO’s ICT in Education Programme: Responding to the challengesBased on its five main functions and its global network of offices, institutes and partners,UNESCO is committed to providing Member States with resources for elaborating ICT ineducation policies, strategies and activities to address the challenges. Policy Teachers OER Mobile Learning Standard setting Capacity building Laboratory of ideas Clearing house International cooperation
  6. 6. III. UNESCO’s Main ICT in Education Activities and Deliverables Policy Monitoring and measuring Teacher training Open educational resources (OER) Mobile learning and the use of other emerging technologies in learning
  7. 7. Policy Facilitating high-level policy dialogues: WSIS summit, Broadband Commission, regional ministerial forums on ICT in education Policy review: e.g., Malaysia Education Policy Review including the review on its ICT in education policy Policy analysis: Transforming Education: The Power of ICT Policies Capacity building on the development of ICT policies: UNESCO ICT in Education Toolkit, workshops for more 40 countries worldwide
  8. 8. UNESCO ICT in Education Toolkit and Capacity Building Workshops on Policy Making UNESCO ICT in Education Toolkit (www.ictinedtoolkit.org): An online toolkit to guide policymakers to develop sector-wide national ICT in education policy and a set of master plans, and coordinate among line departments or sectors – facilitated by workshops 20 national workshops and 3 sub-regional workshops; directly trained 700+ policymakers of more than 40 countries. The next focus will be African countries. Follow-up technical assistance to help member states develop National ICT in Education Master Plans
  9. 9. ICT in Education Policy: Using Educational Needs to Harness ICT’s Promises Decision Making & Policy PlanningEducational ICT’s Promise E-Readiness Sector-wide Policy and Master PlanNeed & RealityUniversal Universal access • ICT readiness • ICT for literacy educationaccess to to ICT enables • Schooling • Equal access to educational resourceseducation universal access conditions • ICT for life-long learning opportunities to education • An ubiquitous learning portalBetter ICT promotes • Curriculum • Teachers’ ICT competencylearning & (adds) learning standards • ICT as new learning outcomeshuman outcomes and • Teachers’ • ICT enhanced learning outcomes of coreoutcomes human ethics competency subjects & pedagogy • ICT enable 21st-century skills • Assessment • E-safety and e-ethicsEfficient ICT improves • Human & ICT • EMIS and evidence-based policy makingeducational educational resources in • School-home-community portalmanagement management use • ICT for PCPD education Monitoring, Evaluation & Assessment
  10. 10. Monitoring and Measuring the Impact of ICT on Education UIS ICT in Education Indicators Assisting member states, e.g. China, in developing its national ICT in Education Indicators
  11. 11. Teacher Training ICT Competency Framework for Teachers (ICT-CFT) Assisting member states in developing ICT Competency Standard for Teachers Institutional capacity building for teacher education institutions
  12. 12. UNESCO ICT Competency Framework for Teachers (ICT-CFT)To help Member States develop national ICT Competency Standardfor Teachers and provide guidelines for planning teacher educationprogrammes, UNESCO has developed the ICT-CFT Approach TECHNOLOGY KNOWLEDGE KNOWLEDGE Components LITERACY DEEPENING CREATION POLICY POLICY POLICY POLICY AND VISION AWARENESS UNDERSTANDING INNOVATIONI CURRICULUM BASIC KNOWLEDGE 21ST CENTURY AND ASSESSMENT KNOWLEDGE APPLICATION SKILLS TECHNOLOGY COMPLEX PROBLEM SLEF PEDAGOGY INTEGRATION SOLVING MANAGEMENT PERVASIVE ICT BASIC TOOLS COMPLEX TOOLS TOOLS ORGANIZATION & STANDARD COLLABORATIVE LEARNING ADMINISTRATION CLASSROOMS GROUPS ORGANIZATIONS TEACHER PROFESSIONAL DIGITAL MANAGER TEACHER AS DEVELOPMENT LITERACY AND COACH MODEL LEARNER
  13. 13. Follow-up Activities on ICT-CFT• UNESCO Guidebook: To fill in the gap between the ICT-CFT and the knowledge needed in developing the national ICT competency standards for teachers. An experts meeting on the Guidebook was held on 10-11 December 2012.• Technical assistances to member states in developing their national ICT Competency Standards for Teacher, e.g., Indonesia
  14. 14. Building the Institutional Capacity of Teacher Edu Institutions on ICT in EducationUNESCO has been building the institutional capacity of the teacher educationinstitutions (TEIs) in designing and providing the training on ICT-integration for pre-service teachers: more than 50 TEIs from 20+ countries Curriculum-Development Dean’s Forums •Institutional Workshops and follow-up evolution technical assistance Curriculum •Broadening to other TEIs •Scaling up to Leadership national policy How e-ready Capacity building •Training content workshops for Where TEIs are: •Trainers teacher educators Current situation Instructors Capacity
  15. 15. Institutional Capacity Building Under UNESCO Teachers’ Initiative and CFIT Project• UNESCO Teachers Strategy (2012-2015) to address teachers gaps :  Shortage of teachers: Globally, 1.7 million new primary teachers are needed by 2015 to achieve universal primary education goal  Low quality of teachers: Taking secondary school education as the minimum standard for teachers, less than half of teachers in some least developed countries reach the standard  Main challenges: Recruitment, training, deployment, motivation and retention UNESCO Teachers’ Initiatives: Quality Teachers for EFA
  16. 16. UNESCO Teachers’ Strategy Priorities Action lines Activities1. Bridging the teacher 1. Capacity development at - Reinforcing teacher traininggap country level institutions - Supporting teacher policy formulation, implementation and evaluation at country-level2. Improving teaching 2. Qualifying teachers and - Teacher professional development,quality promoting their professional including through technology- development supported solutions - Monitoring and supporting new entrants - Clearing house on what works in school teaching - Teacher evaluation and support 3. Reinforcing school - Professional development of school leadership leaders3. Informing the global 4. Monitoring instruments - International recommendationsdebate about teaching and promoting teaching - UNESCO standards for teachers standards 5. Documenting progress - Reporting on critical issues about the teaching profession
  17. 17. Chinese Fund in Trust Project: Enhancing Teacher Education for Bridging the Education Quality Gap in Sub-Saharan Africa• Overall goal: Supporting target countries in enhancing the capacity of their TEIs: Improving the capacity of TEIs to increase the supply of qualified teachers through ICT-supported distance training programmes; Strengthening the capacity of TEIs in supporting in-service teachers’ professional development through blended learning modalities; Enhancing the capacity of key TEIs in providing training on using ICT to improve the quality of teaching and learning; Supporting networks of TEIs
  18. 18. UNESCO’s Work on Open Educational Resources (OER)- The term Open Educational Resources (OER) was coined by UNESCO in 2002- OER are teaching, learning or research materials that are in the public domain or released with an intellectual property license such as Creative Commons that allows for free use, adaptation, and distribution- UNESCO, in cooperation with Commonwealth of Learning has developed and published Guidelines for OER in Higher Education
  19. 19. UNESCO’s Work on Open Educational Resources (OER)• World Congress on OER: UNESCO, in cooperation with Commonwealth of Learning, organized a World Congress on OER in June 2012. Paris OER Declaration 2012 was released by the end of the World Congress: Facilitate enabling technological environments for access to OER through the provision of universal access to the internet and low- cost digital devices; Encourage the inter-sector policies on adopting open licensing of educational materials produced by public funds; Provide capacity building and technical support in developing sector-wide or institution-wide OER policies; Create evidence base of, and disseminate knowledge on, effective use of OER to improve the quality of teaching & learning
  20. 20. UNESCO’s Work on Open Educational Resources (OER)Projects to operationalizing Paris OER Declaration fundedby Hewlett Foundation:  Activity 1 - Advocacy: aiming to foster awareness of OER of decision-makers and policy-makers at the highest levels of national Governments and key national educational  Activity 2 - Policy Development: supporting Member States to develop sector-wide OER policies through the development of OER Policy Toolkit, capacity building workshops, and the provision of technical support to Member States  Activity 3 – Harnessing of OER for effective use of the ICT CFT: focusing on the development and use of OER materials to support the contextualization of the ICT CFT at the institutional and/or governmental level (based on national contexts)
  21. 21. Thank you…se.vosloo@unesco.orghttp://twitter.com/#!/UNESCOICTshttp://www.facebook.com/UNESCOICTinEducationhttp://www.unesco.org/new/en/unesco/themes/icts

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