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It should provide universal and equitable access toinformation.Information and communication technology (ICT)must be integrated in order to build the KnowledgeSociety.The Knowledge Society needs new kinds ofKnowledge that cannot reduce to traditionaldisciplines
The school in the knowledge society involves anew conception of teaching, training, interactivecontent and interactive tutoring. The school of the future is about extending themarket model, “re-schooling” and “de-schooling”.
In the knowledge societynew competencies arerequired. A teacher has to dealwith new knowledge Discover new ways foraccessing knowledge Teachers are the keyagents in theeducation system It is our commonresponsibility to trainand recruit teachers,and, To involve all teachersin internationalnetworks.
Knowledge of :Technology, New pedagogical possibilities,New management of time and space,New knowledge, new networked form ofknowledge and ,New expectations of Society.
Enables all children andall people to access knowledgeand to benefit from beingeducated. Educators have amajor mission. Particularly,it is the responsibility of alleducators and decision-makers around the world tohelp take part in thedevelopments of ICT inEducation.Education is akey issue in theKnowledgeSociety!
Shortages of qualifiedteachers threaten theachievement of“Education for all”(EFA)
Expanding early childhood care and education Providing free and compulsory primary education to all Promoting learning and life skills for young people andadults Increasing adult literacy by 50 percent Achieving gender parity by 2005, gender equality by 2015 Improving the quality of education
The active efforts of all South Africans, Reconstructing the economy , A growth in employment, An improvement in the quality of education,training, innovation and a healthy population, An inclusive rural economy, human settlements, Health care for all, Building safer communities and Fighting corruption.
Improving the quality ofeducation therefore requirescareful management and supportfrom all people whoare involvedPoor-qualityeducation candeny learnersemploymentopportunities
Firstly within the households and the communities.Secondly there must be an improvement in themanagement of the education system.
Thirdly they aim to improve thecompetence and capacity of schoolprinciples
Fourthly and more importantly teacherperformance must have the appropriatecontent and pedagogical support.
Get rid of all nutrient deficiencies in childrenunder 18 months . Also all children should have at least two years ofpre-school education a And at least 80 percent of children shouldcomplete 12 years of schooling and achieve 50percent and above in literacy, mathematics andsciences.
Designing a nutrition intervention for pregnantwomen and young children to avoid malnutrition. Improving the further education and traininggraduation rate to 75 percent by 2030 And significantly expanding further education.
To increase the higher education participation rate from17 percent to 30 percent.The actions towards the targets with regard to schoolinginclude increasing teacher training by expanding FunzaLushaka Bursaries to attract learners into teaching,especially those with good maths, science and languagegrades.
Also... To regularly test teachers in subjects theyteach to determine their level of knowledge andcompetence and link teacher pay to learnerperformance and improvements. Then the schoolsperforming very poorly should receive the closestattention.
And... The further education and training system muststrengthen and expand the number of colleges in order for theparticipation rate to also increase, by building new universitiesin provinces such as Mpumalanga and the Northern Cape andthe also providing full assistance covering tuition, booksaccommodation and living allowance in the form of loans andbursaries to all students who need it.
The fact that all teachers will thus require theknowledge, skills, values and attitudes, The necessary support, to integrate ICT intoteaching and learning, And support in their various roles as mediators oflearning, interpreters and designers of learningprogrammes, leaders, administrators, scholars,assessors and subject specialists.
In ICT development takes place by bringing incertain essential principles, this document reflectsa holistic approach to teacher development in ICT. It acknowledges that ICT skills cannot be practisedwithout their context.
The White Paper on e-Education outlines them asfollows:AppropriationAdaptationAdoptionEntryInnovation
The teacher is computer literate and is able to usecomputers.Although frustrations are common in theintroduction of ICT and may influence teachers tolack confidence.
The teacher is able to use various ICT, includingcomputers, to support administration, teachingand learning, and is able to teach learners how touse ICT.
In the Adaptation level the teacher is able to useICT to support everyday classroom activities at anappropriate NCS level, assess the learning thattakes place and ensure progression. He/she is able to reflect critically on how ICTchanges the teaching and learning processes andto use ICT systems for management andadministration. Productivity increases at this level.
The teacher has a holistic approach towards theways in which ICT contributes to teaching andlearning. He/she has an understanding of the developingnature of ICT, and an awareness to the structureand purposes of the NCS. He/she has the experience and confidence toreflect on how ICT can influence teaching andlearning strategies, and to use new strategies.
The teacher is able to develop new learningenvironments that use ICT as a flexible tool, sothat learning becomes collaborative andinteractive. With regard to ICT Professional Aptitude, theteacher has the confidence, flexibility and vision todevelop learning approaches that use ICT, andunderstands that ICT is essential for entire schooldevelopment.
Department of Education. (2004). WhitePaper on e-Education. Government Gazette.(No. 26734). Education international. (2008).EducationFor All by 2015. Response to the GlobalMonitoring Report. www.ei-ie.org Hindle, D. (2007). Guidelines for TeacherTraining and Professional Development inICT. Cornu B. (2001). Being a Teacher in theKnowledge Society. Presentation (INRP,CNED-EIFAD, France).References