1. • Knowledge society agenda2. • Pervasiveness of technology3. • “Education for All” goals4. • Present future national strategic objectives5. • Highlight the broad aims of the various national andinternational initiatives regarding continuous professionaldevelopment of teachers with regard to teacher competencystandards relating to ICTs and professional aptitude
A. Knowledge societyB. Networked societyC. Collective intelligenceD. The school in the knowledge societyE. Being a teacher in the knowledge society
Knowledge society is a human society, in which knowledge should bringjustice, solidarity, democracy and peaceKnowledge society is integrated with ICT in order to build knowledgesociety through:• discipline• concepts• processes• methods• and resources availablev
Education needs networks of knowledge and the links that contribute to theelaboration and acquisition of knowledge.which takes into account of the following• the new knowledge• access to knowledge• new teaching profession• new tools and• Communication in a network
Collective intelligence hasits own aims for educationto build a collectiveintelligence Developing collectiveintelligence of pupils use collaborative work collaborative learning, develop the capacity forcollaborative work andcollective intelligence
It emphasizes that ICTconfirms the essential andcore role of a teacher as amediator “the face to facerelationship between theteacher and the pupilremains essential’. Attitudes and expectationstowards schools, Mission and objectives ofschool, Organization andstructures, Geopolitical dimension and Teachers
Digital solidarity Learners and life longlearning Decision making strategies Networking Research Teachers
Is progressive reflecting the progression expected of teacher’s as theirprofessional knowledge, skills and attitudes develop and theydemonstrate increasing effectiveness in their roles.It is based on the developmental view of teaching that recognizesteachers knowledge, skills and attitudes to develop throughout theirProfessional careers
A survey study (Farrel and Isaacs, 2007) on ICTs and education in 53 Africancountries in 2007 revealed that there is a great deal of variance in ICT policiesfor education among the African countries, with the largest group being madeup of those countries that are in transition from a sustained period of conflictand economic instability. Teacher standards that integrate ICT are either non-existent or poorlydeveloped to meet the needs and contexts of African countries. It is alsofound out that African countries within and among the regional communitiesare at various levels of ICT use in education. The study also forwarded recommendations, the most relevant being thefollowing:• Use a consultative and participatory method in developing and promoting ICTstandards. This would increase awareness and chances of adoption of thestandards.• Develop ICT pedagogy standards. In addition, introduce ICT pedagogy coursesfor lecturers or tutors of TTIs, particularly the university-based TTIs in eachcountry.
Education for all is about expanding early childhood care andeducation, provide free and compulsory primary education to all,promote learning and life skills for young people and adult. Education for all helps us to promote economic growth, whichbenefits countries with more educated population to enjoyhigher rates of economic growth and less inequality.
It also empowers women Improve health Better earnings fragility and conflict Strengthened democracy Fight HIV and AIDS and End poverty in our societies
Make a powerful difference to people’s lives. Unlocking the human potential needed to secure a morepeaceful, prosperous and greener future for us all. Ensuring that all children receive quality basic education.
(1) access to a basic cycle of primary and lower secondaryeducation, particularly in fragile and conflict affected states.(2) quality of teaching and learning, particularly for basic literacyand numeracy.(3) skills so that young people benefit from opportunities, jobs andgrowth.
Education challenges Globalcompetitiveness Climate change Insecurity and conflict.
1st major challenge is that learning outcomes should bemonitored” the main assessments ( PIRLS 2001, PISA 2003 andPISA 2006) shows low learning, especially in developingcountries.2nd is that learning environment must be improved by havingaccess to learning resource, first and foremost textbook is thekey factor.3rd is attracting more and better teachers is paramount, theteachers shortage is a major problem, particularly in theDeveloping world.
Improving the quality of learning and learner achievement. sets out the key strategic priorities of the Department. focus of all our education and quality improvement strategies. Improving the quality of learning attained for effective andlifelong growth, development and well-being.
1. Improved quality of basic education is therefore central to thisStrategic Plan2. Undertake regular assessment to track progress.3. improve early childhood development.4. Ensure a credible outcomes-focused planning andaccountability system.
A number of challenges were identified as barriers of improving thesystem of quality basic educationo • Quality learner outcomes are not optimal across all grades.o • The quality and quantity of learner and teacher supportmaterials are not adequate to support quality learning.o • The quality of school-based tests and examinations is not ofthe required standard and is not being moderated orbenchmarked
National school nutrition programme conditional grantHIV and AIDS ( Life Skills Education) conditional grantTechnical secondary school recapitalization grantDinaledi schools conditional grantEducation infrastructure conditional grantProvinces infrastructure backlogs grantsSchools infrastructure backlogs grants
which Strive towardsTYPE OF PUBLIC ENTITIES1. ELRC2. SACE3. UMalusi
The White Paper on e-Education, published in 2004, guides theDepartment of Educations approach to e-education and theintegration of information and communication technologiesThe use of ICT in education• ICT is to be used to create greater access to learningopportunities,• Redress inequalities,• Improve the quality of teaching and learning,• Provide personalised learning experiences.
The White Paper characterises schools that implement e-Educationas institutions that have:• Learners who utilise ICT to enhance learning• Qualified and competent leaders who use ICT for planning andmanagement• Qualified and competent teachers who use ICT to enhance teachingand learning• Access to ICT resources that support the curriculum and• Connections to ICT infrastructure
Teachers willrequire thefollowingwhen usingICT in learningKnowledgeskillsvaluesAttitudes
Educational goals should be primary. The focus should not be on providing technical ICT skills only,but on the use of ICT to achieve learning outcomes. Teacher development programmes should provide teacherswith situated/contextualised learning experiences. Programmes should be subject-specific and relevant to thelearning areas.
support work performancelearn how to use ICT andenhance traditional teachingunderstand how and when to use ICTfacilitate learningspecialize In the use of ICT andcreate innovative learning environments
D.o.E, (2007). Guidelines for teachers Training and professional Development inICT: South Africa.UNESCO, (2012). ICT-enhanced Teacher Standard for Africa (ICTeTSA): TheStructure Domains of ICTeTSA: EthiopiaCoinu, B. (2005) Being a Teacher in Knowledge Society: StellenbochDepartment of Presidency, (2011). National Development Plan: vision 2030;South AfricaDepartment of Basic Education, (2011). strategic Plan 2011-2014: strategicObjectives: PretoriaUNESCO,(2011). Teacher Competency Framework: ParisGovernment Gazerte, (2004). White paper 7 on e-document: Transformingteaching and learning through information and communication Technology(ICT): South AfricaDepartment of Education(2008). Education Internat