1. Knowledge Society Agenda
Information society refers to
a society in which
information is as good as a
freight. The society is of the
new high technological
divide.
2.
3. Knowledge society refers to a community, in which
knowledge should bring them fairness, unity, social
equality and peace. It is a society in which
knowledge could be a force for changing society. A
knowledge society is a society which should provide
universal and equitable access to information
(UNESCO).
4. Integrating Information and Communication Technology
(ICT) assists in building the Knowledge Society by:
• Learning to know ICT and accessing
Knowledge
• Learning to develop new capacities through
ICT
• Learning to live together through new
communication
• Learning to be a part of the knowledge society
through personal development
5. ICT is the new Revolution of
knowledge
• This includes each discipline, its
concepts, processes, methods, resources
available, and so on.
• Education needs networks of knowledge.
• The links contribute to the elaboration and
acquisition of Knowledge.
6.
7. Take into account of the following:
• new knowledge
• access to knowledge
• communication in a network
• new teaching, new learning
• new tools, new resources, new pedagogies
• new space and time
• new teaching profession
8. The aim for education is to build a
collective intelligence which is a role for
teachers. The (open) classroom is the first
place where collective intelligence can be
built and used. It allows for the
development of collective intelligence of
pupils, develops the capacity for
collaborative work and use collaborative
work.
9.
10. e-Learning refers to:
•not only technology, but a
new conception of
teaching, training, learning
•managing differently time
and space
•Internet and virtuality
•individualization and
collaboration
•Interactivity:interactive
content and interactive
tutoring
New competences for teachers
who are teaching in the
knowledge society, teaching in
the networked society, and
developing a collective
intelligence:
• Technology
• New pedagogical
possibilities
• New management of time
and space
• New knowledge
• New networked form of
knowledge
• New expectations of Society
11. • ICT confirms the essential and core role of the
teacher to be the mediator between knowledge
and the student. As educators, we want not only
an Information Society, but a Knowledge
Society, enabling all children and all people to
access Knowledge and to benefit from being
educated. Education is a key issue in the
Knowledge Society, and Educators have a major
mission. Particularly, it is the responsibility of all
educators and decision-makers around the world
to help developing countries take part in the
developments of ICT in Education. Six major
areas will shape a beneficial use of ICT in
Education which are:
12.
13. • Digital Solidarity
• Learners and Lifelong
Learning
• Decision-Making Strategies
• Networking
• Research
• Teachers
14. Pervasiveness of Technology
• The policy goal of the technology literacy
approach is to enable learners, citizens and
the workforce to use ICT to support social
development and improve economic
productivity. Related policy goals include
increasing enrolments, making high-quality
resources available to all, and improving
literacy skills. Teachers should be aware of
these goals and be able to identify the
components of education reform programmes
that correspond to these policy goals.
Corresponding changes in the curriculum
entailed by this approach might include
15. Changes in teacher practice involve knowing where
and when (as well as when not) to use technology
for classroom activities and presentations, for
management tasks, and for acquisition of additional
subject matter and pedagogical knowledge in
support of the teachers’ own professional learning.
Little change in social structure of the class occurs
in this approach, other than perhaps the placement
and integration of technology resources in the
classroom or in labs to ensure equitable access.
16. The technologies involved may
include computers along with
productivity software
• drill and practice software
• tutorials
• web content
• and the use of networks for management
purposes
17. In the early stages of
development, teacher
competences related to the
technology literacy approach
include basic digital literacy skills
and digital citizenship, along with
the ability to select and use
appropriate off:
18. • –the shelf educational tutorials
• games
• drill-and-practice software
• web content in computer laboratories or with
limited classroom facilities to complement
standard curriculum objectives
• assessment approaches
• unit plans
• didactic teaching methods
19. Teachers must also be able to
use ICT to manage classroom
data and support their own
professional learning
20. Technology literacy approach in
practice:
Understanding ICT in education
Curriculum and assessment
Pedagogy
ICT
Organisation and administration
Teacher professional learning
23. The six Education for All goals are:
• Expand early childhood care and education
• Provide free and compulsory primary education to
all
• Promote learning and life skills for young people
and adults
• Increase adult literacy by 50%
• Achieve gender parity by 2005, gender equality
by 2015
• Improve the quality of education
24. • It must be acknowledged that significant
measurable progress has been accomplished in
many aspects, such as increased enrolment and
expansion of free primary education. The issue
of quality education for everyone has not been
addressed. Teacher recruitment, their working
conditions, their appropriate remuneration, as
well as the quality of their initial and continuous
education are crucial factors if quality learning is
to become a reality for all. The systematic and
growing practice of engaging unqualified and
underpaid contract teachers who lack initial or
adequate teacher education and career
prospects, is a major contributing factor to the
degradation of quality of education. The issue of
stable and adequate financing is crucial. Basic
education is recognized as a framework in which
EFA goals can be reached, matching quality and
equity. The gap between those who are
25. Three main challenges in relation
to quality of education:
Learning outcomes should be monitored
Learning environments must be improved
Attracting more and better teachers
26. Wealth is a major source of
disparities in education, in addition
to gender and proximity to urban
areas.
27. Tackling the factors contributing to
exclusion in education requires
decisive action, such as:
• introducing and enforcing legislation
prohibiting exclusion
• eliminating gender bias in textbooks
28. Also important is improving the
learning environment, with special
emphasis on:
• school supplies
• safer and more hygienic facilities
• multilingual instruction based on the mother
tongue
29. Inclusive education policies for
specific target populations are
needed. Culturally sensitive
materials, strategies enhancing
cultural identity, and more
resources can empower students in
multicultural societies.
30. Governments have the
responsibility to protect excluded
and vulnerable groups. That
means:
• recognizing their educational rights and
measuring their needs
• providing teachers with adequate
training, facilities and culturally sensitive
resources.
31. Will we make it financially?
The answer to that question is ultimately
determined by concrete steps and not by high
level meetings alone. One such concrete step is
setting aside funds to make EFA 2015 a reality
rather than a dream. These are funds from
national governments and the international donor
community.
32. Present future national strategic
objectives
As a result of Government’s review
of the state of education, a number
of challenges were identified as
barriers to improving the system of
quality basic education.
33. The key challenges that have been
identified as barriers include:
• Quality learner outcomes are not optimal across all
grades.
• The quality and quantity of learner and teacher support
materials are not adequate to support quality learning.
• The quality of school-based tests and examinations is
not of the required standard and is not being moderated
or benchmarked.
• The quality of support from districts and specifically
school support personnel has not been constructive or
responsive to the needs of the schools’ management.
34. The key goals and priorities for basic
education relate to three main outcomes on
learner performance and enrolments within
the stated timeframes. These are as follows:
35. • Increase the number of learners in Grade 3
who by the end of the year have mastered the
minimum language and numeracy
competencies for Grade 3.
• Increase the number of learners in Grade 6
who by the end of the year have mastered the
minimum language and mathematics
competencies for Grade 6.
• Increase the number of learners in Grade 9
who by the end of the year have mastered the
minimum language and mathematics
competencies for Grade 9.
36. • Increase the number of Grade 12 learners who
become eligible for a Bachelors programme at
university.
• Increase the number of Grade 12 learners who
pass mathematics.
• Increase the number Grade 12 learners who
pass physical science.
37. • Improve the average performance in
languages of Grade 6 learners.
• Improve the average performance in
mathematics of Grade 6 learners.
• Improve the average performance in
mathematics of Grade 8 learners.
• Ensure that all children remain effectively
enrolled in school up to the year in which they
turn 15.
38. • Improve the access of children to quality early
childhood development (ECD) below Grade 1.
• Improve the grade promotion of learners
through the Grades 1 to 9 phases of school.
• Improve the access of youth to Further
Education and Training beyond Grade 9.
39. Initiatives regarding continuous
professional development of
teachers
By incorporating certain essential principles, this
document reflects a holistic approach to teacher
development in ICT. It acknowledges that ICT skills
cannot be practised in isolation from their context. It
also acknowledges that the development of ICT
skills and knowledge for teachers should be an
integral part of initial and continuing teacher
development programmes, as reflected in the
National Policy Framework for Teacher Education
and Development in South Africa.
40. e-Education and implementation of
the National Curriculum Statement:
•The social transformation of post-apartheid South
African society
•The implementation of an outcomes-based approach to
education
•The development of high levels of knowledge and
skills
•The integration and applied competence across subjects
and fields of learning
•The valuing of indigenous knowledge systems
•Increasing the credibility, quality and efficiency of
education in South Africa
41. The following guidelines should be
taken into consideration when
implementing development
programmes:
42. There is no single best practice or general
recipe for success.
Teacher development programmes should
be flexible in access, modes of delivery
and content in order to make learning
possible in meaningful and equitable
ways.
43. • Teaching practice, including classroom
organisation, will change if ICT is
integrated effectively in teaching and
learning.
• Teacher development should be managed.
• Programmes need not necessarily provide
training in advance of requirements, but
can concentrate on giving essential
training as the need arises.
44. Continuation of guidelines
• Development programmes should not
take teachers out of classrooms
during normal school hours, so
flexible delivery modes for training
will be required.
• ICT development for teaching and
learning does not happen in isolation, it
also impacts on the management and
administration of a school.
45. Cont……………………………..
• ICT development has an impact on
whole-school development. This implies
that teachers at a school should develop a
community of practice and support one
another in developing ICT skills.
• Teacher needs and interests should be the
driving force for their professional
growth.
47. •All higher education institutions should offer
compulsory ICT in teaching and learning in teacher
development courses (up to appropriation level).
•Students currently in higher education institutions
should be fast-tracked to bring them to at least the
adoption level by the end of their studies.
•From 2008, all students leaving higher education for
the teaching profession should have reached at least
the adaptation level.
48. •All practicing teachers who have access
to ICT should, as a minimum, be trained
to the adaptation level by 2010.
•Subject advisors are to be trained up to
appropriation level through a focused
intervention from the national
Department of Education. Once
trained, they will be able to assist
teachers to utilize access to computers.
Knowledge Society AgendaInformation society refers to a society in which information is as good as a freight or anything than could be shared amongst people from one department to the next. The society is of the new high technological divide.
Knowledge society refers to a community, in which knowledge should bring them fairness, unity, social equality and peace. It is a society in which knowledge could be a force for changing society. A knowledge society is a society which should provide universal and equitable access to information (UNESCO).
Integrating Information and Communication Technology (ICT) assists in building the Knowledge Society by:Learning to know ICT and accessing KnowledgeLearning to develop new capacities through ICTLearning to live together through new communicationLearning to be a part of the knowledge society through personal development
ICT is the new Revolution of knowledge, i.e. each discipline, its concepts,processes, methods, resources available, and so on. Education needs networks of knowledge. The links contribute to the elaboration and acquisition of Knowledge.
Take into account of the following:• new knowledge• access to knowledge• communication in a network• new teaching, new learning• new tools, new resources, new pedagogies• new space and time•new teaching profession
The aim for education is to build a collective intelligence which is a role for teachers. The (open) classroom is the first place where collective intelligence can be built and used. It allows for the development of collective intelligence of pupils, develops the capacity for collaborative work and use collaborative work.
e-Learning refers to: •not only technology, but a new conception of teaching, training, learning•managing differently time and space•Internet and virtuality•individualization and collaboration•Interactivity: interactive content and interactive tutoringNew competences for teachers who are teaching in the knowledge society, teaching in the networked society, and developing a collective intelligence:TechnologyNew pedagogical possibilitiesNew management of time and spaceNew knowledgeNew networked form of knowledgeNew expectations of Society
ICT confirms the essential and core role of the teacher to be the mediator between knowledge and the student. As educators, we want not only an Information Society, but a Knowledge Society, enabling all children and all people to access Knowledge and to benefit from being educated. Education is a key issue in the Knowledge Society, and Educators have a major mission. Particularly, it is the responsibility of all educators and decision-makers around the world to help developing countries take part in the developments of ICT in Education. Six major areas will shape a beneficial use of ICT in Education which are:
• Digital Solidarity• Learners and Lifelong Learning• Decision-Making Strategies• Networking• Research• Teachers
Pervasiveness of TechnologyThe policy goal of the technology literacy approach is to enable learners, citizens and the workforce to use ICT to support social development and improve economic productivity. Related policy goals include increasing enrolments, making high-quality resources available to all, and improving literacy skills. Teachers should be aware of these goals and be able to identify the components of education reform programmes that correspond to these policy goals. Corresponding changes in the curriculum entailed by this approach might include improving basic literacy skills through technology and adding the development of ICT skills into relevant curriculum contexts. This will involve setting aside time within the traditional curricula of other subjects for the incorporation of a range of relevant productivity tools and technology resources. Changes in pedagogical practice involve the use of various ICT tools and digital content as part of whole class, group and individual student activities.
Changes in teacher practice involve knowing where and when (as well as when not) to use technology for classroom activities and presentations, for management tasks, and for acquisition of additional subject matter and pedagogical knowledge in support of the teachers’ own professional learning. Little change in social structure of the class occurs in this approach, other than perhaps the placement and integration of technology resources in the classroom or in labs to ensure equitable access.
The technologies involved may include computers along with productivity software; drill and practice software, tutorials, and web content; and the use of networks for management purposes.
In the early stages of development, teacher competences related to the technology literacy approach include basic digital literacy skills and digital citizenship, along with the ability to select and use appropriate off:
–the shelf educational tutorials, games, drill-and-practice software, and web content in computer laboratories or with limited classroom facilities to complement standard curriculum objectives, assessment approaches, unit plans, and didactic teaching methods
Teachers must also be able to use ICT to manage classroom data and support their own professional learning
Technology literacy approach in practice:Understanding ICT in educationCurriculum and assessmentPedagogyICTOrganization and administrationTeacher professional learning
Education for All
The six Education for All goals are:Expand early childhood care and educationProvide free and compulsory primary education to allPromote learning and life skills for young people and adultsIncrease adult literacy by 50%Achieve gender parity by 2005, gender equality by 2015Improve the quality of education
It must be acknowledged that significant measurable progress has been accomplished in many aspects, such as increased enrolment and expansion of free primary education. The issue of quality education for everyone has not been addressed. Teacher recruitment, their working conditions, their appropriate remuneration, as well as the quality of their initial and continuous education are crucial factors if quality learning is to become a reality for all. The systematic and growing practice of engaging unqualified and underpaid contract teachers who lack initial or adequate teacher education and career prospects, is a major contributing factor to the degradation of quality of education. The issue of stable and adequate financing is crucial. Basic education is recognized as a framework in which EFA goals can be reached, matching quality and equity. The gap between those who are improving and those who lag behind is growing.
Three main challenges in relation to quality of education:Learning outcomes should be monitoredLearning environments must be improvedAttracting more and better teachers
Wealth is a major source of disparities in education, in addition to gender and proximity to urban areas.
Tackling the factors contributing to exclusion in education requires decisive action, such as introducing and enforcing legislation prohibiting exclusion, and eliminating gender bias in textbooks.
Also important is improving the learning environment, with special emphasis on school supplies, safer and more hygienic facilities, and multilingual instruction based on the mother tongue.
Inclusive education policies for specific target populations are needed. Culturally sensitive materials, strategies enhancing cultural identity, and more resources can empower students in multicultural societies.
Governments have the responsibility to protect excluded and vulnerable groups. That means recognizing their educational rights and measuring their needs, providing teachers with adequate training, facilities and culturally sensitive resources.
Will we make it financially? The answer to that question is ultimately determined by concrete steps and not by high level meetings alone. One such concrete step is setting aside funds to make EFA 2015 a reality rather than a dream. These are funds from national governments and the international donor community.
Present future national strategic objectivesAs a result of Government’s review of the state of education, a number of challenges were identified as barriers to improving the system of quality basic education.
The key challenges that have been identified as barriers include:Quality learner outcomes are not optimal across all grades.The quality and quantity of learner and teacher support materials are not adequate to support quality learning.The quality of school-based tests and examinations is not of the required standard and is not being moderated or benchmarked.The quality of support from districts and specifically school support personnel has not been constructive or responsive to the needs of the schools’ management.
The key goals and priorities for basic education relate to three main outcomes on learner performance and enrolments within the stated timeframes. These are as follows:
•Increase the number of learners in Grade 3 who by the end of the year have mastered the minimum language and numeracy competencies for Grade 3.•Increase the number of learners in Grade 6 who by the end of the year have mastered the minimum language and mathematics competencies for Grade 6.•Increase the number of learners in Grade 9 who by the end of the year have mastered the minimum language and mathematics competencies for Grade 9.
Increase the number of Grade 12 learners who become eligible for a Bachelors programme at university.Increase the number of Grade 12 learners who pass mathematics.Increase the number Grade 12 learners who pass physical science.
Improve the average performance in languages of Grade 6 learners.Improve the average performance in mathematics of Grade 6 learners.Improve the average performance in mathematics of Grade 8 learners. Ensure that all children remain effectively enrolled in school up to the year in which they turn 15.
Improve the access of children to quality early childhood development (ECD) below Grade 1.Improve the grade promotion of learners through the Grades 1 to 9 phases of school.Improve the access of youth to Further Education and Training beyond Grade 9.
Initiatives regarding continuous professional development of teachersBy incorporating certain essential principles, this document reflects a holistic approach to teacher development in ICT. It acknowledges that ICT skills cannot be practised in isolation from their context. It also acknowledges that the development of ICT skills and knowledge for teachers should be an integral part of initial and continuing teacher development programmes, as reflected in the National Policy Framework for Teacher Education and Development in South Africa.
e-Education and implementation of the National Curriculum Statement:•The social transformation of post-apartheid South African society•The implementation of an outcomes-based approach to education•The development of high levels of knowledge and skills•The integration and applied competence across subjects and fields of learning•The valuing of indigenous knowledge systems•Increasing the credibility, quality and efficiency of education in South Africa
The following guidelines should be taken into consideration when implementing development programmes:
There is no single best practice or general recipe for success.Teacher development programmes should be flexible in access, modes of delivery and content in order to make learning possible in meaningful and equitable ways.
Teaching practice, including classroom organization, will change if ICT is integrated effectively in teaching and learning.Teacher development should be managed.Programmes need not necessarily provide training in advance of requirements, but can concentrate on giving essential training as the need arises.
Continuation of guidelinesDevelopment programmes should not take teachers out of classrooms during normal school hours, so flexible delivery modes for training will be required.ICT development for teaching and learning does not happen in isolation, it also impacts on the management and administration of a school.
Cont……………………………..ICT development has an impact on whole-school development. This implies that teachers at a school should develop a community of practice and support one another in developing ICT skills.Teacher needs and interests should be the driving force for their professional growth.
The following approaches should be adopted in ICT skills development for student and practising teachers:
All higher education institutions should offer compulsory ICT in teaching and learning in teacher development courses (up to appropriation level).•Students currently in higher education institutions should be fast-tracked to bring them to at least the adoption level by the end of their studies.•From 2008, all students leaving higher education for the teaching profession should have reached at least the adaptation level.•All practising teachers who have access to ICT should, as a minimum, be trained to the adaptation level by 2010.•Subject advisors are to be trained up to appropriation level through a focused intervention from the national Department of Education. Once trained, they will be able to assist teachers to utilise access to computers.
•All practicing teachers who have access to ICT should, as a minimum, be trained to the adaptation level by 2010.•Subject advisors are to be trained up to appropriation level through a focused intervention from the national Department of Education. Once trained, they will be able to assist teachers to utilize access to computers.
