Jenny Mabel RincóN


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Jenny Mabel RincóN

  2. 2. Five Actions that transformed education in Colombia Schools Improvement Education for innovation and Permanent competitiveness modernization of the sector Education throughout life Inclusive Participation
  3. 3. Five Actions that transformed education in Colombia Schools Improvement Education for innovation and Permanent modernization of the sector competitiveness Education throughout life Inclusive Participation Pertinent education as a priority for the development of the country, in a regional, local and globalized context.
  4. 4. Education for innovation and competitiveness in preschool, primary, secondary and higher education Use of Media and Information Communication Technologies Labor related Competences Bilingualism: Improvement of communicative competences of English as a foreign language along the educational system
  5. 5. National Bilingual Program Overall Goal Colombian citizens will be able to communicate in English with internationally comparable standards. This will contribute to the insertion of the country in the processes of universal communication, the global economy and cultural openness. This project should help increase the level of competitiveness and improve the quality of education in Colombia.
  6. 6. ELT Policies and Actions 2005 - 2009 The National Bilingual Program has: • adopted a common framework • established goals for the ELT field • diagnosed teachers’ and students’ needs • developed national standards for English
  7. 7. ELT Policies • developed a coherent evaluation system • certified developed competences and levels achieved • developed a teacher development scheme • verified progress and adjusted actions
  8. 8. Specific Goals Basic Education 11th Grade Students: Intermediate level (B1) English Teachers: High Intermediate (B2) Higher Education Future English Teachers: High Intermediate (B2+ C1) Other university students: Intermediate level (B2) Language Institutes Language Programmes registered
  9. 9. Actions 2005-2009 The National Bilingual Program has… • Involved 36/80 LEAs in regional bilingual programs • Diagnosed language levels for 12,780/15,000 state English teachers • Offered development opportunities to 6,200 teachers in different levels (additional to regional Primary and initiatives) Secondary • Advised on allocation of budget in the regions to Education develop English programs and made suggestions on how best to invest • Supported regional pilot initiatives (state bilingual schools in Manizales, Quindío, Armenia, Bogotá, Valledupar, San Andrés, Barú, Barranquilla)
  10. 10. Some Regional Programs… Montería Bilingüe Manizales Bilingüe MedellÍn City Quindío Bilingüe Duitama “Dialogando con el mundo” Neiva speaks English Bogotá Valle Bilingüe Bilingüe Huila habla Inglés advanced initial actions
  11. 11. The National Bilingual Program has… • Diagnosed and supported 10 Language Teaching Programs and proposed specific improvement action plans • Developed the Teacher Development Program (MEN TDP) for school teachers, rooted in contextual factors and Colombian diversity (15 universities & British Higher Council) Education • Commissioned some public and private universities and ASOCOPI to conduct research studies on different aspects of bilingual education and ELT in Colombia • Diagnosed teachers language levels in Technical and Technological Colleges (1000 teachers) and offered them development programs
  12. 12. The National Bilingual Program has offered… New Support to possibilities schools, to English Academic universities, support in teachers and LEAs Development ELT events opportunities abroad ...teachers the opportunity to see the ELT profession at the centre of the discussion Language Media & ICT and resources methodology and training courses Language Workshops immersion on Standards programs
  13. 13. Realities and Obstacles 1. The English Teacher • Low English level • Sophisticated teaching discourse vs Traditional/teacher centred methodologies • Lack of guidelines for helping students develop communicative competence 2. The learner • Low English level • High motivation towards learning English / Poor motivation towards the English class • Large classes • Lack of resources 3. Local Education Authorities • Misinterpretation of policies • Short term policies • Resources not well administered • Lack of communication with universities and language institutes
  14. 14. Challenges… • Expansion of the Project in the • Continuous academic regions support to state school • Implementation of the National teachers Standards for English (Primary) • Support to ELT regional • Working closer with SE to assure associations of teachers quality of education • Offer professional • Build strong networking development programs, processes to widen the scope and based on needs analysis reach of the project and context • Consolidation of policies for • How to solve the teacher Initial and In-service Teacher supply problem at primary Development Programs level? • Guidelines for bilingual • How to fulfil teacher education development and training demands? implementation in state • How to prepare future schools language teachers competent • Documentation and to face the country’s communication of policies to demands? provide for a better • How to go beyond good implementation intentions at all levels?
  15. 15. Final Remarks Only the collective and collaborative effort of MoE, LEAs, universities, language institutes, private bilingual schools, other educational entities and allies from both public and private sectors can bring about quality education and further social transformation. The power to broaden the horizons of our children is in our hands!
  16. 16. “Inglés para Todos”
  17. 17. General objective To promote teaching and learning English as a foreign language through the use of media and new information and communication technologies on the Ministry’s educational site: “Portal Colombia Aprende”.
  18. 18. ::: Thanks! • Jenny Mabel Rincón (ELT Consultant) • • Juan Carlos Grimaldo (Project Manager) Phone number (1) 222-2800 Ext. 2134