This presentation was given at the 2-day National Seminar on 'Quality of Secondary Education towards Employment Generation’ organised by Chhattisgarh Board of Secondary Education, Raipur during Oct 30-31, 2014
Restructuring of ICT Curricula at Secondary Schools
1. National Seminar on
Quality of Secondary Education towards
Employment Generation
(Initiative and Interventions)
Chhattisgarh Board of Secondary Education
Restructuring ICT Courses and
Applications in Secondary Education
Prof. Vasudha Kamat
Vice Chancellor
SNDT Women’s University, Mumbai
2. Agenda
Future Work Skills
Future Work Skills: Learning Pathways
International Scenario
ICT Policy and ICT Curricula
Suggestions for restructuring
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
3. Future Work Skills
Institute for the Future
http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
4. Future Work Skills
Institute for the Future
1. Sense –making
2. Social Intelligence
3. Novel and Adaptive thinking
4. Cross cultural competency
5. Computational thinking
6. New Media literacy
7. Transdisciplinarity
8. Design Mindset
9. Cognitive Load Management
10. Virtual Collaboration
http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
5. Future Work Skills: Learning Pathways
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
6. Future Work Skills: Learning Pathways
Embedded and Embodied
Learning
Information migrates from
classroom to real world
embedding learning into the
flow of everyday experience
Human Software Symbiosis
Smart machines and software extend our
human capabilities, enabling us to accomplish
previously unimaginable tasks.
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
7. Future Work Skills: Learning Pathways
New Foundations
Information, learning,
connections, and reputations
flow through a new set of
organizations and platforms
that function as modern-day
utilities.
Content Commons
Content becomes readily available to people
around the world as a tidal wave of open
digital materials - text, simulations, video, and
new learning tools - flood the internet.
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
8. Future Work Skills: Learning Pathways
Socialstructed Work
Distinct models for work emerge
as large networks of people start
to unbundle tasks into smaller
and smaller units, generating a
new kind of wealth, and new
skills for building productive and
fulfilling lives.
Global Learning Arbitrage
A new generation of players create new
pathways for obtaining a college degree (or its
equivalent), certification, and accreditation.
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
10. 21st Century ICT Skills
ICT Transforming Education Regional Guide
Information &
Communication
Technologies
(ICTs) comprise
many
technologies for
capturing,
interpreting,
storing and
transmitting
information
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
12. Abilities associated with Digital Literacy
using ICT skills to create and share information;
searching, sifting, scanning, and sorting information;
navigating through screens of information;
locating and evaluating information;
using ICT to research and solve problems;
making multimedia presentations;
retrieving, organizing, managing, and creating information; and
sending and receiving messages
ICT Transforming Education : Regional Guide
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
13. ICT Integration in Secondary Schools
Singapore International Scenario
Egypt
Philippines
South Korea
Malaysia
European Union
Nigeria
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
14. FutureSchools@Singapore
Joint project of Infocomm Development Authority of
Singapore and vendors.
The Ministry of Education has also established its first
interactive web-based Education and Career Guidance
(ECG) portal for students.
ecareers.sg is a project, jointly developed by the
Ministry of Education and the Center on Education
and Work, University of Wisconsin-Madison.
http://www.sst.edu.sg/curriculum/futureschools-singapore/
Singapore
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
15. FutureSchools@Singapore
Future Schools will equip students
holistically with the essential skills to
be effective workers and citizens in
the globalised and digital work place
of the future.
FutureSchools are supported by
infocomm companies and guided by
education technology research
community partners.
http://www.sst.edu.sg/curriculum/futureschools-singapore/
Singapore
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
16. Egypt
“Youth Employment Generation Program in
Egypt” started in April, 2012 and was
extended to June 30, 2013.
The program addressed the mismatch
between the skills demanded by the
private sector and youth skills, to provide
youth with the necessary vocational, IT and
soft skills to increase their employment
prospects.
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
17. Egypt
Main outputs:
Output 1:
Increased internship opportunities in
private companies and/or other
institutions for youth
Output 2:
Increased self-employment and
employability of young women and men
through access to technical, vocational
and entrepreneurial skills training (with
special emphasis on Information and
Communications Technology (ICT).
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
18. Egypt
Factors promoted the project achievements
The relevancy of the program to the real
needs of the Egyptian MSMEs
Partnering with 30 civil society
organizations (CSOs) magnified the
opportunity
The flexibility and creativity in
responding to the needs of target youth
distance learning package
Identification of local needs and
designing the adequate training module
that matches those needs
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
19. Egypt
Factors inhibited the project achievements
The political Challenge
The strategic Challenge
The operational Challenge
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
20. Philippines
Philippine Department of Education has policies
on the use of ICT. These are:
1. Technology must be studied first as a separate
subject
2. The application of computer skills to the other
learning areas is a curriculum policy
3. An education modernization program
http://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
21. South Korea
Korean Education and Research Information
Service (KERIS) is a government – subsidized
institution, focusing on the use of ICT in
education, developing curriculum content and
teacher training.
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
22. South Korea
The Objectives of the ICT in education policies are
consistent with the changes to the education system
proposed by KERIS in 2002, covering
1. a change in direction based on learning that is
geared towards construction and generation of
knowledge;
2. a focus on students; and
3. a creative and self directed education approach
where education stakeholders are given more
autonomy.
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
23. Malaysia
The Ministry of Education (MOE) considers ICT as a means, not an
end in itself.
It assists
more effective organizational structures in the schools
more autonomy to the heads of departments & teachers
more sharing among teachers
less bureaucracy in the organization
It established
stronger links between schools and society
open communication between schools and parents, and
collaboration with industries and institutes of higher learning
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
24. European Union (EU)
eLearning Commission
The cluster has contributed to a fundamental
change in discourse from accessibility to
innovative learning through the support of ICT.
It is timely to move away from perceiving ICT
diffusion and usage as a goal and instead see ICT
as an enabler of teaching and learning. It is not
about ICT but about transformation …
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
25. European Union (EU)
Main message:
eLearning Commission
Do not plan for ICT; plan for transformation and
future learning
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
26. Nigeria
Fields of specializations and core subjects at the
senior secondary level
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
28. ICT Policy for Schools
The policy for integrating ICTs has to take into
consideration:
(i) the role of ICT in National Education Policy,
(ii) the existing education system and ICT infrastructure,
(iii)the economic and social/cultural context.
The national ICT infrastructure support (connectivity
and accessibility) also has a critical effect on the
long-term implementation and sustainability of ICTs in
schools.
http://linc.mit.edu/linc2013/presentations/Session7Bonifacio.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
29. National ICT Policy for Schools, India
ICT Literacy and Competency Enhancement
Stage 1: Basic
Stage 2: Intermediate
Stage 1: Advanced
http://scert.cg.gov.in/ict2014/pdf/NationalICTPolicy.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
30. Curricula for ICT in education
http://www.ncert.nic.in/announcements/notices/pdf_files/ICT%20Curriculuma.pdf
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014