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pendidikan ict di asia oleh gwang jo kim unesco


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presentasi pimpinan unesco asia, tolong cek matematika indonesia dan negara lai dalam perbandingan pengukuran memanfaatkan PISA dll. menarik utk di simak dan di banadingkandan di tarik kesimpulan sendiri utk kemajuan daerah anda.......

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pendidikan ict di asia oleh gwang jo kim unesco

  1. 1. Capacity Building for ICT in Education: Challenges and Opportunities Gwang-Jo Kim Director UNESCO Asia-Pacific Regional Bureau for Education
  2. 2. Outline of the PresentationI. Rural areas: realities and educational challengesII. ICT solutions for educational challenges in rural areasIII. The Role of UNESCOIV. Recommendations
  3. 3. I. Realities andEducational Challenges in Rural Areas
  4. 4. HowBig PictureThe do we define rural and urban? Continuity of Type of built-up areas economic activity No single definition is applicable to all countries Infrastructure Population and Density Accessibility
  5. 5. HighBig PictureThe Rural Populations Percentage of Population Living in Rural Areas World Bank Database (2011) World Bank Database (2011) While decreasing over time, many Asia-Pacific countries still have substantial rural populations
  6. 6. Rural schools often lack necessary infrastructure for learning Lack of Educational Lack of Educational Facilities Resources• Classrooms • Textbooks• Bathrooms • Teaching materials• Computers • Teachers• Libraries
  7. 7. Lack of Educational Content Official educational content is available in less than 1 percent of the 3,500 languages spoken in the Asia Pacific regionSource: Lewis, M. Paul (ed.) 2009, Table 7. Linguistic diversity of countries(from highest to lowest), Ethnologue, 16th Edition
  8. 8. Teacher Shortages in Rural Areas Teaching in rural As a result, rural schools is less schools have fewer attractive, mainly because of poor living qualified teachers and working and higher teacher conditions turnover In Gong County, China, there are over 60 village schools with only 1 or 2 teachers responsible for teaching all subjects and grade levels(UN Millennium Project, 2005), and Problemsand Recommendations Regarding RuralTeachers and Rural Education) Zhongguo jiaoyubao (China Education Daily), (2004)
  9. 9. Teacher Shortages in Rural AreasTeacher shortages affect quality through: Overcrowded classrooms, overworked teachers, and fewer opportunities for professional development
  10. 10. Disparities for urban/rural areas in ASEAN countries Average years of schooling (age 15-19) 10Source: World Bank EdStats Database (2011)
  11. 11. What happens to learning in poor rural areas? Thailand Indonesia OECD AveragePISA database (2009)
  12. 12. II. ICT solutions foreducational challenges in rural areas
  13. 13. Increasing Use of TechnologiesGrowing internet users and Growing number of mobile subscribers in AP websites worldwide % growth per annum Number of websites in 2006-2008 100,000s Source : United Nations (2010) Source : Netcraft Database (2011)
  14. 14. Digital Opportunity in Asia Pacific and ASEANSource: ITU/UNCTAD World Information Society Report 2007.
  15. 15. How has connectivity changed over time? Internet Penetration by Percentage of Population (ASEAN Countries) Internet World Statistics
  16. 16. ICT Solutions forChallenges of Rural Education Access Infrastructure Quality
  17. 17. II. 1. ICT and Educational Access
  18. 18. ICT to Enhance Educational Equity in India Established in 1989 to inexpensively provide education to remote areas, NIOS is the largest open school in the world Network of 5 departments, 11 regional centers, and more than 3,300 study centers Since 2006, more than 1.8 million have enrolledSource: Meta-survey on the Use of Technologies in Education in Asia and thePacific, UNESCO (2003) with updated data from National Institute of OpenSchooling Website and Annual Report 2009
  19. 19. Distance Learning in PakistanICT to Enhance Educational Equity in Pakistan The National ICT Strategy for Education was implemented in 2005. The most successful policy initiative has been the use of ICT to extend educational opportunities All other universities combined Allama Iqbal Open University and Virtual University of Pakistan (>750,000) Source: Price Water House Cooper. Survey of ICTs for Education in South Asia (2010)
  20. 20. eSkwela Project in the Philippines eSkwela provides ICT- enhanced educational Monitoring Infrastructure opportunities for out- and Evaluation Setup of-school-youth and adults Community Customized Support for Operations and Instructional Sustainability Model Training for Facilitators, Center Managers, Network Administrators Passing rate in the A&E Test among eSkwela learners is double to triple than those taking print-based mode
  21. 21. ICT-Enabled Content in Sri Lanka The Shilpa Sayura Project provides over 10,000 interactive lessons and 5000 tests for self learning of the National Curriculum by 150 rural telecentres networks. Benefits 45,000 rural youth in 150 communities, 280 telecentre operators, 1454 school teachers, and 30 Source: Can open ICT4D shape future of rural education? developers. Innovations in Sri Lanka Telecentres. Open ICT4D 2010, Ottawa, Canada
  22. 22. II. 2. ICT and Educational Infrastructure
  23. 23. Effects of Lack of Computers in ASEAN Schools Do shortages of computers at your school hinder capacity to provide instruction? Thailand Indonesia Singapore Source: PISA 2009 Database
  24. 24. Effects of Lack of Internet Connectivity in ASEAN Schools Do problems with internet connectivity at your school hinder capacity to provide instruction? Thailand Indonesia Singapore Source: PISA 2009 Database
  25. 25. ICT Facility Development in Malaysia The Smart School Components Malaysia benchmarked 15 rural smart schools in 2009, and expanded the Smart Schools program nationwide in 2010 The Smart School Milestones (Four Waves) Source: The Malaysian Smart School Blueprint, 1997|Multimedia Development Corporation, 2005|UNESCO-Wenhui Award application documents, 2010|MSC Malaysia, Datasets for Malaysian Smart Schools program, 2011
  26. 26. The Digital Dividein SingaporeKorea Smart Schools Act in South Evaluation of Rural People and ICT The First Master Plan on Bridging the Digital Divide (2001-2005) had six priority areas Infrastructure Access to telecommunication IT Learning Contents for marginalized people By 2007, 99% of small rural villages had been supplied with access to E-life broadband internet. Computers, software, and Global digital divide peripheral equipment were placed at easily accessible locations such as town halls, libraries, and post offices.Source: Byung Sam Kang (2007) Bridging the Digital Dividein Korea
  27. 27. Hole-in-the-Wall Project The Hole-in-the-Wall 9 Month study across 17 locations Learning Stations Learning Stations in Cambodia • Provide free and unrestricted computer access in open and unsupervised settings. • Over 500 learning stations are directly Source: NCT of Delhi, impacting more than 150,000 learners India (2004) across Asia and Africa.
  28. 28. II. 3. ICT and Education Quality 28
  29. 29. Disparities in learning across Asian countriesSecondary school achievement in PISA Mathematics and Reading testsSource: OECD Programme for International Student Assessment 2009 Database
  30. 30. Access to a computer and overall PISA performance Different ratings on the PISA scalebetween students with access to a computer and those without Source:: New Millennium Learners. OECD 2006.
  31. 31. Access to a computer and Mathematics SkillsSource: Are Students Ready for a technology-rich world? What PISA studies tell us. OECD 2006.
  32. 32. Use of a computer and Science Skills Length of time students have used a computer and mean performance in PISA science scaleSource:s Are Students Ready for a technology-rich world? What PISA studiestell us. OECD 2006.
  33. 33. Teacher Competency is the Key to Quality Overview of Southeast Asian Countries’ stages of “Training on ICT”(Source: Anderson, J. (2010) ICT Transforming Education: A Regional Guide, UNESCO Bangkok)
  34. 34. Intel Teach Programs in Vietnam • Pre-service and in-service training for “Intel TeachEssentials creating student-centered lesson has brought Course plans and project-based learning fundamental with ICT integration change to the teachers” Official of Hue DOET Getting • Train teachers who lack basic Started knowledge and skills on ICT Course As of 2008, Intel Teach has trained more than 39,000 teachers from 21 cities/provinces Source: Intel Vietnam
  35. 35. Teacher’s TV Program in Thailand Targeting teachers and trainers, Thai Teacher’s TV introduces new teaching methods through “model” videolessons available on daily broadcasts and online Schools from 49 of Thailand’s 78 provinceshave uploaded material to the website
  36. 36. Thailand—Princess’ IT for Rural Schools Program The project covers 72 rural schools, aiming to bridge the gap on digital literacy Maintenance and repairservices are provided through another program at 17 rural vocational schools Phase Two • Enhancing the IT competency of Phase One the teachers and students • Introducing basic computer technology into schools
  37. 37. III. The Role of UNESCO
  38. 38. The Role of UNESCO Capacity Building for ICT- Pedagogy Integration Laboratory and Clearing House for Ideas and E- Resource Content Catalyst for International Cooperation
  39. 39. Capacity Building for Pre-Service Teachers Next Generation of Teachers Project Overall goal: Building the institutional capacity of Teacher Education Institutes in designing and providing training on ICT- integration for pre-service teachers. Deans’ ForumsWhere we Where we Leadership are going: are: DevelopingDeveloping global ande-readiness; Curriculum national Teaching standards;Focused on Capacity Meeting the future local needs Curriculum Capacity Building Development Workshops for Workshops Teacher Educators
  40. 40. Capacity Building for In-Service TeachersFacilitating ICT-Pedagogy Integration 2010-2012Networking with TEIs and training teachers to plan and implement PBL supported by ICTWeb Portal for international projects implemented in June 2011 Beneficiary countries: Bangladesh, China, Malaysia, Philippines, Thailand and Viet Nam(Funded by Korea Funds-in-Trust)
  41. 41. Building SchoolNets in ASEAN (2003-2006) • The SCHOOLNET is a network of schools What and libraries that supports the effective use of ICT in teaching and learning. Who • UNESCO piloted this project in 24 schools in 8 ASEAN countries • GOOD IDEA BUT POOR RESULTS Why • LACK OF CAPACITIES OF TEACHERS • NEED TO REVIVE PROJECT
  42. 42. Laboratory and Clearinghouse for Ideas and Resources ICT in Print Online Education e-Newsletters publications Community Website and CD-ROMs 42
  43. 43. Catalyst for International Cooperation Private Sectors (e.g., Microsoft, Intel, etc.) IGOs (e.g., ITU, World Bank, NGOs UNDP, SEAMEO, etc) Governments,Ministries of Education Research (e.g., Asia-Pacific Annual UNESCOMinisterial Forum on ICT in Institutes Education) 43
  44. 44. International Symposium on ICT in Education: Potential and Lessons Learnt• Ulaanbaatar, Mongolia, September 13-14, 2011• Participants: Senior government officials from Mongolia, Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan and DPRK• Purpose: To identify policy options and potential solutions for common issues and challenges in the region (scarcely populated)• Findings: o Needs a common vision with sustainable political commitment to the vision o Needs for systemic approach to ICT in education o Hardware is important, but more attention is to be paid to strengthening the soft power (e.g. capacity building)
  45. 45. IV. Recommendations
  46. 46. RecommendationsSmart interventionsSmart PartnershipsKnowledge exchangeInformation sharing
  47. 47.