9. PERVASIVENESS OF TECHNOLOGY
(cont)
IN THE PAST MANY PARTS OF AFRICA DID NOT HAVE A TELEPHONE CONNECTION
BUT NOW THEY DO HAVE CELLULAR PHONE NETWORKS
IN THE PAST MANY PARTS OF AFRICA DID NOT HAVE A TELEPHONE CONNECTION
BUT NOW THEY DO HAVE CELLULAR PHONE NETWORKS
11. PERVASIVENESS OF TECHNOLOGY (cont)
THE USE OF NEW TECHNOLOGIES IN EDUCATION SUGGESTS NEW
TEACHER ROLES
PEDAGOGIES AND NEW APPROACHES IN EDUCATION
THE SUCCESSFUL INCORPORATION OF ICT INTO THE CLASSROOM
DEPENDS ON THE APTITUDE OF TEACHERS
TO ARRANGE THE LEARNING SETTING IN NEW WAYS
TO AMALGAMATE NEW TECHNOLOGY WITH A NEW PEDAGOGY
TO DEVELOP SOCIALLY DYNAMIC CLASSROOMS, ENCOURAGING CO-
OPERATIVE INTERACTION
COLLABORATIVE LEARNING AND GROUP WORK.
12. THIS REQUIRES A DIFFERENT SET OF CLASSROOM MANAGEMENT
SKILLS
TEACHING SKILLS OF THE FUTURE WILL COMPRISE OF THE
CAPABILITY TO DEVELOP INVENTIVE WAYS
OF USING TECHNOLOGY TO ENHANCE THE LEARNING
ENVIRONMENT
ENCOURAGE TECHNOLOGY LITERACY, KNOWLEDGE DEEPENING
AND KNOWLEDGE CREATION
SO THE TEACHER PROFESSIONAL LEARNING WILL BE A CRUCIAL
COMPONENT OF THIS EDUCATIONAL IMPROVEMENT.
13.
14.
15. THE EDUCATION INTERNATIONAL’S RESPONSE TO THE GLOBAL
MONITORING REPORT 2008 STATES 6 GOALS FOR EDUCATION
EXPAND EARLY CHILDHOOD CARE AND EDUCATION
SOCIAL AND EMOTIONAL DEVELOPMENT, REDUCE DISADVANTAGES
AND PREPARE CHILDREN FOR FORMAL SCHOOLING.
FIRST EDUCATION FOR ALL (EFA) GOAL IS TO INCREASE AND
ADVANCE EARLY CHILDHOOD EDUCATION AND CARE
THE 2007 EFA GLOBAL MONITORING REPORT HIGHLIGHTED THE
UNDENIABLE CASE FOR EARLY CHILDHOOD EDUCATION AND CARE
ECE PROGRAMMES CONTRIBUTE TO YOUNG CHILDREN’S PHYSICAL,
MENTAL
16. EDUCATION FOR ALL GOALS
EXPAND EARLY CHILDHOOD CARE AND EDUCATION (CONT)
17. PROVIDE FREE AND COMPULSORY PRIMARY
EDUCATION TO ALL
HENCE A LOT STILL HAS TO BE DONE TO REACH THAT GOAL OF
FREE EDUCATION FOR ALL
EDUCATION IS STILL NOT FREE IN MANY PARTS OF THE COUNTRY
AS MANY HOUSEHOLDS STILL SPEND SUBSTANTIAL MONEY TO
THE EDUCATION
18. PROMOTE LEARNING AND LIFE SKILLS FOR YOUNG PEOPLE AND ADULTS
YOUNG PEOPLE AND ADULTS SHOULD BE GRANTED SKILLS THAT WILL
HELP THEM TO SUSTAIN THEMSELVES
19. EDUCATION FOR ALL GOALS (CONT)
INCREASE ADULT LITERACY BY 50 PERCENT
FROM 864 MILLION TO 774 MILLION BETWEEN 1985-1994 AND 2000-
2004
BUT WHAT REMAINS PRACTICALLY UNCHANGED IS THAT 64% OF
ILLITERATE PEOPLE WORLDWIDE ARE WOMEN
THE OVERALL ILLITERACY RATES ARE HIGHEST IN THE COUNTRIES WITH
THE SUPREME POVERTY, WHICH AFFECTS WOMEN
20. EDUCATION FOR ALL GOALS (CONT)
ACHIEVE GENDER PARITY BY 2005 AND GENDER EQUALITY BY 2015
ACCORDING TO PROJECTIONS, MORE THAN 90 COUNTRIES WILL
NOT REACH GENDER PARITY IN PRIMARY AND SECONDARY
EDUCATION BY 2015
THE GMR AFFIRMED THE LINK BETWEEN ACCESS TO SCHOOL AND
SOCIAL STATUS
ESPECIALLY IN COUNTRIES WHERE GENDER DISPARITIES ARE
WIDER AMONG DISADVANTAGED THAN ADVANTAGED GROUPS
GENDER DISPARITIES ARE ALSO MORE PREVALENT AND WIDER IN
SECONDARY AND HIGHER EDUCATION THAN PRIMARY.
22. IMPROVE THE QUALITY OF EDUCATION
THE QUANTITY, QUALITY AND ALLOTMENT OF THE TEACHING WORKFORCE ARE
SIGNIFICANT FACTORS FOR REACHING THE EFA GOALS
THIS CALLS FOR THE TRAINING AND RECRUITMENT OF MORE QUALIFIED TEACHERS
THE GMR ALSO ADMIT A FUNDAMENTAL PRINCIPLE OF LEARNING
THAT THE CONTACT BETWEEN THE STUDENT AND THE TEACHER IS THE KEY
DETERMINANT OF THE QUALITY OF EDUCATION PROGRAMMES
SMALL CLASS SIZES ASSURE MAXIMUM TEACHER-PUPIL INTERACTION AND ENABLE THE
TEACHER TO ATTEND TO EACH INDIVIDUAL LEARNER’S NEEDS.
24. FUTURE NATIONAL STRATEGIC OBJECTIVES
IMPROVE THE QUALITY OF TEACHING AND LEARNING
IMPROVING THE QUALITY OF TEACHING AND LEARNING
INVOLVES A COMBINATION OF VARIABLES INCLUDING:
TEACHER CAPACITY AND PRACTICE
POLICIES ARE DEVELOPED THAT WILL SEE THE NATIONAL
DEPARTMENT DEVELOPING NEW TRAINING PACKAGES
THROUGH DISTANCE EDUCATION AND E-EDUCATION
LEVERAGING THE DEVELOPMENT OF RELEVANT TRAINING
PROGRAMMES BY UNIVERSITIES AND PRIVATE TRAINING
PROVIDERS
TEACHERS BEING IN CLASS, ON TIME AND TEACHING
25. ESTABLISH A WORLD CLASS SYSTEM OF STANDARDISED NATIONAL
ASSESSMENTS
IT IS FORESEEN THAT ANA WILL EXPAND AND IMPROVE AND BECOME A
CORNERSTONE OF QUALITY IMPROVEMENTS IN SOUTH AFRICA’S SCHOOLS
PROVIDING IMPORTANT INFORMATION ON LEARNING AND ITS CONTEXT TO
TEACHERS, PARENTS,
DISTRICT OFFICIALS AND THE PUBLIC IN GENERAL.
THE ANNUAL NATIONAL ASSESSMENTS, THE ACTION PLAN AND THE DELIVERY
AGREEMENT ARE KEY ELEMENTS OF A
NEW APPROACH TO MAKE SCHOOLING MORE ACCOUNTABLE
(www.education.gov.za)
26. FUTURE NATIONAL STRATEGIC OBJECTIVES
IMPROVE EARLY CHILDHOOD DEVELOPMENT
IMPROVE EARLY CHILDHOOD DEVELOPMENT
PROGRESS HAS NOT BEEN AS RAPID AS WAS ORIGINALLY ENVISAGED IN THE
2001 WHITE PAPER ON EARLY CHILDHOOD DEVELOPMENT (ECD)
WHILE THERE HAS BEEN CONSIDERABLE SUCCESS IN EXPANDING ACCESS TO
GRADE R
27. FUTURE NATIONAL STRATEGIC OBJECTIVES
(cont)
IMPROVE EARLY CHILDHOOD DEVELOPMENT (cont)
IMPROVE THE QUALITY OF EARLY CHILDHOOD DEVELOPMENT
THE TASK OF IMPROVING THE QUALITY OF GRADE R AND ECD
GENERALLY WILL EXTEND BEYOND 2014
PART OF IMPROVING THE QUALITY OF GRADE R WILL INCLUDE
CAPACITY-BUILDING DIRECTED AT TEACHERS AND A GRADUAL
IMPROVEMENT IN THE LEVELS OF QUALIFICATIONS OF TEACHERS.
www.education.gov.za
28. FUTURE NATIONAL STRATEGIC OBJECTIVES
(cont)
ENSURE A CREDIBLE OUTCOMES-FOCUSED PLANNING AND
ACCOUNTABILITY SYSTEM
STRENGTHEN SCHOOL MANAGEMENT AND PROMOTE
FUNCTIONAL SCHOOLS
EQUIP DISTRICT OFFICERS WITH NEW TOOLS FOR
MONITORING SCHOOLS
WHEN VISITING SCHOOLS TO ASSESS PROGRAMME
COMPLETION IN BOTH QUALITATIVE AND QUANTITATIVE
TERMS
DECREASE LEARNER ABSENTEEISM
29. FUTURE NATIONAL STRATEGIC OBJECTIVES
(cont)
THE DEPARTMENT WILL IMPROVE ORGANISATIONAL EFFICIENCY
FOCUS ON ADMINISTRATIVE SUPPORT INTERNALLY TO THE DEPARTMENT
AND EDUCATION SUPPORT TO PROVINCES, SCHOOLS AND PARENTS
FOCUS ON EFFECTIVE STRATEGIES FOR PROVISIONING, PROCUREMENT AND
ACCOUNTABILITY
THE DEPARTMENT MUST BE ABLE TO ASSESS THE ALLOCATION AND
TECHNICAL EFFICIENCY
33. PROFESSIONAL DEVELOPMENT OF TEACHERS WITH REGARD TO
ICTS AND PROFESSIONAL APTITUDE (cont)
BY USING THEIR KNOWLEDGE OF SUBJECT MATERIAL, TEACHING AND LEARNING
USE TECHNOLOGY TO FACILITATE EXPERIENCES THAT ADVANCES STUDENT
LEARNING
ABILITY TO BE CREATIVE AND INNOVATION
ENGAGE STUDENTS IN SURVEY REAL-WORLD MATTERS
SOLVING PROBLEMS USING DIGITAL TOOLS AND RESOURCES
34. PROFESSIONAL DEVELOPMENT OF TEACHERS WITH
REGARD TO ICTS AND PROFESSIONAL APTITUDE (cont)
DESIGN AND DEVELOP DIGITAL AGE LEARNING EXPERIENCES AND
ASSESSMENTS
35. PROFESSIONAL DEVELOPMENT OF TEACHERS WITH
REGARD TO ICTS AND PROFESSIONAL APTITUDE (cont)
MODEL DIGITAL AGE WORK AND LEARNING
36. PROFESSIONAL DEVELOPMENT OF TEACHERS WITH
REGARD TO ICTS AND PROFESSIONAL APTITUDE (cont)
PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
CONTINUOUSLY IMPROVING THEIR PROFESSIONAL PRACTICE
MODEL LIFELONG LEARNING
DEMONSTRATE LEADERSHIP IN THEIR SCHOOL AND PROFESSIONAL
COMMUNITY
PROMOTE AND DEMONSTRATING THE EFFECTIVE USE OF DIGITAL TOOLS
AND RESOURCES.
KNOWLEDGE SOCIETY AGENDAA Knowledge society is a country, or society or even an economy or community, in which knowledge is very imperative because much of its economic and social movement involves managing or using information to the efficient production of the society. In addition, knowledge society is a humane society, in which knowledge bring about justice, solidarity, democracy, and peace in the society. A society in which knowledge could be a force for changing society. A society which should provide a universal and equitable access to information (UNESCO).
Furthermore, the society should have some skills, which are the skills needed to handle and produce information and knowledge, which are skills such as problem-solving, critical-thinking, analysis, teamwork, and communication, understanding one another’s points of view, and being able to exploit ICT which is a key tool for managing information. So in order to facilitate communication in the society, Internet is mainly a device, which we have for perfecting our knowledge through cooperation and exchange of information. The true revolution of Internet is not at all a revolution of machines, but of communication between human beings. Internet improves our capacity for cooperative learning and intelligence. In addition, Internet makes us to trial new ways of being together. The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)
So in order to facilitate communication in the society, Internet is mainly a device, which we have for perfecting our knowledge through cooperation and exchange of information. The true revolution of Internet is not at all a revolution of machines, but of communication between human beings. Internet improves our capacity for cooperative learning and intelligence. In addition, Internet makes us to experience new ways of being together. The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)
So in order to facilitate communication in the society, Internet is mainly a device, which we have for perfecting our knowledge through cooperation and exchange of information. The true revolution of Internet is not at all a revolution of machines, but of communication between human beings. Internet improves our capacity for cooperative learning and intelligence. In addition, Internet makes us to experience new ways of being together. The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)
As educators, we want a Knowledge Society, which will enable all of our children and all people to access all sorts of Knowledge and to benefit from being educated. Education is the main concern in the Knowledge Society, and Educators have a foremost assignment to make sure that they equally facilitate that process. Predominantly, it is the duty of all educators and decision-makers around the world to help developing countries take part in the developments of ICT in Education.
PERVASIVENESS OF TECHNOLOGY When we talk of persuasion as a consideration for information technologies, we are frequently concerned with how behaviour modification can be induced by intervening in moments of local decision-making and by providing people with new rewards and new motivations for desirable behaviours (Fogg, 2003). These kinds of strategies have been common, for instance, in health and fitness applications (e.g. Lin et al., 2006). One might imagine a range of pervasive persuasive technologies along these lines.
Science and technology have brought new ways of communication, connected people abroad, and shortened the distance across people. Technology has also created new markets, and catering for needs of the people that could not be reached by human imagination just few decades ago, such as the internet.
In the past many parts of Africa did not have a telephone connection, but now they have cellular phone networks that have a wide variety of services. In addition, children today can now have contact with the best teachers of maths or any of the subjects that they do at school without even walking miles of hours
In addition, children today can now have contact with the best teachers of maths or any of the subjects that they do at school without even walking miles of hours
Furthermore, the use of new technologies in education suggests new teacher roles, new pedagogies and new approaches in education. Consequently, the successful incorporation of ICT into the classroom will depend on the aptitude of teachers to arrange the learning setting in new ways, to amalgamate new technology with a new pedagogy, to develop socially dynamic classrooms, encouraging co-operative interaction, collaborative learning and group work.
This requires a different set of classroom management skills. Also the teaching skills of the future will comprise of the capability to develop inventive ways of using technology to enhance the learning environment, and to encourage technology literacy, knowledge deepening and knowledge creation. So the teacher professional learning will be a crucial component of this educational improvement.
The education International’s Response to the Global Monitoring Report 2008 states that it wants toEXPAND EARLY CHILDHOOD CARE AND EDUCATION Education, including early childhood education (ECE), is preserved in the United Nations Universal Declaration of Human Rights as well as the United Nations (UN) Convention on the Rights of the Child. Although the first Education for All (EFA) goal is to increase and advance early childhood education and care, this goal remains largely neglected as it is still not achieved. The 2007 EFA Global Monitoring Report highlighted the undeniable case for early childhood education and care. ECE programmes contribute to young children’s physical, mental, social and emotional development, reduce disadvantages and prepare children for formal schooling.
PROVIDE FREE AND COMPULSORY PRIMARY EDUCATION TO ALL The report disclose a worrying increase in household expenditure on education in countries where families can slight afford it. “The reality is that households also make substantial contributions to the education system.
PROMOTE LEARNING AND LIFE SKILLS FOR YOUNG PEOPLE AND ADULTSYoung people and adults should be granted skills that will help them to sustain themselves
INCREASE ADULT LITERACY BY 50 PERCENTGlobal Monitoring Report (GMR) 2008 data demonstrate that the number of adults who cannot read and write declined by 10.4%, from 864 million to 774 million between 1985-1994 and 2000-2004. But what remains practically unchanged is that 64% of illiterate people worldwide are women. The amount of illiterate adults is actually on the rise due to regular population growth. The overall illiteracy rates are highest in the countries with the supreme poverty, which affects women. More than 70% of the people living on less than a dollar per day are female and illiterate, women who are unlikely to be able to break the cycle of poverty.
ACHIEVE GENDER PARITY BY 2005 AND GENDER EQUALITY BY 2015According to projections, more than 90 countries will not reach gender parity in primary and secondary education by 2015. Taking steps forward requires action in specific areas. The GMR affirmed the link between access to school and social status, especially in countries where gender disparities are wider among disadvantaged than advantaged groups. Gender disparities are also more prevalent and wider in secondary and higher education than primary.
IMPROVE THE QUALITY OF EDUCATIONThe quantity, quality and allotment of the teaching workforce are significant factors for reaching the EFA goals. This calls for the training and recruitment of more qualified teachers. The GMR also admit a fundamental principle of learning– that the contact between the student and the teacher is the key determinant of the quality of education programmes. Small class sizes assure maximum teacher-pupil interaction and enable the teacher to attend to each individual learner’s needs.
FUTURE NATIONAL STRATEGIC OBJECTIVES The five strategic goals that have been factored into the programme are:
The five strategic goals that have been factored into the programme are: Output 1: Improve the quality of teaching and learningImproving the quality of teaching and learning involves a combination of variables including:• Teacher capacity and practicePolicies are being finalised that will see the national Department developing new training packages, to alarge degree through distance education and e-Education, and leveraging the development of relevanttraining programmes by universities and private training providers. Plans for a monitoring system for thedevelopment of teachers, to be run by the South African Council for Educators (SACE), are already atan advanced stage. This system would require teachers to report on an annual basis on the professionaldevelopment activities that they had undertaken.• Teachers being in class, on time and teachingPromotion of the e-Education strategy through web-based access to education information will be keyas access to computers and the internet among teachers improves.
Undertake regular assessment to track progressEstablish a world class system of standardised national assessmentsIt is foreseen that ANA will expand and improve and become a cornerstone of quality improvements inSouth Africa’s schools, providing important information on learning and its context to teachers, parents,district officials and the public in general.Extract key lessons from ongoing participation in international assessmentsThe Annual National Assessments, the Action Plan and the Delivery Agreement are key elements of anew approach to make schooling more accountable. The Department acknowledges that it is importantthat all stakeholders in the schooling process, from learners to education administrators, should feelaccountable for their use of resources.
Universalise access to Grade RWhile there has been considerable success in expanding access to Grade R, progress has not beenas rapid as was originally envisaged in the 2001 White Paper on early childhood development (ECD).The current target is to have all pre-Grade 1 children attending Grade R by 2014.Output 3: sub-output 2: Improve the quality of early childhood developmentThe task of improving the quality of Grade R and ECD generally will extend beyond 2014. Part ofimproving the quality of Grade R will include capacity-building directed at teachers and a gradualimprovement in the formal levels of qualifications of teachers.
Improve the quality of early childhood developmentThe task of improving the quality of Grade R and ECD generally will extend beyond 2014. Part ofimproving the quality of Grade R will include capacity-building directed at teachers and a gradualimprovement in the formal levels of qualifications of teachers.
Ensure a credible outcomes-focused planning and accountability systemStrengthen school management and promote functional schoolsA new national monitoring system will equip district offices with new tools that will be used when visiting schools to assess programme completion in both qualitative and quantitative terms. District assessments will lead to both provincial and national reports tracking progress against key indicators. A key part of the time management challenge is to ensure that the contact time of learners with their teachers is increased by reducing learner absenteeism, acknowledging that a high level of learner absenteeism is often an early signal of dropping out of school. Measures such as school lunches forlearners in poorer communities will continue to be used as a means of improving attendance.
Improvements in the capacity of the Department of Basic Education(education.gov 2011)In order to achieve effective education delivery and quality learning, the Department will improve organisational efficiency. We will also focus on our administrative support internally to the Department and education support to provinces, schools and parents. We will focus on effective strategies for provisioning, procurement and accountability. The Department must be able to assess the allocation and technical efficiency with which resources are mobilised and deployed; to identify procurement, institutional and technical options for cost control and cost reduction; and, to have the necessary measures taken to ensure cost-effective programme delivery.
Effective teachers model and apply the NETS.S and the ICTs as they design, implement, and assess learning experiences to connect with students and advance learning; augment professional practice; and present positive models for students, colleagues, and the community at large.
As a result, teachers must facilitate and Inspire Student Learning and Creativity by using their knowledge of subject material, teaching and learning, and technology to facilitate experiences that progress student learning, ability to be creative, and innovation. Therefore, they should engage students in survey real-world matters and solving problems using digital tools and resources.
Secondly, they should Design and Develop Digital Age Learning Experiences and Assessments meaning that teachers should design, develop, and evaluate genuine learning experiences and assessment integrating modern tools and resources to get the most out of the content learning in context and to widen the knowledge, skills, and attitudes identified in the NETS·S.
Thirdly, teachers should when using the ICT Model digital age work and learning, subsequently, they should demonstrate knowledge, skills, and work processes representative of an innovative professional in a global and digital society. In addition they should exhibit confidence in technology systems and the transmitionof present knowledge to new technologies. And they should show confidence in collaborating with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
Fourthly, teachers should engage in professional growth and leadership by continuously improving their professional practice, model lifelong learning, and demonstrate leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
