The Mongolia Education Sector Reform Project aims to improve the quality and relevance of primary and secondary education by supporting the government's shift to a 12-year education system. The project has four components: 1) improving education planning, management, and budgeting, 2) strengthening pre-service teacher training, 3) enhancing teaching materials including use of ICT, and 4) upgrading teacher training institutes. The project seeks to effectively implement education policy reforms and ensure a sustainable education system.
Embracing ict into math instuction ghana's experienceMiracule D Gavor
The document discusses ICT integration in education in Ghana. It provides context that Ghana recently introduced educational reforms to improve teaching and learning through ICT integration. The project aims to understand how ICT can improve education quality in participating African countries like Ghana. It summarizes Ghana's ICT policy framework and the current state of ICT infrastructure, use, and training for teachers. At the pre-tertiary level, most teachers do not use ICT or receive training, while university educators use ICT more but training is still limited and needs improvement according to other studies.
The document outlines Sultan Qaboos University's 2006 strategy for implementing e-learning across the university. The strategy involved creating e-learning courses supported by faculty training, developing collaborative projects with other Gulf universities, and providing students with lifelong learning skills through student-centered e-courses in each college. It also addressed supporting faculty and staff, infrastructure development, implementation methods, monitoring and evaluation to take place every two years, and the required human, infrastructure, and financial resources. However, the strategy ultimately failed because the university was not yet prepared to transition fully to e-learning and needed to increase student enrollment and resources.
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as help teachers develop new skills. However, effectively integrating ICT requires sufficient access to technology, high-quality digital content, and training teachers to use digital tools. The document provides examples of how ICT can be integrated into different subjects and outlines essential ICT skills and approaches for teachers.
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
Factors Influencing Effective Implementation of Free Secondary Education Proj...irjes
This document discusses factors influencing the effective implementation of Kenya's Free Secondary Education project. It begins with background on the project and challenges faced with increasing enrollment. There was a need for more teachers, classrooms, and facilities to accommodate the rising student population. The study examines implementation through a survey of school principals. Findings showed 100% of principals felt increased funding was needed to support the project. 72% cited hiring more teachers as urgent. Effective monitoring and evaluation was identified as important for the project's success. The researcher recommends increasing funding and timely disbursement to strengthen implementation.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
Teaching using information and communication technology : Do trainee teachers...syaabdulrahman
This study assessed the confidence levels of 675 trainee teachers at Universiti Putra Malaysia in integrating information and communication technology (ICT) into their teaching. The study found that the trainee teachers were generally quite confident in their ability to integrate ICT. However, some groups showed higher levels of confidence than others. Male trainee teachers, those with teaching experience, and those studying vocational subjects reported higher confidence levels than their counterparts. The study suggests that confidence in using ICT is an important factor in realizing Malaysia's goal of developing technology-integrated smart schools.
Embracing ict into math instuction ghana's experienceMiracule D Gavor
The document discusses ICT integration in education in Ghana. It provides context that Ghana recently introduced educational reforms to improve teaching and learning through ICT integration. The project aims to understand how ICT can improve education quality in participating African countries like Ghana. It summarizes Ghana's ICT policy framework and the current state of ICT infrastructure, use, and training for teachers. At the pre-tertiary level, most teachers do not use ICT or receive training, while university educators use ICT more but training is still limited and needs improvement according to other studies.
The document outlines Sultan Qaboos University's 2006 strategy for implementing e-learning across the university. The strategy involved creating e-learning courses supported by faculty training, developing collaborative projects with other Gulf universities, and providing students with lifelong learning skills through student-centered e-courses in each college. It also addressed supporting faculty and staff, infrastructure development, implementation methods, monitoring and evaluation to take place every two years, and the required human, infrastructure, and financial resources. However, the strategy ultimately failed because the university was not yet prepared to transition fully to e-learning and needed to increase student enrollment and resources.
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as help teachers develop new skills. However, effectively integrating ICT requires sufficient access to technology, high-quality digital content, and training teachers to use digital tools. The document provides examples of how ICT can be integrated into different subjects and outlines essential ICT skills and approaches for teachers.
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
Factors Influencing Effective Implementation of Free Secondary Education Proj...irjes
This document discusses factors influencing the effective implementation of Kenya's Free Secondary Education project. It begins with background on the project and challenges faced with increasing enrollment. There was a need for more teachers, classrooms, and facilities to accommodate the rising student population. The study examines implementation through a survey of school principals. Findings showed 100% of principals felt increased funding was needed to support the project. 72% cited hiring more teachers as urgent. Effective monitoring and evaluation was identified as important for the project's success. The researcher recommends increasing funding and timely disbursement to strengthen implementation.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
Teaching using information and communication technology : Do trainee teachers...syaabdulrahman
This study assessed the confidence levels of 675 trainee teachers at Universiti Putra Malaysia in integrating information and communication technology (ICT) into their teaching. The study found that the trainee teachers were generally quite confident in their ability to integrate ICT. However, some groups showed higher levels of confidence than others. Male trainee teachers, those with teaching experience, and those studying vocational subjects reported higher confidence levels than their counterparts. The study suggests that confidence in using ICT is an important factor in realizing Malaysia's goal of developing technology-integrated smart schools.
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
The document compares data from two previous studies: one on pre-service teachers' technology competence, confidence, and use during student teaching, and one on faculty perceptions of technology integration in their courses. While pre-service teachers received high grades in technology courses, their confidence in integrating technology was low. Student teaching portfolios also showed a lack of technology integration, despite self-reported planning. Faculty interviews revealed that while they saw value in technology, they did not consistently model integration or provide opportunities for students to practice it. This suggests a disconnect between faculty beliefs and actions that may explain students' lack of confidence and integration during student teaching.
Baseline Analysis on ICT in General Education of MongoliaMr Nyak
This document provides a baseline analysis of ICT (information and communication technology) in general education in Mongolia. It summarizes Mongolia's key ICT policies, strategies, and programs related to education. These include connecting schools to the internet, training teachers in ICT skills, establishing computer classrooms in schools, and goals of reducing the student to computer ratio from 1250:1 to 250:1 in primary education. The document also reviews Mongolia's current ICT infrastructure in schools, noting there are over 35,000 computers available across 752 schools, with over 30,000 used for instruction. Overall the analysis finds Mongolia is working to expand ICT access in schools but faces challenges in fully achieving policy targets and
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
- The document discusses the importance of continuous professional development for teachers in order to keep up with skills needed in a knowledge society. This includes developing competency in using educational technologies and applying information and communication technologies to teaching.
- Governments and initiatives aim to improve teacher quality and the use of technologies in education through strategies like providing teachers with laptops and computer training, developing technology skills standards, and investing in ICT infrastructure and professional development programs.
- For education to be effective and inclusive, teachers need ongoing support to integrate technologies into their practices and develop understanding of how ICT can enhance teaching and learning.
Executive summary rebuilding aceh through education for allJoeni Hartanto
The document provides an end-term evaluation report of the "Rebuilding Aceh through Education for All" post-tsunami reconstruction program in Aceh Province, Indonesia. The key findings of the evaluation are:
1) The program achieved its main quantitative targets including reconstructing 35 school buildings and providing scholarships to over 3,500 students.
2) Training programs benefited over 1,300 teachers, exceeding original targets.
3) There were delays in implementation but the program was still cost-efficient, with savings of over $666,000.
4) The program had generally positive impacts, improving teaching methods and school management.
5) Long-term sustainability is a concern, as some rural schools face maintenance
This document summarizes a study on research trends in distance teaching and training based on master's theses conducted at the Arabian Gulf University between 2004/2005-2014/2015.
The study assessed 94 theses according to domains of educational technology theory. Most theses were in the design domain (39.4%), followed by utilization (23.4%), and development (21.3%). Theses also focused more on e-learning (46.8%) and blended learning (23.4%).
The distance teaching and training program was found to be research-oriented and address current issues in the field. However, weaknesses identified included superficial theoretical frameworks, confusion between research problems and questions, and a focus on technology
Broadening access to stem programs through technical college articulation pro...David Stone
The document discusses the history of broadening access to STEM programs through technical college articulation programs at Southern Polytechnic State University. It outlines the university's early initiatives in the 1990s to partner with technical colleges and offer distance learning programs. It describes the development of instructional technology resources on campus and the establishment of centers to support faculty development and online learning. The document then discusses the university's strategic plan goals around increasing articulation agreements and online enrollment, and outlines future directions of expanding programs and infrastructure to support online and blended learning.
This document discusses revitalizing undergraduate education in India. It argues that undergraduate education is an important link between school and higher education, yet does not receive enough attention. Most discussions on higher education give only lip service to undergraduate issues. It notes that while access to higher education needs to expand, the current system's quality is poor, with only 25% of graduates considered employable. It suggests reforms like improving guidance for students on course options, using teaching methods that encourage thinking over memorization, and improving incentives and qualifications for undergraduate teachers.
This document discusses a specialized training course on integrating information and communication technologies (ICTs) into secondary education. The course is designed to help teachers learn how to use ICT tools to support student-centered learning approaches. It covers topics like the role of education in the information age, using ICTs for learning, how ICTs can help teachers learn, and examples of ICT projects in education. The overall goal is to promote innovative teaching strategies that prepare students for participation in a knowledge-based society.
TCF - Sustainable giving to educate children and empower womenIspl ESap
- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
Online teaching at China’s universities during COVID-19AI Publications
With the rapid popularization of Internet technology, the traditional teaching mode in colleges has been unable to meet the current teaching needs. How to make better use of Internet technology to realize online and offline mixed teaching during the epidemic is an important issue. The purpose of this paper is to examine the factors affecting online learning. Our results demonstrated that self-control, course interest, teacher’s teaching style and method, and teaching platform are essential factors affecting online learning.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
Technological innovations are altering the lives of the poor, rich, nation’s economics, and education globally. Hence, Ghana’s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT-related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana’s vision for ICT integration into higher education lessons, the current study sought to predict university graduates’ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students’’ goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates’ goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers’ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students’ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.
A study on the need for paradigm shift in teacher education in preparing teac...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
Promoting quality of e-learning and ICT use in Mongolian education: NGO invo...Mr Nyak
ABSTRACT
Since 1992 distance education (DE), especially e-learning, has found wider usage in the field of
higher, formal and vocational education in Mongolia as available technologies, including the Internet,
have greatly facilitated teaching and learning methods. In recent years some NGOs and higher education
institutions have been collaborating with foreign partners in developing and delivering quality e-learning
programmes in Mongolia. This paper will discuss how an NGO, Mongolian e-Knowledge (MeK) has
assured the quality of its e-learning development and delivery. It will look at the MeK’s quality assurance
(QA) mechanism, analyze various QA measures taken during the e-learning process, and discuss issues
and challenges of QA in e-learning.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
The document compares data from two previous studies: one on pre-service teachers' technology competence, confidence, and use during student teaching, and one on faculty perceptions of technology integration in their courses. While pre-service teachers received high grades in technology courses, their confidence in integrating technology was low. Student teaching portfolios also showed a lack of technology integration, despite self-reported planning. Faculty interviews revealed that while they saw value in technology, they did not consistently model integration or provide opportunities for students to practice it. This suggests a disconnect between faculty beliefs and actions that may explain students' lack of confidence and integration during student teaching.
Baseline Analysis on ICT in General Education of MongoliaMr Nyak
This document provides a baseline analysis of ICT (information and communication technology) in general education in Mongolia. It summarizes Mongolia's key ICT policies, strategies, and programs related to education. These include connecting schools to the internet, training teachers in ICT skills, establishing computer classrooms in schools, and goals of reducing the student to computer ratio from 1250:1 to 250:1 in primary education. The document also reviews Mongolia's current ICT infrastructure in schools, noting there are over 35,000 computers available across 752 schools, with over 30,000 used for instruction. Overall the analysis finds Mongolia is working to expand ICT access in schools but faces challenges in fully achieving policy targets and
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
- The document discusses the importance of continuous professional development for teachers in order to keep up with skills needed in a knowledge society. This includes developing competency in using educational technologies and applying information and communication technologies to teaching.
- Governments and initiatives aim to improve teacher quality and the use of technologies in education through strategies like providing teachers with laptops and computer training, developing technology skills standards, and investing in ICT infrastructure and professional development programs.
- For education to be effective and inclusive, teachers need ongoing support to integrate technologies into their practices and develop understanding of how ICT can enhance teaching and learning.
Executive summary rebuilding aceh through education for allJoeni Hartanto
The document provides an end-term evaluation report of the "Rebuilding Aceh through Education for All" post-tsunami reconstruction program in Aceh Province, Indonesia. The key findings of the evaluation are:
1) The program achieved its main quantitative targets including reconstructing 35 school buildings and providing scholarships to over 3,500 students.
2) Training programs benefited over 1,300 teachers, exceeding original targets.
3) There were delays in implementation but the program was still cost-efficient, with savings of over $666,000.
4) The program had generally positive impacts, improving teaching methods and school management.
5) Long-term sustainability is a concern, as some rural schools face maintenance
This document summarizes a study on research trends in distance teaching and training based on master's theses conducted at the Arabian Gulf University between 2004/2005-2014/2015.
The study assessed 94 theses according to domains of educational technology theory. Most theses were in the design domain (39.4%), followed by utilization (23.4%), and development (21.3%). Theses also focused more on e-learning (46.8%) and blended learning (23.4%).
The distance teaching and training program was found to be research-oriented and address current issues in the field. However, weaknesses identified included superficial theoretical frameworks, confusion between research problems and questions, and a focus on technology
Broadening access to stem programs through technical college articulation pro...David Stone
The document discusses the history of broadening access to STEM programs through technical college articulation programs at Southern Polytechnic State University. It outlines the university's early initiatives in the 1990s to partner with technical colleges and offer distance learning programs. It describes the development of instructional technology resources on campus and the establishment of centers to support faculty development and online learning. The document then discusses the university's strategic plan goals around increasing articulation agreements and online enrollment, and outlines future directions of expanding programs and infrastructure to support online and blended learning.
This document discusses revitalizing undergraduate education in India. It argues that undergraduate education is an important link between school and higher education, yet does not receive enough attention. Most discussions on higher education give only lip service to undergraduate issues. It notes that while access to higher education needs to expand, the current system's quality is poor, with only 25% of graduates considered employable. It suggests reforms like improving guidance for students on course options, using teaching methods that encourage thinking over memorization, and improving incentives and qualifications for undergraduate teachers.
This document discusses a specialized training course on integrating information and communication technologies (ICTs) into secondary education. The course is designed to help teachers learn how to use ICT tools to support student-centered learning approaches. It covers topics like the role of education in the information age, using ICTs for learning, how ICTs can help teachers learn, and examples of ICT projects in education. The overall goal is to promote innovative teaching strategies that prepare students for participation in a knowledge-based society.
TCF - Sustainable giving to educate children and empower womenIspl ESap
- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
Online teaching at China’s universities during COVID-19AI Publications
With the rapid popularization of Internet technology, the traditional teaching mode in colleges has been unable to meet the current teaching needs. How to make better use of Internet technology to realize online and offline mixed teaching during the epidemic is an important issue. The purpose of this paper is to examine the factors affecting online learning. Our results demonstrated that self-control, course interest, teacher’s teaching style and method, and teaching platform are essential factors affecting online learning.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
Technological innovations are altering the lives of the poor, rich, nation’s economics, and education globally. Hence, Ghana’s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT-related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana’s vision for ICT integration into higher education lessons, the current study sought to predict university graduates’ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students’’ goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates’ goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers’ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students’ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.
A study on the need for paradigm shift in teacher education in preparing teac...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
Promoting quality of e-learning and ICT use in Mongolian education: NGO invo...Mr Nyak
ABSTRACT
Since 1992 distance education (DE), especially e-learning, has found wider usage in the field of
higher, formal and vocational education in Mongolia as available technologies, including the Internet,
have greatly facilitated teaching and learning methods. In recent years some NGOs and higher education
institutions have been collaborating with foreign partners in developing and delivering quality e-learning
programmes in Mongolia. This paper will discuss how an NGO, Mongolian e-Knowledge (MeK) has
assured the quality of its e-learning development and delivery. It will look at the MeK’s quality assurance
(QA) mechanism, analyze various QA measures taken during the e-learning process, and discuss issues
and challenges of QA in e-learning.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Impro...IJSB
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Asian Development Bank - Education Sector Reform Project - 2016-08-12
1. Mongolia: Education Sector Reform Project
Project Name Education Sector Reform Project
Project Number 39254-022
Country Mongolia
Project Status Closed
Project Type / Modality of
Assistance
Grant
Source of Funding /
Amount
Grant 0125-MON: Education Sector Reform Project
Asian Development Fund US$ 10.00 million
Strategic Agendas Inclusive economic growth
Drivers of Change Governance and capacity development
Knowledge solutions
Sector / Subsector Education - Education sector development
Gender Equity and
Mainstreaming
Gender equity
Description The Education Sector Reform Project will build on the achievements of three previous projects that
supported major sector reforms, helped the Government to reorient the education system to the needs
of the market economy, and rehabilitated schools. The Project will support the Government to improve
the quality and relevance of primary and secondary education with a view to shifting to a 12-year
education system. The Project has four components: (i) improving education planning, management,
and budgeting; (ii) strengthening pre-service teacher training (PSTT); (iii) enhancing the quality,
affordability, and levels of provision of textbooks and other teaching and learning materials, including
enhanced innovation in the use of information and communication technology (ICT) in the classroom;
and (iv) providing better learning conditions by upgrading the physical infrastructure of teacher training
institutes (TTIs).
Project Rationale and
Linkage to
Country/Regional Strategy
Progress has been made in the education sector over the past decade, partly as a result of effective
working relationships between the Government and the Asian Development Bank (ADB) and the other
key development partners. However, support is still needed to reform and transform the education
system and to upgrade essential services and facilities. ADB has supported the Government to move
from an 11-year to a 12-year education system, which will align Mongolia's education system with
international standards. Successful implementation of this policy will require a comprehensive reform of
the PSTT, reducing the cost and improving the provision of textbooks, streamlining education finance,
budgeting and planning, introducing innovative approaches to education by enhancing the use of ICT
for education, and improving TTI facilities in support of comprehensive reforms in PSTT. The Project will
support the Government to implement this policy effectively and efficiently and to ensure it is
sustainable.
Impact Improved quality, access, efficiency, and effectiveness of the education sector
Project Outcome
Description of Outcome Effective 12-year education system
Progress Toward Outcome The Project's completion date has been extended to 31 May 2014 and the closing date is 30 November
2014. Major progress includes: (i) improvement of education planning, management and budgeting, (ii)
strengthening of pre-service teacher training, (iii) improvement of affordability, quality and availability
of teaching-learning materials, and (iv) upgrading of facilities of TTIs to support reforms in pre-service
teacher training.
Inception mission fielded on August/September 2009; 4 review missions fielded on May 2010,
November 2010, May 2013, and February 2014; and midterm review mission fielded on
November/December 2011.
Implementation Progress
2. Description of Project
Outputs
1. Improved educational planning, management, and budgeting
2. Strengthened pre-service teacher education
3. Improved affordability, quality, and availability of teaching and learning materials
4. Upgraded facilities at teacher training institutes to support reforms in pre-service teacher training
Status of Implementation
Progress (Outputs,
Activities, and Issues)
Desk review of MIS and education data base conducted; workshops have been organized; recruitment
of consultants for the ESIS is ongoing.
Work has been merged with Grant 0158. Two more consultants are working on revised school funding
formula, public investment system, and a finance and budgeting handbook for schools.
Delayed, but work is ongoing.
Completed. The strategy was approved by MEDS's order in September 2012 as "The Policy of
Information and Communication Technology in Education Sector (2012-2016)" and "Implementation
Plan of Policy of ICT in Education Sector (2012-2016)."
Review of teacher education curriculum completed; further review of the reports submitted by
consultants ongoing; working group to be recruited for review of teaching practices.
Completed.
One national consultant was recruited in March 2013 to develop new student admission procedures and
student-teachers assessment framework.
training needs survey to identify priority CPD completed; framework of professional development
planning is being developed after which this will be discussed in a workshop
MEDS confirmed that the new model (the firstplacement of student teachers in the second semester)
was piloted in rural clinic schools between February and April 2013 and a TV program on school-based
teaching practice was broadcast nationwide (this subcomponent was delayed due to a different policy).
Completed.
Completed
A national textbook evaluation, authoriship and publisher training consultant was recruited. MEDS has
currently no plan to revise the natinal textbook standard "requirements for Primary and Secondary
Education Textbooks", even though the consultant is drafting a revised standard.
TRS ongoing and expanded to cover 22 aimags and from grades 6 to 11
Procurement of textbooks has been carried out successfully with decreased prices and improved
physical quality of textbooks.
Completed. Originally planned to support the establishment of 14 ICT centers of excellence but upon
the request of the former MECS, 22 ICT centers of excellence were established at secondary schools in
Nalaikh District of UB and 21 aimags, and 22 teacher development ICT centerst at UB and aimag
Education Cultural Centers in 2012.
System developer and IT engineer engaged to implement the new software/website.
For training in the use of ICT, five handbooks were developed, printed and distributed to all secondary
schools and universities, namely: (i) Methodological Handbook on the USe of ICT in Education; (ii) Use of
Smart Board and Projector in Teaching and Learning, (iii) Handbook on the USe of Training Software,
(iv) Use of ICT in Education for Children with Disabilities, and (v) Mobile Learning. A series of trainings
were also organized, including ICT advanced teacher training in UB in 2012 which benefited 44 teachers
and administrators, and training on the use of Adobe for hte development of Mongolian software in UB
in2013 which benefited teacher educators and teachers at ICT centers of excellence in rural areas.
IN 2010 and 2011, rehabilitation wroks were completed at MOngolian State University of Education
(MSUE; Buildings A, B. and C), National University of Mongolia (NUM, Building II), and Khovd University.
These universities were equipped with new furniture, ICT and sports equipment. In addition, tthree TTIs
benefited from new furniture and ICT equipment: Arkhangai Teacher's School of MSUE, Bayan-Ulgii
branch school of Khovd University, and Donod Teacher's Institute.
Geographical Location Mongolia
Safeguard Categories
Environment C
Involuntary Resettlement C
Indigenous Peoples B
Summary of Environmental and Social Aspects
Environmental
Aspects
The Project is classified as C for environmental aspects. The project will rehabilitate existing TTI buildings and
facilities. No land acquisition is required and there will be no negative environmental or resettlement impact.
Involuntary
Resettlement
With no planned land acquisition, the Project is unlikely to trigger ADB's involuntary resettlement policy.
Indigenous Peoples The Project will support (i) translation of textbooks and educational software into Kazakh language and (ii)
inclusion of at least one school in Bayan-Olgiy aimag for the ICT subcomponent, as reflected in the gender
action plan.
Stakeholder Communication, Participation, and Consultation
3. During Project Design Public consultations on the project DMF were undertaken during project processing. The consultations
included all concerned government departments and agencies and beneficiaries (teachers, parents,
students, civil societies) in selected provinces, including Erdenet, Khovd, Orkhon, South Gobi and Northern
Provinces, and the city of Ulaanbaatar. A socio-economic survey undertaken at the school level covered 508
schools, and gathered information relating to 4,186 pupils. In addition, interviews were held with school
principals, school district administrators, and staff of teacher training institutes. Key informant interviews
were held with local government agencies, non-government organizations, development partners and past
and ongoing projects to inform the project design. Assessment of resettlement impact and environmental
impact assessment (EIA) used separate meetings and surveys from January to March 2008 and covered more
than 500 people.
During Project
Implementation
Key features of the consultation and participation plan include:
(i) Public disclosure of all project documents at the PIU and on the ADB web site including the project
information document, DMF, EMDPs, RPs, SEIA, RRP, PAM, and social and environmental monitoring reports.
(ii) A project information document (PID) will be prepared for each component. Each PID, which will be
available in Mongolian, will contain a description of the overall project, its aims and subcomponents; a
description of what the project work will comprise; a timetable of when each of the project activities will take
place, including estimated commencement and completion dates; expected social, economic and
environmental impacts; environmental and social safeguards; the project communications strategy, including
how interested individuals can find out about business opportunities that may arise in conjunction with the
Project; and where interested individuals can go to get further or more detailed information about the
Project.
Business Opportunities
Consulting
Services
The Project will require a total of 18 person-months of international consulting services and 150 person-months of
national consulting services financed under the ADB grant. A consulting firm will be engaged in acordance with ADB's
Guidelines on the Use of Consultants (2007, as amended from time to time) using the standard quality- and cost-
based selection method (80% quality and 20% cost) and a simplified technical proposal. The international and
national consultants will have expertise in (i) education finance, management, and planning; (ii) textbook provision
systems, cost reduction strategies, and textbook publishing skills; (iii) development and implementation of national
strategies for ICT in education, the use of ICT as a learning and teaching tool and local language educational software
development; (iv) all aspects of pre-service teacher training; and (v) monitoring and evaluation. Capacity buiding for
the Executing Agency (EA) and the project implementation unit (PIU) will be achieved through consultant inputs,
training courses provided by universities, specialized institutes, and firms, and acquisiition of additional equipment
financed from the grant. To assist the EA and the PIU in expediting project implementation, 3 person-months of
national consulting services for monitoritng and evaluation will be engaged individually prior to recruitment of the
consulting firm.
Procurement All procurement shall be in accordance with ADB's Procurement Guidelines (2007, as amended from time to time).
Contracts for goods estimated to cost $0.5 million or more and contracts for works estimated to cost $1 million or
more shall be procured using international competitive bidding (ICB) procedures. Contracts for goods and works
estimated to cost less than the above ICB thresholds but more than $100,000 shall be procured on the bais of
national competitive bidding procedures (NCB) in accordance with the Public Procurement Law of Mongolia, subject to
modifications agreed with ADB. Contracts for goods and works estimated to cost $100,000 or less shall be procured
using shopping procedures. For ICB invitations for bids, invitations for prequalification, draft prequalification
documents, draft bidding documents, prequalification, and bid evaluation reports are to be submitted to ADB for prior
review and approval. For NCB, the first draft English language version of the procurement documents should be
submitted for ADB review and approval regardless of the estimated contract amount. The ADB-approved procurement
documents should then be used as a model for all NCB procurement financed by ADB for the Project, and need not be
subjected to further review. ADB will review the bid evaluation report and award of contract on a post-review basis.
For shopping, ADB will review the award of the contract on a post-review basis. MECS will develop distribution
systems for textbooks and learning materials that are acceptable to ADB that will ensure transparent distribution of
these goods to project beneficiaries, before disbursing the proejct funds for these items.
Responsible Staff
Responsible ADB Officer Asako Maruyama
Responsible ADB Department East Asia Department
Responsible ADB Division Urban and Social Sectors Division, EARD
Executing Agencies Ministry of Education, Culture and Science
c/o Dr. R. Bandii
ESDP@MONGOL.NET
Government Building-III, Suite # 514, Baga toiruu-44, Sukhbaatar district
Ulaanbaatar, Mongolia
Timetable
Concept Clearance 13 May 2008
Fact Finding 06 May 2008 to 16 May 2008
4. MRM 06 Jun 2008
Approval 21 Nov 2008
Last Review Mission -
PDS Creation Date 18 Apr 2008
Last PDS Update 29 Sep 2014
Grant 0125-MON
Milestones
Approval Signing Date Effectivity Date
Closing
Original Revised Actual
21 Nov 2008 11 Dec 2008 21 Jan 2009 30 Sep 2013 30 Nov 2014 06 Mar 2015
Financing Plan Grant Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 10.83 Cumulative Contract Awards
ADB 10.00 21 Nov 2008 10.00 0.00 100%
Counterpart 0.83 Cumulative Disbursements
Cofinancing 0.00 21 Nov 2008 10.00 0.00 100%
Project Page http://www.adb.org/projects/39254-022/main
Request for Information http://www.adb.org/forms/request-information-form?subject=39254-022
Date Generated 12 August 2016
ADB provides the information contained in this project data sheet (PDS) solely as a resource for its users without any form of
assurance. Whilst ADB tries to provide high quality content, the information are provided "as is" without warranty of any kind, either
express or implied, including without limitation warranties of merchantability, fitness for a particular purpose, and non-infringement.
ADB specifically does not make any warranties or representations as to the accuracy or completeness of any such information.