This document discusses several topics related to education in Africa including:
- In the past, many parts of Africa did not have telephone connections but now have cellular phone networks, allowing communication without traveling long distances.
- The use of new technologies in education suggests new roles for teachers in developing innovative pedagogies, approaches, and socially dynamic classrooms using technology.
- Six goals are outlined for achieving Education for All, including expanding early childhood education, providing free primary education, promoting lifelong learning skills, increasing adult literacy, achieving gender parity and equality, and improving education quality.
- Future national strategic objectives include improving teaching/learning quality, early childhood development, outcomes-focused planning/accountability, and
Egypt has a large higher education system, with about 30% of Egyptians attending university though only half graduate. Standards are reportedly low. The system is overseen by the Ministry of Higher Education and includes both public and private universities. While enrollment has increased in recent years, spending has not, leading to overcrowding and inadequate resources. The system remains highly centralized with institutions having little autonomy over curriculum or staffing. Reforms have aimed to address governance, quality, autonomy and growth but challenges remain.
The document summarizes a continental summit on revitalizing higher education in Africa to be held in Dakar, Senegal in March 2015. It notes that while African higher education has expanded, quality has suffered due to limited resources. The summit aims to create a platform for stakeholders to identify strategies for transforming African higher education to better serve the continent's needs. It will bring together 500 participants from academia, government, the private sector and others over three days of sessions. The goals are to build support for investing in higher education, create a shared vision for the future, and ensure initiatives are coordinated to strengthen the sector.
This document summarizes the state of higher education in Africa. It finds that enrollment rates in higher education in Sub-Saharan Africa are the lowest in the world at only 5%. While enrollment has increased over the past 40 years, progress has been much slower than in other regions. The output of academic research in Africa is also very low. The international development community, including the World Bank, has historically placed little emphasis on higher education in Africa due to a belief that primary and secondary education are more important for poverty reduction. However, recent evidence suggests higher education can also promote economic growth.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Planning and Managing Technical and Vocational Education in Polytechnics: Pri...inventionjournals
The desire to plan and manage vocational education adequately as an investment for economic and human resource is reinforced by studies in the field of educational economics such as UNESCO and UNICEF through advocacy for „Equitable, Quality Education and Lifelong Learning for All‟ as the main goal for education. In third world countries, large numbers of graduates from formal schools are unemployed. Therefore, the purpose of this study was to gather information about planning and managing technical and vocational education in polytechnics with priorities in training trends and prospects. The objectives of the study were to: find out instructors‟ perceptions about instructional methodologies employed by youth polytechnic instructors; examine trainees‟ and instructors‟ views about training tools, equipment and materials at their disposal as the necessary implements towards acquisition of vocational skills and knowledge. The study adopted survey research design. The study population was 1880. Census and purposive sampling were used to draw a sample of 31.06% informants. The study employed questionnaires, interview schedules and checklists for collect data. Data were presented in percentages, pie charts, frequencies, bar graphs and ratios. A major finding was that agriculture trade was offered as common a course to first years only. Community‟s negative attitude towards vocational training discouraged youths from enrolling at YPs. 72.8% respondents observed that YPs were poorly enrolled. 79.9% trainees reported instructors demonstrated skills while trainees explained them. Some trainees shared tools during practicals. 93.1% instructors were ICT illiterate. Few YPs had automated tools/equipment and trade workshops were poorly equipped. The study concluded that YPs were in dire need of instructors, adequate training tools/equipment, materials and workshops. The study recommended that County Government building a YP in every location and craft comprehensive policies on financing/staffing of YPs.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
Egypt has a large higher education system, with about 30% of Egyptians attending university though only half graduate. Standards are reportedly low. The system is overseen by the Ministry of Higher Education and includes both public and private universities. While enrollment has increased in recent years, spending has not, leading to overcrowding and inadequate resources. The system remains highly centralized with institutions having little autonomy over curriculum or staffing. Reforms have aimed to address governance, quality, autonomy and growth but challenges remain.
The document summarizes a continental summit on revitalizing higher education in Africa to be held in Dakar, Senegal in March 2015. It notes that while African higher education has expanded, quality has suffered due to limited resources. The summit aims to create a platform for stakeholders to identify strategies for transforming African higher education to better serve the continent's needs. It will bring together 500 participants from academia, government, the private sector and others over three days of sessions. The goals are to build support for investing in higher education, create a shared vision for the future, and ensure initiatives are coordinated to strengthen the sector.
This document summarizes the state of higher education in Africa. It finds that enrollment rates in higher education in Sub-Saharan Africa are the lowest in the world at only 5%. While enrollment has increased over the past 40 years, progress has been much slower than in other regions. The output of academic research in Africa is also very low. The international development community, including the World Bank, has historically placed little emphasis on higher education in Africa due to a belief that primary and secondary education are more important for poverty reduction. However, recent evidence suggests higher education can also promote economic growth.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Planning and Managing Technical and Vocational Education in Polytechnics: Pri...inventionjournals
The desire to plan and manage vocational education adequately as an investment for economic and human resource is reinforced by studies in the field of educational economics such as UNESCO and UNICEF through advocacy for „Equitable, Quality Education and Lifelong Learning for All‟ as the main goal for education. In third world countries, large numbers of graduates from formal schools are unemployed. Therefore, the purpose of this study was to gather information about planning and managing technical and vocational education in polytechnics with priorities in training trends and prospects. The objectives of the study were to: find out instructors‟ perceptions about instructional methodologies employed by youth polytechnic instructors; examine trainees‟ and instructors‟ views about training tools, equipment and materials at their disposal as the necessary implements towards acquisition of vocational skills and knowledge. The study adopted survey research design. The study population was 1880. Census and purposive sampling were used to draw a sample of 31.06% informants. The study employed questionnaires, interview schedules and checklists for collect data. Data were presented in percentages, pie charts, frequencies, bar graphs and ratios. A major finding was that agriculture trade was offered as common a course to first years only. Community‟s negative attitude towards vocational training discouraged youths from enrolling at YPs. 72.8% respondents observed that YPs were poorly enrolled. 79.9% trainees reported instructors demonstrated skills while trainees explained them. Some trainees shared tools during practicals. 93.1% instructors were ICT illiterate. Few YPs had automated tools/equipment and trade workshops were poorly equipped. The study concluded that YPs were in dire need of instructors, adequate training tools/equipment, materials and workshops. The study recommended that County Government building a YP in every location and craft comprehensive policies on financing/staffing of YPs.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
Despite progress, many countries will not achieve Education for All goals by 2015 due to issues like teacher shortages and illiteracy. Achieving the goals requires not just funding but developing country capacities in education policy, implementation, and management. UNESCO's Capacity Development for Education for All program works to strengthen these capacities in priority countries through activities like supporting national teacher policies, literacy strategies, technical education plans, and education sector reviews. The program has provided over $60 million for capacity development since 2003 and operates in 28 countries, focusing on building better performing education institutions and delivery systems.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
Arab Research Potential and Promises: The Abu Dhabi Experiment - Daniel Krato...EduSkills OECD
The document summarizes higher education and research strategies in the United Arab Emirates and Abu Dhabi. It outlines the UAE government's priorities of improving higher education quality and promoting innovation. It also discusses higher education institutions in Abu Dhabi, including NYU Abu Dhabi, Masdar Institute, and Khalifa University, and Abu Dhabi's goals of attracting top academics and building world-class research through investments in universities and facilities. The document concludes with recommendations such as aligning education, research, and industry and limiting subsidies to fill gaps rather than prestige.
First africa forum on science, technology and innovation for youth employment...Dr Lendy Spires
This document provides a concept note for the First Africa Forum on Science, Technology and Innovation for Youth Employment, Human Capital Development and Inclusive Growth. The forum will take place in Nairobi, Kenya in April 2012 and is organized by several African organizations and UN agencies. It aims to facilitate sharing of best practices in strengthening STI mechanisms to promote innovation, entrepreneurship and youth employment. The two-day expert meeting will include discussions on strengthening STEM education, scientific research, applying STI to challenges, and moving ideas from research to market. The one-day ministerial conference will address integrating STI policies into development agendas and financing STI investments.
WSIS10 Reporting GESCI: A review of trends, gaps and prioritiesDr Lendy Spires
Over the past 10 years, GESCI has worked to build capacity for ICT integration in education systems in line with WSIS Action Lines C4 and C7. This included providing policy advice, technical assistance, and leadership training. More recently, GESCI has focused on implementing projects like SIPSE in Kenya and Tanzania to improve STEM education and address the shortage of skills in fields like engineering. Going forward, GESCI recommends continuing to build leadership capacity across sectors and developing coherent policies that incorporate trends in ICT, science, and innovation to prepare students and workers for the future.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
The document discusses ensuring equitable access to primary education in Sub-Saharan Africa. It provides background on international agreements to achieve universal primary education. Currently, 47% of the world's out-of-school children are in Sub-Saharan Africa, where factors like poverty, conflict, gender inequality, and lack of infrastructure limit access to education. While enrollment has increased, completion rates remain low. Case studies of Niger, Ghana and the DRC show how gender issues, poverty, and conflict respectively impact educational access in different countries. Potential solutions discussed include girls' evening classes, partnerships, and school feeding programs.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
This document summarizes a study analyzing patterns of growth and equity in tertiary education systems across Sub-Saharan Africa. The study finds that while tertiary education enrollment has expanded significantly in many countries, persistent inequities remain that constrain the development of inclusive, competitive tertiary education systems. The authors argue that addressing inequities in access is crucial for tertiary education to fulfill its role in supporting economic and social development goals. Data limitations pose challenges for analyzing equity and measuring policy effectiveness across Sub-Saharan African countries.
Design of Technical and Vocational Education in ZambiaGabriel Konayuma
The document summarizes the current design of technical and vocational education in Zambia. It discusses the TEVET system structure, the national qualifications framework, learning pathways, policy frameworks, training of TVET teachers, challenges, and the future outlook. The key points are:
- TEVET is overseen by the Ministry of Higher Education and regulated by TEVETA, with training provided by both public and private institutions.
- Zambia's qualifications framework has 10 levels ranging from primary education to doctorate degrees, with TVET qualifications at levels 3-6.
- There are six modes of TVET delivery including institutional training, secondary school programs, learnerships, recognition of prior learning
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
This document discusses the growth and development of higher education in Pakistan. It outlines challenges facing higher education in Pakistan, including low participation rates, unequal distribution of institutions, and low budget allocation. The role of various organizations is examined, particularly the Higher Education Commission which was established to oversee higher education. The Higher Education Commission introduced reforms such as a semester system, anti-plagiarism policies, and quality enhancement cells to improve higher education standards.
IRM 503 ECONOMICS OF EDUCTION
(8) Are There Social Returns to Education (9) Education and Economic Growth
PROFESSOR: DR. MARIANO DE JESUS
PhD STUDENT : DR. ROSEMARIE S. GUIRRE
3RD SEMESTER AY 2019-2020
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
This document discusses the importance of education for rural development in sub-Saharan Africa. It notes that while countries have embraced developing knowledge societies, education systems have been slow to implement relevant policies and technology. The presentation focuses on why education is critical, highlighting that education is accepted as key to social and economic development. It also discusses challenges facing education in SSA like teacher development and infrastructure, and examples of countries addressing these challenges through policies, strategies, and partnerships with organizations like Microsoft. Critical questions are raised about whether ICT can make a difference given rural contexts, the roles of different partners, and how ICT can improve access and quality of rural education.
AYO! Kita Bicara HIV & AIDS (Hey! Let's Talk About HIV & AIDS) is an education outreach program launched by the BaliSpirit Festival in 2010. Our mission is to empower teenagers to guard their own physical and emotional health and act with empathy toward others within their community. Our programs include HIV & AIDS education workshops in Balinese high schools (EduSpirit Workshops); an annual HIV & AIDS awareness concert, featuring Bali’s most popular bands and targeting an audience of Balinese teenagers and young adults; an annual PSA, broadcasted on local and national television networks; and an annual World AIDS Day event.
We believe that INTERACTIVE COMMUNICATION & creative EDUCATION will help slow the spread of HIV & AIDS, reverse the social stigma that censors open dialogue about safe sex and HIV, and end discrimination against people living with HIV/AIDS.
Despite progress, many countries will not achieve Education for All goals by 2015 due to issues like teacher shortages and illiteracy. Achieving the goals requires not just funding but developing country capacities in education policy, implementation, and management. UNESCO's Capacity Development for Education for All program works to strengthen these capacities in priority countries through activities like supporting national teacher policies, literacy strategies, technical education plans, and education sector reviews. The program has provided over $60 million for capacity development since 2003 and operates in 28 countries, focusing on building better performing education institutions and delivery systems.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
Arab Research Potential and Promises: The Abu Dhabi Experiment - Daniel Krato...EduSkills OECD
The document summarizes higher education and research strategies in the United Arab Emirates and Abu Dhabi. It outlines the UAE government's priorities of improving higher education quality and promoting innovation. It also discusses higher education institutions in Abu Dhabi, including NYU Abu Dhabi, Masdar Institute, and Khalifa University, and Abu Dhabi's goals of attracting top academics and building world-class research through investments in universities and facilities. The document concludes with recommendations such as aligning education, research, and industry and limiting subsidies to fill gaps rather than prestige.
First africa forum on science, technology and innovation for youth employment...Dr Lendy Spires
This document provides a concept note for the First Africa Forum on Science, Technology and Innovation for Youth Employment, Human Capital Development and Inclusive Growth. The forum will take place in Nairobi, Kenya in April 2012 and is organized by several African organizations and UN agencies. It aims to facilitate sharing of best practices in strengthening STI mechanisms to promote innovation, entrepreneurship and youth employment. The two-day expert meeting will include discussions on strengthening STEM education, scientific research, applying STI to challenges, and moving ideas from research to market. The one-day ministerial conference will address integrating STI policies into development agendas and financing STI investments.
WSIS10 Reporting GESCI: A review of trends, gaps and prioritiesDr Lendy Spires
Over the past 10 years, GESCI has worked to build capacity for ICT integration in education systems in line with WSIS Action Lines C4 and C7. This included providing policy advice, technical assistance, and leadership training. More recently, GESCI has focused on implementing projects like SIPSE in Kenya and Tanzania to improve STEM education and address the shortage of skills in fields like engineering. Going forward, GESCI recommends continuing to build leadership capacity across sectors and developing coherent policies that incorporate trends in ICT, science, and innovation to prepare students and workers for the future.
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
The document discusses ensuring equitable access to primary education in Sub-Saharan Africa. It provides background on international agreements to achieve universal primary education. Currently, 47% of the world's out-of-school children are in Sub-Saharan Africa, where factors like poverty, conflict, gender inequality, and lack of infrastructure limit access to education. While enrollment has increased, completion rates remain low. Case studies of Niger, Ghana and the DRC show how gender issues, poverty, and conflict respectively impact educational access in different countries. Potential solutions discussed include girls' evening classes, partnerships, and school feeding programs.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
This document summarizes a study analyzing patterns of growth and equity in tertiary education systems across Sub-Saharan Africa. The study finds that while tertiary education enrollment has expanded significantly in many countries, persistent inequities remain that constrain the development of inclusive, competitive tertiary education systems. The authors argue that addressing inequities in access is crucial for tertiary education to fulfill its role in supporting economic and social development goals. Data limitations pose challenges for analyzing equity and measuring policy effectiveness across Sub-Saharan African countries.
Design of Technical and Vocational Education in ZambiaGabriel Konayuma
The document summarizes the current design of technical and vocational education in Zambia. It discusses the TEVET system structure, the national qualifications framework, learning pathways, policy frameworks, training of TVET teachers, challenges, and the future outlook. The key points are:
- TEVET is overseen by the Ministry of Higher Education and regulated by TEVETA, with training provided by both public and private institutions.
- Zambia's qualifications framework has 10 levels ranging from primary education to doctorate degrees, with TVET qualifications at levels 3-6.
- There are six modes of TVET delivery including institutional training, secondary school programs, learnerships, recognition of prior learning
Cross-border higher education refers to the movement of students, teachers, and educational programs across national borders. It provides increased opportunities for students in East Africa to access higher education through collaboration between countries or commercialization of education as a trade. The benefits of cross-border higher education in East Africa include increasing access to higher education given limited domestic capacity, promoting access to specific skills and professions, and fostering socio-economic and cultural alliances among East African countries.
This document discusses the growth and development of higher education in Pakistan. It outlines challenges facing higher education in Pakistan, including low participation rates, unequal distribution of institutions, and low budget allocation. The role of various organizations is examined, particularly the Higher Education Commission which was established to oversee higher education. The Higher Education Commission introduced reforms such as a semester system, anti-plagiarism policies, and quality enhancement cells to improve higher education standards.
IRM 503 ECONOMICS OF EDUCTION
(8) Are There Social Returns to Education (9) Education and Economic Growth
PROFESSOR: DR. MARIANO DE JESUS
PhD STUDENT : DR. ROSEMARIE S. GUIRRE
3RD SEMESTER AY 2019-2020
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
This document discusses the importance of education for rural development in sub-Saharan Africa. It notes that while countries have embraced developing knowledge societies, education systems have been slow to implement relevant policies and technology. The presentation focuses on why education is critical, highlighting that education is accepted as key to social and economic development. It also discusses challenges facing education in SSA like teacher development and infrastructure, and examples of countries addressing these challenges through policies, strategies, and partnerships with organizations like Microsoft. Critical questions are raised about whether ICT can make a difference given rural contexts, the roles of different partners, and how ICT can improve access and quality of rural education.
AYO! Kita Bicara HIV & AIDS (Hey! Let's Talk About HIV & AIDS) is an education outreach program launched by the BaliSpirit Festival in 2010. Our mission is to empower teenagers to guard their own physical and emotional health and act with empathy toward others within their community. Our programs include HIV & AIDS education workshops in Balinese high schools (EduSpirit Workshops); an annual HIV & AIDS awareness concert, featuring Bali’s most popular bands and targeting an audience of Balinese teenagers and young adults; an annual PSA, broadcasted on local and national television networks; and an annual World AIDS Day event.
We believe that INTERACTIVE COMMUNICATION & creative EDUCATION will help slow the spread of HIV & AIDS, reverse the social stigma that censors open dialogue about safe sex and HIV, and end discrimination against people living with HIV/AIDS.
Berdasarkan teori Multiple Intelligences, setiap anak memiliki kombinasi kecerdasan yang berbeda dan hal tersebut yang membuat setiap anak unik. Di Fikar School, kami berusaha untuk membimbing dan mengarahkan semua siswa dalam menggali dan mengembangkan minat dan bakat mereka agar terlahir individu-individu yang berkualitas.
This document discusses malpositions and malpresentations that can occur during labour and delivery. It defines malpresentation as any non-vertex presentation, such as shoulder, brow, or breech. Malposition refers to an abnormal position of the vertex, such as occiput posterior. Occiput posterior occurs in 10% of labors and can cause prolonged labour if not corrected. It also discusses management of occiput posterior through various positions and pain relief methods. Complications of malpositions and malpresentations include prolonged labour, uterine dysfunction, cord prolapse, postpartum hemorrhage, and fetal or maternal distress.
The document summarizes Reconstruction in the United States from 1865 to 1877. Key events included Lincoln's 10% Plan for reunification, the passage of the 13th Amendment abolishing slavery, the establishment of the Freedmen's Bureau to help former slaves, the rise of sharecropping, and Andrew Johnson's lenient Reconstruction policies. Congressional Reconstruction began in 1867 and led to the passage of the 14th and 15th Amendments granting citizenship and voting rights to African Americans. However, white southern resistance through violence and the rise of the Ku Klux Klan undermined Reconstruction, and a disputed presidential election in 1876 resulted in the Compromise of 1877 that ended the federal government's role and enforcement of rights in the South
The open high school program learning anywhere, anytimeAlma Epondulan
1. The Open High School Program (OHSP) aims to make education accessible to anyone through an open learning system that can take place anywhere.
2. Learners who wish to participate in OHSP take an assessment to determine their readiness for independent learning and are placed in programs accordingly, ranging from teacher-supported transition programs to fully independent study.
3. For OHSP to be successful, the program must be owned by the participating school and local community to ensure support, resources, and sustained implementation through partnerships. Rigid monitoring of learner progress is also critical to apply interventions when needed.
This document describes a Chinese clothing company called Grand Apparels Designs located in Dongguan City, Guangdong Province. It produces women's spring tops, fall lines, and a denim range. The company can be contacted at its address in Houjie Town or by phone and fax numbers provided. Visitors are welcome to visit the company.
Antepartum hemorrhage (APH) refers to bleeding from the genital tract between 28 weeks of gestation until delivery. The main causes are placenta previa, where the placenta covers part or all of the cervix, and placental abruption, where the placenta separates prematurely from the uterus. APH can cause shock in the mother from blood loss and fetal hypoxia, and risks include stillbirth, neonatal death, or long term health issues for both mother and baby if not properly managed. Treatment depends on the amount of bleeding, condition of the mother and fetus, placental location, and gestational age, ranging from bed rest and monitoring to emergency c-section.
This document discusses the history and principles of liberalism and liberal education. It explores the origins of liberal values in reaction to traditional state domination and the emphasis on the individual starting with thinkers like Locke, Mill, and Kant. The key values of liberalism are described as individual freedom, equality, and rationality. However, tensions exist between these values that liberal education must seek to resolve. The document also examines alternative frameworks for understanding the relationship between these central liberal values and their implications for education.
The document discusses how decisions are made based on conditions. It shows examples of children playing games where their actions depend on conditions like the card picked or its properties. The conditions can be true or false and involve comparisons between values, variables and logical operations like AND, OR and NOT. Basic logical and relational operators like ==, !=, <, >, <= are presented along with examples.
El documento describe la tendencia poblacional del distrito Gregorio Albarracín Lanchipa entre 2011 y 2019, con un crecimiento proyectado del 0.05% anual. Según el censo de 2011, la población era de 94,428 habitantes, de los cuales 88,358 vivían en zonas urbanas y 6,070 en zonas rurales. La mayor parte de la población se encuentra entre 20-59 años.
El Bayern de Múnich es un club deportivo fundado en 1900 en la ciudad de Múnich, Alemania. Es uno de los clubes de fútbol más prestigiosos del mundo y compite en la Bundesliga de Alemania. El Bayern de Múnich ha tenido mucho éxito a lo largo de su historia, ganando numerosos títulos nacionales e internacionales.
O documento apresenta os resultados de uma pesquisa de perfil do consumidor frequentador das lojas da rede Carrefour. A maioria é do sexo feminino, classe social AB, com idades entre 25-44 anos e nível superior completo. A campanha de rádio "Volta as aulas é na Rádio Carrefour" será transmitida em 143 lojas da rede com o objetivo de impulsionar as vendas.
This document discusses the importance of including educational technologies in teacher training and professional development. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, national strategic objectives, and aims of initiatives regarding continuous teacher development. The goals of these international and national initiatives are to improve teacher competency standards relating to ICT and professional skills for the 21st century knowledge-based society.
This document compares the educational systems of China and Africa to the United States system. It notes that China and Africa focus on technical/vocational skills, business skills, literacy/numeracy, and life skills. China also emphasizes continuing education. If the US adopted these approaches, it could benefit from a more diverse set of skills and knowledge to solve problems, increased employment, and improved community health, education, and economics. Future community-based educator roles may involve greater personalization and supporting learners throughout their careers.
The document discusses teacher training and professional development with regards to information and communication technology (ICT). It covers several topics including the importance of ICT in education, challenges for teacher development in integrating ICT, and learning through ICT. It also discusses the requirements outlined in South Africa's white paper on e-Education. The document notes the various stages of ICT teacher development, from emerging to transforming stages. It emphasizes the need for effective teachers to facilitate student learning and creativity through digital technologies. Overall, the document focuses on how ICT can be used to enhance education and the importance of teacher training to integrate technology successfully in the classroom.
The document outlines the Abot-Alam Project, a nationwide campaign in the Philippines to reintegrate out-of-school youth (OSY) by 2016. It aims to provide education, training, and employment opportunities for OSYs. The two-phase project first works to register and profile OSYs in communities, then matches them with programs to support their reintegration. It also describes the Expanded Tertiary Education Equivalency and Accreditation Program which assesses work and informal learning experiences to award academic credits toward college degrees.
The document summarizes the state of higher education in Region IV-A of the Philippines. It describes the three governing bodies for the education sector in the country - the Commission on Higher Education (CHED) for tertiary education, the Department of Education for basic education, and the Technical Education and Skills Development Authority for technical/vocational education. It provides data on enrollment, graduates, faculty, accredited programs across various disciplines for higher education institutions in Region IV-A. It also identifies issues like poor licensure exam performance, non-compliance with standards by some schools, and challenges like improving quality and employability of graduates.
The document discusses the goals and challenges of universities of technology in South Africa. It notes that the central goal is to develop a skilled workforce to support economic growth. Specific goals mentioned include increasing graduates in priority sectors, access to higher education programs, research and innovation, and entrepreneurship. Challenges discussed include improving access, articulation between education levels, governance, quality, research funding, and developing academic leaders. The document debates how to create a coordinated yet differentiated post-secondary education and training system that enhances opportunities and outcomes for students.
General treatment of status of educational technology in the developing world as well as potential strategies that might increase effectiveness of technology,
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
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Presentation delivered by Charles Dey, Tholsia Naidoo and Dave Walls during SAPICS 2015 in South Africa, the leading event for supply chain professionals in Africa.
TVET has not taken root in Caribbean education systems because notwithstanding the discourse, it is still treated by planners and seen by the public as a compensatory device.
Educational Legislation Evaluation Based on the Criteria of Evaluating PoliciesKathleen Abaja
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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.
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This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
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2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
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4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
Powerpoint representation for professional studiesJoey Yona
This presentation focuses on guidelines for teacher training and professional development in ICT in South Africa. It discusses a holistic approach to teacher development with pedagogical, technical, and collaboration dimensions. It outlines ICT development levels for teachers from basic computer skills to integrating technology into teaching. The goal is to equip teachers with 21st century skills to improve student outcomes and support South Africa's transition to a knowledge society.
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The document provides an executive summary of the National Educational Technology Plan for 2010. It discusses two goals for 2020: raising the proportion of college graduates to 60% and closing achievement gaps. It calls for embracing innovation, evaluation, and continuous improvement in education through technology. A model is presented with recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan aims to transform education through personalized and technology-powered learning.
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.