This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at EDEN2023 in Dublin, Ireland on 20 June 2023 by Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
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.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
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.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
This PowerPoint presentation focuses on promoting the integration of Information and Communication Technology (ICT) in education. It provides a straightforward exploration of the benefits, practical applications, and considerations for incorporating ICT tools in educational settings. The content covers essential aspects such as the need for ICT, its advantages, safety measures, planning, resourcing, and the design of informative learning materials. The goal is to offer a clear and informative overview to encourage understanding and discussion about the effective use of ICT in the field of education.
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Saide presentation at the ICT in Higher Education Conference, 14 - 17 September 2012, Kempton Park, Johannesburg. Theme: "An African Perspective". Presentation on the challenges and opportunities for ICT integration in Higher Education. It includes case studies on PHEA ETI and OER Africa.
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
This PowerPoint presentation focuses on promoting the integration of Information and Communication Technology (ICT) in education. It provides a straightforward exploration of the benefits, practical applications, and considerations for incorporating ICT tools in educational settings. The content covers essential aspects such as the need for ICT, its advantages, safety measures, planning, resourcing, and the design of informative learning materials. The goal is to offer a clear and informative overview to encourage understanding and discussion about the effective use of ICT in the field of education.
ICT Integration in Higher Education in Africa - Challenges and OpportunitiesGreig Krull
Saide presentation at the ICT in Higher Education Conference, 14 - 17 September 2012, Kempton Park, Johannesburg. Theme: "An African Perspective". Presentation on the challenges and opportunities for ICT integration in Higher Education. It includes case studies on PHEA ETI and OER Africa.
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
Similar to Challenges for innovation and educational change in low resourced settings: A Kenyan example (20)
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
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"Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale national professional development training" was presented at OER22 on 28 April 2022 (Open in Action theme).
Abstract:
Enhancing and scaling online education as a key route to improving access to Higher Education is a priority for the Kenyan government (Kenya Vision 2030). The Open University (UK) as a part of The Skills for Prosperity, Kenya (SFPK) programme funded by Foreign Commonwealth and Development Office (FCDO) is leading a national initiative to build the capacity of higher education staff in digital education (The Institute of Educational Technology, 2021a). This initiative runs across all 37 public universities in Kenya and involves offering a large scale supported online training that aims to develop the knowledge and skills of educators, educational leaders and support staff to deliver online education.
The online training programme (The Institute of Educational Technology, 2021b) includes a course supported by webinars, expert talks, mentoring sessions and an online community of practice. Universities are also working on a range of digital education capacity building projects, based on their university’s needs. These projects offer the opportunity to put knowledge and skills into practice.
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Resources and References
The Government of Kenya. (2007). Kenya Vision 2030. Available at https://vision2030.go.ke/ (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021a). Skills for Prosperity Kenya. Available at https://iet.open.ac.uk/projects/skills-for-prosperity-kenya (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021b). Skills for Prosperity Available at Kenya Programme. https://www.open.edu/openlearncreate/course/index.php?categoryid=499(last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021c). OU launches programme for online educators and educational leaders. Available at https://iet.open.ac.uk/research/OU-launches-programme-for-online-educators-and-educational-leaders (last accessed 09/02/2022)
More on Skills for Prosperity Kenya: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya
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Challenges for innovation and educational change in low resourced settings: A Kenyan example
1. Work together. Learn together. Grow together.
Implemented by:
Add Ukaid/UK Government,
Embassy or HMG logo
Add partner logo
Challenges for Innovation and Educational
Change in Low Resourced Settings:
A Kenyan Example
Fereshte Goshtasbpour, Beck Pitt, Simon Cross, Rebecca Ferguson and Denise
Whitelock (The Open University, UK)
EDEN 2023, Dublin
2. 2
What we will
cover today • About the Skills for Prosperity Kenya project
• Evaluation timeline & data collection
• Key questions
• The Beyond Prototypes model
• Perceived barriers to TEL
• Proposed solutions
• Conclusion and Q&A
3. 3
Skills for
Prosperity Kenya
Project
• A 2.5-year nationwide capacity development
programme to build Kenyan HE sector expertise in
digital education (online and blended)
• Aimed to introduce HE staff to principles of effective,
inclusive and accessible online education and to
strengthen their skills and capabilities for delivering
quality digital education.
• Funded by UK Government Foreign, Commonwealth
and Development Office (FCDO)
• Included all 37 public universities in Kenya
• Designed for educators, managers and support staff
4. 4
Skills for
Prosperity Kenya
Project
Two stages:
Baseline capacity development
Jul 2021- Mar 2022
Mastery capacity development
May 2021-Jan 2023
• 29 public universities, 254
staff
• Eight-session self-study
online course, requiring 30
hours of study
• Wraparound webinars
• Online community of
practice
• 8 public universities, 83 staff
• 8-block self-study online
course with moderated
discussions requiring 72
hours of study
• Expert webinars
• University projects
supported by expert
mentors
• Online community of
practice
5. 5
Evaluation
Timeline & Data
Collection
Sep
2020
-
March
2021
Nov
2022
Dec
2022
-
Jan 2023
June-
July
2020
• Baseline data
• (pre-course survey
& needs
assessment)
• Evaluation data
1 (immediate)
• Post-course
survey
• Evaluation data 2
(spaced, 12-18 months
after programme)
• Qualitative
questionnaire
• Evaluation data 3
(spaced, 12-18 months
after programme)
• Qualitative interviews
and focus groups
6. 6
1) What problems did participants from the
Skills for Prosperity Kenya programme face
in supporting, delivering or managing TEL in
their institutions?
2) What solutions did participants propose
for the problems identified by question 1?
Image: “Planning research” by Bryan Matters, Visual
Thinkery licensed under CC-BY-4.0
Key Questions
7. 7
• Poor understanding of barriers within
low-resourced settings
• Varied stakeholder voices: support staff
experiences/voice absent in current
literature
• Develop a better understanding of what
factors ensure successful implementation
of TEL.
Image: “Planning research” by Bryan Matters, Visual
Thinkery licensed under CC-BY-4.0
Why these
questions?
10. 10
Findings: The
Ecology of
Practice
Perceived barriers to TEL identified by all groups:
• Internet services
• Electricity
• ICT infrastructure
• Software and e-resources
• Limited knowledge and skills of teachers.
Perceived barriers to TEL identified by some groups:
• Class size (educators and support staff)
• University capacity/facilities for large cohorts (support
staff)
• Large cohorts and lack of individual interaction/support
(educators).
11. 11
Findings:
Communities
Perceived barriers to TEL identified by all groups:
• Student perception and attitudes
• Teacher heavy workload
• Time constraints.
Perceived barriers to TEL identified by some groups:
• Teacher resistance, low motivation & negative
attitudes (management and support staff)
• Lack of professional service support (managers and
support staff)
• Uncertainty of how to best support educators (support
staff).
12. 12
Findings:
Pedagogy Perceived barriers to TEL identified by educators:
• Choosing appropriate pedagogies
• Lack of flexibility of existing curriculum
• Lack of open and distance learning curriculum.
Perceived barriers to TEL identified by managers:
• Teaching practical subjects such as STEM
• Online assessment
• Ineffective facilitation.
13. 13
Findings:
Technical
Perceived barriers to TEL identified by support staff:
• Appropriate tools and technologies.
Perceived barriers to TEL identified by managers:
• Appropriate tools for online examinations and
attendance reporting.
16. 16
Ecology of TEL
• Regional and national coordinated
action required
• Telecommunication providers and
electricity suppliers
• Increase student access to resources
• Increase student sponsorship
• Ongoing capacity building and
professional development including
conference participation, workshops
and mentoring.
17. 17
TEL wider
context
• Increased funding for TEL
• Senior management advocacy and
lobbying
• Updated funding models
• Universities monitor funding use and
enable managers to provide resources
for TEL
• Role of government and ministries in
supporting TEL
• Institutional policies and embedding
TEL strategically.
18. 18
TEL wider
context
“The government needs to ensure that
universities have appropriate and
adequate infrastructure … If the
government of Kenya must charge
universities the costs should be subsidized
otherwise the cost is passed to parents
and guardians making education only
accessible to a few.”
(Manager, DVC Academics, Research & Outreach)
19. 19
Communities
• Institutional managers identified as
having key role in implementing TEL
(e.g. advocacy and provision of
essential resources)
• Recognition and motivation through
reward and incentivization
• Provision of CPD
• Raising student awareness about TEL
and increased access to affordable
devices.
20. 20
Conclusion
• Contributes to a growing understanding
of factors that impact TEL
implementation, innovation and
educational change
• Insight into support staff perspectives
• Identified barriers reflect stakeholder
experience and perspectives – provide
basis for collaborative solutions
• Presents potential solutions from
stakeholders
• Mapping approach enables identified
barriers without solutions to be noted.
21. 21
Any questions?
Thank you for joining us today!
@BeckPitt
Beck.Pitt@open.ac.uk
https://oro.open.ac.uk/89316/
22. 22
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23. 23
Acknowledgements This presentation is licensed CC BY 4.0
unless otherwise stated.
Unless otherwise noted, ilustrations in
this presentation are original or
remixed versions of a selection of
images produced by Visual Thinkery for
the UK-Aid Funded Skills for Prosperity
Kenya programme, and are
licensed CC BY 4.0