Today, the libraries need to change its services, by using the ICT technologies. The Libraries need to Provide its ICT Services By using DRONE and Mobile Library lending SERICES AT USERS` HOME. THESE SERVICES ARE AVAILABLE IN SOME FOREIGN COUNTRIES..Dr.M.Anjaiah
Higher Education: Challenges and Prospectsritimoni
Higher education in India: Challenges and prospects. Role of higher education, higher education and sustainable development, HE and human capital formation, challenges prevalent behind ensuring a knowledge society etc
Higher Education assumes tremendous importance in the context of knowledge driven economy in the emerging global world order. An insight into the higher education system of Odisha and its shortcomings are explored in this paper and are shed light upon. The immediate need for addressing of this dire situation is reasoned and mentioned are the possible reforms and policies that must be adopted and implemented to surface from the present state and shape the future. The challenges are many and momentous, and a successful transition in arena is full of possibilities.
Today, the libraries need to change its services, by using the ICT technologies. The Libraries need to Provide its ICT Services By using DRONE and Mobile Library lending SERICES AT USERS` HOME. THESE SERVICES ARE AVAILABLE IN SOME FOREIGN COUNTRIES..Dr.M.Anjaiah
Higher Education: Challenges and Prospectsritimoni
Higher education in India: Challenges and prospects. Role of higher education, higher education and sustainable development, HE and human capital formation, challenges prevalent behind ensuring a knowledge society etc
Higher Education assumes tremendous importance in the context of knowledge driven economy in the emerging global world order. An insight into the higher education system of Odisha and its shortcomings are explored in this paper and are shed light upon. The immediate need for addressing of this dire situation is reasoned and mentioned are the possible reforms and policies that must be adopted and implemented to surface from the present state and shape the future. The challenges are many and momentous, and a successful transition in arena is full of possibilities.
Bhaalu PVR-Everywhere TV Platform OverviewJeff Hock
Bhaalu is a next-generation TV platform complete with Network Personal Video Recorder capabilities for time-shifting and place-shifting television consumption.
¡Te presentamos la nueva gama de productos Dermapeel PRO! Dos nuevos tratamientos en cabina (Timeless y Brightening) para combatir las arrugas y disminuir las manchas.
The Top Skills That Can Get You Hired in 2017LinkedIn
We analyzed all the recruiting activity on LinkedIn this year and identified the Top Skills employers seek. Starting Oct 24, learn these skills and much more for free during the Week of Learning.
#AlwaysBeLearning https://learning.linkedin.com/week-of-learning
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. These presentation will
cover the following issues:
Knowledge society
Pervasiveness of
technology
Education for All goals
Present future national
strategic objectives
National and international
teacher competency
conclusion
2.
3. What is knowledge society
• Is a society in which information can be
exchanged in forms of words, images and
sound…
• A society in which knowledge can be a force of
changing society.
• Is building of the modern information and
communication technologies
4. Knowledge society
• Ensures that young people are equipped with
right skills…
• it bring justice, solidarity, democracy and
peace
• A knowledge society creates, share and uses
the knowledge for the prosperity and well-
being of its people. Lov and Brits, (2007).
5. Intégration of ICT in
order to build the
Knowledge Society by
using:
Personal
computers, Digital
television
Email
Smart-phones to learn
6. NETWORKEDSOCIETY
Education technology, connected learning and the rise of the Networked Society
Education needs networks of knowledge take in into account the following:
new knowledge
Access to knowledge
communication in a network
new teaching, new Learning
new tools, new resources, new pedagogies
new space and time
new teaching profession
7. Is a type of shared or group
intelligence that emerges from the
collaboration and competition of
many individuals.
Aims to:
The (open) classroom is the first place
where collective intelligence can be
built and used.
Develop collective intelligence of
pupils
Develop the capacity for
collaborative work
Use collaborative work
8. The school in the
Knowledge Society
Future schools:
a new conception of
teaching
training, learning.
Managing
differently time and
space.
Internet and
virtuality
individualisation and
collaboration
Interactivity: content
interactive and
tutoring
12. Technology in education -positive
effects
• Unlocked opportunity for
students
• help all kinds of learners
• allow teachers' to
effectively organize and
present lessons
• Enhance learning
• Save time
• take learning outside of the
classroom
13. Technology in education –negative
effects
• Limited resources can
be a disadvantage to
students
• Distractive to student
• Waste time
15. Six educational goals for all
1. Expand early childhood care and education
2. Provide free and compulsory primary
Education to all
3. Promote learning and life skills for young
People and adults
4. Increase adult literacy by 50 %
5. Achieve gender parity by 2005, gender
Equality by 2015
6. Improve the quality of education
16. Analysis of progress report
• Bad
o issue of quality education
for everyone has not
been addressed
o adequate teacher
education and career
prospects
o the financing
commitments not met
the needs
• Good
increased enrolment
and expansion of free
primary education
the goal of achieving
gender parity by 2005
was not met
17. • The Report identifies three main challenges in
relation to quality of education:
• First – monitoring of the learning outcomes.
Monitoring of the learning outcomes
Low learning outcomes in developing
countries
Effective strategies to assess knowledge and
skills
18. • Second- improvement of environment
Access to learning resources ( low
pupil/textbooks ratio)
Overcrowded or dilapidated, noisy and unsafe
classroom
Access to technology
19. • Finally- attracting more and better teachers
Shortage of teachers
Where pupil/trained teacher ratios (PTR) can
reach 40:1
20. • Slow progress– half way to achieve the six
education for all goals.
• Improvement in some aspects and serious failures
and underachievement in others.
• Programme does not necessarily benefit all people.
21.
22. • THE FOCUS OF OUR STRATEGIES IS GEARED
TOWARDS THE LEARNERS, THE TEACHERS
AND THE SCHOOLS AND, BY
EXTENSION, PROVINCIAL ADMINISTRATION
OF EDUCATION, INCLUDING DISTRICT
MANAGEMENT – MINISTER OF EDUCATION
23. PROGRAMMES TO MEASURE AND EVALUATE THE
NATIONAL STRATEGIC PLAN:
PROGRAMME 1: ADMINISTRATION
PROGRAMME 2: CURRICULUM
POLICY, SUPPORT AND MONITORING
PROGRAMME 3: TEACHERS, EDUCATION
HUMAN RESOURCES AND INSTITUTIONAL
DEVELOPMENT
PROGRAMME 4: PLANNING, INFORMATION
AND ASSESSMENT
PROGRAMME 5: EDUCATIONAL
ENRICHMENT SERVICES
24. • Early childhood development
• Schools
• Further education and training
• More qualified teachers
• Higher education
• Improve education syestem
25. 1. Early childhood development - children grow up
lacking food and nutrition
2. Schooling - the legacy of law-quality education
3. Further education, training and skills development
- not enough public institutions providing learning
opportunities
4. Higher education - low participation rates
26. Update on progress and
achievements for 2012/13
• Early childhood development - There are now 19 261
registered early childhood development (ECD) centres with
just under 845 000 children receiving ECD and partial care
services.
• Schools - Over 11 million learners and 24 000 schools
benefitted from workbooks and textbooks provided at the
beginning of the 2012 academic year.
• Further education and training -R200 million was provided to
the National Student Financial Aid Scheme for loans to
students who have completed their studies
• More qualified teachers -In 2011, 10 370 newly qualified
teachers graduated from public universities. This represents
an increase of 74,5% since 2008. By 2014, over 14 000 new
teachers are expected to be trained
27. • Government will empower principals to
manage their schools and they will be held
accountable for maintaining a high standard of
education in schools. All principals and deputy
principals will enter into performance
contracts in the future with clear performance
targets. This will help to strengthen
accountability in and district support for
schools.
32. • Emphasize that teachers need to help student to
become:
o Collaboration, problem solving and creative usage of
ICT
• It addresses aspects such as :
• Understanding ICT in education
• Curriculum and assessment
• Pedagogy
• ICT
• Organisation and administration
• Teacher professional learning
35. • EDUCATION IS THE
MOST POWERFUL
WEAPON WHICH YOU
CAN USE TO
CHANGE THE
WORLD – NELSON
MANDELA
Editor's Notes
Knowledge society agenda is a society in which information can be exchanged, in which knowledge should bring justice, solidarity, democracy and peace, a society in which knowledge can be a force of changing society.The emergence of the knowledge society, building on the pervasive influence of modern information and communication technologies, is bringing about a fundamental reshaping of the global economy. Its significance goes well beyond the hyping of the Internet. What is underway is a transformation of our economy and society.Focus on improving the quality of education system and ensuring that young people are equipped with right skills that make them employable now and the future. A knowledge society creates, share and uses the knowledge for the prosperity and well-being of its people Lov and Brits (2007)
Knowledge society agenda is a society in which information can be exchanged, in which knowledge should bring justice, solidarity, democracy and peace, a society in which knowledge can be a force of changing society.The emergence of the knowledge society, building on the pervasive influence of modern information and communication technologies, is bringing about a fundamental reshaping of the global economy. Its significance goes well beyond the hyping of the Internet. What is underway is a transformation of our economy and society.Focus on improving the quality of education system and ensuring that young people are equipped with right skills that make them employable now and the future. A knowledge society creates, share and uses the knowledge for the prosperity and well-being of its people Lov and Brits (2007)
ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. For example, personal computers, digital television, email, smart-phones Intégration of ICT in order to build the Knowledge Society:Learning to know : ICT and Knowledge, accessing KnowledgeLearning to do : New capacities, do through ICTLearning to live together :New communication, the « e-citizen »Learning to be : in the knowledge society; personaldevelopmentICT change knowledge itself:Each discipline, its concepts, processes, methods, resourcesavailable… The Knowledge Society needs new kinds of Knowledge, thatcannotreduce to traditional disciplines
As technology continues to transform our society, those responsible for our current systems of learning and education are facing overwhelming pressure to adapt. Education technology, connected learning and the rise of the Networked Society is transforming the established concept of learning, teachers’ roles and even the nature of knowledge itself Network Society describes several different phenomena related to the social, political, economic and cultural changes caused by the spread of networked, digital information and communications technologies Education needs networks of knowledge The links (the edges): contribute to the elaboration and acquisition of Knowledge Education in a networked society.Take into account: new knowledge access to knowledge communication in a network new teaching, new learning new tools, new resources, new pedagogies new space and time new teaching profession
Collective intelligence is a theory that describes a type of shared or group intelligence that emerges from the collaboration and competition of many individuals and appears in consensus decision making in bacteria, animals, and computer networksInternet is mainly a tool, the more recent we found for perfecting our intelligence through cooperation and exchange… The true revolution of Internet is not at all a revolution of machines, but of communication between human beings… Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of human sense… Internet forces us to experiment new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)An aim for education: build a collective intelligence; a role for Teachers. The (open) classroom is the first place where collective intelligence can be built and used. Develop collective intelligence of pupils Develop the capacity for collaborative work Use collaborative work
The Networked Society has given rise to completely new technologies entering schools, changing the way students learn. More and more people are realizing that the successful integration of ICT into teaching can add value to children’s education and thereby also improve students’ future prospectsfrom "CAL" to distance-learningmthen e-Learning• not only technology, but a new conception of teaching, training, learning• Managing differently time and space• Internet and virtuality• individualisation and collaboration• Interactivity: interactive content interactive tutoring
These new "teachers" think, act and perform their multiple roles of guides, facilitators and learning advisers with a spirit and attitude that is radically different from the one that is typical of the traditional, classic educator
Get up. Turn off the digital alarm clock. Hit the switch on the automatic coffee maker. Turn on the morning news. Shower, then use an electric toothbrush. Take coffee on drive to work in a new car with a U2 CD in the CD player. Stop by to get money from an ATM. Work all day on computer, while listening to iPod (except when the phone rings or the fax machine indicates an incoming fax). Stop by store on the way home to rent a video and to pay for groceries with a debit card. Relax with a movie, TV dinner, and microwave popcorn. Call Mom on the cell phone before bed. If you think about what you do every day that involves technology, the list is both amazing and worrisome. Much of what we do in some way involves technology that we do not much notice and likely do not understand. Some educators and researchers believe that the efficiencies that technology provides us benefit us in all kinds of ways, while other people are concerned that technology is becoming ever-more like “Big Brother.” These people feel that technology’s invasive, destructive, and desocializing nature is leading us to trouble. Stories to support the arguments of both sides are easy to find. Surely it is important to consider both the gains and losses from any kind of use of technology. For example, when people make the decision to go to the video store in their cars rather than by bike, they get convenience and speed but they are trading away exercise and fresh air. The same idea of gains and losses holds for using educational technology. When students read from the screen instead of from a hard copy of a book, what are the gains and losses? What about when they take classes online instead of face to face? Or when they use Internet resources instead of those from the library? If technology users carefully consider both the advantages and shortcomings of technology use, they are more likely to maximize the gains and minimize the losses.
Pervasive technology is the result of computer technology advancing at exponential speeds -- a trend toward all man-made and some natural products having hardware and software, technology and connectivity as computing devices become progressively smaller and more powerful, is the idea that almost any device, from clothing to tools to appliances to cars to homes to the human body to your coffee mug, can be imbedded with chips to connect the device to an infinite network of other devices.
The use of internet in education has had a positive impact on the students, educators, as well as the educational system as a whole.The Internet itself has unlocked a world of opportunity for students. Information and ideas that were previously out of reach are a click away. Students of all ages can connect, share, and learn on a global scale.Success at difficult technological tasks, as well as social networking such as Facebook can also lead to improved self-esteem.Many students have different types of learning styles and using different types of technology is a great way to help all kinds of learners. Providing remedial instruction for low-achieving students, Providing enrichment activities for students who successfully complete the regular lesson before students who require more time to learn.Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.[6]Using technology in the classroom can allow teachers' to effectively organize and present lessons. Multimedia presentations can make the material more meaningful and engaging."“Technology’s impact in schools has been significant, advancing how students learn, how teachers teach and how efficiently and effectively educational services can be delivered,” said Carolyn April, director, industry analysis, CompTIA.” With emerging technologies such as tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the classroom, the reliance on IT by the education market will only grow in the years ahead.”[1]Using online resources such as Khan Academy or TED Talks can help students spend more time on specific aspects of what they may be learning in school, but at home. These online resources have added the opportunity to take learning outside of the classroom and into any atmosphere that has an internet connection. These online lessons allow for students who do not fit the learning styles that our educational system caters to use other resources to help them understand the things they are learning better. These tutorials can focus on small concepts of large ideas taught in class, or the other way around. Schools like MIT have even made their course materials free online so that anybody can access them. Although there are still some aspects of a classroom setting that are missed by using these resources, they are still helpful tools to buffer an already existing educational syste
negative aspects.When resources are limited it can be a disadvantage to students. Access to computers, video cameras, whiteboards may be limited, therefore the needs of the entire class may not be met. Also, having computer labs instead of classroom computers may be an inconvenience as teachers have assigned computer times.Many students who are at high risk for school failure have the potential to learn; but their academic achievement in the core areas of reading, mathematics and writing falls far short of their potential. There is growing evidence that the academic difficulties experienced by these students is cumulative in nature, and the gap between achievement and potential grows from childhood into adolescence. These young adults tend to drop out of school more frequently than do students without these difficulties, and they experience higher levels of unemployment and underemployment. As a group, they face a significant risk for lifelong problems"Students have always faced distractions and time-wasters. But computers and cellphones, and the constant stream of stimuli they offer, pose a profound new challenge to focusing and learning. Researchers say the lure of these technologies, while it affects adults too, is particularly powerful for young people. The risk, they say, is that developing brains can become more easily habituated than adult brains to constantly switching tasks — and less able to sustain attention."
The international communities set a global challenge with the potential to transform the lives of millions of children, youth and adults around the world. EI also believesthat the provision of early childhood education is, primarily, aneducation function. Therefore, ministries of education should bethe lead agencies responsible for ECE programmes in any country.However, other government agencies, such as ministries of health,social welfare and agriculture also ought to take an active part.This would ensure children’s wellbeing through the provision ofhealth care such as immunization, nutrition and other complementaryservices
It must be acknowledged that significant measurable progresshas been accomplished in many aspects, such as increased enrolmentand expansion of free primary education. However, EI isconcerned that the goal of achieving gender parity by 2005 wasnot met. Nor have the financing commitments met the needs:indeed the aid funds for adequate basic education actuallydiminished in 2005. Finally, the issue of quality education foreveryone has not been addressed.Speaking of quality, the Global Monitoring Report 2008 andnumerous other studies and papers confirm that the practice ofteacher recruitment, their working conditions, their appropriateremuneration, as well as the quality of their initial and continuouseducation are crucial factors if quality learning is to becomea reality for all. The systematic and growing practice of engagingunqualified and underpaid contract teachers who lack initialor adequate teacher education and career prospects, is a majorcontributing factor to the degradation of quality of education
First, learning outcomes should be monitored. In spite of theweaknesses of comparative tests of achievement, these arewidely used as a proxy of what and how much students actuallylearn in school. At international level, the main assessments(PIRLS 2001, PISA 2003 and PISA 2006) show low learning outcomesin much of the world, especially in developing countries.Inequalities are found between and within countries. While inthe developed world learning disparities seem to be attributableto the socio-economic background of pupils and theirimmigrant status, in developing countries strong disparitiesfavour urban over rural schools. Effective strategies to assessknowledge and skills and demonstrate measurable learningoutcomes are needed.
Second, learning environments must be improved. Access tolearning resources, first and foremost textbooks, is a key factor. Thepupil/textbook ratio is a significant measure of education quality.The Southern and Eastern Africa Consortium for Monitoring EducationalQuality (SACMEQ) survey found that over half the Grade 6 pupils in many African countries reported learning inclassrooms that did not have a single book.3Retention and learning are also hampered when pupils attendschool in dilapidated or overcrowded buildings, in noisy or unsafeenvironments, or, especially, in classrooms that are inadequatelysupplied or poorly lit and ventilated. In the SACMEQ countries,47% of school buildings were reported to need major repairs orcomplete rebuilding; only 13% were listed in ‘good’ condition.4Access to technology is another critical aspect; while it remains inaccessibleto most children in the countries that are struggling themost to achieve the EFA goals, in the developed world the recentexpansion of ICT has facilitated the increased application of variousmodels of distance education and pedagogical innovations. In2004 India launched EDUSAT, the world’s first dedicated educationsatellite, devoted exclusively to beaming distance learning courses
Finally, attracting more and better teachers is paramount. Theteacher shortage is a major problem, particularly in the developingworld, where pupil/trained teacher ratios (PTR) can reach 40:1 ormore (the average for North America and Western Europe is 15:1). Inthe developing world this shortage is exacerbated by an even moreacute shortage of adequately trained teachers. Exceedingly high PTRs(above 100:1) were found in Afghanistan, Chad, Madagascar, Mozambiqueand Nepal, and high ones (above 40:1) in Sub-Saharan Africa.
conclusion The main conclusion of the Global Monitoring Report 2008 isthat halfway to the deadline for achievement of six EFA goals, theprogress remains insufficient. There are improvements in someaspects and in some regions or countries, but there are also remarkableand serious failures and underachievement in others. Evenmore, the Report clearly demonstrates backsliding, for example,in external aid, and dead-ends of some policies, like employmentof non-formal contract teachers. Significantly, even where progresshas been made, it does not necessarily benefit all, but rather isresulting in wider differences between regions, countries, groups ofsociety and individuals.
The training and development of professional teachers who are able to use educational technologies is important because the teachers are the key agents in transforming the education system and accelerating the strategic plan by the Department of Basic Education to improve the quality of education. The Department has set programs that will help measure and evaluate the national strategic plan: Programme 1: Administration the purpose is to manage the Department and provide strategic and administrative support services and to improve the capacity of the Department of Education. Programme 2: Curriculum Policy, Support and Monitoring the purpose is to develop curriculum and assessment policies and monitor and support their implementation. This programme is key in improving teacher capacity and practices, increasing access to high quality learning materials, and improving the quality of early childhood development. Programme 3: Teachers, Education Human Resources and Institutional Development to promote quality teaching and institutional performance through the effective supply, development and utilization of human resources. A key programme for improving teacher capacity and practices, and strengthening school management and promote functional schools. Programme 4: Planning, Information and Assessment the purpose is to promote quality and effective service delivery in the basic education system through monitoring and evaluation, planning and assessment. This programme is key in establishing a quality system of standardized and benchmarked learner assessments. Programme 5: Educational Enrichment Services the purpose for this programme is to develop policies and programmes to improve the quality of learning in schools. This is crucial in strengthening school management and promoting functional schools and also strengthening partnerships with all stakeholders, resulting in education becoming a societal priority.
Early childhood development Many south African children grow up lacking food and nutrition, which does not provide a good plat for cognitive development and full participation in society. Nowhere is this more evident that in south Africa’s poor schooling outcomes and low skills base.Schooling Despite many positive changes since 1994 the legacy of law-quality education in historical parts of school system persists. This seriously hampers the education system’s ability to provide a way out of poverty for poor childrenFurther education, training and skills development There are not enough public institutions providing learning opportunities in this sector, despite the millions of young people who are eager to learn.Higher educationHigher education faces major challenges such as low participation rates, high attribution rates a curriculum that does not speak to society and it’s needs
Early childhood development In 2012, the National Curriculum Framework for children from birth to four years of age, as well as Guidelines for Developing Learning Programmes, was finalised.There are now 19 261 registered early childhood development (ECD) centres with just under 845 000 children receiving ECD and partial care services.A total of 767 865 learners were enrolled in Grade R and 900 000 Grade R workbooks were provided by the Department of Basic EducationSchoolsDespite some challenges in 2012, there were many highlights: Over 11 million learners and 24 000 schools benefitted from workbooks and textbooks provided at the beginning of the 2012 academic year. The Department of Basic Education has been monitoring the delivery of educational material to schools since September 2012 to ensure a smoother 2013 school year. The Integrated School Health Programme made comprehensive in-school health services available to 290 602 learners by September 2012, exceeding its target of 250 000 learners for the year. The national pass rate for the matric class of 2012 was 73,9%. This was an increase of 3,7% from 2011 (70,2%) and an increase of 13,3% since 2009 (60,6%).Further education and training (FET)R200 million was provided to the National Student Financial Aid Scheme for loans to students who have completed their studies, but have not received their certificates or graduated owing to outstanding debt. Bursaries to students increased from R100 million in 2007 to R1,7 billion in 2012More qualified teachersIn 2011, 10 370 newly qualified teachers graduated from public universities. This represents an increase of 74,5% since 2008. By 2014, over 14 000 new teachers are expected to be trained
Information and communication technologies (ICT) offer schools opportunities to improve their student learning outcomes; when ICT are used in classrooms, students are provided with opportunities to develop the skills and attributes that prepare them for an increasingly ICT-mediated, globalised world. These skills and attributes include accessing information, communicating, building knowledge, representing ideas, problem solving, creating and developing ideas and products, collaborating, and learning how to learn. In these ICT-mediated classrooms, the role of the teacher is pivotal in designing and implementing effective teaching and learning activities that engage students in the development of such skills and attributes (Lim & Chai, 2008). Therefore, teachers have to be equipped with the necessary ICT in education competencies from their pre-service teacher education days onwards.
Based on these premises the UNESCO International Institute for Capacity Building in Africa (IICBA)conceptualized a project in 2008 on the development of ICT-enhanced teacher standards for Africa(ICTeTSA) and conducted three workshops in 2009 and 2010 at regional economic communities(RECs) level towards that end. ICTeTSA aims at providing a framework for a teacher’s career andclarify what progression looks like. It defines the characteristics of teachers at each career stage.Specifically it provides ICT-enhanced standards for the emerging stage, applying stage, infusingstage, and transforming stage. It also provides clarity of the expectations at each career stage.The standards refer to a teacher’s professional knowledge, skills and attitudes.
UNESCO's Framework emphasizes that it is not enough for teachers to have ICT skills and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem-solving, creative learners through using ICT so they will be effective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher's work:Understanding ICT in educationCurriculum and assessmentPedagogyICTOrganisation and administrationTeacher professional learningThe Framework is arranged in three different approaches to teaching (three successive stages of a teacher's development). The first is Technology Literacy, enabling students to use ICT in order to learn more efficiently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfilling and prosperous societies.
1. ENGAGE IN INSTRUCTIONAL DESIGN PROCESSESInstructional design (ID) is conceptualized as the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction/teaching.2. FACILITATE AND INSPIRE STUDENT LEARNING, INNOVATION AND CREATIVITYThis is true of educational institutions in Africa as well. Teachers need to develop the competencies to facilitate and inspire student learning that lead to innovation and creativity. To achieve this, in linewith European Communities (2008) recommendation, pre-and in-service teacher education shoulddisseminate insights and best practices with new innovative approaches, encouraging teachers toexperiment with digital and media technologies and to reflect on the learning impacts of their ownteaching practices. Establishing and participating in teacher networks and following innovative practicedevelopment of the field should become part of teacher training.3. CREATE AND MANAGE EFFECTIVE LEARNING ENVIRONMENTSTeachers are expected to create learning environments for students that are supposed to beoptimal for learning. Although various learning theories and educational philosophies proposedifferent learning environments, learner-centered ones advocate for an environment that stimulateactive knowledge construction and the acquisition of problem-solving skills.4. ENGAGE IN ASSESSMENT AND COMMUNICATION OF STUDENT LEARNINGAssessment/evaluation and communication of student achievement and growth are essentialparts of the teaching and learning process. Teachers should establish and clearly communicatelearning goals for all students. Each part of the teaching and learning process should be a positive experience for students and promote personal growth. During the assessment and communication processes teachers need to collect information about student performance from a variety of sources and involve all students in assessing their own learning. They also need to exchange information about student learning with students, families and support personnel in ways that improve understanding and encourage further academic progress. Such practices should be carried out in such a way that they support continuous learning and development. The use technology supports and facilitates the assessment and communication processes.5. ENGAGE IN PROFESSIONAL DEVELOPMENT AND MODEL ETHICALRESPONSIBILITIESTeachers’ professional development (TPD) is understood here as “the body of systematic activities to prepare teachers for their job, including initial training, induction courses, in-service training, and continuous professional development within school settings” (EU, 2010, p.19).6. UNDERSTAND SUBJECT MATTER FOR USE IN TEACHINGIt is obvious that a teacher must first comprehend the material to be taught, that is, grasp the relevant content knowledge (CK). But a teacher’s knowledge of subject matter should go beyond comprehension of the material to be taught—s/he must understand the subject matter for teaching purposes.
The UNESCO ICT Competency Framework for Teachers (ICT-CFT) is intended to inform educational policy makers, teacher-educators, providers of professional learning and working teachers on the role of ICT in educational reform, as well as to assist Member States in developing national ICT competency standards for teachers with an ICT in Education Master Plan approach.These goals are the focus of a country's education system. Teachers need to be equipped to achieve these goals, and UNESCO has created an international benchmark which sets out the skills required to teach effectively with ICT: UNESCO's ICT Competency Framework for Teachers.Modern societies are increasingly based on information and knowledge. So they need to: build workforces which have ICT skills to handle information and are reflective, creative and adept at problem-solving in order to generate knowledgeenable citizens to be knowledgeable and resourceful so they are able to manage their own lives effectively, and are able to lead full and satisfying livesencourage all citizens to participate fully in society and influence the decisions which affect their livesfoster cross-cultural understanding and the peaceful resolution of conflict.
