Professional development
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This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
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Professional development
- 1. A STUDY BASED ON FUTURE OBJECTIVES THAT NEED TO BE MET IN A DESIGNATED DURATION P R E S E N T A T I O N B Y P A U L I N A N K U N A 2 0 1 1 1 4 4 9 8 National Strategic Imperatives
- 2. Introduction In a developing country such as South Africa there is a need for long term realistic goals that will help maintain and reach towards the expected standards in future. This presentation provides insights on the current challenges facing the country as well as the attempts made to counteract them through specific national and international initiatives.
- 3. Overview of this study Knowledge Society Agenda Pervasiveness of technology “Education for All” goals Present future national strategic objectives National and international initiatives for teacher professional development
- 5. Knowledge Society Agenda Knowledge is the ‘understanding of or information which a person gets by experience or study and which is either in a person’s mind or known by people generally’. Society is defined as a large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done Cambridge learners’ dictionary
- 6. Arts and culture group Picture taken at Women for Peace community centre in Daveyton, Etwatwa.
- 7. So what is this Knowledge Society Agenda? Outline Plan Future success Improvements
- 8. Knowledge Society Agenda continued… Takes into perspective the parties involved in a society Considers both teachers and learners to be active participating bodies in the transformation of education Concerned about the change that knowledge brings about in a society Sees technology as another means of sharing information
- 9. Pervasiveness of technology There world can be seen in one global view through a minimized scale online or on publication. A person in South Africa can communicate live with someone in China through video calls and conferences. Internet dating, internet surfing, online tutoring, etc. BUT HOW IS IT POSSIBLE? It is all in the era of technology
- 10. Technology Technology is not just a term but a meaningful concept that looks at the holistic view of scientific discoveries. The pervasiveness of technology is based on the emerging trends of technological tools used in everyday life to communicate information in any context. These technological advances include the desktop computer, kitchen appliances, as well as other mobile gadgets
- 11. Pervasiveness of Technology continuation This term defines the current situation of and changes in technology. Enables people to use digital representations of information in a given context and understand the effect of such as well as engage freely with technological tools. Creates less physical work for people by making processes very effective and time cautious.
- 12. Technology in our classrooms http://www.guardian.co.uk/global-development/2011/oct/28/solar-powered-internet-school-children- africa Photographer: Jeremy Glyn
- 13. “Education for all” goals As part of the National Global Imperatives’ concern, education is a global challenge, however to counteract this there are six “Education for All” goals that have been outlined. This is a layout of educational objectives aimed to cater for all individuals by the year 2015, (EFA Global Monitoring Report).
- 14. Education for all www.buildafrica.client.fatbeehive.com www.guardian.co.za
- 15. Basic “Education for All” goals Accessibility of free and compulsory education for all To provide improved standards of education Increase adult literacy Promote life skill programs for young people and adults Eliminate poverty Promote gender equality
- 16. Benefits of the initiative www.afd.fr
- 17. Present Future National Goals : The Current problem in South Africa Poor standards of education for black people Less people are employed Public service delivery is very poor Spatial challenges still marginalize the poor Shortage of qualified teachers
- 18. Children’s educational needs neglected http://www.unesco.org/new/typo3temp/pics/8b48222f65.jpg
- 19. Present Future National Strategic Goals in general Redress injustices of the past Collaboration between private and public sectors Participation and benefits of all persons in the country especially the poor Improve education standards for black learners Improve the public health system Augment poor service delivery especially public services Create more employment for the unemployed
- 20. Present Future National Strategic Goals education based Improve quality of teaching and learning Provide enough study resources Encourage educators to continuously go for teacher assessment programs Improve early childhood development
- 21. National and International Initiatives for Teacher Development “Some people think teaching is an easy job. According to them, the teacher must just make the lesson fun and ensure that the work is explained clearly. But if teaching was that simple, almost anybody could be a teacher.” Robinson and Lomofsky (2010).
- 22. Revealing potential: using ICT worldwide
- 23. National and International Initiatives for Teacher Professional Development continued UNESCO ICT Competency Framework for Teachers What is this framework? The UNESCO ICT is an international teacher framework that looks at countries worldwide through its planning and implementation of initiatives that will better education, information transmission and the economy worldwide. This document was published in 2011 and introduces ICT to educators worldwide.
- 24. ICT International initiative About the framework: It is concerned with curriculum, pedagogy, assessment, information and communication tools. What the teacher is expected to do includes knowledge deepening, knowledge creation and technology literacy. How then can a teacher achieve these? Through the means of being an active accomplice in teacher assessment workshops and development programs
- 25. UNESCO ICT Competency Framework for Teachers continued The six aspects of a teachers work 1. Understanding ICT in education 2. Curriculum and assessment 3. Pedagogical knowledge 4. ICT 5. Organisation and administration 6. Teacher professional learning
- 26. ICT Competency Standards for Teachers (UNESCO, 2008) www.flacso.edu.mx
- 27. ICT subject and learning area specific www.amazon.co.uk
- 28. ICT : a different approach According to the Guidelines for Teacher Training and Professional Development in Information Communication Tools ICT integration into the South African curriculum delivery is vital This guideline is a scope in addition to the subject emphasized in UNESCO ICT Competency Framework for Teachers It is the inclusion of both knowledge and technology, incorporating the two to create extensive understanding
- 29. Guidelines for Teacher Training and Professional Development in ICT Learner is taught and able to use ICT The teacher understands ICT, it’s effectiveness and incorporates it in his classroom practices The teacher is comprehensive and allows for independent thinking from the learners The teacher trusts learners to be creative and collaborative throughout the use of ICT in the classroom
- 30. Integrating ICT in South African classrooms ICT Learners Teachers
- 31. Principles for ICT in teacher development Educational goals should focus on developing ICT skills Teacher development programmes should contextualize learning experiences These programmes should be designed to cater for particular subject or learning area needs Teachers must receive continuous support and assessments to ensure improvement Teacher development programmes should run all year round in order to integrate the constant change in technological tools
- 32. Implementation of ICT What it means to be a teacher in the 21st century: The teacher is able to accommodate ICT into the curriculum Recognizes that ICT is not a substitute but is an active agent of change in education thus will help reinvent the purpose of learning The teacher is able to illustrate the ICT knowledge, skills, values and attitudes The teacher recognizes and appreciate that ICT allows for teacher flexibility during lesson preparation and presentation
- 33. Information Communication Tools in Context ICT Teacher Community Learner School
- 34. ICT teacher development course At an international level all educators need to acquire certain skills throughout the course, the different levels are mentioned below: The entry level Adoption level Adaptation level Appropriation level Innovation level
- 35. Teachers in action: developing ICT skills www.gwhatchet.com
- 36. ICT-enhanced Teacher Standards for Africa (ICTeTSA) This is an international initiative that looks at developing teachers in Africa. It is concerned with the development ICT for these countries in order to improve the standard of teaching and learning. The difference with this approach is that it targets African which are at the current stage of having little or no access to ICT tools
- 37. Conclusion This presentation has provided a study based on National and International Strategic Imperatives that focus on the development of knowledge in schools as well as teacher professional development. The discussion has been expanded from the Knowledge Society Agenda to the National and international initiatives for teacher professional development.
- 38. References Conley, L.; de Beer, J.; Dunbar-krige, H.; du Plessis.;Gravett, L.;Lomofsky, L.;Merckel, V.; November, I.; Osman, R.; Peterson, N.; Robinson, M.& Van der Merwe, M. (2010). Becoming a teacher. Cape Town: Heinemann. Danish National IT and Telecom Agency (2007). ICT Skills in Denmark’s population (Summary of the report submitted to the Danish National IT and Telecom Agency. Policy and Business Analysis. EFA Global monitoring Report. (2008). Education for All . Southern Africa: Oxford University Press. Mowlana, H & Wilson, L. (1988). Communication Technology and Development. Paris, UNESCO.
- 39. References www.buildafrica.client.fatbeehive.com (Retrieved 19 February 2013). http://www.unesco.org/new/typo3temp/pics/8b48222f65.jg (Retrieved 16 February 2013) www.flasco.edu.mx (Retrieved 19 February 2013). Department of Education. (2011). Strategic Plan. South Africa: Department of Basic Education. UNESCO ICT Competency Framework for Teachers. (2011). Paris: UNESCO. UNESCO (2005). Capacity building of Teacher-Training Institutions in Sub-Saharan Africa. Paris: UNESCO.
Editor's Notes
- Great emphasis has been put on the Knowledge Society Agenda, however one needs to understand the term as well as the lenses behind it. To get a clear description of what the knowledge society agenda is, one needs to break down the concept. According to the Cambridge learners’ dictionary, the concept is defined as follows: Knowledge is the ‘understanding of or information which a person gets by experience or study and which is either in a person’s mind or known by people generally’.
- A society is a large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done An agenda is a list of matters, aims or objectives that need to be discussed in order to be met in future An example of people who share and believe in the same practice regarded as knowledge to their own society. Music and dance is vital in this group. Remember the definition of knowledge and society. In this way the goal towards knowledge society is to ensure that every member in society is included in the transmission of knowledge. The benefits for these include a knowledgeable and sound environment where educated people are able to live together sharing information. By the end of the given date this objective needs to be achieved
- Knowledge society agenda is therefore an outline plan of how information can be transmitted to a group of people within a given context. This plan stresses the effectiveness of sharing information within and throughout societies. In this regard, knowledge is seen as an agent of social change in society through the notions of justice, peace, solidarity and democracy (UNESCO).
- This agenda also stresses the effectiveness of incorporating technology which will be another way of sharing information that will benefit every participant in society. The knowledge society agenda is concerned with the relationship between schools and the society. In this regard teachers are expected to be qualified, corporative and inclusive in their profession (IFIP) in order to teach what is relevant.
- Technology is the study and knowledge of the practical and industrial use of scientific discoveries such as computer. In this way science and technology are related as one thing is discovered it needs to be implemented and proved.
- Technology is not just a term but a meaningful concept that looks at the holistic view of scientific discoveries. The pervasiveness of technology is based on the emerging trends of technological tools used in everyday life to communicate information in any context. These technological advances include the desktop computer, kitchen appliances, as well as other mobile gadgets
- This is a term that defines the current situation of and changes in technology Enables people to use digital representations of information in a given context and understand the effect of such as well as engage freely with technological tools. Creates less physical work for people by making processes very effective and time cautious.
- There is a distinctive shift in the implementation and use of technology throughout the country. These technological advances in computing and telecommunications makes things a easier and is not time consuming like using the old ways of communication and for work related reasons. In some schools, teaching and learning has become more interesting, effective and collaborative because of technology. It is a step of moving forward and gone are the days where learners were overcrowded in wood benches that have been rained on, or learning under a tree using the lap as the desk, however some learners still experience this in rural areas. The introduction of ICT Information communication tools initiative can be seen as one measure to take necessary steps in bringing about change in such schools with the introduction of technology based tools. http://static.guim.co.uk/sys-images/Environment/Pix/columnists/2011/10/28/1319809609061/Solar-classroom-007.jpg There is a distinctive shift in the implementation and use of technology throughout the country. These technological advances in computing and telecommunications makes things a easier and is not time consuming like using the old ways of communication and for work related reasons. There is a variety of technological systems; some of these features are components of the other meaning technology interconnected. Here are some examples: computer system, mobile telephone and television sets, to mention but a few
- Education is a basic need for everyone especially in a universe that is reigned by what is known and proved to be knowledge. The Education for all goals is a response plan to ensuring that every persons in a society receive some form of education regardless of their offerings. The “Education For All” goals is based on the educational objectives that need to be met by 2015 in South Africa. It looks at education in an overview perspective (inclusivity main concern). Is a holistic plan that involves both young and old as members of the changing education system
- Unlocking past injustices and creating a brighter future that accommodates diversity is at the basis of educational goals. To create and maintain a high standard of education for every member of the society regardless of their economic background, race, gender or any other segregate description.
- According to the EFA Global Monitoring Report by the year 2015 the following objectives must be met: To ensure the expansion of early childhood care and education. Ensure that education is free and compulsory to all Encourage young people and adults to learn about life skills Increase the number of adults who are literate by at least 50% Achieve gender equality To provide improved standards of education
- A happy teaching and learning environment. Where students have access to learning resources and teachers have the necessary skills and teaching aid. A free space to promote equality where learners are able to participate. Feeding schemes in schools for learners as well as parental involvement in the activities taking place at school.
- Unemployment People have qualifications but still remain unemployed, the issue to consider with corrupt officials in the public sector allowing for only desired persons to get employment who may not even have the required qualification Educational challenge An increased educational budget would help achieve the goal for black learners to receive an education of high standards. This will mean providing necessary study material, adequate qualified teachers and build more schools in rural and informal schools. Health issues Under normal circumstances health care is at basis of every person’s needs in a society. However it is still the case that people get unfair treatment while seeking medical attention in the public health services. More needs to be addressed to counteract this problem
- Education for All Global Monitoring Report, 2010) reported that there are still children living under unsuitable conditions having multiple difficulties that supress them. These difficulties include living in poverty, having little or no access to health care services and to education. The scale adds up to approximately 72 million children who do not attend school because of disadvantages such as slower economic growth and familial problems. As a responsive measure to this problem, national and international initiatives are being implemented.
- The National Planning Commission has been assigned to work together in joint force with government organisation to lay down the objectives of the future. The study recognises that there has been a distinctive progress in reducing poverty through the Reconstruction Development Programme; however, there are still other reoccurring challenges in education and in other sectors of the country. To meet these needs, the Department of Basic Education in South Africa has also set up a strategic plan that foresees change in education for the duration of three years known as the National Strategic Goals. These goals are mentioned below; Redress injustices of the past Collaboration between private and public sectors Participation and benefits of all persons in the country especially the poor Improve education standards for black learners Improve the public health system Augment poor service delivery especially public services Create more employment for the unemployed
- Implemented in the year 2011, this three year long term goal is concerned with counteracting the following challenges in South African education: According to the National Strategic Plan (2011-2014), the challenges in education still include the lack of competent educators as well as the shortage of study material. These challenges are evident in most informal areas where there is also a shortage of schools as well as having overcrowded classes. South Africa is also one of the countries with the poorest performances in schools. The proposed goals in this study include: To improve the quality of teaching ad learning To encourage teachers to undergo regular assessment to keep up with the knew trends of education Put more emphasis on and improve the quality of early childhood development Ensure that the education system is accountable, outcomes-focused and credible
- Teaching is a profession that requires one to have pedagogical content knowledge, it is not just a practice or transmission of information from the teacher to the learner. In this way it is important for teachers to be open to continuous assessment that will help them improve their profession. The main aim of these National and international Initiatives is to critically develop teachers into effective educators of both the present and future.
- UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS In full description: The United Nations Educational Scientific and Cultural Organisation (UNESCO) Information and Communication Tools (ICT) competency framework for educators is an international framework which serves as a guideline to assess teacher competency. According to this document all countries need to meet the following goals: Building workforces that have ICT skills and are reflective, creative as well as adapt problem solving in order to maintain and generate knowledge. Encourage citizens to be full participants in society and have a say on decisions that affect them Promote diversity through learning and understanding as well as the effectiveness of peaceful conflict resolutions Encourage citizens to be knowledgeable and resourceful by providing life skills development programs
- In order to achieve all these, the teacher can be a useful and reliable body to help transmit knowledge throughout the society. In this way it is very important for the teacher to also be motivated through means such as the UNESCO ICT Competency Framework for Teachers. To get futher training regarding these new technological tools in order to incorporate them in his or her daily lessons.
- Understanding ICT in education: based on the teacher trying other means of giving information to assist learners understand the importance of what they are expected to do (activities, projects or assignments). Curriculum and assessment: allows the teacher to be a curriculum designer and interpreter in the essence of them being flexible enough to go beyond what is know as the school curriculum to including what they have proved to be relevant for addition into the school curricular. Pedagogical knowledge: because of changes in the school curricular to include ICT the teacher is now able to use materials that they were not exposed to previously such as internet video clips, music and other media that they have now been trained to use. ICT :the teacher receives a laptop computer, internet video clips, data capture devises, spreadsheet software etc as well as supervision before he or she can introduce these to his pedagogical knowledge in his lesson plans. Organisation and administration: now the teacher can use the computer to capture learners’ information such as mark lists, register, and other measures. Teacher professional learning: teacher is open to a variety of collaborative online tutoring and discussion with colleagues, attends teacher development workshops and the like.
- ICT engagement and promotion of the ICT skills acquisition will benefit both the learner and teacher in the classroom. This initiative target the teacher and other persons with low ICT skills or non at all. The aim is to rejuvenate the way of transmitting knowledge and allow for new skill development in technological tools. http://www.google.co.za/url?sa=i&rct=j&q=unesco+competency+frmaework+for+teachers&source=images&cd=&cad=rja&docid=W27AHxV4iAEHCM&tbnid=2oJ_vWDZpmFihM:&ved=0CAQQjB0&url=http%3A%2F%2Fwww.flacso.edu.mx%2Fcompetencias%2Findex.php%3Foption%3Dcom_mojo%26Itemid%3D25%26cat%3D6%26paged%3D2&ei=IeMlUe7wFNHY0QXlsYGQDw&bvm=bv.42661473,d.d2k&psig=AFQjCNHoZisbhxLY9i99sCv41mm-5hqvng&ust=1361523681930186
- A book written to emphasize Information communication tools. This book titled “Teaching Secondary Science Using ICT” book was written by David Sang and Roger Frost. The interesting thing about this book is that it is subject specific in that it has been designed to help the teacher in the science major. Just as teacher professional development programmes should be subject specific in order to give the relevant insights about ICT to the specific teacher.
- According to the Guidelines for Teacher Training and Professional Development in Information Communication Tools ICT integration into the South African curriculum delivery is vital This guideline is a scope in addition to the subject emphasized in UNESCO ICT Competency Framework for Teachers It explains ICT to be a useful tool of the inclusion of both knowledge and technology, incorporating the two to create extensive meaning.
- Again this scope recognizes that in order for the curriculum to be well emphasized and taught it requires understanding from the teacher and the classroom situation needs to be changed. In this ay the learner and the teacher need to be creative in using ICT in order for teaching and learning to be interested.
- The things to consider when using ICT: ICT will become the vehicle with which knowledge is transported from the teacher to the learner as well as reflective from the learner to the teacher. ICT should be used in addition to other tools of information to create knowledge ICT should be used to achieve measurable and realistic outcomes ICT is in the middle of teaching and learning, it is there to facilitate what is already available as information in schools not to substitute textbooks or other publications of information..
- According to the Guidelines for teacher training and professional development in ICT The educational goals should focus on developing ICT skills. Teacher development programmes should contextualize learning experiences These programmes should be designed to cater for particular subject or learning area needs Teachers must receive continuous support and assessments to ensure improvement Teacher development programmes should run all year round in order to integrate the constant change in technological tools
- The introduction and inclusion of ICT in the curriculum is to foster learning towards achieving educational goals proposed by initiatives. It is used to support the current curriculum by improving it to meet current needs in education ICT will be useful in terms of the administration concerns which is normally time consuming for educators
- ICT is not only used by teachers only but also other members within a given context. What happens in a school also does not necessarily remain in school, the school is within a society/community and both learners and teachers are part of the school and community. Therefore parents as well are in this regard part of the school and society. The teacher development programmes should be made to benefit the whole community not only the specific individuals within the school. Knowledge taught to one should be transmitted to others. In this way all these members are open to learning and the teacher does not exercise his power over the learner instead creates a collaborative environment open for learning- learning centered.
- The entry level The introduction phase of the course, the teacher is able to use computers however ICT is broad and programmes introduced here may course frustrations or lack of understanding. Adoption level Is the second stage which will normally be expected of the teacher to be able to use computers for administrative purposes, teaching and learning as well as teaching learners how to use ICT Adaptation level At this level the teacher is able to use ICT to support everyday classroom activities which has now been included in the curriculum Appropriation level Teacher has a broad understanding of ICT, he or she is confident in the insights of ICT and is able to reflect back his experience. ICT now plays a role in his or her teaching strategies to make informed decisions on the particular subject or learning area. Innovation level Teacher is now entirely able to propose new learning situations that are ICT inclusive and creates new learning experiences influenced by technology. Guidelines for Teacher Training and Professional Development in ict 2007
- Teacher training programs have already taken off in other countries with the main emphasis on developing and improving teacher skills through using Information Communication Tools.
- The ICT enhanced Teacher Standards for Africa is an initiative developed under the guidance of UNESCO International Institute for Capacity Building in Africa established in 1999. it is a scope of both the Guidelines for Teacher Training and Professional Development in ICT and ICT Competency Standards for Teachers (UNESCO, 2008) as they all put focus on the professional development of the teacher.