2. Professional Studies: 3A
The following presentation focus on the National
strategic imperatives, it outline the following:
• Education for all goals
• Knowledge Society
• Pervasiveness of technology
• Present future national strategic objectives
• Highlight the broad aims of the various national and
international initiatives regarding continuous
professional development of teachers with regard to
teacher competency standards relating to ICTs and
professional aptitude.
3. Education for all
Expand early childhood care and education.
Provide free and compulsory primary education to all.
Promote learning and life skills for young people and
adults and also improve adult education.
Improve the quality of education, challenges and
implementations.
5. Education for all goals
It must be acknowledged that significant measurable progress
has been accomplished in many aspects, such as increased
enrolment and expansion of free primary education. However, EI
is concerned that the goal of achieving gender parity by 2005
was not met. Nor have the financing commitments met the
needs: indeed the aid funds for adequate basic education
actually diminished in 2005. Finally, the issue of quality education
for everyone has not been addressed.
The practice of teacher recruitment, their working
conditions, their appropriate remuneration, as well as the quality
of their initial and continuous education are crucial factors if
quality learning is to become a reality for all. The systematic and
growing practice of engaging unqualified and underpaid contract
teachers who lack initial or adequate teacher education and
career prospects, is a major contributing factor to the
degradation of quality of education.
6. Early Childhood care and
Education
It is important to expand and improve early
childhood education and care.
Childhood programs are important to be
introduced, because they contribute to young
children’s physical, mental, social and
emotional development.
It destroy disadvantage and prepare children
for formal schooling.
7. Early Childhood Education
Governing ought to play a leading role in
organizing and providing early childhood
education.
Education department must intergrade with
other departments such as health
department, social welfare department and
agriculture department.
10. Uneven progress in early
Childhood Education
Enrolment from 1999 increased from 112 to
132 in 2005.
Uneven progress in the provision of pre-
primary education across the globe.
It remains low in Sub-Saharan Africa and Arab
states.
African and Arab states education need more
funding, especially in disadvantage areas.
12. Basic Education
• Basic education recognized as a framework in
which EFA objectives can be reached.
• Matching quality and equity.
• Gab between those who are improving and
those who lag behind is growing
• Still inequalities in the dispersal of and access
to quality education, in most countries.
13. Continues….
In fact, survival rates to the last grade of
primary school improved between 1999 and
2004 in most countries.
But remained low in the Sub-Saharan Africa
and West Asia.
Relatively low and unequal learning
achievement in language and mathematics
characterize many countries.
14. Continues…
Crowded and decrepit classrooms, too few
textbooks and insufficient instructional time
are widespread in developing countries and
fragile states.
And acute lack of teachers is
common, especially in developing
countries, worse in the third world.
15. Strategies implemented to
overcome the challenges.
Incorporate quality measures
Monitoring of learning outcome as additional
criteria for approving the FTI country plans
Use of effective strategies to assess
knowledge and skills.
Improve adult literacy ( life skills and basic
survival skills).
16. Continues…
Take into consider the process of
inclusion, school health promotion and whole
school development.
proper and sufficient classroom, no
overcrowded classrooms, school premises or
buildings must be in an acceptable condition
for learning
Curriculum must suit the country, and meet
the country’s needs (meant for the country).
17. Continue…
Departments of education in every country
must make sure that every teacher in the field
is qualified, and they also adhere with modern
education, e.g. having knowledge about
information and communication technology,
for those who are already in the field, they
must create workshops for them.
18. Knowledge Society:
Knowledge society refers to a human society
in, which knowledge should bring
justice, solidarity, democracy and peace.
A society, in which knowledge could be a
force for changing society, bring innovative
ideas and development
Is a society which also must provide
universal and equitable access to information.
19. Continue…
• The emergence of the knowledge
society, building on the pervasive influence of
modern information and communication
technologies, it is bringing about a
fundamental reshaping of the global economy.
• Goes well beyond the hyping of internet.
20.
21. Knowledge Society:
Integrating Information Communication(ICT) and
technology in order to build Knowledge Society
• The knowledge society needs new kinds of
knowledge that cannot reduce to traditional
discipline.
• The development of ICT-based education and
training processes is a growing reality.
• It is important to continue research work on
the development of these technologies and
their applications.
22. Continue…
• Realignment of research priorities is necessary.
• Linking the gab between technology and
pedagogy
• Development of solid theoretical framework
• Development of an understanding of the use and
effects of ICT in between public research and
research made by the private sector
• Output of research should be made widely
available, as open source.
26. Information and communication
technology:
Information and Communication Technology(ICT)
in learning institutions(schools):
• There is an emerging broad consensus worldwide
about the benefits that can be brought to schools
education through the appropriate use of evolving
ICT.
• From improved teaching and learning processes
to better student outcomes, from increased
student engagement to seamless communication
with parents, and from school networking and
twinning to more efficient management and
monitoring within the school.
27. Continues…
• Since the booming of technology, windows off
opportunity that ICT offers for the
development of knowledge economies and
societies are open also for education.
29. Education in networked society
A
• New knowledge
• Access to Knowledge
B
• Communication in a network
• Social networking
C
• New teaching and learning
• New tools used, new resources introduced
• New space and time and also new teaching field.
30. Teacher in the Knowledge
society, engaging with ICT.
Teacher in the knowledge society
requires new specific
competencies
Teacher has to deal
with new
knowledge, with a
network world and with
new types of co-
operation and
collaboration
Teacher has to deal with
a society in which
knowledge plays a
crucial role and with life
long learning
31. Teacher competencies
• Teachers must know basic hardware and
software operations
• As well as productivity applications
software, a web
browser, communications
software, presentation software, and
management applications.
32. continues
• The process of bringing ICT at school, the
classroom is the first place where collective
intelligence can be built and used. So
teachers have to develop these
competencies, of knowledge society, ICT, and
networking skills.
37. Continues…
• Commercialization of education
• Create new pedagogical possibilities
• New management of time and space
• New networked form of knowledge
• Create new communication patterns for
learners(social media).
39. Conclusion
In conclusion, it is important for education
institutions to incorporate information and
communication technology. Teachers
must be trained and be capable of
meeting ICT competencies. And lastly
inequalities between educational
institutions must be minimized, the gab
must be reduced.
40. References
Cochran, K. F., King, R. A., & DeRuiter, J. A. (1991). Pedagogical Content
Knowledge: A Tentative Model for Teacher Preparation. East Lansing, MI:
National Center for Research on Teacher Learning. (ERIC Document
Reproduction Service No. ED340683)
Educational International and Oxfam Novib (EI & ON, 2011). Quality Educators:
An International Study of Teacher Competences and Standards. www.ei-ie.org
Farrell, G. and Isaacs, S. (2007). Survey of ICT and Education in Africa: A
Summary Report, Based on 53 Country Surveys. Washington, DC: infoDev /
World Bank. Available at http://www.infodev.org/en/Publication.353.html
UNESCO (2002). Information and Communication Technologies in Teacher
Education: A Planning Guide. Paris: UNESCO
UNESCO-IICBA (2008). ICT Standards for African Teachers—Needs
Assessment: Teacher Training Institutions in Focus. Addis Ababa: ECA.
Editor's Notes
It is important to expand and improve early childhood education and care, this goal remains largely isolated. It is important to introduce and amend (for those existing programs, but which are insufficient) early childhood education programs because they contribute to young children’s physical, mental, social and emotional development. It destroy disadvantage and prepare children for formal schooling.Governing ought to play a leading role in organizing and providing early childhood education. Education international also believes that the provision of early childhood education is primarily, an education function. Departments of education in every country must be responsible for early childhood education programs. However education must intergrade with other departments such as health department, social welfare department and agriculture department. This process would ensure that children’s well-being through the provision of health care such as immunization, nutrition and other complementary services.
Uneven progress in the provision of pre-primary education across the globe: Enrolment from 1999 increased from 112 million to 132 in 2005. It remains low in the Sub-Saharan African countries and Arab states. More ECE funding ought to be mobilized and channeled to disadvantage regions of the world and countries in the greatest need. Education International, teachers unions, civil society organization and other education stakeholders should lobby and assist governments to provide ECE services to every child.
Basic education is recognized as a framework in which EFA goals can be reached, matching quality and equity: Most countries are doing well, they are showing remarkable improvement. However, there are still inequalities in the dispersal of, and access to, quality education for various groups in societies, for different countries, as well as for whole regions. The gap between those who are improving and those who lag behind is growing, In fact, survival rates to the last grade of primary school improved between 1999 and 2004 in most countries, but remained low in the Sub-Saharan and in West Asia. Relatively low and unequal learning achievement in language and mathematics characterize many countries. Crowded and decrepit classrooms, too few textbooks and insufficient instructional time are widespread in developing countries and fragile states. Acute lack of teachers is common, especially in undeveloped world. Many governments are hiring contract teachers to save costs and rapidly increase the teaching force, but where such teachers lack adequate training and service conditions, this practice is having a negative impact on the quality of education
To overcome the above challenges of inequality in education or schools, it is important to incorporate quality measures such as the monitoring of learning outcomes as additional criteria for approving the FTI country plans. Use of effective strategies to assess knowledge and skills applied by student and demonstrate measurable learning outcomes are needed. The learning environment must be improved, in this case I mean the whole community-school context must be improved (including adult literacy and resources in the community), and also taking into consider the process of inclusion and school health promotion. Every school must have all the resources needed, including textbooks, proper and sufficient classroom, no overcrowded classrooms, school premises or buildings must be in an acceptable condition for learning. Curriculum must suit the country, and meet the country’s needs (meant for the country). Departments of education in every country must make sure that every teacher in the field is qualified, and they also adhere with modern education, e.g. having knowledge about information and communication technology, for those who are already in the field, they must create workshops for them.
Knowledge society refers to a human society in, which knowledge should bring justice, solidarity, democracy and peace. A society, in which knowledge could be a force for changing society, is a society which also must provide universal and equitable access to information.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.
The knowledge society needs new kinds of knowledge that cannot reduce to traditional disciplines. This type of knowledge brings innovation and also prepares the society or community for future technological challenges which they might face. The development of ICT-based education and training processes is a growing reality. There is therefore a need to continue research work on the development of these technologies and their applications. A certain realignment of research priorities is necessary, linking the gap between technology and pedagogy; development of solid theoretical frameworks; development of an understanding of the use and the effects of ICT in Education Institutions and Communities; finding an appropriate balance between fundamental, applied, and development research as well as between public research and research made by the private sector. The output of research should be made widely available as open source, for improving practice, decision-making, and resources development.
There is an emerging broad consensus worldwide about the benefits that can be brought to school education through the appropriate use of evolving information and communication technologies. The range of possible benefits covers practically all areas of activity in which knowledge and communication play a critical role: from improved teaching and learning processes to better student outcomes, from increased student engagement to seamless communication with parents, and from school networking and twinning to more efficient management and monitoring within the school. All in all, this is not surprising since the windows of opportunity that ICT offers for the development of knowledge economies and societies are open also for education.
Teacher in the Knowledge Society requires new specific competencies: a teacher has to deal with new knowledge, new ways for accessing knowledge; with a networked world and with new types of co-operation and collaboration; with a society in which knowledge plays a crucial role; with lifelong learning. Teachers are the key agents in the education system. It is the responsibility of International education to help all countries to train and recruit teachers, and to involve all teachers in international networks. ICT changes teaching and learning, but technology is not the main issue. Teachers must know basic hardware and software operations, as well as productivity applications software, a web browser, communications software, presentation software, and management applications.The process of bringing ICT at school, the classroom is the first place where collective intelligence can be built and used. So teachers have to develop these competencies, of knowledge society, ICT, and networking skills.
