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.
Professional studies powerpoint presentation
National StrategicImperative:Name: Tshepo MakgwaleStudent number: 201144400
Professional Studies: 3AThe following presentation focus on the Nationalstrategic 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 andinternational initiatives regarding continuousprofessional development of teachers with regard toteacher competency standards relating to ICTs andprofessional aptitude.
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 andadults and also improve adult education. Improve the quality of education, challenges andimplementations.
Education for all goals It must be acknowledged that significant measurable progresshas been accomplished in many aspects, such as increasedenrolment and expansion of free primary education. However, EIis concerned that the goal of achieving gender parity by 2005was not met. Nor have the financing commitments met theneeds: indeed the aid funds for adequate basic educationactually diminished in 2005. Finally, the issue of quality educationfor everyone has not been addressed. The practice of teacher recruitment, their workingconditions, their appropriate remuneration, as well as the qualityof their initial and continuous education are crucial factors ifquality learning is to become a reality for all. The systematic andgrowing practice of engaging unqualified and underpaid contractteachers who lack initial or adequate teacher education andcareer prospects, is a major contributing factor to thedegradation of quality of education.
Early Childhood care andEducation It is important to expand and improve earlychildhood education and care. Childhood programs are important to beintroduced, because they contribute to youngchildren’s physical, mental, social andemotional development. It destroy disadvantage and prepare childrenfor formal schooling.
Early Childhood Education Governing ought to play a leading role inorganizing and providing early childhoodeducation. Education department must intergrade withother departments such as healthdepartment, social welfare department andagriculture department.
Education for all goals:Early Childhood Education
Uneven progress in earlyChildhood Education Enrolment from 1999 increased from 112 to132 in 2005. Uneven progress in the provision of pre-primary education across the globe. It remains low in Sub-Saharan Africa and Arabstates. African and Arab states education need morefunding, especially in disadvantage areas.
Uneven progress in pre-primaryeducation across the world
Basic Education• Basic education recognized as a framework inwhich EFA objectives can be reached.• Matching quality and equity.• Gab between those who are improving andthose who lag behind is growing• Still inequalities in the dispersal of and accessto quality education, in most countries.
Continues…. In fact, survival rates to the last grade ofprimary school improved between 1999 and2004 in most countries. But remained low in the Sub-Saharan Africaand West Asia. Relatively low and unequal learningachievement in language and mathematicscharacterize many countries.
Continues… Crowded and decrepit classrooms, too fewtextbooks and insufficient instructional timeare widespread in developing countries andfragile states. And acute lack of teachers iscommon, especially in developingcountries, worse in the third world.
Strategies implemented toovercome the challenges. Incorporate quality measures Monitoring of learning outcome as additionalcriteria for approving the FTI country plans Use of effective strategies to assessknowledge and skills. Improve adult literacy ( life skills and basicsurvival skills).
Continues… Take into consider the process ofinclusion, school health promotion and wholeschool development. proper and sufficient classroom, noovercrowded classrooms, school premises orbuildings must be in an acceptable conditionfor learning Curriculum must suit the country, and meetthe country’s needs (meant for the country).
Continue… Departments of education in every countrymust make sure that every teacher in the fieldis qualified, and they also adhere with moderneducation, e.g. having knowledge aboutinformation and communication technology,for those who are already in the field, theymust create workshops for them.
Knowledge Society: Knowledge society refers to a human societyin, which knowledge should bringjustice, solidarity, democracy and peace. A society, in which knowledge could be aforce for changing society, bring innovativeideas and development Is a society which also must provideuniversal and equitable access to information.
Continue…• The emergence of the knowledgesociety, building on the pervasive influence ofmodern information and communicationtechnologies, it is bringing about afundamental reshaping of the global economy.• Goes well beyond the hyping of internet.
Knowledge Society:Integrating Information Communication(ICT) andtechnology in order to build Knowledge Society• The knowledge society needs new kinds ofknowledge that cannot reduce to traditionaldiscipline.• The development of ICT-based education andtraining processes is a growing reality.• It is important to continue research work onthe development of these technologies andtheir applications.
Continue…• Realignment of research priorities is necessary.• Linking the gab between technology andpedagogy• Development of solid theoretical framework• Development of an understanding of the use andeffects of ICT in between public research andresearch made by the private sector• Output of research should be made widelyavailable, as open source.
Information and communicationtechnology:Information and Communication Technology(ICT)in learning institutions(schools):• There is an emerging broad consensus worldwideabout the benefits that can be brought to schoolseducation through the appropriate use of evolvingICT.• From improved teaching and learning processesto better student outcomes, from increasedstudent engagement to seamless communicationwith parents, and from school networking andtwinning to more efficient management andmonitoring within the school.
Continues…• Since the booming of technology, windows offopportunity that ICT offers for thedevelopment of knowledge economies andsocieties are open also for education.
Education in networked societyA• New knowledge• Access to KnowledgeB• Communication in a network• Social networkingC• New teaching and learning• New tools used, new resources introduced• New space and time and also new teaching field.
Teacher in the Knowledgesociety, engaging with ICT.Teacher in the knowledge societyrequires new specificcompetenciesTeacher has to dealwith newknowledge, with anetwork world and withnew types of co-operation andcollaborationTeacher has to deal witha society in whichknowledge plays acrucial role and with lifelong learning
Teacher competencies• Teachers must know basic hardware andsoftware operations• As well as productivity applicationssoftware, a webbrowser, communicationssoftware, presentation software, andmanagement applications.
continues• The process of bringing ICT at school, theclassroom is the first place where collectiveintelligence can be built and used. Soteachers have to develop thesecompetencies, of knowledge society, ICT, andnetworking skills.
Pervasiveness TechnologyTechnology bringsdevelopment to societiesMake life more simple andfasterIt is the modern pillar ofcommunicationIt is part ofglobalization, technologygoes in hand withglobalization
Continues…• Commercialization of education• Create new pedagogical possibilities• New management of time and space• New networked form of knowledge• Create new communication patterns forlearners(social media).
Conclusion In conclusion, it is important for educationinstitutions to incorporate information andcommunication technology. Teachersmust be trained and be capable ofmeeting ICT competencies. And lastlyinequalities between educationalinstitutions must be minimized, the gabmust be reduced.
References Cochran, K. F., King, R. A., & DeRuiter, J. A. (1991). Pedagogical ContentKnowledge: A Tentative Model for Teacher Preparation. East Lansing, MI:National Center for Research on Teacher Learning. (ERIC DocumentReproduction 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: ASummary 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 TeacherEducation: A Planning Guide. Paris: UNESCO UNESCO-IICBA (2008). ICT Standards for African Teachers—NeedsAssessment: Teacher Training Institutions in Focus. Addis Ababa: ECA.