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Restructuring of ICT Curricula at Secondary Schools

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This presentation was given at the 2-day National Seminar on 'Quality of Secondary Education towards Employment Generation’ organised by Chhattisgarh Board of Secondary Education, Raipur during Oct 30-31, 2014

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Restructuring of ICT Curricula at Secondary Schools

  1. 1. National Seminar on Quality of Secondary Education towards Employment Generation (Initiative and Interventions) Chhattisgarh Board of Secondary Education Restructuring ICT Courses and Applications in Secondary Education Prof. Vasudha Kamat Vice Chancellor SNDT Women’s University, Mumbai
  2. 2. Agenda  Future Work Skills  Future Work Skills: Learning Pathways  International Scenario  ICT Policy and ICT Curricula  Suggestions for restructuring Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  3. 3. Future Work Skills Institute for the Future http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  4. 4. Future Work Skills Institute for the Future 1. Sense –making 2. Social Intelligence 3. Novel and Adaptive thinking 4. Cross cultural competency 5. Computational thinking 6. New Media literacy 7. Transdisciplinarity 8. Design Mindset 9. Cognitive Load Management 10. Virtual Collaboration http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  5. 5. Future Work Skills: Learning Pathways http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  6. 6. Future Work Skills: Learning Pathways  Embedded and Embodied Learning Information migrates from classroom to real world embedding learning into the flow of everyday experience  Human Software Symbiosis Smart machines and software extend our human capabilities, enabling us to accomplish previously unimaginable tasks. http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  7. 7. Future Work Skills: Learning Pathways  New Foundations Information, learning, connections, and reputations flow through a new set of organizations and platforms that function as modern-day utilities.  Content Commons Content becomes readily available to people around the world as a tidal wave of open digital materials - text, simulations, video, and new learning tools - flood the internet. http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  8. 8. Future Work Skills: Learning Pathways  Socialstructed Work Distinct models for work emerge as large networks of people start to unbundle tasks into smaller and smaller units, generating a new kind of wealth, and new skills for building productive and fulfilling lives.  Global Learning Arbitrage A new generation of players create new pathways for obtaining a college degree (or its equivalent), certification, and accreditation. http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  9. 9. 21st Century ICT Skills ICT Transforming Education Regional Guide http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  10. 10. 21st Century ICT Skills ICT Transforming Education Regional Guide Information & Communication Technologies (ICTs) comprise many technologies for capturing, interpreting, storing and transmitting information http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  11. 11. 21st Century ICT Skills ICT Transforming Education Regional Guide http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  12. 12. Abilities associated with Digital Literacy  using ICT skills to create and share information;  searching, sifting, scanning, and sorting information;  navigating through screens of information;  locating and evaluating information;  using ICT to research and solve problems;  making multimedia presentations;  retrieving, organizing, managing, and creating information; and  sending and receiving messages ICT Transforming Education : Regional Guide http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  13. 13. ICT Integration in Secondary Schools  Singapore International Scenario  Egypt  Philippines  South Korea  Malaysia  European Union  Nigeria Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  14. 14. FutureSchools@Singapore Joint project of Infocomm Development Authority of Singapore and vendors. The Ministry of Education has also established its first interactive web-based Education and Career Guidance (ECG) portal for students. ecareers.sg is a project, jointly developed by the Ministry of Education and the Center on Education and Work, University of Wisconsin-Madison. http://www.sst.edu.sg/curriculum/futureschools-singapore/ Singapore Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  15. 15. FutureSchools@Singapore Future Schools will equip students holistically with the essential skills to be effective workers and citizens in the globalised and digital work place of the future. FutureSchools are supported by infocomm companies and guided by education technology research community partners. http://www.sst.edu.sg/curriculum/futureschools-singapore/ Singapore Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  16. 16. Egypt “Youth Employment Generation Program in Egypt” started in April, 2012 and was extended to June 30, 2013. The program addressed the mismatch between the skills demanded by the private sector and youth skills, to provide youth with the necessary vocational, IT and soft skills to increase their employment prospects. http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  17. 17. Egypt Main outputs: Output 1: Increased internship opportunities in private companies and/or other institutions for youth Output 2: Increased self-employment and employability of young women and men through access to technical, vocational and entrepreneurial skills training (with special emphasis on Information and Communications Technology (ICT). http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  18. 18. Egypt Factors promoted the project achievements  The relevancy of the program to the real needs of the Egyptian MSMEs  Partnering with 30 civil society organizations (CSOs) magnified the opportunity  The flexibility and creativity in responding to the needs of target youth distance learning package  Identification of local needs and designing the adequate training module that matches those needs http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  19. 19. Egypt Factors inhibited the project achievements  The political Challenge  The strategic Challenge  The operational Challenge http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  20. 20. Philippines Philippine Department of Education has policies on the use of ICT. These are: 1. Technology must be studied first as a separate subject 2. The application of computer skills to the other learning areas is a curriculum policy 3. An education modernization program http://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  21. 21. South Korea Korean Education and Research Information Service (KERIS) is a government – subsidized institution, focusing on the use of ICT in education, developing curriculum content and teacher training. http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  22. 22. South Korea The Objectives of the ICT in education policies are consistent with the changes to the education system proposed by KERIS in 2002, covering 1. a change in direction based on learning that is geared towards construction and generation of knowledge; 2. a focus on students; and 3. a creative and self directed education approach where education stakeholders are given more autonomy. http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  23. 23. Malaysia The Ministry of Education (MOE) considers ICT as a means, not an end in itself. It assists  more effective organizational structures in the schools  more autonomy to the heads of departments & teachers  more sharing among teachers  less bureaucracy in the organization It established  stronger links between schools and society  open communication between schools and parents, and  collaboration with industries and institutes of higher learning http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  24. 24. European Union (EU) eLearning Commission The cluster has contributed to a fundamental change in discourse from accessibility to innovative learning through the support of ICT. It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning. It is not about ICT but about transformation … http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  25. 25. European Union (EU) Main message: eLearning Commission Do not plan for ICT; plan for transformation and future learning http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  26. 26. Nigeria Fields of specializations and core subjects at the senior secondary level Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  27. 27. ICT Policy for Schools
  28. 28. ICT Policy for Schools The policy for integrating ICTs has to take into consideration: (i) the role of ICT in National Education Policy, (ii) the existing education system and ICT infrastructure, (iii)the economic and social/cultural context. The national ICT infrastructure support (connectivity and accessibility) also has a critical effect on the long-term implementation and sustainability of ICTs in schools. http://linc.mit.edu/linc2013/presentations/Session7Bonifacio.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  29. 29. National ICT Policy for Schools, India ICT Literacy and Competency Enhancement Stage 1: Basic Stage 2: Intermediate Stage 1: Advanced http://scert.cg.gov.in/ict2014/pdf/NationalICTPolicy.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  30. 30. Curricula for ICT in education http://www.ncert.nic.in/announcements/notices/pdf_files/ICT%20Curriculuma.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  31. 31. ICT-Supported Education Learner-Centered Approach  Active Learning  Collaborative learning  Integrative learning  Evaluative learning  Creative Learning  Project-based learning Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  32. 32. Thank you vc@sndt.ac.in

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