Presentation on theme: "POLICY ISSUES IN TEACHER TRAINING: PERSPECTIVES AND STRATEGIES FOR SOUTHEAST ASIA Arief S Sadiman SEAMEO Secretariat."— Presentation transcript:
1 POLICY ISSUES IN TEACHER TRAINING: PERSPECTIVES AND STRATEGIES FOR SOUTHEAST ASIA Arief S Sadiman SEAMEO Secretariat
2 PRIORITY IMPROVING QUALITY OF HUMAN RESOURCE EDUCATION AND TRAINING
3 QUANTITY & QUALITY OF TEACHERS PROBLEM PROVIDING GOOD QUALITY EDUCATION AND TRAINING TO ALL CHILDREN AND CITIZENQUANTITY & QUALITYOF TEACHERS
4 Improving quality education Expanding access to learning opportunity GENERAL POLICYImproving quality educationExpanding access to learning opportunityIMPROVEMENT OFTEACHERS’ & TEACHING-LEARNING PROCESS QUALITY
5 USE OF ICT IN EDUCATION AND TEACHING-LEARNING ACTIVITY Increasing numbers of ICTs professionals;Creating an ICTs literate workforce and citizenry;Teaching ICTs literacy and informatics in schools; andUsing ICTs in schools to enhance teaching and learning and school management
6 APPROACHES TO PRE-SERVICE TEACHER EDUCATION Full time certificate/diploma/undergraduate degree based training in purpose built institutions of faculties of education within HE institutions;Full time postgraduate training in faculties of education in HE institutions; andDirect entry as teachers with some intense initial training,local mentoring and supervision supported by DE materials and in-service leading to subsequent certification
7 CATEGORIES OF IN-SERVICE TEACHER EDUCATION Formal courses or processes to upgrade the qualifications of existing teachers (2-3 or 3-4 years of training);Formal in-service programmes or processes to support the reform or revision of national curricula;General in-service programmes on a wide range of areas relevant to career development system strategic directions or local needs; andInformal and formal in-service activity within schools
8 BRUNEI DARUSSALAMA Master Plan for ICT in Primary and Secondary Education was developed in It includes providing professional skills development for students and teachers and development of physical and technological infrastructure to support ICT development.ICT department of the MOE was established in 2001Use of ICT in teacher education at SHBIE
9 CAMBODIALocalized teacher training based at the school or school cluster;Since 1995 conduct primary school in-service teacher training by distance, under Distance Learning Education Project
10 LAO PDRProfessional support system given to teacher in the use of new curriculum;Conduct in-service training based on cluster school;Conduct teacher Upgrading Programme to improve the quality of unqualified teachers at district level through Teacher Upgrading Center in 11 provinces
11 INDONESIA Development of Nusantara 21 (Information Path Highway) Conduct of pre and in-service teacher training programmes for primary and secondary education;Use of Distance Learning approach and ICT in delivering the program;Promote the use of ICT as an integral part of T-L in the classroom
12 MALAYSIA 4 Over-arching initiatives: - The MSC Project - The National Information TechnologyAgenda- The K-Economy Master Plan- The skilled HRD PlanIntegrate the use of ICT in teacher training programmesConduct ICT projects in schools ( Smart School, Computers in Education Project)Computerisation Programmes for primary and secondary schools
13 MYANMARUse of technology and promotion of quality education as two of 6 Focal Areas of their 30-Year Education PlanHolding Nationwide Seminars on Promotion of Basic Education (incl. Teacher Upgrading)
14 PHILIPPINESEstablish Centers of Excellence and Centers of Development, in all disciplines , incl. Teacher EducationIntegrate the use of ICT in pre-service teacher trainingPromote the use of iCT as an integral part of T-L process
15 SINGAPOREPiloted Thinking Schools, Learning Nations in 1996 to foster thinking skills in schools;Set up IT Network in schoolsConduct teacher training in using ICT in T-L processDeveloped IT Master Plan in education and provided infrastructure to support the use of ICTNetworked all schools in the country
16 THAILANDNational IT – 2010 Master Plan to transform Thai society into the K-based economy, with 5 prominent flagships (e-Gov,e-Comrc,e-Industr, e-Educ, and e-Society)National ICT for Education Master Plan , focusing on the development and use of ICT s tools for learning reform.Development of National Network (EdNet)Conduct teacher traning in Computer literacyProvision of hardware and software
17 VIETNAMMOET Action Plan on integratin of ICT into T-L process ( )Connect all institutions through a nation-wide IT network, initially targeting the Ministry, teacher training colleges and universitiesDevelop curriculum for ICT for primary and lower secondary schoolsIntegrate the use of ICT into primary and secondary teacher training curriculum and practices
18 ISSUES RELATED TO THE USE OF ICT ICT is a tools , means not the endEducation lead not technology leadOver expectationEffectiveness and EfficiencyHuman ware who will make the different,not hardware or even softwareChanging role of teacher and studentTransfer of technology, sustainability
19 REQUIRED TEACHER COMPETENCIES Teachers need to have the confidence and competence to:Recognize their role in the introduction of ICT in T-L process;Use appropriately a wide range of technology and resources to enhance student learning;Develop, when necessary, their own ICT skills and relevant ICT skills of their students;Reflect critically on their use of ICT for T-L and professional use; andAppreciate the necessity of continued professional learning about the potential and possibilities of ICT to enhance student learning
20 STRATEGYTo impact on student learning teacher training & professional development activity need to be :Connected to & derived from teacher’s work with their students (classroom based);Be sustained, ongoing and intensive, supported by peers and school leaders. It should be group rather than individually focused training and including the networking of teachers;Include collective problem solving around specific probems of practices;Integrated into the larger framework of teacher career regulations and incentives; andResponsive to social and educational priorities at both national and local level.
21 ESSENTIAL REQUIRED COMPONENTS Governance (policies,curriculum frameworks, examination, management)Infrastructure (physical equipment,operating systems, networking, software, architecture of classrooms)Applications (curriculum uses)People (skills, training and development programmes, community expectations and readiness)
22 TARGETING TEACHER DEVELOPMENT Existing teachersHead of departments, units or division in schools School leadersSupervisors at province, district, sub-district levelCurriculum, textbook, software and examination developersDevelopers of professional development programmes and materialsPeople who deliver the various professional development programmes to teachersTeacher educators who work in pre-service teacher education programmes.
23 Training helps teachers transform lifeless equipment into useful tools. Creating high tech educational tools without trained teachers to use them would be as useless as creating a new generation of planes, without training pilots to fly them.