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4/13/20151 Tertiary Education Commission, Mauritius Sushita Gokool-Ramdoo, D. Ed.

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Presentation on theme: "4/13/20151 Tertiary Education Commission, Mauritius Sushita Gokool-Ramdoo, D. Ed."— Presentation transcript:

1 4/13/20151 Tertiary Education Commission, Mauritius Sushita Gokool-Ramdoo, D. Ed

2 LevelPrimary/Secondary Education TVET/Workplace/ Professional Education Tertiary Education Non-Formal/Informal Education/RPL& APL 10Professional Doctorate/ PhD 9Masters PG Cert/Dip 8B. A Honors 7B.A General 6Diploma 5Certificate 4HSC/A Level/IBAC/French BAC CERTIFICATE 4 3SC/GCE ‘O’ LevelCERTIFICATE 3 2CERTIFICATE 2 1Primary school levelCERTIFICATE 1 Continuing education Lifelong/Life wide Learning Literacies: 1. Climate Literacy 2.Environment al Literacy 3. Health Literacy… Education for Sustainable Development compliant- National Qualifications Framework

3 UN DECLARATION OF HUMAN RIGHTS (1948) UN AGENDA 21 (1992) Article 26- Education: Everyone has the right to education …directed to the full development of the human personality Our educational system promotes the sustainable development of skills, knowledge and values through lifelong learning to ensure the holistic development of the citizen Education, including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. MAURICE ILE DURABLE: SUSTAINABLE MAURITIUS

4 International Initiatives- VUSSC & TESSA UNIVERSITY OF MAURITIUS- VCILT MAURITIUS INSTITUTE OF EDUCATION 1.Capacity building following VUSSC Bootcamp; skilling faculty members in use of Moodle, Wiki Educator; 2.Encouraging development and uploading of educational content for free access, use and re- use: Faculty of Agriculture, Faculty of Science (Medicine )… 3.Continuous awareness through annual OER week 1.SANKORE Project: (i)Interactive books and learning materials uploaded online on the MIE portal and made available to primary school teachers. (ii) Teachers …trained to integrate these electronic instructional materials in their regular teaching- with growing amount of positive feedback on the use of this type of OER. 2.Involvement in UKOU TESSA

5  Regional, National, and Institutional vision for OER  Fostering a culture of sharing in line with Education for Sustainable Development principles  OERs as an important instrument to realize the vision of the seamlessly integrated NQF  Formal education including teacher education  Non-formal education- especially community based and competency based programs  Informal education- farmers, women, girls, traders, cooperative societies, health workers 4/13/20155

6 Distance Education Policy: Focus on pedagogy more than technology ICT policy Credit Accumulation and Transfer System Development Frameworks

7 P4 ICT integration P4 Arrangements will be made to promote the integration of ICTs in the delivery of distance education. P4.1 The TEC will develop linkages with relevant institutions to enable optimal integration of ICT in Distance Education. P4.2 The TEC will develop and host an Open Educational Resource Platform to provide a space for the sharing of distance education resources, instructional materials as well as best practices for all providers, researchers, practitioners and students in distance education. The TEC will facilitate such development at institutional levels. P.4.3 Provision of distance education through a range of media including print, technologies with limited interaction, …

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