1. From Policy to Practice: Lessons from the Commonwealth
Asha Kanwar & Sanjaya Mishra
Commonwealth of Learning
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China

2. Plan Context Does ICT in education work? Commonwealth Examples
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Context
Does ICT in education work?
Commonwealth Examples
Lessons & Way Forward

3. The Context
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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4. Context: The Commonwealth
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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5. Context Young Commonwealth: 60% under 30
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Young Commonwealth: 60% under 30
65% of children entering primary school today will work in completely new job types that don’t yet exist.
The Commonwealth is home to 2.4 billion people in the world. About 60% of its population are under the age of 30 years. This brings in unique challenges and opportunities. At the same time, according to a report from the World Economic Forum, 65% of children entering primary education today will end up working in new types of jobs that do not exit today. So, our education system needs to focus on two important sectors – one, to empower the youth for livelihoods, two, foster the creative minds to prepare for the creative opportunities.

6. Information scattered ICT in education included in National ICT policy
ICT in Education Policies in the Commonwealth
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Information scattered
ICT in education included in National ICT policy
Most policies developed before 2015
Information on ICT in education policy is scattered. In may countries, ICT in education policy is part of the national ICT policy or the national education development plans. Separate policies are sometimes not developed. Wherever, there are policies, most of these are developed before 2015.

7. Does ICT in Education Work?
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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8. Why ICT in Education Policy?
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Increasing access to education
Enhancing quality of teaching/learning
Reducing costs
ICT in education policies are developed in the context of national priorities and available resources

9. Does ICT in Education work?
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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ICT use between ages 7 and 16 can result in significant relative gains in English, science, design,technology.
Schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores than those with lower levels.
ICTs have positive effects on behaviour, motivation, communication and process skills.
Text:

10. Research Shows
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Small to moderate impact over more traditional instruction.
Technology that supports instruction has a higher impact compared to technology applications that provide direct instruction.
Impact of K–12 applications of computer technology higher than in post-secondary classrooms.
Tamim, R., et al (2011). What Forty Years of Research Says About the Impact of Technology on Learning:
A Second-Order Meta-Analysis and Validation Study, Review of Educational Research, 81 (1), 4-28.

11. Another View
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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The relationship between computer use at school and performance indicates that limited use of computers at school may be better than no use at all, but higher use may be associated with significantly poorer results. (OECD, 2015)

12. The Role of Tablets
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Tablet distribution by itself will not lead to improved outcomes
Focus must be on the educational process for learners: pedagogy, accessibility of content, teacher support
One financial/organizational model may not work in another country

13. Commonwealth Examples
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14. From Successful Practice to Policy
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Local support necessary
Commitment of senior leadership
Models must suit specific contexts
Partnerships are important

15. ICT in Education Policy: India
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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National Programme on Technology Enhanced Learning (NPTEL)
Policy revised and adopted in 2012
National Repository of OER
Distribution of tablets to students
National competency standard for ICT in Education
ePathshala (WebApp)
SWAYAM – Massive Open Online Course Platform

16. ICT in Education Policy: India Policy IMPACT
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Policy IMPACT
Wide range of technologies being used in schools
Improved engagement in classroom
Change in pedagogy through more active learning methods
‘I have noticed a clear change in my children and my professional development. My second grade children can read English and Telugu very fluently and my class average attendance has reached 98 per cent after using these videos.’
- A Teacher

17. ICT in Education Policy: Antigua and Barbuda
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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ICT in Education Policy: Antigua and Barbuda
OER embedded in ICT in Education Policy
Commitment to support ICT infrastructure
Emphasis on learning outcomes
Regular teacher capacity building
Use of eBooks and OER

18. Antigua and Barbuda: Use of OER
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Policy IMPACT
Students saved between 75 to 88 ECD per course per semester by using open textbooks
Supplementing textbooks with OER improved student performance by 5.5%.

19. Impact on Environment
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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20. Lessons and the Way Forward
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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21. Sustainable Development Goal 4
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Sustainable Development Goal 4

22. ICT in Education Policy: Review
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Support to Vulnerable Groups
Learning Outcomes
Lifelong Learning
Skills for Employability
Sustainable Development
Country 1
Yes No
ICT Skills
Country 2
Country 3
Partially yes
Country 4
Country 5
Country 6
Country 7
Country 8
Country 1: Ghana
Country 2: Kenya
Country 3: India
Country 4: Malaysia
Country 5: Antigua and Barbuda
Country 6: Trinidad and Tobago
Country 7: Fiji
Country 8: PNG

23. Review Policy for SDG 4 Lifelong learning
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Lifelong learning
Gender and people with disabilities
Learning outcomes
ICT for C21 skills
ICTs to promote sustainable development

24. COL Approach
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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25. Lessons Technology Capacity Policy Political Will Resources
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Technology
Capacity
Policy
Political Will
Resources

26. Way Forward: 5 P’s Political will People: Capacity Pedagogy
International Forum on ICT and Education 2030 | July 2017 | Qingdao, the People’s Republic of China
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Political will
People: Capacity
Pedagogy
Partnerships: private sector
Process: timelines & M&E

27. Thank you From Policy to Practice: Lessons from the Commonwealth
Learn more:
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