Presentation on theme: "ICT in Education UNESCO Bangkok"— Presentation transcript:
1 Government of Nepal Ministry of Education National Center for Educational Development
2 ICT in Education UNESCO Bangkok Reflecting National Education Goals in Teacher’s Competency StandardsICT in Education UNESCO BangkokJonghwi ParkProgramme SpecialistICT in Education, UNESCO BangkokAsia and Pacific Regional Bureau for Education
3 Overview Step 1: Reflecting Education Goals (Worksheet A) Step2: Identify domains/areas (Worksheet B)Step 3: Set the standards for each domain (Worksheet C)Step 4: Draft competency performance indicators (Worksheet D)Step 5: Draft a full development plan (Worksheet E)
4 Objectives By the end of this module, TFT will be able to Reflect various aspects of national educational policy goals in the context of ICT training for teachers
5 Case studyAnalyzed five countries cases where national ICT competency standards for teachers are fully operationalizedAustralia, China, Korea, Kenya and TanzaniaDuration: Jan – Oct 2014
6 Education Vision Australia Korea China Tanzania Kenya Australian schooling promotes equity and excellence; andYoung Australians become successful learners, confident and creative individuals, and active and informed citizens. (Melbourne Declaration (2008))AustraliaTransformination from traditional learning into 21st century learning (SMART (Self-directed, Motivated, Adaptive, Resource-enriched, and Technology-embedded) Education initiative (2011) ; complemented with ICT use in education master plan)KoreaModernization of education; focus on people development, comprehensive quality education, with a drive for innovation and problem-solving skills (National Medium and Long Term Educational Reform and Development Plan ( ))ChinaIncrease in youth literacy & GER, inclusive & quality education, sufficient teacher professional development (PEDP (Primary Education Development Plan; 2001) and SEDP (Secondary Education Development Plan; 2004))TanzaniaIncrease in youth literacy, years of schooling, and level of satisfaction through greater access to free and quality primary and secondary education. (KESSP (Kenya Education Sector Support Programme; 2005))Kenya
7 AustraliaYoung Australians become successful learners, confident and creative individuals, and active and informed citizensCareer StageFocus Area 2.6: Information and Communication Technology (ICT)Focus Area 3.4: Select and use resourcesFocus Area 4.5: Use ICT safely, responsibly and ethicallyGraduateImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.ProficientUse effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.Select and/or create and use a range of resources, including ICT, to engage students in their learning.Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.Highly AccomplishedModel high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.LeadLead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the schoolReview or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
8 KoreaBecoming a people powered nation: Transformation from traditional learning into 21st century learning – SMART Education Strategies
9 ChinaModernization of education; focus on people development, comprehensive quality education, with a drive for innovation and problem-solving skills (2004)DOMAINSSTANDARD AREASAwareness and AttitudeAwareness of Educational Value of ICTSelf-consciousness of using ICTAssessment and self-reflectionConcepts of Lifelong LearningKnowledge and skillsBasic knowledge and InformationBasic ICT skillsImplementation and InnovationDesigning and implementing lessonsICT-supported teaching and managementICT-enhanced research and professional developmentICT-mediated communication and collaborationSocial ResponsibilityApplying ICT equitablyApplying ICT effectivelyApplying ICT appropriatelySelf-regulating practice
10 TanzaniaIncrease in youth literacy & GER, inclusive & quality education, sufficient teacher professional developmentUNESCO ICT CFTAdapted for TanzaniaSub domains for TanzaniaUnderstanding ICT in EducationPolicyPolicy awareness, Classroom practiceCurriculum & AssessmentCurriculum planning, Learning environment, Student experience, Assessment, Communication & Collaboration, Special needsPedagogyPlanning, Problem-based learning, Student experience, Project-based learning, Communication & CollaborationICTProductivity tools, Authoring tools, Internet, Comm & Coll., Admin, Educational SWOrganization & AdministrationOrganization & ManagementTeacher understanding & leadership, ICT integration, Classroom management, Appropriate use,Teacher Professional LearningTeacher DevelopmentPlanning, Teacher awareness & participation, Informal learning
11 ICT in Education Master Plan of Nepal (2013-2017) Vision: to ensure quality education for all through the use of ICT in all aspects of education and create knowledge-base society through integrating Nepal into the global communityICT in Ed Master PlanObjective 1: InfrastructureObjective 2:HR &Teacher DevelopmentObjective 3:Digital Learning MaterialsObjective 4:Education System (data management)As Kozma addressed, a policy needs to be translated into implementation strategies and action plan, not just as a project.
12 Group work: Reflecting National Education Goals (Worksheet A) Step 1: Please list the national education policy goals of Nepal in the first column.Step 2: Identify the impact of each policy goal on the national curriculum, as stated in the policy or curriculum document.Step 3: Brainstorm and write the possible impacts of each curriculum enactment on teachers’ classroom pedagogical activities and roles. (e.g. if you went to the classroom of a good teacher who is using ICT in his/her practices, what would you see?)Step 4: Identify gaps in the current teacher training in Nepal in achieving these needs (pedagogical needs and teachers’ newly expected roles)
13 Worksheet A Policy goals Impact on the curriculum Impact on pedagogy and teachers’ roleIs this addressed in the current training? (Y/N)Training needs (gaps)
14 THANK YOU. Jonghwi Park (firstname.lastname@example.org) ICT in Education, UNESCO BANGKOK(