2. ICT in Education UNESCO Bangkok Introduction to Competency Standards for Teachers: Key Factors in Successful Integration of ICT in Education Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

3. Click to edit Master title style Teachers in Nepal’s ICT in Education Master Plan Why national ICT competency standards for teachers? Key Factors Outlines

4. Teachers in Nepal’s ICT in Education Master Plan

5. Click to edit Master title style 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 community ICT in Ed Master Plan Objective 1: Infrastructure Objective 2: HR &Teacher Development Objective 3: Digital Learning Materials Objective 4: Education System (data management)

6. Click to edit Master title style Why do most ICT policies go nowhere? Wish list without implementation strategies and resource plan The policy focuses only on ICT hardware. Teachers and other ground level implementers resist policy-based changes. The policy does not have explicit connections with instructional practices at schools. The policy is organizationally isolated. The policy does not specify measurable goals. Current policies are replaced by the new government. Kozma, R. (2011). Transforming Education: The Power of ICT Policies. UNESCO. http://www.unesco.org/new/en/education/resources/online-materials/single- view/news/transforming_education_the_power_of_ict_policies-1/http://www.unesco.org/new/en/education/resources/online-materials/single- view/news/transforming_education_the_power_of_ict_policies-1/

7. Click to edit Master title style To serve as a component of an overall ICT in Ed Master Plan Needs to be aligned with other components of Master Plan Objectives of ICT NCST ICT vision and policy ICT competency standards for teachers School infrastructure Digital learning materials Education System

8. Click to edit Master title style Infrastructure – Internet Access Proportion of schools with basic electrical and telecommunications infrastructure by level of education, 2012 Source: From Figure 2 of the Information and Communication Technology (ICT) in Education in Asia: A comparative analysis of ICT integration and e-readiness in schools across Asia, UIS, April, 2014.

9. Click to edit Master title style 9 Example 1: Singapore – Coherent Continuum Master Plan 1 Seeding Innovation Master Plan 2 Innovation push: FS & Lead ICT schools ICT Baseline tools School-based ICT Plan Strengthening & Scaling Master Plan 3 Enriching and transforming the learning experiences through appropriate ICT integration Professional development of teachers Developing discerning and responsible ICT users Building the Foundation T&L Resources ICT Skills for Teachers ICT Infrastructure

10. Click to edit Master title style Example 2: Korea

11. WHY ICT competency standards for teachers?

12. Click to edit Master title style Is this story familiar to you? (1)

13. Click to edit Master title style Is this story familiar to you? (1) One time course The same group of teachers taking similar courses repeatedly Only the number of hours matters. No monitoring and evaluation

14. Click to edit Master title style Is this story familiar to you? (2) Visions in Education Your policy vision is here Your Teacher Development Curriculum in Reality -The history of computers -How to connect hardware -How to use productivity tools

15. Click to edit Master title style Teacher training providers Pre-service Training Provider (N=16) In-service Training Provider (N=16) According to a review of 16 Member States in SEA and EA countries in 2013:

16. Click to edit Master title style ENTRY Quality of Applicants Teacher education Induction Registered Teacher Entry standards Recruitment policy Program Accreditation standards Graduation Standards Certification/ Registration standards Accomplished teaching standards Accomplished Teacher Lead teacher Lead teacher standards Australian Case Promoting Teacher Quality: Mechanisms and Standards for Teacher Quality Assurance

17. Key factors in successful implementation of ICT NCST

18. Click to edit Master title style Operationalization is more important Competency standards Qualification/ Certification Training/ curriculum

19. Click to edit Master title style Key factors Identification and involvement of multi stakeholders along the process Interdepartmental coordination for in-service, pre- service training and other divisions for teacher performance and evaluation A strong system of teacher preparation and professional development, drawn upon the standards A performance evaluation system against the standards A clear recognition/qualification system that motivates teachers to constantly develop their competencies

20. Click to edit Master title style Stakeholders involvement Countries Who were involved?How were they involved? Australia Teachers, representatives of teacher professional associations, unions, and teacher education academics. In consultation process of draft standards development. Thirty-nine stakeholder groups (among others included key education organisations, teacher professional associations, national bodies, policy makers, employers and school leaders). In the evaluation of the standards. A National Forum was held to explore perceptions of the success factors for standards implementation. Korea Educational experts, policy makers, and school teachers. In the Delphi rounds for standards development. Parents and community Identification of parent support and voluntary services for local communities. China Teaching staff, administration staff, and technical staff. In the investigation and consultations for standards development. SchoolsIn the feedback process from implementation. Kenya and Tanzania Policy makers, TEIs and universities representatives, teachers, principals, national task force members, and partner experts. During all stages of activities, from situational and need assessment, contextualization, curriculum mapping, module development, and evaluation. Involvement of stakeholders is needed to gain buy-in from key stakeholders in both pre- service & in-service educational institutions.

21. Click to edit Master title style Professional Development in Singapore Desired Goals of Education Ministry (Policies) Schools (Practices) Teacher Education Institutions (Preparation) Adapted from Goh, C.B. (2014). Teacher Education Model for the 21 st Century (TE21), presented at the UNESCO Central Asia Symposium on ICT in Education 2014, available at http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/casie2014/ppt/TE21__Goh__SG_.pdfhttp://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/casie2014/ppt/TE21__Goh__SG_.pdf Why the NIE/Singapore TE21 model is successful?

22. Click to edit Master title style THANK YOU. Jonghwi Park (j.park@unesco.org)j.park@unesco.org ICT in Education, UNESCO BANGKOK (www.unescobkk.org/ict)www.unescobkk.org/ict S