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ICT in Education in Asia-Pacific
Asia-Pacific Regional Forum on ICT Applications19 May 2011
Jonghwi ParkJ gProgramme Officer, ICT in Education Unit
UNESCO Asia and Pacific Regional Bureau for Education
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OutlineOutline
I. ICT in Education Policy
II. Professional Development for Teachers
III. ICT in National Curriculum
IV. ICT‐Enhanced Management and Administration
V. Lessons Learned
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I. ICT in Education Policy
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Survey of ICT in Education Master Plans
I. ICT in Education PolicyI. ICT in Education Policy
Surveyed 47 member states served by UNESCO Asia Pacific Bureau for
Survey of ICT in Education Master Plans
Surveyed 47 member states served by UNESCO Asia‐Pacific Bureau for Education. ‐Sector‐wide ICT in Education Master Plans have been proven effective in articulating vision and road map, mobilizing and managing funds, managing and monitoring projects.
‐ Australia, Cambodia, China, India (some states), Japan, Korea, Malaysia, Mongolia, New Zealand, Singapore, Sri Lanka, Thailand, Vietnam have stand‐alone sector‐wide master plans.
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No or No Material Available (7) Mentions of ICT in National Educational/ICT Master Plan(25)
Standalone Sector‐wide ICT in Education Plan (14)
Southeast Asian Countries’ Stages of I. ICT in Education PolicyI. ICT in Education Policy
Thailand - “Enabling Future Education with ICT”: ICT Master Plan for
ICT in Education Master PlanThailand - Enabling Future Education with ICT : ICT Master Plan for
Education 2011-2013Malaysia – The global leading country in e-school strategy : Smart
School concept from Malaysia’s Vision 2020Brunei - ICT in education vision “transforming Brunei to a more
knowledgeable thoughtful multi-skilled competitive and smart nation”knowledgeable, thoughtful, multi-skilled, competitive and smart nationSingapore – The first ASEAN country moving to the third ICT in
Education Master Plan (MP3): “Harnessing ICT, Transforming Learners” – Nurturing Future, Ready Singaporeans
Evolution of ICT in Education Master Plans of Singapore
Master-plan 1Building the Foundation
Master-plan 2:Seeding Innovation
Master-plan 3:Strengthening and Scaling
Source: SEAMOE(2010). Status of ICT integration in Education in Southeast Asian Countries ; And the First Asia‐Pacific Ministerial Forum on ICT in Education, UNESCO Bangkok
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Building the Foundation Seeding Innovation g g g
Policy Divide I. ICT in Education PolicyI. ICT in Education Policy
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• Geographic divide While Korea and Singapore are moving ICT in ED Master Plan(MP) 3
MP4 P ifi & C l A i i d NOT h MPto MP4, most Pacific & Central-Asian countries do NOT have a MP
• Low ownership : Low ownership due to “outsourcing” • Low implementation rate
Most developing countries do NOT have recurrent budget for ICT in education
• Technical barriers Lack of technical capacity in planning and implementation
• No monitoring Lack of monitoring on impact of ICT on education with only Korea has developed ICT in Education Indicators 6
UNESCO’s Work: ICT Master PlanI. ICT in Education PolicyI. ICT in Education Policy
ICT in ED policy projectICT in Education Toolkit: www.ictinedtoolkit.org16 workshops for 27 countries covering 400+ p gpolicymakersLong‐term assistance in helping Bangladesh, Cambodia and Sri Lanka develop National ICT inCambodia and Sri Lanka develop National ICT in Education Master Plans
Standard SettingRegional guide for ICT planning andRegional guide for ICT planning and implementation ICT Competency Framework for Teachers
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II Professional Development II. Professional Development for Teachers on ICT
1 ICT C t F k f T h1. ICT Competency Framework for Teachers
2. Teacher Capacity Building for ICT-Pedagogy
Integration
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1 ICT C t F k f T h
II. Professional Development for Teachers II. Professional Development for Teachers
1. ICT Competency Framework for Teachers
• Only 15 countries in 47 member states have ICT standards for teachers. Only 6 in a stand-alone form. (as of May 2011)
• The scope and depth of the guidelines vary dramatically. In general, the LDC have vague ICT standards for teachers.
• UNESCO’s ICT-CFT v2 to be completed by end of 2011.• Cambodia’s ICT standards have been built on the initial version of
UNESCO’s framework
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2. Teacher Capacity Building for ICT‐
II. Professional Development for Teachers II. Professional Development for Teachers
2. Teacher Capacity Building for ICTPedagogy Integration
Shift f t i i f• Shift of training focusFrom ICT literacy to ICT-Pedagogy Integration Help teachers develop from emerging stage to transforming stage
• Singapore: MP3Provides practice-based professional development to enable teachers to plan and implement ICT enriched student-directed learning activities “ICT mentorship” and “professional learning communities”
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Transforming•Specializing in the use/design of ICT
•Understanding how and when
•Creating & managing ubiquitous & interactive e‐learning environments
•Facilitating blended learning within
Applying
Infusingto use ICT
•Learning how to use ICT in subject teaching
or across subject areas
•Enhancing traditional teaching
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•Applying productivity toolsEmerging•Becoming aware of ICT
(a) Stages of ICT usages (b) Pedagogical Usages of ICT
UNESCO’s Work: Capacity Building for II. Professional Development for Teachers II. Professional Development for Teachers
Teachers
Facilitating ICT-Pedagogy Integration (Funded by Korea Funds‐in‐Trust)
Three‐year project (2010‐2012)Beneficiary countries: Bangladesh, China, Malaysia, Philippines, Thailand and Viet NamThailand and Viet NamNetworking with Teacher Education Institutions and training teachers how to plan and implement project‐based learning p p p j gsupported by ICTA web Portal for international projects to be implemented in June 2011
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III. ICT in National Curriculum
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III. ICT in National CurriculumIII. ICT in National Curriculum
1. ICT-Related Curriculum in A-P
Brunei, Malaysia, Singapore and VietnamIntegrated into all subject areas and is perceived as one of the key
enablers to engage students in their learningg g gStill considered as a tool rather than a pedagogical agent.
Indonesia Myanmar Philippines and ThailandIndonesia, Myanmar, Philippines and ThailandUsed only in discrete subjects and most of the use of ICT is within
the ICT unit or course. (e.g. In Thailand, the use of ICT in schools is i l i th C d T h l )mainly in the Career and Technology course).
Timor Leste and Lao PDRTimor Leste and Lao PDROnly those schools in pilot projects have some basic ICT application
training for both students and teachers.
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UNESCO’s Work:ICT Curriculum Development for Pre service
III. ICT in National CurriculumIII. ICT in National Curriculum
ICT Curriculum Development for Pre‐service Teacher Education
Next Generation of Teachers (Funded by Japan Funds inNext Generation of Teachers (Funded by Japan Funds‐in‐Trust)
Three‐year project (2009‐2011)Three year project (2009 2011)Beneficiaries : More than 50 TEIs from 16 countriesThree main activities:1) Leadership development: Deans’ Forum2) Curriculum Development Workshop
f TEI d li kCurriculum
for TEIs and policy makers3) Capacity building:
Training teacher trainers
Development: Policy maker Workshops
Training teacher trainers
CapacityLeadership:
Deans Forum
Capacity Building:
TT Workshops
III. ICT in National CurriculumIII. ICT in National CurriculumUNESCO’s Work:ICT Curriculum Development for Pre serviceICT Curriculum Development for Pre‐service Teacher Education (Cont’)
Step I. Consensus on goal and results of curriculum development: curriculum
authorities and TEIs (other stakeholders)
Step II. Curriculum Development Team
established and authorized,
Step V: New courses pilot tested or implemented:
necessary training and
UNESCO Bangkok ,
and trainednecessary training and resources provided
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Step III. Existing curriculum reviewed and updated, or new coursed developed:
Step IV: Updated courses or newly-developed new coursed developed:
localization or self development
y pcourses approved by
curriculum authorities
IV. ICT-Enhanced Educational Management and AdministrationAdministration
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ICT for Educational AdministrationICT for Educational Administration
• National/systematic levelEstablish a comprehensive e government project to enhanceEstablish a comprehensive e-government project to enhance efficiency and quality of general civil services (procurement, service delivery, monitoring and evaluation, etc.)
• Local levelShare data and information among education administration organizations and other government departments
• School level• School levelHandle education administration in a more efficient, convenient and innovative way
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Mobile Phone as a Tool: A trend of using ICT for education administration
• Like many other Asia-Pacific countries, Philippines (DepEd, Smart), through its “DeText 2622”, is using mobile phones to provide advisories on test schedules, news releases, holiday announcements, cancellation of classes. Public can SMS
/i i i t D Ed i bilconcerns/inquiries to DepEd using mobiles.• UNESCO-Nokia Mobile Phone for Edu agreement: UNESCO HQs is planning
projects on mobile learning policy promotion, mobile phone for teacher education, and mobile phone for literacy “Mobile Phones and EMIS” will be pilotedand mobile phone for literacy. Mobile Phones and EMIS will be piloted.
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V. Lessons Learned
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Lessons Learned: Towards ICT‐Enhanced Education for All
• Taking diverse needs and e‐readiness of eachTaking diverse needs and e readiness of each country into consideration
E id b d d i f li k• Evidence‐based advice for policy makers
• ICT to support transforming pedagogical pp g p g gparadigm: Requires harmonization between curriculum pedagogy and assessmentcurriculum, pedagogy and assessment
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