Transforming education: the power of ICT policies - Commonwealth ...

More documents

Recommendations

Info

Programmes Relating to Digital Content The MoE reached agreement with the JEI as well as a number of independent Jordanian software providers to prepare e-content for a range of subjects under the facilitation of the JEI. This work commenced in 2004 and ran in parallel to the MoE’s rewriting of its curriculum. Individual subject initiatives included liaison between the software writers and representatives from the MoE’s Curriculum and Textbooks Directorate. During a three-year period e-content was prepared and released for Science, Maths, Civics, ICT, Arabic, English, MIS, and also for the core subjects of ICT and Geography (GIS). Studies were conducted to assess the degree to which the e-content provided by these initiatives matched the curriculum prepared by the Ministry as well as studies to determine the extent to which actual classroom instruction used the e-content (see Section VII). By 2008, all of the e-content prepared through these private-public sector partnership initiatives were available to all schools (after pilot testing by the MoE). In addition to content provided through the JEI public-private partnership programme the MoE’s Digitization Department in the Managing Directorate of Curriculum and Textbooks also produced extensive instructional ICT support materials and resources to assist teachers. Programmes Relating to ICT in Teacher Training The MoE required all personnel, particularly principals and teachers, to be ICT-literate. Therefore, in 2003, all individuals were required to complete the Microsoft ICDL©® program. Between 2003 and 2009, over 90,000 teachers, principals and other ministry employees completed this programme as part of the MoE’s effort to ensure basic ICT skills were available to respond to the integration of e-content in curriculum and the use of ICT in management. Also, during this period, donor agencies and special programmes provided by recognized agencies were active in Jordan providing training for teachers. This included the work of the JEI, World Links, USAID and CIDA projects, as well as private sector companies contracted by the MoE’s Directorate of Training, Qualifi cations and Supervision (DTQS). A wide range of programmes were also provided for teachers, principals, and supervisors. These programmes were designed to empower teachers, principals and supervisors with required skills to integrate ICT in instruction. These programmes include Intel Teach to the Future, Worldlinks and Schools-Online. Specialised courses were also offered by the Ministry’s ICT Directorate in networking, server maintenance, and other hardware oriented training. It is worth mentioning here that all ICT in education training programmes were offi cially recognized by the MoE as part of Teacher Ranking System. Successful completion of these programmes allows teachers to move from one rank to another with fi nancial allowances on their monthly salaries. This has helped the Ministry in attracting almost all teachers to enrol in these programs. The following summarizes the major ICT–related training programmes currently delivered by the MoE. 112 | Transforming Education: The Power of ICT Policies
Table 9: ICT Literacy and ICT Integration Programmes for Teacher Professional Development in Jordan Programme Start-up Date ICT Literacy ICDL/ Cambridge UJCDL Number of Teachers Enrolled 2000 90,000 enrolled with 60,000 certifi ed; Completed all practicing teachers by mid- 2009 ICT Integration in Teaching/Learning World Links 2003 1500 thus far; anticipated to extend up to 9,500 teachers by 2009 Intel 2003 38,000 enrolled up to 2009 Schools on Line 2004 Only small number of teachers enrolled but programme content continues Delivery Methods F2F in training centres/schools F2F by Master trainers; online coordin-ation F2F by Master Trainers F2F by SoL trainers; online coordin-ation with collaborative projects & communities of practice iEarn 2001 Not known Fully on-line TPD courses; each course has two online facilitators British Council CADER ErfKE Support Project (ESP) CADER Higher Education Diploma for ICT and Education 2004 100 teachers plus 80 principals 2005 430 to end of 2008 2005 347 (updated fi gures not available) F2F workshop, weekly meetings at BC Knowledge Centres, online community of practice (using BlackBoard) F2F workshop, weekly group visits in schools, fi nal evaluation Weekly 4-hour campus lecture, 4-hour on-site lecture and inschool visits by Master Trainers over 3 semesters or 48 weeks No. of hours Involved MoE Accreditation Comments 112 Yes ICDL requires 7 modules; UJCDL has 9 with Outlook and Front Page added; pre-requisite to all accredited ICT Integration programmes and promotion from Assistant to Teacher rank with 10% salary increase 160 Yes 4 modules required; includes some overlap with ICDL; EduWave covered; fi nal MoE examination required ; evaluation of programme to be completed in June 2006 160 Yes 3 phases involved (40 hours introductory pedagogy, 40 hours EduWave, 80 hours ICT integration); fi nal MoE examination required; evaluation of programme to be completed in April 2006 170 No SoL is working with 12 under-resourced schools and one teacher from each. 10 computer- Internet Learning Centres have been created. Training is conducted over two phases: Phase I was done over 12 days in 2004. Phase II is projected for the fall of 2006 Accreditation only in USA No Each iEARN course is 9 weeks. Eight online courses are available in English twice a year in various subjects. Main focus is to train teachers on developing project-based student learning though modeling the process themselves 160 Not as Yet Focus of each 20-week course in Math, English and Science is to use existing ICT in-school resources including EduWave and Intel; Pilot programme run until 2007. First run-through is currently being evaluated 160 Not as Yet Project uses 20 Master Trainers trained in Jordon and Holland. ESP is funded by USAID and operates in 5 schools selected on basis of solid ICT infrastructure to test various technology models 704 hours (27 credits) Source: Coldevin, Gary. Teacher Training in ICT, BearingPoint Consultancy Report, 2006 (updated 2009) Yes The Diploma is made up of 6 courses, 2 taken each semester. 3 Jordanian universities are involved (north, central and south). Instructors consist of Master Trainers with supervision by professors from Yarmouk and In-Holland universities. This is the fi rst postgraduate diploma of its kind in Jordan (and Arab region) Case Study: Jordan | 113
Page 1 and 2:
United Nations Cultural Organizati
Page 3 and 4:
Published by the United Nations Edu
Page 5 and 6:
Table of contents Foreword Preface
Page 7 and 8:
Preface Information and Communicati
Page 9 and 10:
Chapter 1 The Technological, Econom
Page 11 and 12:
Five subsequent chapters review the
Page 13 and 14:
Telephones Communications technolog
Page 15 and 16:
Country Population (Millions) Econo
Page 17 and 18:
construction, retailing) accounted
Page 19 and 20:
organization structure shifts to ma
Page 21 and 22:
(World Bank, 2005). With a national
Page 23 and 24:
Beyond an impact on achievement in
Page 25 and 26:
Chapter 2 A Framework for ICT Polic
Page 27 and 28:
Education Tuned for Mass Production
Page 29 and 30:
apple Providing the skills needed f
Page 31 and 32:
subjects to understand and solve co
Page 33 and 34:
a certain constellation of conditio
Page 35 and 36:
Consequently, signifi cant change r
Page 37 and 38:
Most often, a nation will combine t
Page 39 and 40:
More than 30 countries have begun t
Page 41 and 42:
as the knowledge society. These cha
Page 43 and 44:
Chapter 3 Case Study: Singapore Phi
Page 45 and 46:
apple students possessed basic skil
Page 47 and 48:
The Context Singapore, located at t
Page 49 and 50:
will be examined in the four core s
Page 51 and 52:
Workforce Continuing Education Beyo
Page 53 and 54:
expressed concerns that the fi gure
Page 55 and 56:
Goals MP2 encourages the effective
Page 57 and 58:
the schools’ initiatives by provi
Page 59 and 60:
3. Improve the sharing of best prac
Page 61 and 62:
Please don’t remove this word.ass
Page 63 and 64:
items are usually included: manpowe
Page 65 and 66:
Koh (2006) described a case where L
Page 67 and 68: these is the company, Playware Stud
Page 69 and 70: Koh and Lee further elaborated on t
Page 71 and 72: computer ratio of less than 10:1; S
Page 73 and 74: Chapter 4 Case Study: Namibia Shafi
Page 75 and 76: new economies that emerge from ICT
Page 77 and 78: 22% in 2002) and an estimated 15.3%
Page 79 and 80: In 2009, the GRN also made efforts
Page 81 and 82: extremely high levels of inequality
Page 83 and 84: It proposes that when used appropri
Page 85 and 86: problem solving; and learning to le
Page 87 and 88: The Implementation Plan places the
Page 89 and 90: The Policy Rationale The policy rat
Page 91 and 92: Stakeholder Category Stakeholder Ro
Page 93 and 94: Partnerships Currently in Existence
Page 95 and 96: Government stimulate the developmen
Page 97 and 98: apple That a number of successful c
Page 99 and 100: Chapter 5 Case Study: Jordan Taysee
Page 101 and 102: GCC Gulf Cooperation Council GITR G
Page 103 and 104: of the labour force is comprised of
Page 105 and 106: Table 2: Summary of Strengths, Weak
Page 107 and 108: Figure 1: Education Structure in Jo
Page 109 and 110: Policy Features Policy Objectives I
Page 111 and 112: The Ministry of Education has devel
Page 113 and 114: apple increasingly engaging various
Page 115 and 116: Intranet to facilitate data interch
Page 117: Table 7: A Comparison of the Comput
Page 121 and 122: evenues could surpass USDone billio
Page 123 and 124: the Development Coordination Unit.
Page 125 and 126: delivery of ICT-related services, p
Page 127 and 128: Within the MoE itself, each Managin
Page 129 and 130: In the case of education, the Minis
Page 131 and 132: Chapter 6 Case Study: Uruguay J. En
Page 133 and 134: Abbreviations and Acronyms AGESIC A
Page 135 and 136: Uruguay is categorized as an “upp
Page 137 and 138: As it can be appreciated, the gener
Page 139 and 140: apple Implement the national inter-
Page 141 and 142: Table 4: Education levels in Urugua
Page 143 and 144: Table 9: Indicators Related to Scho
Page 145 and 146: Policy Features Overview of ICT in
Page 147 and 148: education policy, but placed itself
Page 149 and 150: Implementation Framework What plans
Page 151 and 152: In case of a technical problem, use
Page 153 and 154: To illustrate the resources current
Page 155 and 156: What are the national conditions th
Page 157 and 158: apple Creating a grant fund for new
Page 159 and 160: Summarizing, Ceibal is a policy dri
Page 161 and 162: What modalities/mechanisms instrume
Page 163 and 164: equired actions to materialize the
Page 165 and 166: The design of the evaluation consid
Page 167 and 168: initiatives were part of the pilot
Page 169 and 170:
Figure 17: Percentage of Children t
Page 171 and 172:
Conclusion The information presente
Page 173 and 174:
Executive Summary Rwanda has been a
Page 175 and 176:
to the country’s shift towards su
Page 177 and 178:
Rwanda ranks 143rd out of 154 count
Page 179 and 180:
that are not designed for teaching
Page 181 and 182:
These policy objectives are informe
Page 183 and 184:
It also proposes that ICT be used i
Page 185 and 186:
Figure 2: Finance Planning Framewor
Page 187 and 188:
The Policy Development Process Step
Page 189 and 190:
Table 6: Current Partners in ICT fo
Page 191 and 192:
improving the quality of tertiary e
Page 193 and 194:
Monitoring and Evaluation The ICT i
Page 195 and 196:
However, the realization of Vision
Page 197 and 198:
Introduction All of the countries r
Page 199 and 200:
Technical support: Schools enjoyed
Page 201 and 202:
apple structuring the education sys
Page 203 and 204:
Pedagogical and Curricular Change T
Page 205 and 206:
encouraged to apply project-based l
Page 207 and 208:
to spur the economy. The country is
Page 209 and 210:
Enablers This section focuses on th
Page 211 and 212:
On the other hand, the case of Urug
Page 213 and 214:
Monitoring and Evaluation The polic
Page 215 and 216:
Scaling up in the context of this p
Page 217 and 218:
way of transforming education so as
Page 219 and 220:
Is Leap-frogging Possible? The effo
Page 221 and 222:
the appropriate ICT resources and p
Page 223 and 224:
technological literacy and pedagogi
Page 225 and 226:
National Agency for Research and In
Page 227 and 228:
--. 2009b. Working Out Change: Syst
Page 229 and 230:
Gerster, R. and Zimmerman, S. 2005.
Page 231 and 232:
--. 2009. Measuring the Information
Page 233 and 234:
Linden, L., Banerjee, A., and Dufl
Page 235 and 236:
Miniwatts Marketing Group. 2009. Ur
Page 237 and 238:
Quale, A. Trends in instructional I
Page 239 and 240:
United Nations Development Programm
Page 241 and 242:
World Bank. 2008a. MENA Development
Page 243 and 244:
For more information about the publ
show all

Transforming education: the power of ICT policies - Commonwealth ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?