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

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access, and to broaden their knowledge. This website is part of a larger network of regional education portals, the Latin American Education Portals Network-RELPE (Gutterman and al, 2009). In addition, it is worth noting that this portal offers the largest number of ICT resources. Figures 7 and 8 show the amount of digital educational resources available for primary and secondary education, respectively. Figure 7: Available Resources for Primary Education (Uruguay Educa) Source: Portal Uruguay Educa, 2009 Figure 8: Available Resources for Secondary Education (Uruguay Educa) Source: Portal Uruguay Educa, 2009 apple Ceibal: 52 Aimed at promoting the exchange of educational experiences, contents and good practices, as well as to foster the development of virtual communities of practices (de Cindio et al., 2003). This website encourages teachers to become not just consumers but active producers of digital learning resources to use in the classroom (i.e. through calls for presenting projects and proposals), to share them in the portal with the other members of the educational community. 52 www.ceibal.edu.uy 146 | Transforming Education: The Power of ICT Policies
To illustrate the resources currently available, Figure 9 shows them grouped by curricular area. Figure 9: Total Resources Available in Portal Ceibal Source: Ceibal, 2009b Within this portal, there is also a Moodle platform that offers e-learning courses and workshops. Until mid 2010, the portal had almost 5,000 registered users, and is also the only portal with access statistics. Finally, it could be said that digital resources are mainly available in Ceibal and Uruguay Educa Web portals (more than 16,000 in total); however, not all of them are explicitly linked to national curriculum contents. On the other hand, the “Rayuela” project (launched in November, 2008) is a three-year term programme implemented by the LATU (and fi nanced by the IDB) that, among other goals, aims to transform Uruguay in an international referent regarding the design and development of digital learning contents in Spanish. Plans/strategies related to ICT teacher training, technological training, pedagogical training Teacher training was developed in two stages: apple First stage – Cascade strategy: started in 2008, focused on principals, inspectors and technology teachers, as intermediate actors, and it involved two steps; the fi rst one tried to prepare teachers for the Plan Ceibal implementation, XO features and the preliminary strategies to integrate this technology into learning processes; and the second had as main goal to achieve a deeper knowledge about how to apply ICT to teaching; and apple Second Stage – Face-to-face and e-learning strategy: since 2009, it incorporated technology teachers (“Maestros Dinamizadores” and “Maestros Apoyo Ceibal”) to mentor and train colleagues about the curricular ICTintegration, via collaborative activities, and by sharing the results of pedagogical experiences. Until mid 2010, there were four main action lines in the complementary training component of Ceibal: apple Face-to-face courses; apple Educational Television: short programmes developed by LATU experts, emitted both on the offi cial TV channel and others, and also available for downloading from the CEIP web portal; apple E-learning training: online courses and workshops about XO software, supported on a Moodle platform available in the Ceibal portal, and with the assistance of almost 40 tutors from CEIP. Some of these workshops are about: 1:1 models; collaborative work, ICT teacher skills; pedagogical use of XO-etoys; and digital learning resources, among others; and apple Digital resources on CD: to use in schools, as support to prepare lessons that include ICT use: tutorials, digital objects, etc. Case Study: Uruguay | 147
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United Nations Cultural Organizati
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Published by the United Nations Edu
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Table of contents Foreword Preface
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Preface Information and Communicati
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Chapter 1 The Technological, Econom
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Five subsequent chapters review the
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Telephones Communications technolog
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Country Population (Millions) Econo
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construction, retailing) accounted
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organization structure shifts to ma
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(World Bank, 2005). With a national
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Beyond an impact on achievement in
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Chapter 2 A Framework for ICT Polic
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Education Tuned for Mass Production
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apple Providing the skills needed f
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subjects to understand and solve co
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a certain constellation of conditio
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Consequently, signifi cant change r
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Most often, a nation will combine t
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More than 30 countries have begun t
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as the knowledge society. These cha
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Chapter 3 Case Study: Singapore Phi
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apple students possessed basic skil
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The Context Singapore, located at t
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will be examined in the four core s
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Workforce Continuing Education Beyo
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expressed concerns that the fi gure
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Goals MP2 encourages the effective
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the schools’ initiatives by provi
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3. Improve the sharing of best prac
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Please don’t remove this word.ass
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items are usually included: manpowe
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Koh (2006) described a case where L
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these is the company, Playware Stud
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Koh and Lee further elaborated on t
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computer ratio of less than 10:1; S
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Chapter 4 Case Study: Namibia Shafi
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new economies that emerge from ICT
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22% in 2002) and an estimated 15.3%
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In 2009, the GRN also made efforts
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extremely high levels of inequality
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It proposes that when used appropri
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problem solving; and learning to le
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The Implementation Plan places the
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The Policy Rationale The policy rat
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Stakeholder Category Stakeholder Ro
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Partnerships Currently in Existence
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Government stimulate the developmen
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apple That a number of successful c
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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 and 118: Table 7: A Comparison of the Comput
Page 119 and 120: Table 9: ICT Literacy and ICT Integ
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: In case of a technical problem, use
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
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Pedagogical and Curricular Change T
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encouraged to apply project-based l
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to spur the economy. The country is
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Enablers This section focuses on th
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On the other hand, the case of Urug
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Monitoring and Evaluation The polic
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Scaling up in the context of this p
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way of transforming education so as
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Is Leap-frogging Possible? The effo
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the appropriate ICT resources and p
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technological literacy and pedagogi
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National Agency for Research and In
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--. 2009b. Working Out Change: Syst
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Gerster, R. and Zimmerman, S. 2005.
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--. 2009. Measuring the Information
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Linden, L., Banerjee, A., and Dufl
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Miniwatts Marketing Group. 2009. Ur
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Quale, A. Trends in instructional I
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United Nations Development Programm
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World Bank. 2008a. MENA Development
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