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

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Chapter 8 Using ICT Policy to Transform Education Tayseer Alnoaimi J. Enrique Hinostroza Shafi ka Issacs Robert Kozma Philip Wong 59 59 Authors appear in alphabetical order.
Introduction All of the countries reviewed in the case studies are committed to improving and even transforming their education systems by using ICT. All see a connection between ICT-based educational change and economic and social development more generally. Each country, however, is unique. They are all relatively small in population but they range in per capita GDP from USD900 (Rwanda) to USD50,300 (Singapore). They also range in the percentage of GDP expenditure on education from 2.9% (Uruguay) to 6.5% (Namibia). Each brings a unique historical, cultural, political, social, and economic context to bear on policy and its formulation. And, while they are all still very much a “work in progress,” these countries each provide a model and lessons that can help other countries in formulating their own policies regarding ICT in education. In this chapter, we will look within and across the cases to draw out these lessons. While none of the countries used the Knowledge Ladder to formulate their policies, we will use this framework to structure our analyses. We will also, in turn, use the cases to analyze the Knowledge Ladder, its usefulness and limitations. At the same time, it is important to recognize the uniqueness of each case. Summary of Cases This section summarizes the ICT policies and programmes of the fi ve countries in our case studies. We use the Knowledge Ladder to organize the summary, examining the policy goals and vision for each case, along with the other policy components. Policy goals and vision refers to the set of objectives set out by the policy and the rationale for accomplishing them. In particular, a country’s policy goals and vision often articulate the intended impact of the policy on the educational system and all its benefi ciaries, including students, teachers, and parents, as well as its impact on the economy and society at large. The other policy components refer to different strategic programmes and operational plans that realize the policy goals and vision. These components include: professional development, pedagogical and curricular change, assessment reform, schools restructuring, and technological infrastructure comprising hardware, software, networks and technical support. The goals, visions, programmes, and plans of a country may be articulated in a formal ICT policy document or they may be laid out in a more general education policy document. There may also be a set or series of documents that lay out the policies in more detail or as a progression of changes over time. Singapore Policy Goals and Vision The ICT educational policy in Singapore aims at building the capacity of people through education, so as to maintain economic competitiveness of the country, develop lifelong learning as a national culture, and extend learning beyond schools to all life stages, especially among the workforces. The intention is to move the country towards a knowledge-based economy, be entrepreneurial and open to new ideas and be creative and innovative. In realizing these high-level goals, three Mater Plans (MP1, MP2 and MP3) of fi ve years each have been prepared. MP1 and MP2 have been implemented while MP3 started last year. Each of these three master plans has specifi c detailed objectives; however, they worked in cohesion and harmony to achieve the above mentioned described goals. Professional Development In MP1, the target was to equip all teachers in Singapore with the necessary ICT skills – that is, teachers were mainly trained on basic computer operation and offi ce productivity software. Professional development in MP2 emphasized 192 | Transforming Education: The Power of ICT Policies
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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
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GCC Gulf Cooperation Council GITR G
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of the labour force is comprised of
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Table 2: Summary of Strengths, Weak
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Figure 1: Education Structure in Jo
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Policy Features Policy Objectives I
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The Ministry of Education has devel
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apple increasingly engaging various
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Intranet to facilitate data interch
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Table 7: A Comparison of the Comput
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Table 9: ICT Literacy and ICT Integ
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evenues could surpass USDone billio
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the Development Coordination Unit.
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delivery of ICT-related services, p
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Within the MoE itself, each Managin
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In the case of education, the Minis
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Chapter 6 Case Study: Uruguay J. En
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Abbreviations and Acronyms AGESIC A
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Uruguay is categorized as an “upp
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As it can be appreciated, the gener
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apple Implement the national inter-
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Table 4: Education levels in Urugua
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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: However, the realization of Vision
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
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