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

More documents

Recommendations

Info

Transforming Education: The Power of ICT Policies
Published by the United Nations Educational, Scientifi c and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France © UNESCO 2011 All rights reserved ISBN: 9 789231 042126 The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Cover photo: © iStockphoto LP Designed and printed by UNESCO Printed in France CLD 1732.11
Page 1: United Nations Cultural Organizati
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 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 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?