NATIONALSTREATEGYIMPERATIVE21 FEBRUARY 2013
KNOWLEDGE SOCIETY AGENDA Knowledge society is a human society inwhich knowledge should bring justice,solidarity, democrac...
KNOWLEDGE SOCIETY AGENDA
KNOWLEDGE SOCIETY AGENDAIntegrating ICT to build the knowledgesociety …. Learning to knowICT and Knowledge Learning to d...
The seven complex lessons in education forthe future by Edgar Morin: 1. Detecting error and illusion: Teach the weaknesse...
As educators we need knowledge forenabling all children and all people toaccess knowledge and to benefit from beingeducate...
Cont.…4. NETWORKINGThe Knowledge Society is networked. Networks in Education offermany ways to access knowledge, offer man...
“EDUCATION FOR ALL”GOALS
Education for all… Is a global movement led byUNESCO, aimed at meeting the learningneeds of all children, youth and adult...
“Education for all "goals April 2000 the international communitymet in Dakar, Senegal and set a globalchallenge with the ...
Six Education For All goals..1.Expand early childhood care and education2. Provide free and compulsory primary education t...
EDUCATION FOR ALL A number of the set challenges were notachieved by 2005, including the issues ofquality education for e...
Education for all For quality education or learning to become realityfor all, there are crucial factors that have to beco...
And three main challenges in relation toequality of education remain that…. Learning outcomes should be monitored. Learn...
Learning environments doneed improvements….
……..
We need qualified teachers for thequality of our education… . “EI strongly believes that qualityeducation cannot be achie...
Education for all….The quality of oureducation depends onproperly trained qualifiedteachers….!
PERVASIVENESS OF TECHNOLOGY
PERVASIVENESS OF TECHNOLOGY “The Information and communicationtechnologies are to be used to create greateraccess to lear...
PERVASIVENESS OF TECHNOLOGY
THE HOSTILE APPROACH TO TEACHER DEVELOPMENT…. The development of ICT skills cannot be practisedin isolation from their co...
Cont.…2. A technical dimension, which implies• An ability to select, use and support a range of ICTresources as appropriat...
Principles to be followed in the professionaldevelopment programmes for teachers….• Educational goals should be primary.• ...
Cont...• Teacher development should be on-going, due to the changing nature of ICT.
Five development levels… Implementing these developmentsrequire guidelines to be followed for theprogrammes to be success...
Cont.… Adoption level. The teacher is able to usevarious ICT, including computers, to supporttraditionalmanagement, admin...
Cont.… Appropriation level. The teacher has a holisticunderstanding of the ways in which ICTcontributes to teaching and l...
Present future nationalstrategic objectives
Present future national strategicobjectives Education is a basic human right; apathway to maximise individualpotential, e...
The document’s priorities ofaction are….ACCESS, QUALITY AND SKILLS pursue a vision of quality basic education forall. Th...
Cont.. support the whole education sector wherewe can, through long-term flexible funding We will aim to support at leas...
teacher competency standardsrelating to ICTs and professionalaptitude…
Standards and performanceindicators Effective teachers model and apply theNETS·S as they design, implement, andassess lea...
Standards and performance indicators 1. Facilitate and Inspire Student Learning andCreativityTeachers use their knowledge...
Standards and performance indicators 3. Model Digital Age Work and Learningteachers exhibit knowledge, skills, and workpr...
Standards and performance indicators 5. Engage in Professional Growth andLeadershipTeachers continuously improve their pr...
In conclusion We need qualified teachers To enforce knowledge society And skilled teachers in using ICT INTEACHING AND ...
THANK YOU…..
REFERENCES DOE: Guidelines for Teacher Training andProfessional Development in ICT (2007) EI analysis .Education For All...
of 40

National streategy imperative presentation

Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - National streategy imperative presentation

  • 1. NATIONALSTREATEGYIMPERATIVE21 FEBRUARY 2013
  • 2. KNOWLEDGE SOCIETY AGENDA Knowledge society is a human society inwhich knowledge should bring justice,solidarity, democracy, and peace. A society in which knowledge could be aforce for changing society..
  • 3. KNOWLEDGE SOCIETY AGENDA
  • 4. KNOWLEDGE SOCIETY AGENDAIntegrating ICT to build the knowledgesociety …. Learning to knowICT and Knowledge Learning to doNew capacities Learning to live togetherNew communication Learning to beIn the knowledge society and personaldevelopment
  • 5. The seven complex lessons in education forthe future by Edgar Morin: 1. Detecting error and illusion: Teach the weaknesses of knowledge:what is human knowledge? 2. Principles of pertinent knowledge: Consider the objects ofknowledge in their context, in their complexity, in their whole. 3. Teaching the human condition: the unity and the complexity ofhuman nature. 4. Earth identity: Teach the history of the planetary era, teach thesolidarity between all the parts of the world. 5. Confronting uncertainties: Teach the uncertainties in physics, inbiology, in history… 6. Understanding each other: Teach mutual understandingbetween human beings. And teach what misunderstanding is. 7. Ethics for the human genre: Teach the ethics of humanitypreparing citizens of the world.
  • 6. As educators we need knowledge forenabling all children and all people toaccess knowledge and to benefit from beingeducated.1. DIGITAL SOLIDARITYIn the field of Education, ICT should help develop “Digital Solidarity”. Thisrequires strong and joint actions of all stakeholders to guarantee the right ofparticipation in the digital society for all students in the world.2. LEARNERS AND LIFELONG LEARNINGIn the Knowledge Society, every learner is a lifelong learner. The contentand the methods of initial education must take into account preparationfor lifelong learning. ICT is a key tool for developing lifelong learning.3. DECISION-MAKING STRATEGIESIn order to help decision-makers and to make decisions meet the realneeds, bridging research, practice, experimentation, innovation withdecision-making is essential. Decision-makers should make better use of theexperience of Practitioners and the findings of Researchers.
  • 7. Cont.…4. NETWORKINGThe Knowledge Society is networked. Networks in Education offermany ways to access knowledge, offer many possibilities fornetworking people and developing collaborative work andenhancing the “collective intelligence”5. RESEARCHThe development of ICT-based education and training processes is agrowing reality. There is therefore a need to continue research work onthe development of these technologies and their applications6. TEACHERSBeing a teacher in the Knowledge Society requires new specificcompetencies: a teacher has to deal with new knowledge, new waysfor accessing knowledge; with a networked world and with new typesof co-operation and collaboration; with a society in which knowledgeplays a crucial role; with lifelong learning.
  • 8. “EDUCATION FOR ALL”GOALS
  • 9. Education for all… Is a global movement led byUNESCO, aimed at meeting the learningneeds of all children, youth and adult by2005. But education for all doesn’t necessarilymean Quality education for all…. Education is also a very good investment.Why deprive children from qualityeducation ?
  • 10. “Education for all "goals April 2000 the international communitymet in Dakar, Senegal and set a globalchallenge with the potential to changelives of million children.. Their challenge was embodied in the sixeducation for all goals..
  • 11. Six Education For All goals..1.Expand early childhood care and education2. Provide free and compulsory primary education to all3. Promote learning and life skills for young people and adults4. Increase adult literacy by 50 %5. Achieve gender parity by 2005, gender equality by 20156. Improve the quality of education
  • 12. EDUCATION FOR ALL A number of the set challenges were notachieved by 2005, including the issues ofquality education for everyone…
  • 13. Education for all For quality education or learning to become realityfor all, there are crucial factors that have to beconsidered… such as teacher recruitment, their workingconditions, their appropriate remuneration, as well asthe quality of their initial and continuouseducation, to be considered. Therefore , The Fast Track initiative plans to includequality measures such as the monitoring of learningoutcomes as additional criteria for approving FTIcountry plans. But this growing attention on quality education doesnot mean quality is improving, but it indicates that it issee as being of crucial importance.
  • 14. And three main challenges in relation toequality of education remain that…. Learning outcomes should be monitored. Learning environments must beapproved. Attracting more and better teachers isparamount.
  • 15. Learning environments doneed improvements….
  • 16. ……..
  • 17. We need qualified teachers for thequality of our education… . “EI strongly believes that qualityeducation cannot be achieved withoutadequate numbers of properly trainedqualified teachers.” governments should play a leading rolein training teachers, who should beequitably deployed to urban and ruralschools . With the intention to improve teachers’conditions of service, including salaries.
  • 18. Education for all….The quality of oureducation depends onproperly trained qualifiedteachers….!
  • 19. PERVASIVENESS OF TECHNOLOGY
  • 20. PERVASIVENESS OF TECHNOLOGY “The Information and communicationtechnologies are to be used to create greateraccess to learning opportunities, redressinequalities, improve the quality of teaching andlearning, and provide personalised learningexperiences.” Therefore all teachers will thus require theknowledge, skills, values, and attitudes, as well asthe necessary support to integrate ICT intoteaching and learning.
  • 21. PERVASIVENESS OF TECHNOLOGY
  • 22. THE HOSTILE APPROACH TO TEACHER DEVELOPMENT…. The development of ICT skills cannot be practisedin isolation from their context. The development of ICT skills and knowledge forteachers should be an integral part of initial andcontinuing teacher development programmes. This approach has the following three dimensions:1.A pedagogical dimension, which implies anunderstanding and application of the opportunitiesof the use of ICT for teaching and learning in a localcurriculum context.
  • 23. Cont.…2. A technical dimension, which implies• An ability to select, use and support a range of ICTresources as appropriate to enhance personal andprofessional effectiveness; and• The willingness to update skills and knowledge inthe light of new developments.3. A collaboration and networking dimension, whichincludes• A critical understanding of the added value oflearning networks and collaboration within andbetween partners; and• The ability to create and participate incommunities of practice.
  • 24. Principles to be followed in the professionaldevelopment programmes for teachers….• Educational goals should be primary.• Teacher development programmesshould provide teachers withsituated/contextualised learningexperiences.• Teacher development programmesshould be needs driven• On- going support should be consistentlyavailable.
  • 25. Cont...• Teacher development should be on-going, due to the changing nature of ICT.
  • 26. Five development levels… Implementing these developmentsrequire guidelines to be followed for theprogrammes to be successful…. Therefore the five development levels wedeveloped to serve as guide lines for theteacher development programmes… Entry level. The teacher is computerliterate and is able to use computers.
  • 27. Cont.… Adoption level. The teacher is able to usevarious ICT, including computers, to supporttraditionalmanagement, administration, teaching andlearning, and is able to teach learners how touse ICT. Adaptation level. The teacher is able to useICT to support everyday classroom activitiesat an appropriate NCS level, assess thelearning that takes place and ensureprogression
  • 28. Cont.… Appropriation level. The teacher has a holisticunderstanding of the ways in which ICTcontributes to teaching and learning. Innovation level. The teacher is able todevelop entirely new learning environmentsthat use ICT as a flexible tool, so that learningbecomes collaborative and interactive
  • 29. Present future nationalstrategic objectives
  • 30. Present future national strategicobjectives Education is a basic human right; apathway to maximise individualpotential, extend freedoms, buildcapabilities and open up opportunities. And strategic actions need to be taken toimprove the quality of education. in the DFID’s Education Strategy 2010–2015 strategic objectives have beenmade to deal with such issues…
  • 31. The document’s priorities ofaction are….ACCESS, QUALITY AND SKILLS pursue a vision of quality basic education forall. Their definition of a good school is one that isaccessible to every child in their locality. We will ensure that our education aid is wellaligned to the education MDGs and thebroader EFA goals. Girls and boys have equal rights to qualityeducation
  • 32. Cont.. support the whole education sector wherewe can, through long-term flexible funding We will aim to support at least 5.5 millionchildren in school globally by 2010, throughour country programme support aloneRead more about these strategic actions in TheDFID’s Education Strategy 2010–2015Additional notes below
  • 33. teacher competency standardsrelating to ICTs and professionalaptitude…
  • 34. Standards and performanceindicators Effective teachers model and apply theNETS·S as they design, implement, andassess learning experiences to engagestudents and improve learning And all teachers have to meet certainstandards and performance indicators
  • 35. Standards and performance indicators 1. Facilitate and Inspire Student Learning andCreativityTeachers use their knowledge of subjectmatter, teaching and learning, and technology tofacilitate experiences that advance studentlearning, and virtual environments. 2. Design and Develop Digital Age LearningExperiences and AssessmentsTeachers design, develop, and evaluate authenticlearning experiences and assessment incorporatingcontemporary tools and resources to maximizecontentlearning in context and to develop the knowledge,skills, and attitudes identified in the NETS·S.
  • 36. Standards and performance indicators 3. Model Digital Age Work and Learningteachers exhibit knowledge, skills, and workprocesses representative of an innovativeprofessional in a global and digital society. 4. Promote and Model Digital Citizenshipand ResponsibilityTeachers understand local and global societalissues and responsibilities in an evolving digitalculture and exhibit legal and ethical behaviourin their professional practices
  • 37. Standards and performance indicators 5. Engage in Professional Growth andLeadershipTeachers continuously improve their professionalpractice, model lifelong learning, and exhibitleadership in their school and professionalcommunity by promoting and demonstratingthe effective use of digital tools and resources.
  • 38. In conclusion We need qualified teachers To enforce knowledge society And skilled teachers in using ICT INTEACHING AND LEARNING To improve the quality and equality ofeducation
  • 39. THANK YOU…..
  • 40. REFERENCES DOE: Guidelines for Teacher Training andProfessional Development in ICT (2007) EI analysis .Education For All by 2015: EducationInternational’s Response to the Global MonitoringReport (2008) Learning For All: DFID’s Education Strategy (2010–2015) NETST.PDF. Standards and performance indicators.(2008) NPC National development plan. Version for 2030