Transcript POLICY ISSUES IN TECHER TRAINING: PERSPECTIVES AND

POLICY ISSUES
IN TEACHER TRAINING:
PERSPECTIVES AND
STRATEGIES FOR
SOUTHEAST ASIA
Arief S Sadiman
SEAMEO Secretariat
PRIORITY
IMPROVING QUALITY OF HUMAN
RESOURCE
EDUCATION AND TRAINING
PROBLEM
PROVIDING GOOD QUALITY
EDUCATION AND TRAINING TO ALL
CHILDREN AND CITIZEN
QUANTITY & QUALITY
OF TEACHERS
GENERAL POLICY
Improving quality education
Expanding access to learning
opportunity
IMPROVEMENT OF
TEACHERS’ & TEACHING-LEARNING
PROCESS QUALITY
USE OF ICT
IN EDUCATION AND TEACHINGLEARNING ACTIVITY
Increasing numbers of ICTs professionals;
Creating an ICTs literate workforce and
citizenry;
Teaching ICTs literacy and informatics in
schools; and
Using ICTs in schools to enhance teaching
and learning and school management
APPROACHES TO PRE-SERVICE
TEACHER EDUCATION
Full time certificate/diploma/undergraduate
degree based training in purpose built
institutions of faculties of education within HE
institutions;
Full time postgraduate training in faculties of
education in HE institutions; and
Direct entry as teachers with some intense initial
training,local mentoring and supervision
supported by DE materials and in-service
leading to subsequent certification
CATEGORIES OF IN-SERVICE TEACHER
EDUCATION
Formal courses or processes to upgrade the
qualifications of existing teachers (2-3 or 3-4
years of training);
Formal in-service programmes or processes to
support the reform or revision of national
curricula;
General in-service programmes on a wide range
of areas relevant to career development system
strategic directions or local needs; and
Informal and formal in-service activity within
schools
BRUNEI DARUSSALAM
A Master Plan for ICT in Primary and Secondary
Education was developed in 2000. It includes
providing professional skills development for
students and teachers and development of
physical and technological infrastructure to
support ICT development.
ICT department of the MOE was established in
2001
Use of ICT in teacher education at SHBIE
CAMBODIA
Localized teacher training based at the
school or school cluster;
Since 1995 conduct primary school inservice teacher training by distance, under
Distance Learning Education Project
LAO PDR
Professional support system given to
teacher in the use of new curriculum;
Conduct in-service training based on
cluster school;
Conduct teacher Upgrading Programme to
improve the quality of unqualified teachers
at district level through Teacher Upgrading
Center in 11 provinces
INDONESIA
Development of Nusantara 21 (Information
Path Highway)
Conduct of pre and in-service teacher
training programmes for primary and
secondary education;
Use of Distance Learning approach and
ICT in delivering the program;
Promote the use of ICT as an integral part
of T-L in the classroom
MALAYSIA
4 Over-arching initiatives:
- The MSC Project
- The National Information Technology
Agenda
- The K-Economy Master Plan
- The skilled HRD Plan
Integrate the use of ICT in teacher training
programmes
Conduct ICT projects in schools ( Smart School,
Computers in Education Project)
Computerisation Programmes for primary and
secondary schools
MYANMAR
Use of technology and promotion of quality
education as two of 6 Focal Areas of their
30-Year Education Plan
Holding Nationwide Seminars on
Promotion of Basic Education (incl.
Teacher Upgrading)
PHILIPPINES
Establish Centers of Excellence and
Centers of Development, in all disciplines ,
incl. Teacher Education
Integrate the use of ICT in pre-service
teacher training
Promote the use of iCT as an integral part
of T-L process
SINGAPORE
Piloted Thinking Schools, Learning Nations in
1996 to foster thinking skills in schools;
Set up IT Network in schools
Conduct teacher training in using ICT in T-L
process
Developed IT Master Plan in education and
provided infrastructure to support the use of ICT
Networked all schools in the country
THAILAND
National IT – 2010 Master Plan to transform
Thai society into the K-based economy, with 5
prominent flagships (e-Gov,e-Comrc,e-Industr,
e-Educ, and e-Society)
National ICT for Education Master Plan 2001-05,
focusing on the development and use of ICT s
tools for learning reform.
Development of National Network (EdNet)
Conduct teacher traning in Computer literacy
Provision of hardware and software
VIETNAM
MOET Action Plan on integratin of ICT into T-L
process (2001-2005)
Connect all institutions through a nation-wide IT
network, initially targeting the Ministry, teacher
training colleges and universities
Develop curriculum for ICT for primary and lower
secondary schools
Integrate the use of ICT into primary and
secondary teacher training curriculum and
practices
ISSUES
RELATED TO THE USE OF ICT
ICT is a tools , means not the end
Education lead not technology lead
Over expectation
Effectiveness and Efficiency
Human ware who will make the different,
not hardware or even software
Changing role of teacher and student
Transfer of technology, sustainability
REQUIRED TEACHER COMPETENCIES
Teachers need to have the confidence and
competence to:
1. Recognize their role in the introduction of ICT in
T-L process;
2. Use appropriately a wide range of technology
and resources to enhance student learning;
3. Develop, when necessary, their own ICT skills
and relevant ICT skills of their students;
4. Reflect critically on their use of ICT for T-L and
professional use; and
5. Appreciate the necessity of continued
professional learning about the potential and
possibilities of ICT to enhance student learning
STRATEGY
To impact on student learning teacher training &
professional development activity need to be :
1. Connected to & derived from teacher’s work with
their students (classroom based);
2. Be sustained, ongoing and intensive, supported by
peers and school leaders. It should be group
rather than individually focused training and
including the networking of teachers;
3. Include collective problem solving around specific
probems of practices;
4. Integrated into the larger framework of teacher
career regulations and incentives; and
5. Responsive to social and educational priorities at
both national and local level.
ESSENTIAL REQUIRED
COMPONENTS
Governance (policies,curriculum frameworks,
examination, management)
Infrastructure (physical equipment,operating
systems, networking, software, architecture of
classrooms)
Applications (curriculum uses)
People (skills, training and development
programmes, community expectations and
readiness)
TARGETING
TEACHER DEVELOPMENT
Existing teachers
Head of departments, units or division in schools
School leaders
Supervisors at province, district, sub-district level
Curriculum, textbook, software and examination
developers
Developers of professional development
programmes and materials
People who deliver the various professional
development programmes to teachers
Teacher educators who work in pre-service teacher
education programmes.
Training helps teachers
transform lifeless equipment
into useful tools.
Creating high tech educational tools
without trained teachers to use them
would be as useless as creating a new
generation of planes, without training
pilots to fly them.
THANK YOU