pendidikan ict di asia oleh gwang jo kim unesco

Capacity Building for ICT in Education:

Challenges and Opportunities

Gwang-Jo KimDirector

UNESCO Asia-Pacific Regional Bureau for Education

Outline of the Presentation

I. Rural areas: realities and educational challenges

II. ICT solutions for educational challenges in rural areas

III. The Role of UNESCO

IV. Recommendations

I. Realities and

Educational Challenges in Rural Areas

Population

Density

The Big PictureHow do we define rural and urban?

Type of

economic activity

Infrastructure

and Accessibility

Continuity of Continuity of built-up areas

No single definition is

applicable to all countries

The Big PictureHigh Rural Populations

While decreasing over time, many Asia-Pacific countries still have substantial rural populations

World Bank Database (2011)

World Bank

Database (2011)

Percentage of Population Living in Rural Areas

Lack of Educational Facilities

• Classrooms

• Bathrooms

• Computers

• Libraries

• Classrooms

• Bathrooms

• Computers

• Libraries

Lack of Educational Resources

• Textbooks

• Teaching materials

• Teachers

• Textbooks

• Teaching materials

• Teachers

Rural schools often lack necessary

infrastructure for learning

Source: Lewis, M. Paul (ed.) 2009, Table 7. Linguistic diversity of countries

(from highest to lowest), Ethnologue, 16th Edition

Official educational content is available in less than 1 percent of the 3,500 languages spoken in the Asia

Pacific region

Lack of Educational Content

Teaching in rural

schools is less

attractive, mainly

because of poor living

and working

conditions

(UN Millennium Project, 2005), and Problems

and Recommendations Regarding Rural

Teachers and Rural Education) Zhongguo jiaoyu

bao (China Education Daily), (2004)

As a result, rural

schools have fewer

qualified teachers

and higher teacher

turnover

In Gong County, China, there are over 60

village schools with only 1 or 2 teachers

responsible for teaching all subjects and

grade levels

Teacher Shortages in Rural Areas

Teacher shortages affect quality through:

Overcrowded classrooms, overworked

teachers, and fewer opportunities for

professional development

Teacher Shortages in Rural Areas

10

Source: World Bank EdStats Database (2011)

Average years of schooling (age 15-19)

Disparities for urban/rural areas in ASEAN countries

What happens to learning in poor rural areas?

PISA database (2009)

Thailand Indonesia OECD Average

II. ICT solutions for educational challenges in rural areas

Source : United Nations (2010)

Number of websites in

100,000s% growth per annum

2006-2008

Source : Netcraft Database (2011)

Growing internet users and mobile subscribers in AP

Growing number of websites worldwide

Increasing Use of Technologies

Digital Opportunity in Asia Pacific and ASEAN

Source: ITU/UNCTAD World Information Society Report 2007.

How has connectivity changed over time?

Internet World Statistics

Internet Penetration by Percentage of Population (ASEAN Countries)

AccessAccess

InfrastructureInfrastructure

QualityQuality

ICT Solutions for Challenges of Rural Education

II. 1. ICT and Educational Access

ICT to Enhance Educational Equity in India

Source: Meta-survey on the Use of Technologies in Education in Asia and the

Pacific, UNESCO (2003) with updated data from National Institute of Open

Schooling Website and Annual Report 2009

Established in 1989 to inexpensively provide

education to remote areas, NIOS is the largest open school

in the world

Network of 5 departments, 11 regional centers, and more than

3,300 study centers

Since 2006, more than 1.8 million have enrolled

Distance Learning in Pakistan

Allama Iqbal Open

University and

Virtual University of

Pakistan (>750,000)

All other

universities

combined

Source: Price Water House Cooper. Survey of ICTs for Education in South Asia (2010)

ICT to Enhance Educational Equity in Pakistan

The National ICT Strategy for Education was implemented in 2005.The most successful policy initiative has been the use of ICT to

extend educational opportunities

eSkwela Project in the Philippines

eSkwela provides ICT-

enhanced educational

opportunities for out-

of-school-youth and

adults

Infrastructure Setup

Customized Instructional

Model

Training for Facilitators,

Center Managers, Network

Administrators

Community Support for

Operations and Sustainability

Monitoring and Evaluation

Passing rate in the A&E Test among eSkwela learners is double to triple than those taking print-based mode

Benefits 45,000 rural youth

in 150 communities, 280

telecentre operators, 1454

school teachers, and 30

developers.Source: Can open ICT4D shape future of rural education?

Innovations in Sri Lanka Telecentres. Open ICT4D 2010, Ottawa, Canada

The Shilpa Sayura Project provides

over 10,000 interactive lessons and

5000 tests for self learning of the

National Curriculum by 150 rural

telecentres networks.

ICT-Enabled Content in Sri Lanka

II. 2. ICT and Educational Infrastructure

Effects of Lack of Computers in ASEAN Schools

Source:

PISA 2009 Database

Do shortages of computers at your school hinder capacity to provide instruction?

Thailand Indonesia Singapore

Effects of Lack of Internet Connectivity in ASEAN Schools

Source:

PISA 2009 Database

Do problems with internet connectivity at your school hinder capacity to provide instruction?

Thailand Indonesia Singapore

Malaysia benchmarked 15 rural

smart schools in 2009, and

expanded the Smart Schools

program nationwide in 2010

The Smart School Milestones(Four Waves)

Source: The Malaysian Smart School

Blueprint, 1997|Multimedia

Development Corporation,

2005|UNESCO-Wenhui Award

application documents, 2010|MSC

Malaysia, Datasets for Malaysian Smart

Schools program, 2011

The Smart

School Components

ICT Facility Development in Malaysia

Smart Schools in SingaporeThe Digital Divide Act in South Korea

Source: Byung Sam Kang (2007) Bridging the Digital Divide

in Korea

The First Master Plan on Bridging the Digital Divide

(2001-2005) had six priority areas

Infrastructure

Access to telecommunication

IT Learning

Contents for marginalized people

E-life

Global digital divide

Evaluation of Rural People and ICT

By 2007, 99% of small rural villages had been supplied with access to

broadband internet.Computers, software, and

peripheral equipment were placed at easily accessible locations such as

town halls, libraries, and post offices.

• Over 500 learning stations are directly

impacting more than 150,000 learners

across Asia and Africa.

Hole-in-the-Wall Project

The Hole-in-the-Wall Learning Stations

Learning Stations in Cambodia

9 Month study across 17 locations

Source: NCT

of Delhi,

India (2004)

• Provide free and

unrestricted computer

access in open and

unsupervised settings.

II. 3. ICT and Education Quality

28

Source: OECD Programme for International Student Assessment 2009 Database

Disparities in learning across Asian countries

Secondary school achievement in PISA Mathematics and Reading tests

Source:: New Millennium Learners. OECD 2006.

Access to a computer and overall PISA performance

Different ratings on the PISA scale between students with access to a computer and those without

Access to a computer and Mathematics Skills

Source: Are Students Ready for a technology-rich world? What PISA studies tell us. OECD 2006.

Use of a computer and Science Skills

Source:s Are Students Ready for a technology-rich world? What PISA studies tell us. OECD 2006.

Length of time students have used a computer and mean performance in PISA science scale

(Source: Anderson, J. (2010) ICT Transforming Education: A Regional Guide, UNESCO Bangkok)

Overview of Southeast Asian Countries’ stages of “Training on ICT”

Teacher Competency is the Key to Quality

“Intel Teach has brought fundamental change to the

teachers”Official of Hue DOET

• Pre-service and in-service training for creating student-centered lesson plans and project-based learning with ICT integration

Essentials Course

Essentials Course

• Train teachers who lack basic knowledge and skills on ICT

Getting Started Course

Getting Started Course

As of 2008, Intel Teach has trained more than 39,000 teachers from 21 cities/provinces

Source: Intel Vietnam

Intel Teach Programs in Vietnam

Teacher’s TV Program in Thailand

Targeting teachers and trainers, Thai Teacher’s

TV introduces new teaching methods

through “model” video lessons available on daily

broadcasts and online

Schools from 49 of Thailand’s 78 provinces

have uploaded material to the website

Phase One

• Introducing basic computer technology into

schools

Phase Two

• Enhancing the IT competency of the teachers and

students

The project covers 72 rural schools, aiming to bridge

the gap on digital literacy

Maintenance and repair services are provided through another program at 17 rural

vocational schools

Thailand—Princess’ IT for Rural Schools Program

III. The Role of UNESCO

Capacity Building for ICT-Pedagogy Integration

Capacity Building for ICT-Pedagogy Integration

Laboratory and Clearing House for Ideas and E-

Resource Content

Laboratory and Clearing House for Ideas and E-

Resource Content

Catalyst for International Cooperation

Catalyst for International Cooperation

The Role of UNESCO

Capacity Building for Pre-Service Teachers

Next Generation of Teachers ProjectOverall goal: Building the institutional capacity of Teacher Education Institutes in designing and providing training on ICT-integration for pre-service teachers.

Leadership

CurriculumTeaching Capacity

Where we

are:

Developing

e-readiness;

Focused on

the future

Where we are going:

Developing global and

national standards;Meeting

local needs

Deans’ Deans’ Forums

Curriculum Curriculum Development

WorkshopsCapacity Building

Workshops for Teacher Educators

Capacity Building for In-Service Teachers

Facilitating ICT-Pedagogy Integration 2010-2012Networking with TEIs and training teachers to plan and

implement PBL supported by ICT

Web Portal for international projects implemented in June 2011

Beneficiary

countries:

Bangladesh,

China, Malaysia,

Philippines,

Thailand and

Viet Nam

(Funded by Korea

Funds-in-Trust)

• The SCHOOLNET is a network of schools and libraries that supports the effective use of ICT in teaching and learning.

WhatWhat

• UNESCO piloted this project in 24 schools in 8 ASEAN countriesWhoWho

• GOOD IDEA BUT POOR RESULTS

• LACK OF CAPACITIES OF TEACHERS

• NEED TO REVIVE PROJECTWhyWhy

Building SchoolNets in ASEAN (2003-2006)

42

Laboratory and Clearinghouse for Ideas and Resources

ICT in Education Website

e-NewslettersPrint

publications and CD-ROMs

Online Community

43

Catalyst for International Cooperation

UNESCOUNESCO

Governments, Ministries of Education

(e.g., Asia-Pacific Annual Ministerial Forum on ICT in

Education)

Governments, Ministries of Education

(e.g., Asia-Pacific Annual Ministerial Forum on ICT in

Education)

IGOs

(e.g., ITU, World Bank, UNDP, SEAMEO, etc)

IGOs

(e.g., ITU, World Bank, UNDP, SEAMEO, etc)

Private Sectors

(e.g., Microsoft, Intel, etc.)

Private Sectors

(e.g., Microsoft, Intel, etc.)

NGOsNGOs

Research InstitutesResearch Institutes

International Symposium on ICT in

Education: Potential and Lessons Learnt

• Ulaanbaatar, Mongolia, September 13-14, 2011

• Participants: Senior government officials from Mongolia,

Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan and DPRK

• Purpose: To identify policy options and potential

solutions for common issues and challenges in the region

(scarcely populated)

• Findings:

oNeeds a common vision with sustainable political

commitment to the vision

oNeeds for systemic approach to ICT in education

oHardware is important, but more attention is to be

paid to strengthening the soft power (e.g. capacity

building)

IV. Recommendations

Smart interventions

Smart Partnerships

Knowledge exchange

Information sharing

Recommendations

gj.kim@unesco.org

www.unescobkk.org