Contacting Needs and Knowledge Assessments

Contacting Needs and Knowledge

Assessments ___________________________________________________________________________

Deliverable Number: D2.1

Contractual Date of Delivery: 30/03/2019

Actual Date of Delivery: 30/03/2019

Title of Deliverable: Contacting needs and knowledge assessments

Work-Package contributing to the Deliverable: WP2

Dissemination Level: IL

Nature of the Deliverable: R

Author(s): Nanung Fitriyianto University Gadjah Mada (UGM), Vassilios

Makrakis Frederick University (FU), Nelly Kostoulas Universty of

Crete (UOC), Aravella Zachariou Frederick University (FU), Munirah

Ganzali University Science Malaysia (USM) in cooperation with all

partners.

Version Date Comments & Status Distribution 18/03/2019 initial version Draft

23/03/2019 comments from all project team. Final approval by the

Quality Assurance Group 30/03/19.

Project Funding

Project Full Title: ICT-enabled In-service Training of Teachers to Address Education for

Sustainability

Project Acronym: ICTeEfS

Project number: 598623-EPP-1-2018-1-CY-EPPKA2-CBHE-JP

EC Programme: ERASMUS +

Agreement number: (2018-3774-001-001)

Start date: 15th January, 2019

Duration: 3 years

Budget: € 991.711

Disclaimer

The content in this deliverable expresses the views of the authors and the ICTeEfS

Consortium and does not necessarily reflect the views of the European Commission.

The European Commission is not liable for any use that may be made of the

information contained herein.

Executive Summary

This deliverable reports first on the SWOT (Strengths, Weaknesses, Opportunities and

Threats) analyses carried out in the three partner countries involving the local Regional

Centers of Expertise on Education for Sustainable Development (RCEs on ESD). The data

collection methodology for the SWOT Analyses included personal interviews, workshops,

focus groups, public meetings, surveys, participatory tools and stakeholder panels. This was a

very interesting experience as it connected the higher education with society. RCEs involve a

quite extensive number of local stakeholders. On the basis of the SWOT Analyses and

discussions within the project staff, a summarization of needs and knowledge assessments

has been done, identifying the stakeholders’ needs, the barriers and drivers critical to their

successful engagement in the process of design and development of the ICTeEfS teaching

standards and competences. A number of questions were posed upon which relevant tables

have been formulated in order to identify not only the stakeholders’ strengths, weaknesses,

opportunities and threats. but also, basic objectives and issues to addresses in subsequent

processes and practices. Especially, the knowledge sought from this activity was also

instrumental in developing the instruments for the stakeholders’ surveys (D2.2) and the

development of the ICTeEfS teaching standards and competences framework (D2.3).

SWOT Analysis of Regional Center of Expertise (RCE) Yogyakartaon Education for Sustainable

Development

22-25 February 2019 Frederick University, Nicosia Cyprus

INTRODUCTION

Where is Yogyakarta?• Located in the center of the

island of Java, with 3.7 millionpoppulation

• Smallest province with an area of3.133 km2

• A special status since it isgoverned by Sultan dated fromthe pre colonial era

• Agriculture and farming as themain source of income for mostcommunity

• With more than 100universities→renowned as thecity of learning.

RCE YOGYAKARTA

History of Establishment• Established as a responds of earthquake in

2006 with aimed to rehabilitate the damagepost disaster. Also at the same time torespond the illiteracy reduction program,supporting Small Medium Enterprises SMEsand in line with university commitment forgreen campus and renewable energy

• Date of acknowledgement by UNU-IASDecember 27 2007 Coordinator: Prof Nizamdan Prof. Danang

Aims• To provide education in the field of Sustainable Development

through formal, non-formal and informal education

• To give information, increase awareness, provide space for learningand action as well as community mobilization towards establishingnation with more sustainable future.

• Actively involve and play roles in national and internationalnetworking to share and collaborate in Education for SustainableDevelopment

Collaborations and Partnerships

Secretariat**Formal office address and secretariat:

Direktorat Pengabdian kepadaMasyarakat UGMJl. Pancasila Bulaksumur UGM G7 , Yogyakarta 55281, IndonesiaTelp : +62 274 552432(Telp/Fax), 0274 6492082, 0274 6492083Email : [email protected].

Director

Head of Subdiretorate

KKN

Head of Subdirectorate

Community Services

Secretary

KKN Development

Logistic and Operational

Community Services

Community Empowerment

Sustainable Development Action Programs• EDUCATION

• SCS-CEL (Student Community Services-Community Empowerment Learning)

2009: the themes are ESD based programs

• INTEGRATION OF ESD INTO HE CURRICULA

SINCE 2009: through workshops and incentives of action programs

• RESEARCH AND COMMUNITY ENGAGEMENT

• RENEWABLE ENERGY

• HEALTH

• WASTE MANAGEMENT

• BIODIVERSITY

• ENVIRONTMENTALLY FRIENDLY INTEGRATED FARMING

SWOT ANALYSIS

FGD for SWOT ACTIVITY for ESD and SDGs

• 1st Activity on 1st February 2019 atDirectorate for CommunityServices UGM

• 2nd Activity on 7th February 2019at Clinic for Environment andDisaster Mitigation UGM

• 3rd Activity on 13st February 2019at Directorate for CommunityServices UGM

Attended by several expertise from:

Vocational School, Faculty of Geography, Faculty of Pharmacy

Faculty of Engineering, and Directorate for Community Services UGM

Name of the RCE:

RCE Yogyakarta, UGM, Indonesia

Name of the SWOT facilitator: e-mailNanung Agus Fitriyanto.,Ph.D.

Name of the SWOT participants Function at the RCE e-mail

Prof. Dr. Suratman.,M.Sc. Expertise on Environment Science [email protected]

Prof. Irfan Dwidja Prijambada Expertices in community

[email protected].

idProf. Dr. Baiquni.,M.A. Expertise on Geography development [email protected]

Dr. Puji Astui.,M.Sc., Apt. Expertise on Medicine Science [email protected]

M.Sulaiman.,S.T.,M.Eng.,D.Eng Expertise Civil and Earth Resources

Engineering

[email protected]

Surani Hasanati.,S.Si.,M.Sc. Expertise on Environment Science [email protected]

Taufikur Rahman, S.E., M.B.A., Ak., CA. Expertise on Finance [email protected]

Marlita Putri Ekasari.,S.Farm. MPH. Expertise on Public Health [email protected]

dFitrotun Aliyah.,S.T.,M.Eng Expertise on Chemical Engineering

Science

[email protected]

Dr. Dyah Rahmawati Hizbaron Expertise on Environmental and

Infrastructure Planning

[email protected]

Theresia Octastefani, S.AP., M.AP., M.Pol.Sc. Expertise on Soial Science [email protected]

Participants in SWOT Analysis

Our StrengthsIn 263 Study Programs with 4,468 Faculty Members and

47,081 Students

14

➢TRIDHARMA (Three Main Roles) of HE in INDONESIA: Education, Research and Community Service → allhigher education institutions in Indonesia must carryout programs of community service.

➢UGM has a special program of community serviceinvolving lecturers (as supervisors) and students whohave different scientific back-grounds/disciplines →A Student’s Community Service (SCS) that isconducted through a Community EmpowermentLearning (CEL)→ called as SCS-CEL Program.

➢Work in a team of 20-30 students, which is consist offour clusters of study background:➢ Physical infrastructure➢ Socio-economic and culture➢ Community health➢ Agricultural related field

KKN, Education for Student Community Service

Distribution of KKN Students

Distribution of KKN Students

• In a year, 7000 undergraduate student has been deployed to the community

• Initiated in 1971 at UGM

• Compulsory 3 credits

• Mobilize 4th year university students to work with community overcoming the issues related to localproblems

Advantages of Students’ Community Engagement (KKN)

• Students understand the problem of their surroundingcommunities

• Students are able to communicate with the communities

• Students are able to work together in a group toward commonobjectives

• Connecting communities to the university

• Enhance community development

• Feed back to the university for necessary research

What unique knowledge, talent, or resources do

we have to facilitate the integration of education

for sustainability issues supported by ICTs in

teaching and learning processes and practices?

KKN, Education for Student Community Service (2)

• Stay in a community for 2 months (formerly 3 months)

• Solve a real problem existing in a community they are assigned towork and stay in

• SCS program consists of three major elements: individual,institution and community empowerment

• The program functions as media for transfer and transformingknowledge, skill, creativity and innovation obtained by studentsduring their studies for the benefit of community.

• The program were run based on the principles of co-creation, win-win solution, co-finance, sustainability and flexibility.

Some focuses of interest:• Improving education in remote areas

• Community based health policy

• Women's empowerment

• Disaster early warning system andmitigation

• Cultural and local wisdom-based naturalresources conservation

• Rural Governance and Administration

• Law and Political Awareness

• Small and Medium EnterprisesDevelopment

• Sustainable agricultural production

As a Regional Center of Expertise on Education for Sustainable Development what do we do best in relation to integrating sustainability issues such as recycling, poverty, climate change in teaching and learning processes and practices?

• Raise student empathy and care

• Implementing science and technology in the field

• Increase the spirit of teamwork and multidiscipline work

• Educating student as researcher/scientist

• Training student to work collaboratively with various actors(university, government, private sectors, NGOs andcommunity)

• Promoting learning community and communityempowerment

The Objectives of KKN

On the other hands, how Does UGM Contribute to

Education for Sustainable Development through Non-

KKN Program ?

Leading in Community Empowerment Program

The 1st ICCEESD as an effort to improve publicityTheme: Innovating Engagement & Sustainability Society Inclusive WelfarePlace: YogyakartaTime: 7 – 8 November 2018Delegate and Participant: 44 presenters, 120 participantsCounty: Indonesia, Singapura, Jerman, Perancis, Thailand, Australia, Malaysia

UGM, Pioneering Ecosystem Conservation

Wanagama, Universitas Gadjah Mada Teaching Forest , with 600 Hectare in Gunung Kidul

UGM Efforts in Tridharma Have Changed the Critical Land to Become A Forest. It was mentioned by Jokowi President that Wanagama is as the best forest management.

Agro Technology Innovation

Center (PIAT)

35 Hectare in BerbahAnd 165 Hectare in

Mangunan

• Smart Food• Smart Feed• Smart Energy• All UGM Waste is

managed in PIAT• Gen Bank for

IndonesianBiodiversity –Teaching Industryand Research Center

Sustainable Natural Resources and Food Resources

Bioenergy Center di PIAT (Agriculture Technology Innovation Center):

• Slow Release Fertilizer, Composting,Microbial Starter

• Small Scale Electric Generator• Energy

Research based Community Services

Green Practices and Green Energy Literacy for

Community Development

Sinergi Pusat Studi EnergiUGM, Pusat StudiEkonomi KerakyatanUGM, Lakpesdam NU, dan CCES dalam KonsorsiumKemala di KabupatenSolok Selatan (Sumatera Barat) dan KabupatenTanjung Jabung Timur(Jambi)

Pendanaan: HibahKemitraanKemakmuranHijau - Millennium Challenge Account Indonesia 1,5 tahun (selesaiDesember 2017)

Waste To EnergyTPA Piyungan, Bantul

Diolah

Global Warming Potential TURUN 85%

Dibiarkan sajadi TPA Piyungan

Emisi gas rumah kaca darisampah ekuivalen dengan

44.000 ton CO2/hari

Listrik

Kompos

41,11%

27,41%

11,19%

10,24%

6,11% 3,94%

Sampah Taman

Sisa Makanan

Gelas, Plastik, Besi

Kertas

Kayu

Tekstil

Batu Bara Muda: 4.000 – 5.000 kkal/kg

Nilai kalori 4.900 kkal/kg

Partnership:

AGROTECHNO-PARK UGMGAMA GIRI MANDIRI

GIRIREJO, IMOGIRI

Mangunan: Dari Daerah Kering di Tahun 1960 an Menjadi KebunHerbal di Tahun 2010 dan Memasok Sumber Herbal “Gama Giri Mandiri”Demplot, Budidaya, Pengolahan, dan RendemenHerbal Terstandar, dan Produk Obat TersertifikatSudah Dipasarkan oleh PT Kalbe Farma

Integrating Research and Community Services

Results:Critical Land Changed Into Productive Land160 Hectare Area

Agro Teaching Industry – Tea and Cacao

Integration of Education, Research, and Community Services with UGM Teaching

Industry Since 1964

UGM Tea Eastate and Teaching Industry Composed of 1,113 and 4,600 Hectare Area is Known as 100 Biggest Exporter and Ranked 92 as the

Biggest National Devisa Contributor

Technomed Factory –Ground Breaking di Purwomartani

Teaching Factory -Kulonprogo

Digital Innovation Center

Teaching Industry dan Science Techno Parks

Teaching Factory Agrotech – PT Pagilaran Sejak 1953

STRENGTH

• UGM have Center for Academic Innovation→ Support the digitalizationof teaching materials and dissemination of online education system.

• UGM have the Wisdom Park, as a model of education for sustainabledevelopment such as water management and diversity terrestrial as wellas underwater.

• The experience in performing the KKN by the student have been storagein You tube, and share all around the word through the video clips.

• The idea of Sustainability has been developed since 1990s →Seminarsand books on low external input agricultures.

• Master degree on Sustainability under Graduate School on MultidisciplineStudies.

What ICT tools we use to support the integration of

sustainability issues in teaching and learning?

Many Seminars in Sustainability• Agribusiness Sustainability

• ICCEESD

Weaknesses• Key Performance Indicator and impact in performing ESD which

involved the student, teacher, community, and government.

• Publicity of the activities in Scientific Journal.

• Luck of sustainability in developing the community withoutUniversity’s accompaniment

• Reconstructing the University curricula due to the long policy makerdiscussion.

• Low awareness of teacher, student, and community in using ICT as alearning delivery tools.

Opportunities• ESD IN REDESIGN CURICULUM

• ROADMAP FOR ESD PROGRAM TO ACHIVE SDGs

• ESD FIELD LABORATORY

• ESD NETWORKING (REGIONAL, NASIONAL ,INTERNATIONAL)

• INNOVATION ESD FOR GLOBAL LEADERSHIP

• PARTNERSHIP AND COLLABORATION COMMITMENT FROMSTAKEHOLDER

• Application of ICT in lecture→Up to 30% is allowed

• Government policy in

Internet accessibility in Indonesia

UGM is asked bythe government ofRepublic Indonesiato improve the useof internet forcommunityeducation.

Threats

• Less for good communication between the basic education and HE,since in the Government level, the ministry has been separated. Thisis different institution which limit in communication

• Political Issue and support from the government to the educationand research which least which possibly due to the disorientationfor education.

• For young generation, the usage of internet is commonly to get theentertainment rather than for education.

• The diversity of culture all around Indonesia

TERIMA KASIH

ICT-enable In-service Training of Teachers to address Education for

Sustainability (ICTeEfS)(No. 598623-EPP-1-2018-1-CY-EPPKA2-CBHE-JP)

UNIVERSITAS PENDIDIKAN INDONESIA

K i c k - o f f M e e t i n g & Wo r k s h o p

22-25 February 2019 Frederick University, Nicosia Cyprus

I n t r o d u c t i o n

NAME OF UPI RESEARCH TEAM POSITION

Prof. Dr. Mohammad Ali, M.A Team Leader

Dr Rudi Susilana, M.Si Team Member

Dr Cepi Riyana, M.Pd. Team Member

Dr Laksmi Dewi, M.Pd. Team Member

Dr Rini Solihat, M.Si. Team Member

Source: https://www.distancefromto.net/

STRENGTH

1

2

3

4

5

6

The efforts of the Faculty in

preparing future teachers and

teachers in office to overcome

the integration of

sustainability issues in

teaching and learning

supported by ICT

STRENGTHUniversitas Pendidikan Indonesia (UPI) is mandated by the

Indonesian Government as one of the public higher education

institutions which organize Professional Teacher Training Program

known as Pendidikan Profesi Guru (PPG).

As it is stipulated by the Law Number 5 Year 2005, on Teachers and

University Instructors, every teacher candidate must undertake the

program and earned a Professional Teacher Certificate after

completed the program.

All teacher candidates who are undertaking teacher training, are

required to have a competency related to the use of ICT. This

means, the use of ICT in teacher training on sustainability is

considered affordable.

Unique knowledge,

talent, or resources do have

with ICT enabled pedagogy for ESD

STRENGTH

Sustainability issues and the related-courses content have been integrated

into the UPI’s general subjectscurriculum, such as in the course of Environment Education, and in the

mandated students community service program that every student

has to undertake it in the last semester of the study at UP, as well.

http://spot.upi.edu/dosen

https://siak.upi.edu/

Advantages do we have to respond to ICT enabled pedagogy for ESD in Faculty

• Most of UPI students andinstructors are ICT literates

• The university provides themwith ICT both at the universitylevel and at the faculty anddepartment levels.

STRENGTH

Other people say we do well in relation to this pedagogy

• UPI collaborates with the local government in organizing and facilitating the existing teachers with professional teacher training

• Improvement among its instructors are involved in the national programs on teacher professional improvement programs.

STRENGTH

Resources do we have available • UPI has ICT

infrastructure and facilities with a higher degree of connectivity

both in the related laboratories and in its

academic offices.

(Fibers optics BW 1000 Mega between

buildings; 150Mbps between regional

campus; 28 laboratory)

STRENGTH

STRENGTH

UPI greatest achievement in relation to ICT enabled education

for sustainability pedagogy

• UPI is one of the Indonesianprominent universities indicated

by webometrics rank of 12 (2018)

• The university has also ICT basedin almost all academic activities

and services.

http://www.webometrics.info/en/detalles/upi.edu

http://www.webometrics/

OPPORTUNITIES

1

2

3

4

5

6

Ways of UPI turn the strengths into opportunities

• The position of UPI as the most prominent university in theIndonesian teacher preparation and quality improvement makesit affordable to disseminate the ICT enabled teacher training ofsustainability and other competencies related-to SDGs to otherfaculties of education over the country.

• UPI has opportunity and affordability to provide teachers with atraining program of SDGs through its community service program,either independently or by doing collaboration with the localgovernment’s office of education

• Every UPI’s faculty member has a mandatory function to conducta community service program and this can be fulfilled byorganizing ICT enabled teacher training on sustainabilityeducation

• The organization of ICT enabled teacher training on sustainabilitycan be included in the Professional Teacher Training Program, aswell as being considered as an extra-curricular activity

OPPORTUNITIES

• The policy of UPI that hasalready supported SDGsachievement should bestrengthened by makingcollaboration with the localgovernment

• Digital circumstance at UPIenables its faculty memberto perceive ICT applicationin teacher training as aneed instead of as anobligation

Ways of UPI turn weaknesses into

opportunities

• Integrating sustainability issues in teaching andlearning supported by the use of ICT at UPI canovercome the lack of synergy in the internal systempolicy. This means, the policy maker will haveevidence on the importance of including ICT andSDG’s as important components in its curriculumdevelopment

• The UPI’s faculty members need to be literate in ICTand SDG’s, by being involved in various related-programs, in order to strengthen their competencies

• Concerning the ICT enabled teacher training onsustainability, the UPI faculty members also need tobe involved in the program with regard tostrengthening their related- competencies andinsight

• Policy makers at UPI should have perceived thisprogram as one those demanded

OPPORTUNITIES

A need in UPI that no one is meeting

• There are some UPI’sinstructors who are not literateon ESD and need to improvetheir related-competencies.

• In this case, they are also ableto undertake training on SD byusing ICT.

OPPORTUNITIES

UPI can do today but that isn’t being done

• In order to provide a propertraining program on ICT enabled

teacher training on sustainability, It needs to conduct a need

assessment.

• Develop the training programsystem, including the formulation

of competencies, formulation of training materials and designing

them in the ICT system

• Try out the system of training anddisseminate it at schools in the

university and schools in the localarea

OPPORTUNITIES

• ICT enabled ESD pedagogychanging

• Advantage that UPI cantake of those changes

• ICT enabled pedagogy is nolonger an option, rather, it isa need. This can make ESDpedagogy spread out befaster and make morecomprehensive.

• UPI can play an importantrole in the application of theICT enabled pedagogy in theeducation system inIndonesia.

OPPORTUNITIES

OPPORTUNITIES

Ways the program can be supported

• ICT enable pedagogy can besupported by the availability offacilities and ideas sharing,especially in developing thetraining system.

• This can strengthen UPI inmaking the program sustainable.

WEAKNESSES

1

2

3

4

5

6

Improvement that UPI need in preparing future

and current teachers to cope with integration of

sustainability issues in teaching and learning

supported by ICTs

• UPI still needs to improve itsinternal system policy in regard to

coping the integration of sustainability issues in teaching and

learning processes supported by the use of ICT.

• Among the attempts is done byidentifying the potential

departments which have implemented the integration of

sustainability issues in teaching and learning supported by ICT.

• UPI needs to improve curriculumconcerning teacher preparation byintegrating the sustainability issuesin teaching and learning supported

by ICT.

WEAKNESSES

Knowledge, talent, skills and/or resources that UPI lacking for

that purpose

Although most of the UPI’s faculty member are ICT literates, their degree of competencies in using ICT and their knowledge

on sustainability still varies.

WEAKNESSES

Disadvantagesthat UPI have

By implementing ICTeEfS, the UPI’s faculty members and staff would to do extra work, and prepare extra budget for extra activities

WEAKNESSES

Other people say that UPI don’t do well in relation to

that

Other institutions which use UPI facilities said that UPI cannot accommodate

all request for various training because of the

limitation of time availability.

WEAKNESSES

Areas that UPI need more

training

UPI need more training in the content of sustainability.Particularly to the faculty members who are involved in the professional teacher training programs in regard to improving their competencies, awareness and behavior.

WEAKNESSES

WEAKNESSES

The complaints about the way that UPI are responding to the

integration of ICT enabled pedagogy for ESD

More preparation is needed to face the in-service teacher training program.

Include time organization and human resources.

WEAKNESSES

1

2

3

4

THREATS

Obstaclesthat UPI face

Commitment from all units in the university to

conduct the sustainability education

through this particular training program is

questionable

Component of UPI weaknesses that

prevent from meeting our goals

Supports from the faculty and other

faculty members need to be encouraged and

strengthened

THREATS

Component that might become

problems in the future

Teachers who join the training program

need a significant encouragement to

implement their competencies in

teaching and learning on SD to their

students

THEATS

Standards policies that might negatively

impact of UPI efforts

• Sustainability education training programis not contradictory with regulation. In its

implementation, however there is no standard or policy which gives

recognition to the teachers who are involved in the training

• According to that fact, we need a policyregarding to giving recognition to the

teachers who undertake the sustainability education training

program.

• Sustainability education training programshould follow the existing standards

(number of course hours, instructors, etc.) so it can be recognized by the

related-professional association and the government.

SWOT ANALYSISRCE SOUTHERN VIETNAM

7/11/2020 1

Name of the RCE:

RCE SOUTHERN VIETNAM

Name of the SWOT

facilitator: PHAM THI HOA

e-mail

[email protected]

Name of the SWOT participants Function at the RCE e-mail

Pham Thi Hoa Coordinator [email protected]

Nguyen Thi Kim Tuyen Staff [email protected]

Ngo Nguyen Vu Staff [email protected]

Nguyen Hong Lan Expert [email protected]

Tran Thanh Tu Expert [email protected]

Pham Ngoc Expert [email protected]

Tran Thi Ngoc Diep Expert [email protected]

Le Thai Hoang Expert [email protected]

Tran Thi Thanh Sang ICT Expert [email protected]

Nguyen Van Sinh ICT Expert [email protected]

Nguyen Hong Quang ICT Expert [email protected]

7/11/2020 2

STRENGTHYouth

• Raising awareness of Youth about SD: Green product competition,Biodiversity protection, Skill training for Fire and natural disasterprevention

Community services

• Integrating SD in training of community: Disaster risk management,Organic farming techniques, Water resources management under CC

• Collaborate in conducting research and technology transfer toprovinces in Southern Vietnam in SD related themes

7/11/2020 3

ICT

• website, social media, blackboard, Turnitin

Resources

• Collaborate with expert in several field on project basic

• Annual funding from IU for RCE activity

• Facility shared with Schools/Departments in University

• Willingness to participate from local authority and community onproject basic

• Students are getting more aware about SD and willing to take part inSD programs

7/11/2020 4

WEAKNESSEducation

• Have not achieved in integrating SD into syllabus/curriculum

( + syllabus can be flexibly designed, but due to lack of awareness for integrating SD into syllabus

+ Lack of institutional support for integrating of SD into syllabus/curriculum)

Youth and community services

• The collaboration for ESD/research has not reached the whole university staff/lecturers, but small group of interested faculty members

• Students from some fields are not interest in SD7/11/2020 5

Resources

• Lack of full-time staff

• Awareness of lectures on SD is not enough

• Financial support for SD projects is not sufficient (national andinstitutional level)

Networking

• Networking with national and international organization is limited

7/11/2020 6

OPPORTUNITYICT• Available of ICT experts and infrastructure at IU, which can be collaborate

for this project

Education• Flexibility in refined curriculum/syllabus → Chance for raising awareness to

support change from each lecturers• ICT enabled education is supported and encourage by central government,

especially at school levels. This project can be a good model to bedisseminated

• Achieved AUN accreditation at program and institution levels in February2019, and approaching to ABET → social responsibility is one of requiredlearning outcome for graduates

7/11/2020 7

Youth and community service

• IT students can join in the project to support ICT coordinator at school

• Connecting higher education with schools

7/11/2020 8

THREAT

ICT

• ICT capacity may different between schools/teachers

Education

• Willingness to change (both for ICT enable and ESD) from school levelmay also different

• Commitment may not long-term, end with the end of project

7/11/2020 9

CORE VALUES

CREATIVITY

LEADERSHIP

RESPONSIBILITY

FACULTIESINDEPENDENT

DEPARTMENTS

1. Faculty of Philosophy

2. Faculty of History

3. Faculty of Journalism and Communication

4. Faculty of Geography

5. Faculty of Oriental Studies

6. Faculty of Sociology

7. Faculty of Education

8. Faculty of Vietnamese Studies

9. Faculty of International Relations

10. Faculty of Anthropology

11. Faculty of Cultural Studies

12. Faculty of Literature

13. Faculty of Library and Information Science

14. Faculty of English Linguistics and Literature

15. Faculty of French Linguistics and Literature

16. Faculty of Chinese Linguistics and Literature

17. Faculty of German Linguistics and Literature

18. Faculty of Russian Linguistics and Literature

19. Faculty of Urban Studies

20. Faculty of Social Work

21. Faculty of Psychology

22. Faculty of Korean Studies

23. Faculty of Japanese Studies

1. Department of PhysicalEducation

2. Department of SpanishLinguistics and Literature

3. Department of Italian Linguisticsand Literature

4. Department of Archival Studiesand Office Management

5. Department of Tourism

6. Department of Linguistics

Educational Philosophy

Core Values

Open-mindedness

Creativity

Collaboration

Responsibility

Strengths Weaknesses

1. What do we do best in preparing futureteachers and in-service teachers to cope withICTeEfS?- Alignment between ESD and USSH’s and FoE’s

philosophy and core values.- Applying beyond FoE.- Our Master students- school leaders prepared tohave deep understanding about ESD, will be thekey persons to bring the ideas of ESD to schoolsector, to implement the integration of ESD.

2. What unique knowledge, talent, or resources dowe have to cope with ICTeEfS?Faculty members have good knowledge and skillsin active teachingLecturers are insightful and quick to update thenew things.Projects funded by VNU-HCM for ICTs’ pedagogyimplementation.

1. What could we improve inpreparing future and current teachersto cope with integration ofsustainability issues in teaching andlearning supported by ICTs?- Strenghthen deep understandingand practices in ESD for facultymembers.- More training about ICTs’ skills(MOOCs…) for faculty members.

2.What knowledge, talent, skills and/or resources are we lacking for that purpose?- Need more improvement of

infrastructure for ICTs’ pedagogy.- Trainings related to ICTs, ESD,


3. What advantages do we have to respondto ICT enabled pedagogy for ESD in ourFaculty?- Knowledge and skills in pedagogy- Enthusiasm, ready to innovate in teachingand learning.- Administration support for ICTs pedagogy’simplementation.

4. What do other people say we do well inrelation to this pedagogy?- Responsibility, collaboration, initiative.Lecturer – student relationship is close andsupportive.Students are interested in teaching with ICTs.

3. What disadvantages do we have?- Heavy workload among lecturers.- No program for pre-service teachersyet.

4. What do other people say we don’tdo well in relation to that? NA.

5. In what areas do we need moretraining?- ESD and ICTs


5. What resources do we have available for that?- Facilities (computer, smartphone, internet…),- Human resource (enthusiastic and open-minded lecturers, experiences in using ICTs), - Finance (projects of VNU-HCM).

6. What is our greatest achievement in relation to ICT enabled education for sustainability pedagogy? - Leading in teaching ESD with ICTs based pedagogy. - Changing lecturer and student’s awareness about ESD and its approach.- Improving lecturer’s ICT competency and their capability in managing and implementing project (both national and international projects). - Spread the ideas of ESD to stakeholders and community which promotes their well-being.

6. What are the complaints about the way we are responding to the integration of ICT enabled pedagogy for ESD? FoE: NA. Schools: lack of time, work overload.

Opportunities Threats

1. How can we turn our strengths intoopportunities?- Initiative and enthusiasm to integrate ESDwith ICTs’ pedagogy.

2. How can we turn our weaknesses intoopportunities?- Applying the integration of ESD with

ICTs pedagogy in different programs(BA., MA., short courses)

3. Is there a need in our Faculty that no oneis meeting? NA

4. What could we do today that isn’t beingdone?- Integration of ESD into curriculum.

- ESD expansion to schools.

1. What obstacles do we face?- Part of school teachers don’t

perceive ESD’s importance).- Some school’s infrastructure

and facilities don’t meet theESD with ICTs basedrequirements.

- Cooperation of some teachersat school sector due to theirbias towards project, program.

- Sustainability of the integrationof ESD in teaching and

learning at schools.


5. How is ICT enabled ESD pedagogychanging? How can we take advantage ofthose changes?- Giving more opportunity to shareinformation and collaborate with others.

- Diversity in teaching and learningactivities.

- Support of school leaders in using ICTs.- Chance for school leaders to use externalresources for teacher’s professionaldevelopment, teaching innovation.6. How can be supported?- Professional development for faculty

members, schools leaders andteachers.

- Improvement of infrastructure.

2. Could any of our weaknessesprevent our school from meetingour goals?- Schools: work overload.

3. Who and/or what might cause usproblems in the future? How?- USSH: NA

- Schools: change of school

leaders, no support forintegrating ESD.

4. Are there any standards, policieschanging that might negativelyimpact our efforts?- USSH: NA

- Schools: limited in autonomy.

RCE PenangSWOT Analysis

ICTeEfS SWOT Activity Toolkit in Partners’ RCEs on ESDby

RCE PENANG

FORMAL, INFORMAL,

NON FORMAL,

VERTICAL,

HORIZONTAL

168 RCEs~Feb 2019

45 ASIA

PACIFIC

RCES

2005: 7 RCE

2005: DESDUNU-IAS7 RCE

RCE PENANG

Transforming and Empowering Communities for a Sustainable Future through Education and Learning

•Develop and promote sustainable development training

opportunities for teachers, teacher educators and school

administrators.

•Develop an ESD strategy guide for local authorities

•Increase volunteer opportunities around sustainable development

•Coordinate the compilation of current ESD practices across Penang and

neighboring states in order to share and generate regional ESD good

practices

•Cultivate sustainable development competencies in the existing

workforce

3

GOALS & OBJECTIVES

VISION

Vision, Goals and Objectives (LFA, 2nd Global RCE Conference 2007)

1

2

3

4

CollaborationAddressing the engagement of actors from alllevels of formal, non-formal and informaleducation

Research & DevelopmentAddressing the role of research and its inclusion in RCE activities,as well as contributing to the design of strategies for

collaborative activities, including those with other RCEs

Transformative education Contributing to the transformation of the current education and training systems to satisfy ambitions of the region regarding sustainable living and livelihood.

GovernanceAddressing issues of RCE management and leadership

Goals & Key Elements outlined by RCE

RCE PENANG UNITSRegional Sejahtera ESD Network (RSEN)Sejahtera ClubRCE Sejahtera Youth ( to be launched on 2017)-tentative

RSEN

Sejahtera Club

RCE Sejahtera

Youth3.

Networking & Research

Training & Teaching

Training and Teaching

Research

6

Regional Sejahtera ESD Network

(RSEN)

• Networking & Collaboration (60

RSEN members: NGOs, Government sector, Schools)

• Annual program:

• RSEN Council Meeting

RSEN Roundtable Discussion

4 SIG’s: Climate Change Education;

Local Knowledge & Ecosystem; Healthy/Sustainable Lifestyle; Water

RSEN Carnival (SDGs)

JMA, UNESCO IHP, UNESCO HTC, Schools

Opportunities, impact and Challenges

PROGRAM FOR STUDENTS:7TH MALAYSIAN INTERNATIONAL YOUNG INVENTORS OLYMPIAD (MIYIO) -SMS SULTAN MOHAMAD JIWA

PROGRAM FOR STUDENTS:KICK-OFF CEREMONY FOR REFORESTATION PROGRAM AT MERBOK MANGROVE RESERVE,KEDAH MALAYSIA

Overseas Training Course in collaboration with Japan Malaysia Association and Environmental Restoration

Conservation Agency (ERCA) Japan

PROGRAM FOR TEACHERS:BENGKEL INTEGRATED GREEN GARDEN FOR PRE-SCHOOL TEACHERS ,

SEJAHTERA CLUB

Develop school students’ leadership capabilities

in the area of ESD

Support schools and teachers in developing their own

capacities on ESD

Provide a networking platform for schools in Penang to exchange ESD experiences

and initiatives

Opportunities, impact and challenges

Introduce and promote Education for Sustainable Development (ESD) to youth

Establishing networks between youth who are discerning in sustainability through partnership projects on Education for Sustainable Development at the national and international levels

Develop and connect youth and stakeholders (stakeholders) with local communities through programs of Education for Sustainable Development and the selected communitiesFostering leadership among the youth, especially based on the agenda of Education for Sustainable Development from various fields of expertise

INTERNATIONAL BEACH CLEAN UP

Opportunities, impact and challenges

SWOTANALYSIS

S1. TEACHERS TRAINING:• Public Lecture

“Reimagining &Implementing ESDPractices ForEducation 2030:Learning & Beyond

• RCE Penang WebinarSeries: ESD in Schools

• CLMV : AnIntervention StudyUsing SustainabilityModule

2. EDUCATION:• Regional Sejahtera

ESD Network (RSEN)• Sejahtera Club• RCE Sejahtera Youth3. ICT TOOLS :• Website, Facebook,

Webinar Series, OnlineConference, Twitter,Instagram

4. UNIQUEKNOWLEDGE/TALENT/RESOURCES:• ICT tools for : online

seminars: engageaudience

WSTRENGTHS

WEAKNESSES

1. IMPROVE IN RELATION TOINTEGRATINGSUSTAINABILITYISSUES

• Monitoring andcontinuation of thetraining in schools

• Governance issuesregardingimplementation

2. KNOWLEDGE,TALENT, SKILLSAND/OR RESOURCES LACKING• Need to engage

with the officials egJPN, PPD

OPPORTUNIT

IES

O1. OUR STRENGTHSINTOOPPORTUNITIES?• Strengthening

engagement andalso trainingprograms forteachers and alsoRCE stakeholders

2. OUR WEAKNESSESINTOOPPORTUNITIES• Review of the

challenges toovercome them

3. A NEED IN OURRCE THAT NO ONEIS MEETING• Human resource

support• Financial support

T

THREATS1. OBSTACLES

DO WE FACE• Financial2. OURWEAKNESSESPREVENT OURSCHOOLDISTRICT FROMMEETING OURGOALS• NA

SWOTANALYSIS

ICTeEfS SWOT Activity Toolkit in Partners’ RCEs

on ESDby

RCE PENANG

SW

STRENGTHS

WEAKNESSES

3. DISADVANTAGES• Authority,

capacity withregard toimplementation,limited time aswe fulfill our roleas a facultymember in auniversity

4. OTHER PEOPLESAY WE DON’T DOWELL• N/A5. AREAS DO WENEED MORETRAINING• ESD content and

relatedpedagogicalknowledge

• ICT skills

OPPORTUNIT

IES

O4. WE DO TODAYTHAT ISN’TBEING DONE• More media

visibility on theprogrammes

• Engagerelevant andrelatedofficials eg:JPN, PPD andalso Ministry ofEducation

T

THREATS3. PROBLEMS IN

THE FUTURE• Lack of

resources andfunding

• Resources: Highspeed bandwidth internet connection

• Talent: majority of RCE fellows at USM are competent and knowledgeable in applying ICTs in teaching and learning & competent to design Learning Management System LMS (micro credential courses)

5. ADVANTAGES TOLEARNERS/TEACHERS :• Knowledge and

expertise toimplement ICT inteaching and learning

6. INTEGRATINGSUSTAINABILITY ISSUESIN TEACHING ANDLEARNING• RCE fellows are from

multidisciplinary areas in USM including education, language, pharmacy, bio, chemistry, social science, communication, ICT

SWOTANALYSIS

ICTeEfS SWOT Activity Toolkit in Partners’ RCEs

on ESDby

RCE PENANG

SW

STRENGTHS

WEAKNESSES

6. THE WAY WE ARERESPONDING TOINTEGRATINGSUSTAINABILITYISSUES• NA

OPPORTUNIT

IES

O5. ICT ENABLEEDUCATION FORSUSTAINABILITYPEDAGOGYCHANGING• Flexible learning:

outsideclassroomlearning

• Sharing ofinformationplatforms

• Interactive andlearner centeredactivities

6. HOW CAN BESUPPORTED• Funding• Infrastructure

T

THREATS4. STANDARDS,

POLICIES,AND/ORLEGISLATIONCHANGING.• No

Resources:• RCE fellows and

research officers(management staff),RSEN, Sejahtera Club& RCE Sejahtera Youth

• Module : content onESD

• Online Platform: ableto create onlineteaching and learningplatform

7. GREATESTACHIEVEMENT• Designing co

curriculum programsin collaboration withstakeholders and alsoRCEs in Asia Pacific

• Teacher trainingprogram toimplement/infuse ESDin curriculum/cocurriculum (KB)

• CLMV, MangroveGrant in ESD,Sustainable science)

• Video Competition onEmpowering StudentLeadership in ESD

1

ICTeEfS SWOT Activity Toolkit in Partners’ Faculties of

Education

Developed by:

Prof.Dr. Vassilios Makrakis

Frederick University

2

Contents

What is SWOT Analysis? ……………………………………………………………2

Why Use SWOT Analysis? …………………………………………………………. 3

Who Should Take Part and How Much Time is Needed? ……………………………3

How Do You Contact SWOT Analysis? ……………………………………………...4

Step 0: Setting the Stage………………………………………………………………4

ICTeEfS SWOT Matrix: Guiding Prompts/Questions ……………………………….6

Step 1: What is now? .... Brainstorming on Strengths & Weaknesses ….………..… 7

Step 2: What might be…. Brainstorming on Opportunities and Threats.......................8

Step 3: What to do with data….. Refinement, Analysis & Interpretation……………..8

1. What Is SWOT Analysis?

3

SWOT analysis is a classic strategic planning tool that often forms a useful complement

to a stakeholder developed by Albert Humphrey at Stanford University in the 1960s.

SWOT is an acronym for Strengths, Weaknesses, Opportunities, and Threats depicted

graphically with the following matrix or grid. The four headings that constitute SWOT

provide a framework for organizations to identify strengths, mitigate weaknesses, seize

opportunities, and avoid threats. Strengths and Weaknesses are internal SWOT factors

while Opportunities and Threats are external SWOT factors. Strengths and

Opportunities are positive factors, while Weaknesses and Threats are negative factors.

Objectives

1. Stake holder survey about ICTeefes teaching competence among teachers

2. Setup human resource n technical infrastructure

3. Develop module n validate (peer review)

4. Inservice training

5. Monitoring through observation

6. Publications

Table 1. SWOT Matrix

POSITIVE/ HELPFUL

to achieving the goal

NEGATIVE/ HARMFUL


INTERNAL Origin

facts/ factors of the

organization

Strengths

Positive tangible and

intangible attributes,

internal to an organization

that are helpful to

achieving the objective.

● We have academic

staff who are ICT

experts, some have

experiences on

Education for

Sustainable

Development (ESD),

module development,

conducting workshops

among teachers,

involve in training

preservice and

inservice teachers at

both ug n pg level. In

general most of our

Weaknesses

Factors that are within an

organization’s control that

detract from its ability to attain

the desired goal and objectives.

● Our curriculum does not

address sustainability in

education formally

specifically in our Program

learning Outcome (PLOs).

However UTM in their

UTM Global Plan do state

about sustainability

practices and waste

management (UTM

Campus Sustainability

Office). Green office, car

free day, recycling bin, to

create awareness.

● Lack of financial support

for training

4

staff are ready to

handle this project

● In line with UTM

Global Plan

EXTERNAL Origin


environment in which

it operates

Opportunities

External attractive factors

that are helpful to

achieving the objective.

● Collaborate with

various government

bodies such as BTP

(bahagian teknologi

pendidikan) which is

the educational

technology department

at state level, KPM

(Ministry of

Education), JPNJ

(State Department of

Education),

PPD(Regional

Department of

Education), PKG

● Support Malaysia

vision of sustainability

● ICT subject is offered

in secondary schools

and some schools have

good ICT

infrastructyure

Threats

External factors, beyond our

control, which could place goals

and objectives at risk.

● Most schools could not

have reliable internet access

● Some schools in the rural

areas have no internet

access

● ICT infrastructures are

quite poor in many schools.

● Attitude of some teachers

who resist change and too

obseseds with examination

system

In practice, the analysis component of SWOT comes after the information addressing

the four headings is collected. In other words, the analysis refers to the discussion,

refinement and interpretation of the SWOT outcomes by applying a brainstorming and

critical reflective technique. Although, SWOT looks like a simple model and easy to

apply, experiences show that there is need for careful planning to turn it as an effective

and meaningful tool.

2. Why Use SWOT Analysis?

A SWOT analysis generates information that is helpful in identifying and assessing

needs and capacities to perform certain activities and/or reach defined goals and

5

objectives. It can also help to explore new opportunities and risks, make strategic

decisions and prepare action plans. The results and interpretations can be very worthy,

if SWOT is planned and implemented by a team represented by stakeholders with

common interests to the questions addressed.

3. Who Should Take Part and How Much Time is Needed?

As stated previously, the representation of stakeholders makes the results of the SWOT

more meaningful. In our case, there is need to include academic instructors, faculty and

university administration, student representatives as well as representatives from

external stakeholders. Applying a participatory approach representing internal and

external stakeholders is more likely to come up with fruitful and meaningful data, while

it also signals that community members should be part of the process. In other words,

the best SWOT results come when the process is representative, collaborative and

inclusive.

Taking time to do a thorough SWOT needs assessment is very critical to reach more

fruitful and deep insights in understanding needs and developing workable plans. A

SWOT analysis can range depending on the goals and objectives set. Usually, it ranges

from a couple of hours to half a day or over the course of a day depending on the type

and number of questions and the depth of the analysis and discussion. In any case, the

SWOT activity should be seen as a serious workshop guided by the appointment of a facilitator

or leader who has good skills in listening and leading discussion as well as one who can

keep things moving and on track.

4. How Do I Conduct SWOT Analysis?

Step 0- Setting the stage

● Decide for the leader or group facilitator who has good listening and

coordinating skills.

● Use a flip chart or a large board to record inputs.

● Introduce the SWOT method and its purpose.

● Let all participants introduce themselves.

● Divide participants into smaller groups (e.g. 3-5) and make sure you mix

participants to get a range of perspectives.

The ICTeEfS SWOT activity colloquium falls into Work Package 2 dealing with

“Situation/SWOT Analysis and Stakeholders Involved”. The overriding objective of

the SWOT activity is to mapping stakeholders’ needs and possible inputs as well as identify

barriers and drivers concerning university-community partnerships in the ICTeEfS using a

SWOT analysis tool.

The ICTeEfS SWOT activity targets stakeholders from: 1) Faculties of Education at the

partners’ universities; 2) Primary and Secondary School Districts in different areas

covering urban, semi-urban and rural areas; and 3) RCEs in each partner country. The

SWOT activity will be carried out by a reference group formed in each of the targeted

stakeholders.

The SWOT activity will be under the coordination of each partner university. More

specifically, the Faculties of Education in the Partner Universities will be regionally

6

coordinated by Prof. Munirah Ghazali in cooperation with the ICTeEfS institutional

coordinator in each Partner University that has Faculties of Education. The SWOT

group in each Faculty of Education will consist of the Faculty Dean, the Heads of the

Departments/Sectors, staff members representing all academic subjects and student

representatives.

The Faculties of Education SWOT Activity must be implemented by 10th of February

at the latest and the results will be discussed during the kick-off meeting.

List all participants in the following table

Name of the Institution:

UTM

Name of the SWOT

facilitator:

e-mail

Name of the SWOT

participants

Function at the Institution e-mail

Professor Dr Muhammad Sukri

Saud

Dean Faculty of Social

Science and Humanities

(FSSH)

[email protected]

Associate Professor Dr Azlina

Kosnin

Chair School Of Education

(SOE)

[email protected]

Dr Megat Aman Zahiri Megat

Zakaria

Director of Educational

Department of Science,

Mathematics and Creative

Multimedia

[email protected]

Associate Professor Dr Yusri

Kamin

Director of Technical,

Vocational

[email protected]

Associate Professor Dr Mahani

Mokhtar

Director of Foundation

Educational Studies

[email protected]

Zaleha Ismail Principal investigator [email protected]

Zakiah Mohamad Ashari Co researcher [email protected]

Nurul Farhana Jumaat Co researcher [email protected]

Norazrena Abu Samah Co researcher [email protected]

5. RefTeCp SWOT Matrix: Guiding Prompts/Questions

POSITIVE/ HELPFUL


NEGATIVE/ HARMFUL


INTERNAL Origin Strengths Weaknesses

7


organization 1. As a Faculty of Education, what

do we do best in preparing future

teachers and in-service teachers to

cope with the integration of

sustainability issues in teaching and

learning supported by ICTs?

We can use the current

technology that we have like

MOOCs, elearning, BLOSSOM,

mobile apps, social networking to

share knowledge on education for

sustainable development in our 6

undergraduate programs, namely

● Bsc with education TESL,

● Bsc with education Sports

science

● Bsc of technology with

education (Electric and

electronic)


education (Living Skills)

● BSc of technology with

education (Building

Construction)


education (Mechanical

engineering)

● In addition we will 3 open

new undergraduate courses

starting September 2019

which are BSc in math

education, BSc in physics

education, BSc in chemistry

education.

2. What unique knowledge, talent,

or resources do we have to cope

with ICT enabled pedagogy for

ESD?

● We have experts in

educational technology,

STEAM education,

sustainability center at

university level, research and

1. What could we improve in

preparing future and current

teachers to cope with integration of

sustainability issues in teaching

and learning supported by ICTs?

1. Revise our curriculum such

that we embed sustainability

issues in teaching and

learning supported by ICTs

2. Training through

workshops and monitoring

3. Equip our faculty with

proper infrastructure

including computers, lcd

projector, wifi, powerful

servers and limited number

of computer labs.

2. What knowledge, talent, skills

and/or resources are we lacking for

that purpose?

4. PCs, lcd projector, wifi,

powerful servers.

5. Training module for



supported by ICTs for

teachers and students

6. All our programs do not

explicitly state the

integration of sustainability.

3. What disadvantages do we

have?

7. Financial constraints due to

budget cut by government

to all public universities

8. High workload among

faculty members due to

various responsibilities

including teaching,

8

publications related to

integrating ICT in education.

Some of us involved in low

carbon projects with schools

as well as supervising

postgraduates.

3. What advantages do we have to

respond to ICT enabled pedagogy

for ESD in our Faculty?

● Our staff with ICT expertise

will go through training of

trainers (TOT) on

sustainability at AKEPT in

March 2019. On their return

they will conduct in-house

training.

4. What do other people say we do

well in relation to this pedagogy?

● Some publications

concerning LCS in

prestigious journals

● Outstanding flagship project

(climate change) United

Nation University (UNU)

Global RCE Award in 2016

● UTM elearning has been

around over 10 years which

can provide a platform for



supported by ICTs

5. What resources do we have

available for that?

● OCW.utm.my,

elearning.utm.my,

www.openlearning.com>utm,

odl.utm.my,

blossoms.mit.edu,

supervising pg students,

conducting research

projects, publications,

community services,

consultancy and others.

4. What do other people say we

don’t do well in relation to that?

9. High competition with other

universities

10. New recruitment for

academic positions are very

limited.

5. In what areas do we need more

training?

11. Specifically in the area of

ICT in education for

sustainability.

12. Development of resources

such as MOOCs, ODL,

BLOSSOM and open

courseware

6. What are the complaints about

the way we are responding to the

integration of ICT enabled

pedagogy for ESD?

13. So far nobody complain.

Possibly because this area is

new in this region and our

institution only address

sustainability in general and

not specifically embed in the

curriculum .

9

obe.utm.my,

fp.utm.my/eproject,

spsapp3.utm.my,

aimsweb.utm.my,

my.utm.my, myline.utm.my

6. What is our greatest achievement

in relation to ICT enabled education

for sustainability pedagogy?

● None so far in this area even

though we are well

recognized in other ICT

projects

EXTERNAL Origin


environment in

which it operates


1. How can we turn our strengths

into opportunities?

● Since this is an international

project, faculty and UTM are

very supportive such that we

will get cooperation from all

sectors. Not only that we can

also get support from Johor

State Education Department

(JPNJ), Ministry of

Education, Malaysia (KPM),

State Educational Technology

Division, Johor (BTP),

Teachers Activity Centre

(PKG), Johor State

Education Office (PPD).

2. How can we turn our weaknesses

into opportunities?

● This grant provide us the

opportunity to move forward

3. Is there a need in our Faculty that

no one is meeting?

● I don’t understand this

question

1. What obstacles do we face?

● Most schools do not have

reliable internet access

● Some schools in the rural

areas have no internet

access

● ICT infrastructures are

quite poor.

● Attitude of some teachers


obsessed with examination

system

2. Could any of our weaknesses

prevent our school from meeting

our goals?

● For school without internet

access we can prepare

intranet access or remote

computer based activity.

● For school without

computers, we will conduct

training in our institution

whereas for their practices

10

4. What could we do today that isn’t

being done?

● We should like to join RCE

and engage in this kind of

research.

5. How is ICT enabled ESD

pedagogy changing? How can we

take advantage of those changes?

● Now we have cybergogy,

peeragogy, heutagogy being

introduced which we need to

research and integrate in our

practices

6. How can be supported?

● Through postgraduate

research and projects

in schools, we might loan

our tablets/laptops that we

buy from this grant

allocation to the schools.

● In our training, we will try

to transform their beliefs

and mentality about

teaching and learning.

3. Who and/or what might cause us

problems in the future? How?

● We need plenty of

cooperation from the

academic staff in designing

and developing modules,

teacher training and

monitoring practices in

schools. Our project might

be delayed or quality might

not be satisfactorily met.

4. Are there any standards, policies

changing that might negatively

impact our efforts?

● Our programs are all

accredited by Center For

Quality and Risk

Management (QRIM) which

is an internal body to

regulate quality. Any

revision must be endorsed by

QRIM.

● The government is always

supportive towards

transforming education.

Step 1: What is the Situation Now… Brainstorming on Strengths and

Weaknesses

11

At this step, the SWOT team will start brainstorming on each question listed in Table

1 and fill out their own strengths and weakness in the following SWOT chart. The

SWOT facilitator should encourage groups to collect as many as possible answers to

the questions without doing any analysis of the answers at this strep. Participants should

be frank with themselves when considering strengths and weaknesses. List all strengths

that exist now. Then in turn, list all weaknesses that exist now. Be realistic but avoid

modesty! During your brainstorming session, the facilitator asks each person to supply

one bullet point for the category they are working on. Make sure one person is

responsible for writing down all of the strengths mentioned.

It is usual habit that everyone tries to exaggerate strengths and minimize weaknesses.

So, asking people to report about weaknesses might not be at comfort. However, it’s

vital information and as such there is need to truthfully mapping the weaknesses within

each entity for this SWOT analysis to be effective and meaningful. As pointed earlier,

in the context of a SWOT analysis, weaknesses are internal factors that take need to be

corrected. Accordingly, in the SWOT brainstorming session, participants should be

motivated to think of weaknesses that relate to the subject under investigation. You’ll

put this information on your four-box SWOT template.

Table 2: List of Strengths and Weaknesses

POSITIVE/ HELPFUL


NEGATIVE/ HARMFUL


INTERNAL Origin


organization


1. The existence of Open

Educational Resources (OER)

to prepare future teachers and

in-service teachers to cope with

the integration of sustainability

issues in teaching and learning

supported by ICTs.

● Open Educational Resources

(OER) like Massive Open

Online Courseware (

MOOCs), e-learning, MIT

Blended learning Open

Source Science or Math

Studies (BLOSSOM),

mobile apps, social

networking allow teachers to

share knowledge on

education for sustainable

development in our 6

undergraduate programs,

1. Our team need to revise our

curriculum such that we

embed sustainability issues in


supported by ICTs

2. The faculty need to equip the

staff with training through

workshops and monitoring

3. The faculty should be

equipped with proper

infrastructure including

computers, lcd projector, wifi,

powerful servers and limited

number of computer labs.

4. The faculty still lack of ICT

equipments like PCs, LCD

projector, wifi connection,

and powerful servers.

5. Training module need to be

developed concerning with

12

namely:

- Bsc with education TESL,

- Bsc with education Sports

science

- Bsc of technology with

education (Electric and

electronic)


education (Living Skills)

- BSc of technology with

education (Building

Construction)


education (Mechanical

engineering)

2. In addition, we will have 3

new Undergraduate courses.

The courses will start on

September 2019 which are

BSc in mathematics

education, BSc in physics

education, and BSc in

chemistry education.

3. In April 2019, the School of

Education also open its

Educational Technology

program online (fully online)

and the content will be

delivered through Open

Distance Learning (ODL).

4. We also have unique

knowledge, talent, and

resources to cope with ICT

enabled pedagogy for ESD.

For example, we have

experts in educational

technology, STEAM

education, sustainability

center at university level,

research and publications

related to integrating ICT in

education. Some of us

involved in low carbon

projects with schools as well



supported by ICTs for

teachers and students

6. All of our programs do not

explicitly state the integration

of sustainability.

7. Few disadvantages that we

have included: i) Financial

constraints due to budget cut

by government to all public

universities, ii) high workload

among faculty members due

to various responsibilities

including teaching,

supervising postgraduate

students, conducting research

projects, publications,

community services,

consultancy and others, iii)

high competition with other

universities, and iv) New

recruitment for academic

positions are very limited.

8. Thus, the staffs need more i)

training specifically in the

area of ICT in education for

sustainability, ii) development

of resources such as MOOCs,

ODL, BLOSSOM and open

courseware

9. However, we have not

received any complaint

possibly because this area is

new in this region and our

institution only addresses

sustainability in general and

does not specifically embed it

in the curriculum .

13

as supervising postgraduates

students.

5. In terms of expertise, our

staff with ICT expertise will

go through training of

trainers (TOT) on

sustainability at AKEPT in

March 2019. On their return

they will conduct in-house

training.

6. The faculty’s staff have

produced publications

related with LCS in

prestigious journals. Some

has awarded with

outstanding flagship project

(climate change) by United

Nation University (UNU)

Global RCE Award in 2016.

7. In addition to that, UTM e-

learning has been around

over 10 years which can

provide a platform for



supported by ICTs

8. There are few resources

available to support the

initiatives of ESD including

www.ocw.utm.my,

www.elearning.utm.my,

www.openlearning.com,

www.odl.utm.my,blossoms.

mit.edu, obe.utm.my,

fp.utm.my/eproject,

spsapp3.utm.my,

aimsweb.utm.my,

my.utm.my, myline.utm.my

Step 2: What might be… Brainstorming on Opportunities and Threats

At this step, following-up the same process as before, brainstorm and list all

opportunities that exist in the future. Opportunities are potential future strengths. Then

in turn, list all threats that exist in the future. Threats are potential future weaknesses.

http://www.ocw.utm.my/

http://www.elearning.utm.my/

http://www.odl.utm.my/

14

By knowing your threats, you might be able to find a suitable strategy to minimize

them, or at least, come up with a plan on how to handle them in an effective. As in the

case of weaknesses, developing a list of threats can be difficult, although for different

reasons. Such as the difficulty in coming up with possible threats in mind and due to

the fact that threats are coming from external factors.

Table 3: List of Strengths and Weaknesses

POSITIVE/ HELPFUL


NEGATIVE/ HARMFUL


EXTERNAL Origin


environment in

which it operates


1. Since this is an international

project, faculty and UTM are

very supportive such that we

will get cooperation from all

sectors. Not only that we can

also get support from Johor

State Education Department

(JPNJ), Ministry of Education,

Malaysia (KPM), State

Educational Technology

Division, Johor (BTP), Teachers

Activity Centre (PKG), Johor

State Education Office (PPD).

2. This grant has provide us the

opportunity to move forward

towards inculcating ESD into

course curriculum.

3. We think that it is beneficial for

us to have joined RCE and

engage into this kind of

research.

ICT enable ESD pedagogy is

ever changing with the existence

of cybergogy, peeragogy, and

heutagogy. Thus, research needs

to be conducted and should be

integrated in our practices.

4. It can be supported through

extensive research and projects.

1. The obstacle that we face

include:

i) Some schools in the rural

areas have no internet access

ICT infrastructures are quite

poor.

ii) Attitude of some teachers


obsessed with examination

system

2. However, these weaknesses do

not prevent us from meeting

our goals.

i) For schools without internet

access we can prepare intranet

access or remote computer

based activity,

ii) For school without computers,

we will conduct training in our

institution whereas for their

practices in schools, we might

loan our tablets/laptops that we

buy from this grant allocation

to the schools.

In our training, we will try to

transform their beliefs and

mentality about teaching and

learning.

3. In the future, we might need

plenty of cooperation from the

15

academic staff in designing

and developing modules,

teacher training and monitoring

practices in schools. Our

project might be delayed or

quality might not be

satisfactorily met.

4 Changes in policy might not

affect our effort since our

programs are all accredited by

Center For Quality and Risk

Management (QRIM) which is

an internal body to regulate

quality. Any revision must be

endorsed by QRIM.

The government is always

supportive towards

transforming education.

Step 3: What to Do with the Data…. Refinement, Analysis and Interpretation

A brainstorming activity always culminates with lots of ideas, which need further

treatment. Reaching also some consensus about the most meaningful items in each

SWOT category is very critical.

There is need first to proceed in the refinement or polishing of the brainstormed answers

in each part of the SWOT chart. In others words, through careful consideration, the

brainstormed lists will be refined and eventually narrowed down to. It is often useful to

rate or rank the most important refined strengths and weaknesses (perhaps with

symbols: ++, + and 0). It is also important to be specific, keep your SWOT short and

avoid complexity, gray areas or duplications. Thus, it is necessary to do the refinement

before you do the analysis.

When creating the analysis, the SWOT group should proceed in pooling their individual

and shared knowledge and experience in a relaxed, friendly and constructive

environment and start interpreting the refined results in relation to the objectives of the

SWOT activity.

Table 4: Refinement of the SWOT results

POSITIVE/ HELPFUL


NEGATIVE/ HARMFUL


INTERNAL Origin Strengths Weaknesses

16


organization

EXTERNAL Origin


environment in

which it operates


Interpretation is very critical, as it will provide useful inputs to translate the analysis to

action plans and strategies at a later step, when the SWOT inputs will be substantiated

with other type of data collected through survey activities. Analysing and interpreting

the results of the SWOT activity, opportunities and threats is a challenging process that

needs special care and effort.

As pointed earlier, at a later stage we are going to developing a strategic plan, by taking

the highest ranking strengths, weaknesses, opportunities and threats and answer the

following questions:

● How do you use your strengths to take advantage of opportunities?

● How do you overcome weaknesses preventing you from taking advantage of

opportunities?

● How can your strengths reduce the probability of threats?

● What can you do about your weaknesses to make the threats less likely?

1

PLANNING THE MULTI-STAKEHOLDERS ENGAGEMENT IN THE ICTeEfS

PROJECT

Key steps Action to be taken Resources

Step 1

What is the purpose? • Give the rationale why stakeholder

engagement is critical to the ICTeEfS

project

• Identify what would be the implications of

the stakeholder engagement

Worksheet 1.1

Step 2

Who to engage? • Create a list of relevant to ICTeEfS

stakeholders

• Develop a framework for carrying a

Stakeholder Analysis

Worksheet 2.1

Worksheet 2.2

Step 3

How to engage? • Choose a suitable method for encouraging

stakeholders' engagement

• Plan stakeholder engagement, including

time, tasks and responsibilities, risks, etc.

Focus group

Interviews

through tel

and/or skype

Questionnaire

Step 4

Assess the

engagement process

• Develop a framework for monitoring and

assessing stakeholders' engagement

Worksheet 4.1

.

2

Step 1: What is the purpose of stakeholder engagement? Worksheet 1

ICTeEfS Phases Why engage stakeholders?

[rationale]

What to do? What will be the

outcome?

Phase 1

Design

The engagement of the stakeholders

can help them develop an

understanding and consensus

regarding the project, communicate

the objectives of the project and

make them part and owners of the

project.

Present their organization,

scope, aims, mission

activities and its relevance

with the ICTeEfS project,

provide additional

information regarding their

wants and needs from the

project.

To collect information

regarding the knowledge,

ideas, perspectives and

attitudes of stakeholders

regarding the issue of

ICTeEfS and specific on

ICTeEfS,

Identification of the type

and degree of their

involvement in the project,

as well as their needs

related to the project.

Phase 2

Develop

Their engagement in the

development phase can facilitate the

interdisciplinarity of the courses,

and take into account the specific

needs and particularities of

interested parties, as well as the

needs at national and regional level.

Through this process we can secure

the quality of the programmes, by

drawing from diverse knowledge

and allowing a representation of

diverse social values.

Participate in the capacity

building workshops and

have an active input to the

course development,

because of their

knowledge, ideas and

insights. It is very

important for stakeholders

to engage in the course

syllabi development, since

they can secure the

legitimacy of the programs,

and ensure that the final

product is a result of

The preparation of course

modules, through the

stakeholders’ input as well

as adjustment of the

ICTeEfS courses to their

institution, agency etc

according to their specific

needs.

3

consensus amongst all the

interest parties.

Phase 3

Pilot

Engagement of stakeholders in the

pilot phase offers an added value to

the improvement of the courses.

They can be used as “shapers” that

can provide more input for

improving the courses. They can

help “tailor” the modules according

to the needs they identify and

facilitate the process of piloting.

Their engagement develops a sense

of commitment and ownership.

Apply the courses in their

particular context in order

to observe how the

processes, methods and

practices are applied

through interdisciplinary

learning and teaching.

To submit their inputs,

comments and

observations regarding the

improvement of courses.

Phase 4

Implement

The stakeholders’, participation in

the implementation phase will lead

to capacity - building, mitigate the

risk in applying the courses and

create a momentum for establishing

a network of partners that will

support the courses in a wider scale.

Participate in national

workshop for reviewing the

implementation phase and

participate in the formative

evaluation of the courses.

Evaluation results from the

internal and external

evaluation.

Phase 5

Evaluate

Engaging stakeholders to evaluation

can provide feedback from various

aspects regarding the quality of the

process, the achievement of tasks.

Additionally, through the evaluation

you can have valuable information

regarding the approximation of

stakeholders’ satisfaction levels to

The evaluation process

applied to all the phases of

the project. In each phase it

is expected from the

stakeholders to participate

in various evaluation and

data collecting activities

regarding the course

The results from the

stakeholders’ evaluation.

4

all the stages of the project

implementation.

modules, their response to

stakeholders’ expectations

and needed competences.

Phase 6

Review

Their engagement in the review

process will provide opportunities

for quality improvement of the

course module. Their participation

in this process can ensure the clarity

of the process, develop a

commitment amongst the

stakeholders for achieving the aims

and objectives of the project, and

ensure a consensus and confirmation

for the quality of the process, the

desired outcomes and the final

products.

Participation in the review process

can also highlight for the

stakeholders the benefits they obtain

from the programme and increase

their commitment for working for

the sustainability of the programme

Participating to the peer

review process, self-

assessment, completing

questionnaires, for

indicating the gap,

identifying the possible

deficiencies and root

causes that can lead to

corrective actions.

Evaluation data that can be

used for undertaking

corrective actions, as well

as reviewing the courses.

5

Step 2: Who to engage? Worksheet 2.1 Stakeholder Who are they? [Define specifically] What do we need from them?

University: students, staff,

administrators;

a) Graduate and postgraduate

students from the fields of

education, social sciences,

economical sciences,

biological sciences, energy,

which attend courses related to

the ICTeEfS.

b) Academic staff from the above

fields,

c) Administrators (department

boards and academic bodies),

d) If it’s necessary will be

engaged also alumni from the

above fields.

a) Collect information regarding their opinions of

the course modules that attend, as well as their

needs and suggestions for completing and

updating them.

b) Identify barriers and drivers for the

development of the interdisciplinary ICTeEfS

curriculum and suggest ways of overcoming the

barriers

c) Engage in the mapping process of the modules

d) Engage in the curriculum design

e) Their views regarding the content of courses

and their suggestions regarding the

development of interdisciplinary courses, on

processes, content, methods. We need also their

participation to all the phases of course

development, as well as their commitment that

they applied the new courses.

f) Administrators will facilitate the process of

project implementation in all phases

(communicating with the stakeholders,

disseminating the information etc)

g) Alumni will be engaged in case that the

graduate and post graduate students’

participation is insufficient.

Government agencies:

Ministries; accreditation bodies;

etc.

a) Ministry of Education,

b) Districts of Education

a) Collect data regarding the way that the ICTeEfS

is approached in secondary school curriculum,

as well as the needs and competencies that

teachers in various educational levels need for

delivering these issues effectively.

b) Collect data and archives regarding the national

6

action plan for ICTeEfS and identify teachers’

needs regarding education for ICTeEfS.

c) Collect information regarding the roadmap and

national action plan for ICTeEfS in the three

partner countries, measures, process and

synergies that can promote ICTeEfS in

governmental level.

d) Collect data regarding the problems and the

measures that can be undertaken in order to

address ICTeEfS issues. Identify the needs and

deficiencies of the stuff for confronting those

issues more effectively.

e) Collect data and information regarding the

processes and methods used in implementing

ICTeEfS.

f) Develop plans and designs regarding the field

of ICTeEfS in order to cover the needs and

competencies required for having competent

stuff.

g) Collect data regarding the problems and

measures needed for addressing ICTeEfS.

Consider the needs and deficiencies of the

teaching stuff for confronting those issues more

effectively.

h) Collect data and information regarding plans,

process and measures promoted by the political

level for confronting the implementation of

ICTeEfS.

7

Step 2: Who to engage? Worksheet 2.2

Stakeholders defined based

on Worksheet 2.1

Roles to be played ICTEEFS

Phase

Perceived barriers/drivers* Risk if they are not

engaged

Students at the

undergraduate level,

especially from the Faculties

of Education and other

related academic fields.

Informants, reflectors Design, pilot,

implementation

and Evaluation

Might be difficult to engaged

actively in the

process/Needed motivation

and an exact clarification if

what it is expected of them,

as well to persuaded about

the importance and the

necessity of their

participation

Missing important

information from their

aspect of view regarding

the offered courses as well

as their revisions.

Academic staff from the

fields of education, and other

related fields such as social

sciences,

economics/business, applied

sciences,

environmental/biological

sciences.

Central

All the phases The difficulty of breaking the

boundaries of each discipline

and bringing them together.

Another difficult are the

other priorities that the

academic stuff have as well

as the difficulty to

understand their role in a

project like that/ For

overcoming that is needed a

clear explanation about the

project and the importance of

their role and participation

Their role is crucial. If they

are not engaged there is a

risk for not developing and

implementing the project

effectively.

The presence of academics

from various disciplines is

necessary for achieving the

interdisciplinarity sought

from the programme

Administrators

Facilitators – Enablers

Overall monitoring

Connectors – contact agents,

All phases Time restrictions

Priorities administrators set

Awareness of the importance

of the issues

Insecurity and reluctance to

support the program due to

lack of knowledge and skills

Their role is crucial. They

are the ones who will

approve the operation of

the program.

8

Department of primary and

secondary education at the

Ministry of Education and

the local educational

districts.

Informants and Recipients Design phase

Development

phase

piloting phase

No barriers No risk

Ministerial bodies and

department related to ICTs,

SDGs (Sustainable

Development Goals) and

Education for Sustainable

Development.

Informant, Recipients Development

phase

Evaluation

phase

Review Phase

Barriers to participate

because of limited time/

Timely information

regarding the organization of

the workshop and also

collecting information

through other resources in

case that they are not

involved actively.

Missing useful information

regarding the official plans

and strategies for ICTeEfS.

9

Step 3: How to engage stakeholders? Worksheet 3.1

Stakeholders (as defined

previously)

Method of engagement

(e.g., interview, focus

group, survey

questionnaire, Web 2.0, etc.

ICTEEFS

Phase

Activities to be taken


involved faculties.

Students from involved

faculties.

Teachers at the primary and

secondary level functioning

as ICT Coordinators and/or

knowledgeable teachers on

Interviews & Group

interviews

Web 2.0

Reflective diaries

Focus groups,

Survey questionnaire

Interviews or Survey

questionnaire

Αll Phases

Design, pilot,

implementation

and Evaluation

Design, pilot,

implementation

and Evaluation

Academics will be engaged in the needs’ assessment. Their

ideas and views about the courses, will be obtained through

interviews, focus groups and depending on the number by

questionnaires. They will have an input in revising or

developing the modules and actively participate in the

delivery of these modules. Information on their ideas and

suggestions for the improvement of the modules can be

registered through reflective diaries as well as through

interviews. This process can be followed both during

piloting stage as well as throughout the implementation of

the modules.

During design phase, use survey questionnaires and focus

groups with graduate and postgraduate students in order to

identify their views and needs on ICTeEfS with respect to

their studies background. They will actively engage in the

pilot and implementation phase by attending one of

ICTeEfS courses.

During design phase they will be contacted in order to

participate in a survey, exploring their competences

(resulting from their studies) and needs as current

professionals with respect to ICTeEfS.

10

ICTs. During piloting and implementation phase they can

potentially attend the offered modules.

During the evaluation of the pilot study as well as the

actual implementation phase they will provide feedback for

the courses they attended which will be used for their

review.

Administrators Interviews All phases Be informed about the planning and development. (This is

necessary for supporting the programme implementation)

During the implementation of the pilot and the finalised

courses, administrators will facilitate the courses’ delivery,

they can enable communication between the design teams

and the working groups.

Local education districts at

the primary and secondary

education,

Interviews

Document reviews

Reflective focus group

discussions.

Design phase

Development

phase

Piloting phase

Department of secondary and vocational training education

functionaries will be interviewed in order to provide

information on ICTeEfS aspects of the education provided.

Special attention will be paid on the skills and

competencies transferred by the current educational

programmes to students and their degree of

interdisciplinarity. This information can be used as a

starting point for the identification of the information,

skills and competencies that the modules should provide.

This stake holder can also provide feedback on the end-

products (modules) during the piloting and development

phase.

Experts from Ministerial

Bodies related to ICTeEfS

Interviews

Document reviews

Reflective focus group

discussions.

Design phase

Evaluation

phase

Review phase

Key experts will be interviewed in order to provide

information on ICTeEfS aspects of the education provided.

Special attention will be paid on the skills and

competencies transferred to teachers by the current

educational programmes and their degree of

interdisciplinarity.

11

This stake holder can also provide feedback on the end-

products (modules) during the evaluation and review

phase.

Step 4: Assess the stakeholders engagement process Worksheet 4.1

Name of stakeholder ICTeEfS Phase

to get engaged

List questions of how to

assess the engagement of

the stakeholders

Describe the activities that ensure the stakeholders'

engagement in each phase


fields involved.

All the phases Was the stakeholder

represented in the organised

steering meetings?

Has the stakeholder formed a

design team and working

groups for the project?

Is each actors’ role (design

team and working groups)

clearly defined and

understood?

Which are the time frames

set for the activities that need

to be implemented?

Are timeframes met?

National and Regional Training Workshops.

Run kick off activities where the project steering

committee, the inter-university design team, will

communicate to the design teams of the participating

institutions the project’s objectives, and explain their role

in the process.

Run information activities where the design teams of the

partners (academic institutions) will communicate the

program to the university departments. Design teams

should obtain their departments’ concession for

participation in the programme and identify members of

the academic staff that could form the working groups.

Stakeholders’ Training workshops.

Run kick off activities where the design team will

communicate to the working groups the project’s

objectives, and explain their role in the process.

12

Students at the

undergraduate level from the

academic fields involved in

the ICTeEfS project as well

as ICT teacher Coordinators

Design, pilot,

implementation

and evaluation

In what degree the involved

academics use the tools

provided by the programme

(Rucas Toolkit)?

Did their involvement meet

the requirements of the

project; (respond sufficiently

and in accordance to their

discipline to the design,

development and evaluation

of the project)?

In which ways their

engagement to the project

contributed to the

achievement of the project

aims?

Did they interact sufficiently

with the other stakeholders?

Was this interaction

beneficial for all parties?

How many students and

alumni engaged in the

programme?

Run brainstorming workshops within the working groups

and between working groups and design teams the

designing of the modules. Information would be drawn

from the participants’ experiences and from the

information provided by other stakeholders (on the

conflicts of interest in the area of SD and ICTeEfS and on

the information, skills and competencies needed for

empowering professionals and citizens to address ICTeEfS

and other SD issues).

Working groups communicate program’s progress to their

departments and coordinate the module designing within

their departments.

Working groups monitor within their institution the

piloting of the modules and coordinate the administration

and collection of the monitoring and evaluation tools.

Working groups will receive feedback from peers

(academics), students, and other stakeholders outside the

university on the developed pilot courses and review and

finalise these courses for the implementation phase.

Participate in data collecting activities (interviews, surveys,

discussion focus groups…)

Organise meeting between external stakeholders

and students where the former can communicate the latter

the practical value of attending the ICTeEfS course, in

terms of becoming active citizens and professionals in the

13

and ICT knowledgeable

teaching staff in the selected

school districts.

From how many different

disciplines the students are?

What are the practical gains

for the students due to their

engagement in this project?

Did their involvement meet


project? (respond sufficiently




of the project)?

In which ways their


contributed to the


aims?

Did they interact sufficiently

with the other stakeholders?

Was this interaction mutually

beneficial?

area of ICTeEfS as well as raising their employability in

different professional areas.

Students attend the offered modules.

Students will provide feedback on the offered modules

(pilot).

Students will provide feedback on the offered modules

(implementation).

Administrators

All phases

What responsibilities the

administrators have taken?

Receive Information from and facilitate the work of the

design team.

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Have the administrators

authorised the progress of the

programme’s activities?

How effective are the

administrators in facilitating

the programme’s activities?

Facilitate the courses’ delivery,

Facilitate communication between the design teams and

the working groups.

Local education districts and

related departments.

Design phase

Development

phase

piloting phase

What information was

obtained from the

stakeholder concerning:

- The activities that

undertaken for ICTeEfSs in

schools?

- The approaches used for

examining the issues of

ICTeEfS in schools?

- The tools and resources

used?

- The needs of teachers and

students for working with

ICTeEfS in schools?

- Did their involvement meet


project? (respond sufficiently




of the project)?

- In which ways their


Interviews (& Join discussion - focus groups)

Comment on the needs and competencies that students

need to acquire for confronting those issues effectively.

Comment on the needs and competencies that teachers

need for confronting those issues effectively within

teaching and learning processes.

Reports

Review current educational policy and report data

regarding the way that the ICTeEfS is confronted in

secondary and school curriculum.

15

contributed to the


aims?

- Did they interact

sufficiently with the other

stakeholders?

- Was the interaction based

on a win-win approach?

- Did their engagement in the

project help them to

reconsider their views about

teaching for ICTeEfSs in

lower educational levels?

Contacting Needs and Knowledge Assessments

Documents

Transcript of Contacting Needs and Knowledge Assessments