Ict Educational Reform In Egypt 1(2)

Educational Reform in Egypt

A model for ICT integration reform in developing countries

Presented by Patricia McCormick

Egypt Youth Literacy RateRises from 52%-71% between 1980-2000

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http://www.africantravelinc.com/AboutATI/images/egypt_map.gifWorld Bank Ed Stats: 2008 http://go.worldbank.org/JVXVANWYY0

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1980 2000

http://img2.photographersdirect.com/img/11917/wm/pd1256880.jpgschool.jpg





Teacher directed and textbook driven

Initial technology integration efforts





http://thumbs.dreamstime.com/thumb_374/1236948978WbXnbF.jpg

“We have the hardware, we have the software, what we lack is the humanware.”

Egypt’s National Strategic Plan2008-2012

1. Culture Change

2. Economic Support

3. Community Participation

4. Decentralization

Culture change:Paradigm Shift in Curriculum Development

From traditional rote memorization approach

• Teacher as assessor, expert, source of information

• Student is passive, disengaged

• Content is abstract and theoretical

• Assessment is selective and judgmental

• Learning environment with minimal interaction

To the modern developed approach

• Teacher is coach, reflective practitioner

• Student is active, responsible for his/her own learning.

• Content is relevant, practical, realistic

• Assessment enhances learning

• Learning environment is highly interactive.

Economic Support:Focus on digital literacy at the primary level

http://www.nursing.cu.edu.eg/nmco/pages/images/CairoUniv.jpghttp://www.usaid.gov/stories/images/ss_egy_competition.jpg









Higher Education Primary Education

The literacy rate raises to 72% but the gender divide persists.

Chart based on data found at CIA World Factbook 2010 https://www.cia.gov/library/publications/the-world-factbook/geos/eg.html and World Resources Institute: http://earthtrends.wri.org/text/population-health/country-profile-55.html

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1990 2000 Est 2010

MaleFemaie

Girls still lag well behind boys.

https://www.cia.gov/library/publications/the-world-factbook/geos/eg.html

Community support and decentralization, crucial to reform









http://www.mcit.gov.eg/PhotoGallery/f3c7b326-12e0-46e2-813a-d8f35cbad5c1.jpghttp://farm4.static.flickr.com/3219/2523897713_4a79d819c1.jpg?v=0

Bottom upCommunities participate more;

assume more control

Top DownGovernment relinquishes control and encourages local autonomy.

TILO Technology for Improved Learning Outcomes

TILO works directly teachers and administrators in their schools where there is already strong evidence of participation in the reform process.

http://www.tiloegypt.com/Public/schoolbasedreform.aspx

Three Criteria for School Selection

2. Physical Preparedness

1. Reform Preparedness

3. Commitment to TILO Goals

Reform Preparedness

A School Improvement Plan an evidence of participation in the reform process

A Board of Trustees with a strong leadership

A high percentage of teachers who are full-time



http://sps.k12.mo.us/field/images/improvementpic.jpghttp://www.tiloegypt.com/Public/DemandDriven.aspx

Physical Readiness

Electricity Telephone Available Training

Space Security

Image: http://www.tiloegypt.com/Public/techinschools.aspxhttp://www.tiloegypt.com/Public/DemandDriven.aspx

Willingness to Commit to TILO Goals

Advisory Board, teachers and administrators must agree to:

take responsibility technology management plan plan for sustainability work with the community participate in research related to the use of technology in school and learning outcomes.

http://www.tiloegypt.com/Public/DemandDriven.aspx

Ict Educational Reform In Egypt 1(2)

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