Miao FengChun

7/28/2019 Miao FengChun

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Fengchun MIAO

ICT in Education Unit

UNESCO Bangkok

What Sort of ICT for What Sort of Education

What Sort of Education for What Sort of Life

International Cooperation:

Lessons Learned from Asia-Pacific


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ICT&EDU@ Asia-Pacific Region

Fengchun Miao, UNESCO BKK

Robot Teacher in a classroom of Tokyo

A teacher teaching in a

CLASSROOM of Kashmir

U-Learning Lab of Korea

Commonly-used ICTs in this region

Fengchun Miao, UNESCO BKK


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UNESCO Bangkoks work:

The successful side


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UNESCO Bangkoks Work:

Enabling the successful use of ICT

Standard setterCapacity builder

Clearing house

Promoter of international cooperation


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Assisting member states in harnessing the potential

of ICT towards achieving quality education for all goal

in the Asia-Pacific region

Overall Goal of ICT in Education Programme

UNESCO Bangkok


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Focus areas of ICT in education programme

of UNESCO Bangkok

6 focus areas: policy,

teacher training, teaching

and learning, non-formal

education, monitoring &

measuring, research &

knowledge sharing.

2 emerging areas: ICT inHigher Education, and ICT

as a Subject Area


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Example of Standard Setting: Teacher

Training on Effective Use of ICT Project

A Regional Guideline on Teacher

Development for Pedagogy-

technology Integration

and

A Regional ICT CompetencyStandard for Teachers


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The most popular ICT in Education Toolkit:www.ictinedtoolkit.org

16 workshops for 27 countries covering 400+ policymakers

Long-term assistance in helping Bangladesh, Cambodia and

Sri Lanka develop National ICT in Education Master Plans.

Example I of Capacity Building:

ICT in Education Policy Project
http://www.ictinedtoolkit.org/http://www.ictinedtoolkit.org/


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Example II of Capacity Building: UNESCO

SchoolNet Project

For 8 ASEAN countries: Cambodia, Lao PDR, Malaysia,Myanmar, Philippines, Thailand, and Vietnam

SchoolNet Toolkit

Workshops on setting up SchoolNets, telecollaboration,

and development of digital materials.


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Example III of Capacity Building: Capacity

Building of ICT in Education Project

2 highly interactive e-learning modules developed:

Module 1 ICT in Education Essentials, and Module 2

ICT in Education Decision-Making

Target audience: MOE officials, Specialists of

international organizations, & teacher trainers

E-Learning modules for all

educators & professionals

working on ICT in education


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Example IV of Capacity Building: Next

Generation of Teachers Project

Where we are:

Current

situation

E-readiness

Where we are going

International

standards

National standards

Local social needs

Curriculum

Leadership

Instructors'

Capacity

Deans Forums

Curriculum

Development

Workshops

Capacity-Building

Workshops for

Instructors

3 Deans Forums covering over 150 deans of TEIs; 10 national workshops on

essential IT & networking technology for over 80 master teacher trainers; 2

Peer Coaching workshops for 60+ teacher educators; 3 Regional Innovative

Teachers Conferences brought together over 400 master teachers


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Example I of Clearing House: ClearingHouse

of ICT in Education, UNESCO Bangkok

Most successful Clearing House of ICT in education via

varied media :

ICT in Education Website

e-Newsletters

Print publications

CD-ROMs

Online Community


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ICT in Education Website

Ranked No. 1 in Google Search Engine with key term ofICTinED

27,000+ unique visitors per month on the website,

with average time spent by visitors and number of

pages viewed stably increased


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ICT in Education e-Newsletter

Published every 2-3 weeks and auto-sent to over 4500

subscribers worldwide

Over 1200 articles have been published since 2002


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ICT in Education Publications

Over 30 publications (books &

CD-ROMs) have been produced

About 3000 copies sent out to

over 500 distinctive recipients

ICT in Education Online Community:www.unescobkk.org/forum/education/ict


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Scaling-up ClearingHouse of ICT in Education:

Innovative Practices Project

Awards on ICT in education innovative practice byteachers & teacher educators, education planners &

managers, non-formal educators

3 workshops based on selected innovative practices

Documentation and publication of case studies.


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Example I of International Cooperation:

ICT for Literacy Education

A project to promote the use ICT (mobile phones) for

literacy education of adult illiterates in 5 countries:

Bangladesh, China, India, Indonesia, & Pakistan

Literacy Rates in Asian Countries (2000-2004)

41.1

48.7

88.7

48.6

61.0

73.6 77.0

90.4 90.9 92.6

0

10

20

30

40

50

60

70

80

90

100

B

angladesh

Nepal

Pakistan

India

Cambodia

Iran

Malaysia

SriLanka

China

Thailand

percent


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Example II of International Cooperation:

ICT Course for Education Leaders

High-level ICT in Education Seminars for Education

Leaders in cooperation with World Bank


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Another side of ICT in education


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The digital divide

ICTs natives: Students in the most

favoured countries

ICTs immigrants: Educators andteachers in developing countries

ICT-alienated groups: Under-

served children who are alienated

from ICTs, online knowledge and

online communities


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There has been much reference to the digital

divide, which is a reality. But a still more disturbingfactor is that the knowledge divide between the most

favoured and the developing countries, particularly

the least developed countries, is liable to widen...

- Kochiro Matsuura, Director General of UNESCO

Digital divide and knowledge divide


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Digital divide, knowledge divide,and community divide

Online communityexclusive club, or inclusive community?

Can ICT/we cross the two unbridgeable worlds?


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Education Context in Asia-Pacific Region:

Education is at a crossroads

Education for All (EFA)

Tertiary education and

life-long learning

Traditional

knowledge and skills

Emerging science and

innovation (ICT literacy

and 21st century skills)


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Asia-Pacific Policymakers are often

at impasse

Donors temptation

Workplace needsVendors drive

Political demands

Twisted and distorted ?


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WHAT SORT OF EDUCATION

FOR WHAT SORT OF LIFE?

Azad Jammu and Kashmir (AJK)

Pakistan (Hit by an earthquake at 10 Oct., 2005)


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WHAT SORT OF ICTS

FOR WHAT SORT OF EDUCATION?

Azad Jammu and Kashmir (AJK)

Pakistan


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WHAT SORT OF EDUCATION

FOR WHAT SORT OF LIFE?

Vientiane, LAO PDR


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WHAT SORT OF ICTS

FOR WHAT SORT OF EDUCATION?

Vientiane, LAO PDR


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To take the side of the downtrodden

and disadvantaged

What sort of education for what sort of SOCIETY?the right type of education for the right type of society,

the sort ofjust, peaceful, sustainable, adaptable society

without poverty - Nicholas Burnett, ADG/ED of UNESCO

Lessons learned from Asia-Pacific countries


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Overview of international cooperation on ICT

in education for Asia-Pacific Countries

Overall diagnosis: Accumulated Self-

Development Capacity Deficiency - ASCD

Typical symptom: 3+3 structural disorder

Three deficiencies from the countriesThree malfunctions from international

agencies


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ICT is used toopen a door forunder-served

groups toeducation?

The potentials of ICT as

education delivery media

are ignored

I. Mis-targeted groups:

Is the unreached being reached by ICT?

Or used toalienate them

further from

the enrichedknowledge?


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The impact on the ultimate beneficiaries?

The power of ICT decays when reaching the

seemingly downstream students,and the impact is out of control,

whether on their academic achievement or on

values & social issues relating to their ICT use.

II. Missed end users: No direct attention to

learners and next-gen learning


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New bottle with old medicine even old bottle with a

new label?

Student-centered is labeled as trademark of teacher-

centered instruction, not being used as marks totrade students achievements

III. Mismatches between: ICT & pedagogy;

teaching & assessment methodology


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Three malfunctions from international

agencies

1. Systemic unsuitability: Failure in adapting to different

political and social realities, and different mechanisms

System adaptive approach2. Supply driven approaches: Drug-retailer model vs.

medical service model Diagnostic studies

3. No sustainability : Butterfly Approach vs. Gardener

Approach Institutionalization and long-term technicalassistance


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Institutionalization

From: Filomena Dayagbil Subject: Collaboration with Cebu Normal University

I am Filomena T. Dayagbil, Dean of the College of Teacher Education

of Cebu Normal University (CNU). I was part of the original group

who went to China for peer coaching training and likewise attendedthe Dean's Forum in Perth under UNESCO Next Generation of

Teachers Project. We are very proud to report that we have

expanded our peer coaching program by training faculty members

as mentors. We have also institutionalized our ICT training forgraduating Education students in the university. For the past two

years, all 4th year Education students ( 600 students every year)

cannot graduate without undergoing the training on ICT integration

into teaching and learning.


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Diagnostic studies

An interview with a girl studying in a boys school.

Examples of diagnostic studiesDemand-oriented face-to-face diagnostic study: AJK Pakista,

Cambodia, DPRK, Lao PDR, Mongolia, Uzbekistan


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A demand-oriented training workshop in DPRK


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PAID model: Protecting advancements and

illuminating the direction

Self-development capacity and self reliance


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Self-reliance Indicators- immune to donor/vendor-driven pitfalls

Recurrent budget committed by government

Strengthening leadership and cyclically updated policy

Self-developed ICT standards (administrators & teachers)

National ICT curriculum standard for students - immune to

ICDL

Result-based ICT in Education Indicators (Criteria ofSmartSchool of Malaysia)

Self reliant trainings for pre & in-service teachers

National awards for innovative teachers and schools


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Possible cooperation areas on the way ahead

Teachers professional development:

School-based peer coaching approach

Institutional strategy: A whole-school

approach (e-school); Trainer-teacherpeers & TEI-school partnership

National policy support: Capacity building

+ Long-term technical assistance

Policy analysis

International cooperation: DTN Delay

Tolerate Networking


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[email protected]

www.unescobkk.org/education/ictwww.unescobkk.org/forum/education/ict

Thank you

Miao FengChun

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