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Capacity Building for ICT in Education:
Challenges and Opportunities
Gwang-Jo KimDirector
UNESCO Asia-Pacific Regional Bureau for Education
Outline of the Presentation
I. Rural areas: realities and educational challenges
II. ICT solutions for educational challenges in rural areas
III. The Role of UNESCO
IV. Recommendations
I. Realities and
Educational Challenges in Rural Areas
Population
Density
The Big PictureHow do we define rural and urban?
Type of
economic activity
Infrastructure
and Accessibility
Continuity of Continuity of built-up areas
No single definition is
applicable to all countries
The Big PictureHigh Rural Populations
While decreasing over time, many Asia-Pacific countries still have substantial rural populations
World Bank Database (2011)
World Bank
Database (2011)
Percentage of Population Living in Rural Areas
Lack of Educational Facilities
• Classrooms
• Bathrooms
• Computers
• Libraries
• Classrooms
• Bathrooms
• Computers
• Libraries
Lack of Educational Resources
• Textbooks
• Teaching materials
• Teachers
• Textbooks
• Teaching materials
• Teachers
Rural schools often lack necessary
infrastructure for learning
Source: Lewis, M. Paul (ed.) 2009, Table 7. Linguistic diversity of countries
(from highest to lowest), Ethnologue, 16th Edition
Official educational content is available in less than 1 percent of the 3,500 languages spoken in the Asia
Pacific region
Lack of Educational Content
Teaching in rural
schools is less
attractive, mainly
because of poor living
and working
conditions
(UN Millennium Project, 2005), and Problems
and Recommendations Regarding Rural
Teachers and Rural Education) Zhongguo jiaoyu
bao (China Education Daily), (2004)
As a result, rural
schools have fewer
qualified teachers
and higher teacher
turnover
In Gong County, China, there are over 60
village schools with only 1 or 2 teachers
responsible for teaching all subjects and
grade levels
Teacher Shortages in Rural Areas
Teacher shortages affect quality through:
Overcrowded classrooms, overworked
teachers, and fewer opportunities for
professional development
Teacher Shortages in Rural Areas
10
Source: World Bank EdStats Database (2011)
Average years of schooling (age 15-19)
Disparities for urban/rural areas in ASEAN countries
What happens to learning in poor rural areas?
PISA database (2009)
Thailand Indonesia OECD Average
II. ICT solutions for educational challenges in rural areas
Source : United Nations (2010)
Number of websites in
100,000s% growth per annum
2006-2008
Source : Netcraft Database (2011)
Growing internet users and mobile subscribers in AP
Growing number of websites worldwide
Increasing Use of Technologies
Digital Opportunity in Asia Pacific and ASEAN
Source: ITU/UNCTAD World Information Society Report 2007.
How has connectivity changed over time?
Internet World Statistics
Internet Penetration by Percentage of Population (ASEAN Countries)
AccessAccess
InfrastructureInfrastructure
QualityQuality
ICT Solutions for Challenges of Rural Education
II. 1. ICT and Educational Access
ICT to Enhance Educational Equity in India
Source: Meta-survey on the Use of Technologies in Education in Asia and the
Pacific, UNESCO (2003) with updated data from National Institute of Open
Schooling Website and Annual Report 2009
Established in 1989 to inexpensively provide
education to remote areas, NIOS is the largest open school
in the world
Network of 5 departments, 11 regional centers, and more than
3,300 study centers
Since 2006, more than 1.8 million have enrolled
Distance Learning in Pakistan
Allama Iqbal Open
University and
Virtual University of
Pakistan (>750,000)
All other
universities
combined
Source: Price Water House Cooper. Survey of ICTs for Education in South Asia (2010)
ICT to Enhance Educational Equity in Pakistan
The National ICT Strategy for Education was implemented in 2005.The most successful policy initiative has been the use of ICT to
extend educational opportunities
eSkwela Project in the Philippines
eSkwela provides ICT-
enhanced educational
opportunities for out-
of-school-youth and
adults
Infrastructure Setup
Customized Instructional
Model
Training for Facilitators,
Center Managers, Network
Administrators
Community Support for
Operations and Sustainability
Monitoring and Evaluation
Passing rate in the A&E Test among eSkwela learners is double to triple than those taking print-based mode
Benefits 45,000 rural youth
in 150 communities, 280
telecentre operators, 1454
school teachers, and 30
developers.Source: Can open ICT4D shape future of rural education?
Innovations in Sri Lanka Telecentres. Open ICT4D 2010, Ottawa, Canada
The Shilpa Sayura Project provides
over 10,000 interactive lessons and
5000 tests for self learning of the
National Curriculum by 150 rural
telecentres networks.
ICT-Enabled Content in Sri Lanka
II. 2. ICT and Educational Infrastructure
Effects of Lack of Computers in ASEAN Schools
Source:
PISA 2009 Database
Do shortages of computers at your school hinder capacity to provide instruction?
Thailand Indonesia Singapore
Effects of Lack of Internet Connectivity in ASEAN Schools
Source:
PISA 2009 Database
Do problems with internet connectivity at your school hinder capacity to provide instruction?
Thailand Indonesia Singapore
Malaysia benchmarked 15 rural
smart schools in 2009, and
expanded the Smart Schools
program nationwide in 2010
The Smart School Milestones(Four Waves)
Source: The Malaysian Smart School
Blueprint, 1997|Multimedia
Development Corporation,
2005|UNESCO-Wenhui Award
application documents, 2010|MSC
Malaysia, Datasets for Malaysian Smart
Schools program, 2011
The Smart
School Components
ICT Facility Development in Malaysia
Smart Schools in SingaporeThe Digital Divide Act in South Korea
Source: Byung Sam Kang (2007) Bridging the Digital Divide
in Korea
The First Master Plan on Bridging the Digital Divide
(2001-2005) had six priority areas
Infrastructure
Access to telecommunication
IT Learning
Contents for marginalized people
E-life
Global digital divide
Evaluation of Rural People and ICT
By 2007, 99% of small rural villages had been supplied with access to
broadband internet.Computers, software, and
peripheral equipment were placed at easily accessible locations such as
town halls, libraries, and post offices.
• Over 500 learning stations are directly
impacting more than 150,000 learners
across Asia and Africa.
Hole-in-the-Wall Project
The Hole-in-the-Wall Learning Stations
Learning Stations in Cambodia
9 Month study across 17 locations
Source: NCT
of Delhi,
India (2004)
• Provide free and
unrestricted computer
access in open and
unsupervised settings.
II. 3. ICT and Education Quality
28
Source: OECD Programme for International Student Assessment 2009 Database
Disparities in learning across Asian countries
Secondary school achievement in PISA Mathematics and Reading tests
Source:: New Millennium Learners. OECD 2006.
Access to a computer and overall PISA performance
Different ratings on the PISA scale between students with access to a computer and those without
Access to a computer and Mathematics Skills
Source: Are Students Ready for a technology-rich world? What PISA studies tell us. OECD 2006.
Use of a computer and Science Skills
Source:s Are Students Ready for a technology-rich world? What PISA studies tell us. OECD 2006.
Length of time students have used a computer and mean performance in PISA science scale
(Source: Anderson, J. (2010) ICT Transforming Education: A Regional Guide, UNESCO Bangkok)
Overview of Southeast Asian Countries’ stages of “Training on ICT”
Teacher Competency is the Key to Quality
“Intel Teach has brought fundamental change to the
teachers”Official of Hue DOET
• Pre-service and in-service training for creating student-centered lesson plans and project-based learning with ICT integration
Essentials Course
Essentials Course
• Train teachers who lack basic knowledge and skills on ICT
Getting Started Course
Getting Started Course
As of 2008, Intel Teach has trained more than 39,000 teachers from 21 cities/provinces
Source: Intel Vietnam
Intel Teach Programs in Vietnam
Teacher’s TV Program in Thailand
Targeting teachers and trainers, Thai Teacher’s
TV introduces new teaching methods
through “model” video lessons available on daily
broadcasts and online
Schools from 49 of Thailand’s 78 provinces
have uploaded material to the website
Phase One
• Introducing basic computer technology into
schools
Phase Two
• Enhancing the IT competency of the teachers and
students
The project covers 72 rural schools, aiming to bridge
the gap on digital literacy
Maintenance and repair services are provided through another program at 17 rural
vocational schools
Thailand—Princess’ IT for Rural Schools Program
III. The Role of UNESCO
Capacity Building for ICT-Pedagogy Integration
Capacity Building for ICT-Pedagogy Integration
Laboratory and Clearing House for Ideas and E-
Resource Content
Laboratory and Clearing House for Ideas and E-
Resource Content
Catalyst for International Cooperation
Catalyst for International Cooperation
The Role of UNESCO
Capacity Building for Pre-Service Teachers
Next Generation of Teachers ProjectOverall goal: Building the institutional capacity of Teacher Education Institutes in designing and providing training on ICT-integration for pre-service teachers.
Leadership
CurriculumTeaching Capacity
Where we
are:
Developing
e-readiness;
Focused on
the future
Where we are going:
Developing global and
national standards;Meeting
local needs
Deans’ Deans’ Forums
Curriculum Curriculum Development
WorkshopsCapacity Building
Workshops for Teacher Educators
Capacity Building for In-Service Teachers
Facilitating ICT-Pedagogy Integration 2010-2012Networking with TEIs and training teachers to plan and
implement PBL supported by ICT
Web Portal for international projects implemented in June 2011
Beneficiary
countries:
Bangladesh,
China, Malaysia,
Philippines,
Thailand and
Viet Nam
(Funded by Korea
Funds-in-Trust)
• The SCHOOLNET is a network of schools and libraries that supports the effective use of ICT in teaching and learning.
WhatWhat
• UNESCO piloted this project in 24 schools in 8 ASEAN countriesWhoWho
• GOOD IDEA BUT POOR RESULTS
• LACK OF CAPACITIES OF TEACHERS
• NEED TO REVIVE PROJECTWhyWhy
Building SchoolNets in ASEAN (2003-2006)
42
Laboratory and Clearinghouse for Ideas and Resources
ICT in Education Website
e-NewslettersPrint
publications and CD-ROMs
Online Community
43
Catalyst for International Cooperation
UNESCOUNESCO
Governments, Ministries of Education
(e.g., Asia-Pacific Annual Ministerial Forum on ICT in
Education)
Governments, Ministries of Education
(e.g., Asia-Pacific Annual Ministerial Forum on ICT in
Education)
IGOs
(e.g., ITU, World Bank, UNDP, SEAMEO, etc)
IGOs
(e.g., ITU, World Bank, UNDP, SEAMEO, etc)
Private Sectors
(e.g., Microsoft, Intel, etc.)
Private Sectors
(e.g., Microsoft, Intel, etc.)
NGOsNGOs
Research InstitutesResearch Institutes
International Symposium on ICT in
Education: Potential and Lessons Learnt
• Ulaanbaatar, Mongolia, September 13-14, 2011
• Participants: Senior government officials from Mongolia,
Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan and DPRK
• Purpose: To identify policy options and potential
solutions for common issues and challenges in the region
(scarcely populated)
• Findings:
oNeeds a common vision with sustainable political
commitment to the vision
oNeeds for systemic approach to ICT in education
oHardware is important, but more attention is to be
paid to strengthening the soft power (e.g. capacity
building)
IV. Recommendations
Smart interventions
Smart Partnerships
Knowledge exchange
Information sharing
Recommendations
www.unescobkk.org