WSIS Meeting, UNESCO, 26 February 2013 Professor Asha Kanwar President & CEO, Commonwealth of...
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Transcript of WSIS Meeting, UNESCO, 26 February 2013 Professor Asha Kanwar President & CEO, Commonwealth of...
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WSIS Meeting, UNESCO, 26 February 2013
Professor Asha Kanwar President & CEO, Commonwealth of Learning
Can Technology lead to System-Wide Change? The case of Guyana
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The partnership:
Cyril Potter College of Education
Ministry of Education
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Does technology lead to system-wide change?
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The Example of Guyana
• Functional literacy rate is approximately 50%
• Retention of qualified teachers is a problem
• Less than 50% of teachers are fully trained (2007)
• 27% of the population are Internet users
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UNESCO ICT Competency Framework
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COL Resources
Commonwealth Certificate for Teacher ICT Integration (CCTI)
ICT-CFT Toolkit ICT Teacher Professional
Development Strategy Model – Guyana Case Course Materials
Commonwealth Computer Navigator’s Certificate (CCNC)
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ICT-CFT Toolkit
Toolkit brings together resources that COL has used in implementing the UNESCO-CFT in Guyana.
Available online and on CD: http://ccti.colfinder.org/toolkit/ict-toolkit/
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Commonwealth Certificate for Teacher ICT Integration (CCTI)
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CFT implementation model
Local buy-in Align curriculum
to competencies Identify relevant
OER Train the trainers
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Commonwealth Certificate for Teacher ICT Integration (CCTI) Working to implement
in six countries, mainly in the Caribbean region:– Grenada– Antigua & Barbuda– Trinidad & Tobago– The Bahamas– Saint Vincent and the
Grenadines– Dominica
One African country:– Lesotho
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Implementing the CCTI
Continued engagement with the MoE in each country
Localisation of content New modules developed for each
countryBuild capacity
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Aligning the curriculum
Cyril Potter College of Teacher Education University of Guyana
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Guyana: success factors Catalysing appropriate partnerships Focus on localisation Advocacy and Monitoring and evaluation strategies
critical
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What did CFT/CCTI do?
Trained teachers in ICTPromoted use of OERResulted in curriculum review Encouraged collaboration
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System-wide change
Curricular reform Trained teachers Harnessing the
potential of ICT Innovative
pedagogic practices
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Towards sustainability emphasis on people, rather than on
technologies knowledge as a social product emerging as
an interface of machine, individual, society learning as a process of knowledge creation
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