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