Etienne Clement - DD UNESCO Bangkok
Reflections on ICT implematation
Dr Jonghwi Park, Programme Specialist UNESCO
Meta Survey of ICT in Education Policyand infrastructure
Deepening the findings from three studied countries (Malaysia, Singapore and Indonesia) on the possibilities to adopt and implement new learning technologies in school education - Singapore shared that the data was not available
Outcome: Coherent report to be published by May 2013
Objective: Validate the accuracy of the report, Updated and enric the report and Network.
Seth Leighton sleigton@envoys.com - Research Lead Consolidated meta-analysis of the status of ICT in education of the countries served by UNESCO
Objective assessment of avenues for development assistance and applications of advanced ICTs in the education sector
Research Methodology - find innovative and/or advanced technologies in use in education
Challenges - 1. Progress trumps updates 2. Lack of commentary 3. Dynammic nature of ICT development
Country Report
Tha Sok, Cambodia
Success - 1. Government/Ministry support intern of policies and strategy 2. Partners' support/cooperation
3. Mandated use of Free and Open Source Software (FOSS) applications in schools and administration in local language
Failure - 1. Lack HR 2.Funding/Budget for computer facilities all lvels including schools/training 3. Lack local content 4. More coordination with development partners/line depatments-sclaing
Suggestion: Regional education open resource
Dr Somkiat, Loa PDR
E-Education Project
Suggestion: working closely with member countries, study successful ICT-in-Education related policies
U Lay Aung, Myanmar
Education Sys - 5 years in Pri, 4 years in Lower Sec, 2 years in Upper Sec
Challenge: education budget is 1.3% of GDP
Tuan Ngoc Quach, DGE, Information Technology Department (MOET) Vietnam
Focus on ICT Integration in subject area
1 million teachers, 25 million students, 25,000 schools
MOET website www.edu.net.vn
Chaiwuti Lertwanasiriwan, Thailand clert@ipst
99.7% schools have computer, only 69.6%
ICT in Education Policy One Tablet per Child (OTPC) Policy - produced more than 5000 learning objects which are produced by an autonomous department, Institute for the Promotion of Teaching Science and Technology (IPST), overcoming the issue of intellectual property rights
Manuals are given to teachers on the use of the learning objects
- Sharing digital learning resources among countries
Curriculum of the Future E(K+T+L) where E =ethics, K=knowledge, T=thinking, L-leadership, Michael Barber (2008)
Reflections:
1. Developing countries focus on
- mandatory education policy
- teacher quality
2. A lot of collaboration with Republic of Korea
3. Localisation is important e.g. language is a challenge - setttings of open source software e.g.home not equivalent to house
4. Education in general in rural and border areas - to overcome, country establish learning resources centre
5. Deep learning as a typical of modern learning, occur optimally enabled by approiate use of ICT
6. Political will is very important
7. Developing competencies to develop ICT Masterplans
8. What can the network of countries do as a whole?
9. Delegates appreciate the continuity in terms of the mp
10. Empirical study use of effective of ICT - Malaysia
11.Role of UNESCO Bangkok is very important
Robot-based Learning by KIST
Defn: shift to digital education and the evolution of consilience (Robot+content+education programme+physical environment)
Request:
1. Sharing of resources
2. Sharing of cyber wellness resources
3. Sharing of TPACK Framework
Reflections on ICT implematation
Dr Jonghwi Park, Programme Specialist UNESCO
Meta Survey of ICT in Education Policyand infrastructure
Deepening the findings from three studied countries (Malaysia, Singapore and Indonesia) on the possibilities to adopt and implement new learning technologies in school education - Singapore shared that the data was not available
Outcome: Coherent report to be published by May 2013
Objective: Validate the accuracy of the report, Updated and enric the report and Network.
Seth Leighton sleigton@envoys.com - Research Lead Consolidated meta-analysis of the status of ICT in education of the countries served by UNESCO
Objective assessment of avenues for development assistance and applications of advanced ICTs in the education sector
Research Methodology - find innovative and/or advanced technologies in use in education
Challenges - 1. Progress trumps updates 2. Lack of commentary 3. Dynammic nature of ICT development
Country Report
Tha Sok, Cambodia
Success - 1. Government/Ministry support intern of policies and strategy 2. Partners' support/cooperation
3. Mandated use of Free and Open Source Software (FOSS) applications in schools and administration in local language
Failure - 1. Lack HR 2.Funding/Budget for computer facilities all lvels including schools/training 3. Lack local content 4. More coordination with development partners/line depatments-sclaing
Suggestion: Regional education open resource
Dr Somkiat, Loa PDR
E-Education Project
Suggestion: working closely with member countries, study successful ICT-in-Education related policies
U Lay Aung, Myanmar
Education Sys - 5 years in Pri, 4 years in Lower Sec, 2 years in Upper Sec
Challenge: education budget is 1.3% of GDP
Tuan Ngoc Quach, DGE, Information Technology Department (MOET) Vietnam
Focus on ICT Integration in subject area
1 million teachers, 25 million students, 25,000 schools
MOET website www.edu.net.vn
Chaiwuti Lertwanasiriwan, Thailand clert@ipst
99.7% schools have computer, only 69.6%
ICT in Education Policy One Tablet per Child (OTPC) Policy - produced more than 5000 learning objects which are produced by an autonomous department, Institute for the Promotion of Teaching Science and Technology (IPST), overcoming the issue of intellectual property rights
Manuals are given to teachers on the use of the learning objects
- Sharing digital learning resources among countries
Curriculum of the Future E(K+T+L) where E =ethics, K=knowledge, T=thinking, L-leadership, Michael Barber (2008)
Reflections:
1. Developing countries focus on
- mandatory education policy
- teacher quality
2. A lot of collaboration with Republic of Korea
3. Localisation is important e.g. language is a challenge - setttings of open source software e.g.home not equivalent to house
4. Education in general in rural and border areas - to overcome, country establish learning resources centre
5. Deep learning as a typical of modern learning, occur optimally enabled by approiate use of ICT
6. Political will is very important
7. Developing competencies to develop ICT Masterplans
8. What can the network of countries do as a whole?
9. Delegates appreciate the continuity in terms of the mp
10. Empirical study use of effective of ICT - Malaysia
11.Role of UNESCO Bangkok is very important
Robot-based Learning by KIST
Defn: shift to digital education and the evolution of consilience (Robot+content+education programme+physical environment)
Request:
1. Sharing of resources
2. Sharing of cyber wellness resources
3. Sharing of TPACK Framework
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