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ICT in Secondary Education for the Knowledge Economy: Global Perspectives

Seminar on Growth Strategies for Secondary Education in Asia

Malaysia

Mae Chu Chang, Lead General EducatorThe World Bank

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ICT in Education for Secondary Education

Secondary Education: Transition to world of workFurther education and lifelong learning

Why ICT?ICT as a skills requirement for the knowledge economyICT as a tool to enhance knowledge economy skills

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Characteristics of a Globalized Knowledge Economy

Rapid and continuous change Susceptible to global movements of capitalFunction of global trading agreementsQuality as important as priceOrganizational changes at firm levelShort job tenure in competitive sectorsFundamentals of macro stability, openness, competition, good governance

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Technology-related Characteristics in the Global Knowledge Economy

Acceleration in technology advancement (especially ICT)Proliferation of ICT at workICT-led productivity gain in some OECD countries (most notably in the US)

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The Networked Readiness Index (NRI) 2003-2004 (WEF)

EnvironmentMarket environmentPolitical and regulationsInfrastructure environment

ReadinessIndividual readinessBusiness readinessGovernment readiness

UsageIndividual usageBusiness usageGovernment usage

0

1

2

3

4

5

6

Indon

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6

Digital Access Index (DAI) - ASEAN Countries

Five factors in the index

InfrastructureAffordabilityKnowledgeQualityUsage

Knowledge, one of the key factors for effective use of ICT, is based on HDI Index

0

0.1

0.2

0.3

0.4

0.5

0.6

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Sing

apor

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(0.75

)

Malay

sia-U

A (0

.57)

Brun

ei Da

russ

alam-

UA (0

.55)

Thail

and-

MA (0

.48)

Philip

pines

-MA

(0.43

)

Indon

esia-

MA(0

.34)

Viet

Nam-

MA (0

.31)

Camb

odia-

LA(0

.17)

Myan

mar-L

A (0

.17)

Lao P

.D.R

.-LA

(0.15

)

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Change in Types of Work

ICT taking over manual and routine works and shifting people towards knowledge-based jobs in some OECD countriesChanging demands for competencies and skills of workersIncreasing demand for graduates from tertiary education (comparative advantage in performing high skilled non-routine work)Increasing relative earnings of workers with ICT skills Upper secondary education becoming a minimum requirement for lifelong learning

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Competencies and Skills Required in the Knowledge Economy

Acting autonomouslyUsing tools interactivelyFunctioning in socially heterogeneous groupsLiteracySkills in international languages Mathematics and scienceKnowledge and participation in civil society

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Learning in the Knowledge Economy

ThenInformation basedRote learningTeacher directedJust in case Formal education Directive based Learn at a given ageTerminal education

NowKnowledge creation/applicationAnalysis and synthesisCollaborative learningJust in timeVariety of learning modes Initiative basedIncentives, motivation to learnLifelong learning

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What Do Research Say About the Impact of ICT on Education Outcomes?

The research on the ICT in education indicates the mixed results on the overall learning outcomes.

Provision of computers alone has no effect on learning (e.g., TIMSS, PISA, Becta).

Learning achievement is a complex process involving policies, human factors, organization of instructional time, teaching/learning strategies etc.

ICT that are designed and used to develop specific skill (e.g., problem solving) showing some effect on acquisition of this skill, but good software of this kind of use still very limited.

Teachers’ subject and pedagogical knowledge to incorporate ICT indicating some positive effect on learning outcomes

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National Vision and Strategy

Top-level commitment and leadershipICT in education has to be linked to national ICT policiesCase of Jordan: King’s vision of Jordan as ICT hub of Middle EastKing convened a Forum for the Future of Education, attended by Ministers, top level officials, parliamentarian, 1/3 private sector/NGOs-national consensus

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Comprehensive strategy in Jordan

Education reform for the knowledge economy from pre-school to upper secondary education: infrastructure, curriculum, teacher training, management structure-the largest Education Reform for KM in Middle EastMinistry of ICT deregulated Jordan telecom, broadband for whole country

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ICT Infrastructure: H/W, Connectivity

Computer density Higher density with ascending school level

Internet access Upper secondary schools with the highest access

Multimedia Computers Primary schools have a higher percentage of MC

Internal networks No discernable pattern

School investments in ICT infrastructure

The higher the density, the higher the tendency to spend more to procure computers

(“supply creates demand”)

Other policy trends

• Focus more on access to Internet than on further deployment of quality computers

• Provision of EM addresses to all students and teachers; and web-pages to all schools

• Connecting school libraries to Internet

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Curriculum, Content Development and Teacher Training

Three types of curriculum related to ICT in education (SITES)

Learning about ICTLearning with ICTLearning through ICT

Content development is a key for the integration of ICT in teaching and learningTeacher’s ability to integrate ICT is a must

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ICT in the Curriculum

ICT as a school subjectCentral and Eastern European Countries

ICT skills as part of learning activities (HW, tasks)

East Asia

ICT as part of other schools subjects

Western Europe, US

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Teacher-Related Obstacles in Integrating ICT in Teaching and Learning

0

10

20

30

40

50

60

70

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hers

’ lack

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ills in

using

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ache

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Lack

of

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rest/w

illing

ness

of te

ache

rs to

use

com

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Diffi

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to u

sew

ithlo

w a

chieving

stud

ents

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Teacher training on ICT use in education

ICT Competencies

required of teacher

• Most countries lack official standards

• Exceptions-Singapore, Korea, Australia

Training objectives

and contents

• Basic ICT literacy, not directly linked to pedagogy

• ICT (H/W & S/W) use, linked to subject teaching

• ICT use, including class mgt. , tele-collaboration

Pre- vs in-service

teacher training

• Frequently towards in-service

• Growing # countries invest in pre-service

Target school level • Secondary level training is most common

Mode of delivery

• Face-to-face is most common

• Blended approach (with on-line assessment)

• On-line commercial approach: MS ActDen, PBS,..

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ICT and Management-Emerging Issues

The use of ICT in improving efficiency of educational management Use of ICT in education requires changes in management (attitude and structure of educational systems)In developing countries, the Ministry of Education has generally the largest number of civil servants after the military

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The Roles of the World Bank and Activities

The arrival of the Knowledge Economy Introduction of ICT inevitable ICT investment is a major investment requiring comprehensive strategy and planDeveloping countries can leap frog and benefit from new technologies

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The Roles of the World Bank and Activities

Visioning and strategy development Technical assistance for global best practices and to avoid early mistakesSupport consensus building through conferences and workshops Assist client countries to develop feasible action plan and integrate various pilot projects within a comprehensive frameworkProvide extensive analytical workTechnical Assistance through project preparationLong-term financing for implementationGenerate donor supports and partnership with private sector