Global e-Schools and Communities Initiatives transforming education, empowering communities, promoting development MoHEST Venue: Kenya Institute of Education

Global e-Schools and Communities Initiativestransforming education, empowering communities, promoting development

MoHEST

Venue: Kenya Institute of Education

Defining ICT Competencies for TIVET Lecturers / Instructors in Kenya

Nairobi, June 2 – 4, 2010

By Esther Mwiyeria (GeSCI), Mike Ocharo (DTE, MoHEST) & Sifuna Wakofula ( MoYAS)


MoHEST

GeSCI’s Foundation

• Developing countries following the rest of the world by placing ICTs and ICTs in Education at the centre of their development strategies.

• However, developing countries are less equipped in terms of capacity and resources- human and financial- to successfully and effectively harness the potential of ICTs.

• With this in mind, GeSCI was founded by the UN ICT Taskforce in 2003, and began operations in 2005 working initially with Namibia, and later with Ghana, India, Bolivia, Rwanda, Tanzania and Kenya.

WSIS

UN ICT TaskForce

GeSCI as a Global

Programme


MoHEST

GeSCI Activities 2009 - 2011

• Country programmes involving direct advisory engagement with developing country MoEs on a system-wide basis to provide high quality strategic advice and support to the countries’ own plans, policies and efforts to deploy and integrate ICTs in education.

• Regional programmes involving knowledge sharing between GeSCI and the partner countries and between the partner countries

• Knowledge products and services through the identification of major knowledge gaps or common challenges related to ICTs in education and developing appropriate tools.

• Promoting partnerships and facilitating global dialogue by leveraging ICTs to promote communication and collaboration with a diverse number of partners, globally, regionally and locally at the country level.


MoHEST

GeSCI’s approach

1. Successful ICT deployments focus on end-to-end approaches

– consider other components like enabling policies and the external environment, content, teacher training, maintenance and technical support and monitoring and evaluation


MoHEST

GeSCI’s approach

2. Capacities to integrate ICTs go beyond enhancing skills and knowledge through training and the provision of technical advice

Micro Meso Macro

Individual/ Project team Personnel skills as exhibited by the staff, team work, information building and sharing.

OrganizationOrganizational structure, definition of roles and responsibilities, leadership, attitudes and incentives, appraisal procedures, budgetary allocations, facilities, access to information, infrastructure, and communication within the organization.

National institutions Political will, stakeholders dealing directly or indirectly with the said organization, policies, networks and partnerships and budgets from the parent institutions or ministries.


MoHEST

Established gaps

Access: • Limited efforts in the

use of ICTs as an alternative mode of delivering education

• Lack of clear policies and strategies for open and distance education

• Limited consideration and awareness of alternative delivery systems and options

Quality:•ICTs used to create and deliver rich teaching and learning content which can engage, motivate students and help with improve conceptual understanding

•ICT integration not yet achieved and efforts limited but real steps taken in ICT integration in administration•No comprehensive plan to leverage and effectively maximize on existing ICTs to address quality of education delivery•Limited use of digital content to create rich learning environments in TIVET institutions


MoHEST

Established gaps

Relevance: • Inclusion of ICT skills in

curriculum• ICTs support 21st century

skills development• Through ICTs life-long

learning opportunities available

• ICT tools can facilitate research and development for innovation and development

• TPD aligned with 21st Century training and knowledge based economy

• Curriculum no aligned with the development of 21st century skills development

• Teachers not adequately trained for ICT Integration and no competency framework

• No guiding principles on how to systematically and systemically use ICTs to promote innovation and skills necessary for 21st Century


MoHEST

Established gapsStrategies for ICT Integration:

Developing adequate ICT capacity• Development of adequate

infrastructure within the TIVET system,

• Establishment of ICT centres of excellence

• Institutionalization of Management Information Systems (MIS) in all TIVET institutions and

• Promoting the use of ICT

• Lack of a clear strategy or framework to use and integrate ICTs to improve teaching and learning means that investment in ICT not being appropriately/ optimally used.

• Limited capacity in the system to integrate ICTs in teaching & Admin

Curriculum:•Curriculum in its entirety not yet reviewed for ICT integration.•Without curriculum integration, ICTs will not be effectively used to develop the required 21st century skills

•Varied understanding on what ICT Integration constitutes resulting in unsystemic and unsystematic approaches


MoHEST

Established gaps

Institutional capacity:

• Micro– Individual/ Project team

• Meso

– Organization• Macro

– National institutions

• No baseline data for gap analysisNo data on needs and gaps analysis

ICTs in Mngmt & Admin:•ICT can support decision making, planning and administration to improve management efficiency•ICTs can free up teacher and administrator time, and improve data storage and flow, •ICT for administrative tasks and communications facilitating sharing of information, collaboration and joint planning

•No strategy/policy for Integration of ICT in administration•Existing though limited Institutional efforts of ICT integration in administration for efficiency other that basic use etc•Capacity among education managers on how to effectively use ICT in management limited


MoHEST

Collaboration with MoHEST

• Development of an ICT Competency Framework for lecturers to guide ICT integration efforts

• Baseline survey to help in gaps analysis• Development of an ICT integration strategy in

TIVET education• An implementation plan detailing the activities

to be carried out in the integration of ICT in TIVET education

• Participation in the development of the Open University


MoHEST

• Development of an ICT Competency Framework for teachers in the youth polytechnics

• Unified ICT integration strategy for the sector• Capacity building for the YP instructors• Digital content for the YPs• Monitoring and Evaluation• Technical Maintenance Skills in the Youth

Polytechnics

Collaboration with MOYAS


MoHEST

Summary of key TIVET statistics

Level No. of InstitutionsNumber of students Number of Teachers

Public Private (‘000) Trained UntrainedTotal

National Polytechnics 4 N/A* 22.9 N/A* N/A*

690

Technical Training Institutes 27 1,000 22.1 N/A* N/A*

1,079

Institutes of Technology 16 N/A* 10.6 N/A* N/A*

1,356

Youth Polytechnics 750 N/A* 26.7 500 3500

4000


MoHEST

Asante!

Documents

Global e-Schools and Communities Initiatives transforming education, empowering communities, promoting development MoHEST Venue: Kenya Institute of Education