POLICY ISSUESPOLICY ISSUESIN TEACHER TRAINING: IN TEACHER TRAINING:

PERSPECTIVES AND PERSPECTIVES AND STRATEGIES FOR STRATEGIES FOR SOUTHEAST ASIASOUTHEAST ASIA

Arief S SadimanArief S SadimanSEAMEO SecretariatSEAMEO Secretariat

PRIORITYPRIORITY

IMPROVING QUALITY OF HUMAN IMPROVING QUALITY OF HUMAN RESOURCERESOURCE

EDUCATION AND TRAININGEDUCATION AND TRAINING

PROBLEMPROBLEM

PROVIDING GOOD QUALITY PROVIDING GOOD QUALITY EDUCATION AND TRAINING TO ALL EDUCATION AND TRAINING TO ALL

CHILDREN AND CITIZENCHILDREN AND CITIZEN

QUANTITY & QUALITY QUANTITY & QUALITY

OF TEACHERSOF TEACHERS

GENERAL POLICYGENERAL POLICY

Improving quality educationImproving quality education

Expanding access to learning Expanding access to learning opportunityopportunity

IMPROVEMENT OFIMPROVEMENT OF

TEACHERS’ & TEACHING-LEARNING TEACHERS’ & TEACHING-LEARNING PROCESS QUALITYPROCESS QUALITY

USE OF ICT USE OF ICT IN EDUCATION AND TEACHING-IN EDUCATION AND TEACHING-

LEARNING ACTIVITYLEARNING ACTIVITY

Increasing numbers of ICTs professionals;Increasing numbers of ICTs professionals;

Creating an ICTs literate workforce and Creating an ICTs literate workforce and citizenry;citizenry;

Teaching ICTs literacy and informatics in Teaching ICTs literacy and informatics in schools; andschools; and

Using ICTs in schools to enhance teaching Using ICTs in schools to enhance teaching and learning and school managementand learning and school management

APPROACHES TO PRE-SERVICE APPROACHES TO PRE-SERVICE TEACHER EDUCATIONTEACHER EDUCATION

Full time certificate/diploma/undergraduate Full time certificate/diploma/undergraduate degree based training in purpose built degree based training in purpose built institutions of faculties of education within HE institutions of faculties of education within HE institutions;institutions;

Full time postgraduate training in faculties of Full time postgraduate training in faculties of education in HE institutions; andeducation in HE institutions; and

Direct entry as teachers with some intense initial Direct entry as teachers with some intense initial training,local mentoring and supervision training,local mentoring and supervision supported by DE materials and in-service supported by DE materials and in-service leading to subsequent certificationleading to subsequent certification

CATEGORIES OF IN-SERVICE TEACHER CATEGORIES OF IN-SERVICE TEACHER EDUCATIONEDUCATION

Formal courses or processes to upgrade the Formal courses or processes to upgrade the qualifications of existing teachers (2-3 or 3-4 qualifications of existing teachers (2-3 or 3-4 years of training);years of training);Formal in-service programmes or processes to Formal in-service programmes or processes to support the reform or revision of national support the reform or revision of national curricula;curricula;General in-service programmes on a wide range General in-service programmes on a wide range of areas relevant to career development system of areas relevant to career development system strategic directions or local needs; andstrategic directions or local needs; andInformal and formal in-service activity within Informal and formal in-service activity within schoolsschools

BRUNEI DARUSSALAMBRUNEI DARUSSALAM

A Master Plan for ICT in Primary and Secondary A Master Plan for ICT in Primary and Secondary Education was developed in 2000. It includes Education was developed in 2000. It includes providing professional skills development for providing professional skills development for students and teachers and development of students and teachers and development of physical and technological infrastructure to physical and technological infrastructure to support ICT development.support ICT development.

ICT department of the MOE was established in ICT department of the MOE was established in 20012001

Use of ICT in teacher education at SHBIE Use of ICT in teacher education at SHBIE

CAMBODIACAMBODIA

Localized teacher training based at the Localized teacher training based at the school or school cluster;school or school cluster;

Since 1995 conduct primary school in-Since 1995 conduct primary school in-service teacher training by distance, under service teacher training by distance, under Distance Learning Education ProjectDistance Learning Education Project

LAO PDRLAO PDR

Professional support system given to Professional support system given to teacher in the use of new curriculum;teacher in the use of new curriculum;

Conduct in-service training based on Conduct in-service training based on cluster school;cluster school;

Conduct teacher Upgrading Programme to Conduct teacher Upgrading Programme to improve the quality of unqualified teachers improve the quality of unqualified teachers at district level through Teacher Upgrading at district level through Teacher Upgrading Center in 11 provincesCenter in 11 provinces

INDONESIAINDONESIA

Development of Nusantara 21 (Information Development of Nusantara 21 (Information Path Highway)Path Highway)Conduct of pre and in-service teacher Conduct of pre and in-service teacher training programmes for primary and training programmes for primary and secondary education;secondary education;Use of Distance Learning approach and Use of Distance Learning approach and ICT in delivering the program;ICT in delivering the program;Promote the use of ICT as an integral part Promote the use of ICT as an integral part of T-L in the classroom of T-L in the classroom

MALAYSIAMALAYSIA

4 Over-arching initiatives:4 Over-arching initiatives: - The MSC Project- The MSC Project - The National Information Technology - The National Information Technology AgendaAgenda - The K-Economy Master Plan- The K-Economy Master Plan - The skilled HRD Plan- The skilled HRD Plan

Integrate the use of ICT in teacher training Integrate the use of ICT in teacher training programmesprogrammesConduct ICT projects in schools ( Smart School, Conduct ICT projects in schools ( Smart School, Computers in Education Project)Computers in Education Project)Computerisation Programmes for primary and Computerisation Programmes for primary and secondary schools secondary schools

MYANMARMYANMAR

Use of technology and promotion of quality Use of technology and promotion of quality education as two of 6 Focal Areas of their education as two of 6 Focal Areas of their 30-Year Education Plan30-Year Education Plan

Holding Nationwide Seminars on Holding Nationwide Seminars on Promotion of Basic Education (incl. Promotion of Basic Education (incl. Teacher Upgrading)Teacher Upgrading)

PHILIPPINESPHILIPPINES

Establish Centers of Excellence and Establish Centers of Excellence and Centers of Development, in all disciplines , Centers of Development, in all disciplines , incl. Teacher Educationincl. Teacher Education

Integrate the use of ICT in pre-service Integrate the use of ICT in pre-service teacher trainingteacher training

Promote the use of iCT as an integral part Promote the use of iCT as an integral part of T-L processof T-L process

SINGAPORESINGAPORE

Piloted Thinking Schools, Learning Nations in Piloted Thinking Schools, Learning Nations in 1996 to foster thinking skills in schools;1996 to foster thinking skills in schools;

Set up IT Network in schoolsSet up IT Network in schools

Conduct teacher training in using ICT in T-L Conduct teacher training in using ICT in T-L processprocess

Developed IT Master Plan in education and Developed IT Master Plan in education and provided infrastructure to support the use of ICTprovided infrastructure to support the use of ICT

Networked all schools in the countryNetworked all schools in the country

THAILANDTHAILAND

National IT – 2010 Master Plan to transform National IT – 2010 Master Plan to transform Thai society into the K-based economy, with 5 Thai society into the K-based economy, with 5 prominent flagships (e-Gov,e-Comrc,e-Industr, prominent flagships (e-Gov,e-Comrc,e-Industr, e-Educ, and e-Society)e-Educ, and e-Society)National ICT for Education Master Plan 2001-05, National ICT for Education Master Plan 2001-05, focusing on the development and use of ICT s focusing on the development and use of ICT s tools for learning reform.tools for learning reform.Development of National Network (EdNet)Development of National Network (EdNet)Conduct teacher traning in Computer literacyConduct teacher traning in Computer literacyProvision of hardware and softwareProvision of hardware and software

VIETNAMVIETNAM

MOET Action Plan on integratin of ICT into T-L MOET Action Plan on integratin of ICT into T-L process (2001-2005)process (2001-2005)Connect all institutions through a nation-wide IT Connect all institutions through a nation-wide IT network, initially targeting the Ministry, teacher network, initially targeting the Ministry, teacher training colleges and universitiestraining colleges and universitiesDevelop curriculum for ICT for primary and lower Develop curriculum for ICT for primary and lower secondary schoolssecondary schoolsIntegrate the use of ICT into primary and Integrate the use of ICT into primary and secondary teacher training curriculum and secondary teacher training curriculum and practicespractices

ISSUES ISSUES RELATED TO THE USE OF ICT RELATED TO THE USE OF ICT

ICT is a tools , means not the endICT is a tools , means not the end

Education lead not technology leadEducation lead not technology lead

Over expectationOver expectation

Effectiveness and EfficiencyEffectiveness and Efficiency

Human ware who will make the different, Human ware who will make the different,

not hardware or even softwarenot hardware or even software

Changing role of teacher and studentChanging role of teacher and student

Transfer of technology, sustainabilityTransfer of technology, sustainability

REQUIRED TEACHER COMPETENCIESREQUIRED TEACHER COMPETENCIES

Teachers need to have the confidence and Teachers need to have the confidence and competence to:competence to:

1.1. Recognize their role in the introduction of ICT in Recognize their role in the introduction of ICT in T-L process;T-L process;

2.2. Use appropriately a wide range of technology Use appropriately a wide range of technology and resources to enhance student learning;and resources to enhance student learning;

3.3. Develop, when necessary, their own ICT skills Develop, when necessary, their own ICT skills and relevant ICT skills of their students;and relevant ICT skills of their students;

4.4. Reflect critically on their use of ICT for T-L and Reflect critically on their use of ICT for T-L and professional use; andprofessional use; and

5.5. Appreciate the necessity of continued Appreciate the necessity of continued professional learning about the potential and professional learning about the potential and possibilities of ICT to enhance student learningpossibilities of ICT to enhance student learning

STRATEGYSTRATEGY

To impact on student learning teacher training & To impact on student learning teacher training & professional development activity need to be :professional development activity need to be :

1.1. Connected to & derived from teacher’s work with Connected to & derived from teacher’s work with their students (classroom based);their students (classroom based);

2.2. Be sustained, ongoing and intensive, supported by Be sustained, ongoing and intensive, supported by peers and school leaders. It should be group peers and school leaders. It should be group rather than individually focused training and rather than individually focused training and including the networking of teachers;including the networking of teachers;

3.3. Include collective problem solving around specific Include collective problem solving around specific probems of practices;probems of practices;

4.4. Integrated into the larger framework of teacher Integrated into the larger framework of teacher career regulations and incentives; and career regulations and incentives; and

5.5. Responsive to social and educational priorities at Responsive to social and educational priorities at both national and local level.both national and local level.

ESSENTIAL REQUIRED ESSENTIAL REQUIRED COMPONENTSCOMPONENTS

GovernanceGovernance (policies,curriculum frameworks, (policies,curriculum frameworks, examination, management) examination, management)

InfrastructureInfrastructure (physical equipment,operating (physical equipment,operating systems, networking, software, architecture of systems, networking, software, architecture of classrooms)classrooms)

Applications Applications (curriculum uses)(curriculum uses)

PeoplePeople (skills, training and development (skills, training and development programmes, community expectations and programmes, community expectations and readiness)readiness)

TARGETING TARGETING TEACHER DEVELOPMENTTEACHER DEVELOPMENT

Existing teachersExisting teachersHead of departments, units or division in schools Head of departments, units or division in schools School leadersSchool leadersSupervisors at province, district, sub-district levelSupervisors at province, district, sub-district levelCurriculum, textbook, software and examination Curriculum, textbook, software and examination developersdevelopersDevelopers of professional development Developers of professional development programmes and materialsprogrammes and materialsPeople who deliver the various professional People who deliver the various professional development programmes to teachersdevelopment programmes to teachersTeacher educators who work in pre-service teacher Teacher educators who work in pre-service teacher education programmes.education programmes.

Training helps teachers Training helps teachers transform lifeless equipmenttransform lifeless equipment

into useful tools.into useful tools.Creating high tech educational tools Creating high tech educational tools without trained teachers to use them without trained teachers to use them

would be as useless as creating a would be as useless as creating a new generation of planes, without new generation of planes, without

training pilots to fly them.training pilots to fly them.

THANK YOUTHANK YOU