presentasi pimpinan unesco asia, tolong cek matematika indonesia dan negara lai dalam perbandingan pengukuran memanfaatkan PISA dll. menarik utk di simak dan di banadingkandan di tarik kesimpulan sendiri utk kemajuan daerah anda.......

1. Capacity Building for ICT in Education:
Challenges and Opportunities
Gwang-Jo Kim
Director
UNESCO Asia-Pacific Regional Bureau for Education

2. Outline of the Presentation
I. Rural areas: realities and educational
challenges
II. ICT solutions for educational challenges
in rural areas
III. The Role of UNESCO
IV. Recommendations

3. I. Realities and
Educational Challenges
in Rural Areas

4. HowBig Picture
The do we define rural and urban?
Continuity of Type of
built-up areas economic
activity
No single definition is
applicable to all
countries
Infrastructure Population
and Density
Accessibility

5. HighBig Picture
The Rural Populations
Percentage of Population Living in Rural Areas World Bank Database (2011)
World Bank
Database
(2011)
While decreasing over time, many Asia-Pacific
countries still have substantial rural populations

6. Rural schools often lack necessary
infrastructure for learning
Lack of Educational Lack of Educational
Facilities Resources
• Classrooms • Textbooks
• Bathrooms • Teaching materials
• Computers • Teachers
• Libraries

7. Lack of Educational Content
Official educational
content is available in
less than 1 percent of
the 3,500 languages
spoken in the Asia
Pacific region
Source: Lewis, M. Paul (ed.) 2009, Table 7. Linguistic diversity of countries
(from highest to lowest), Ethnologue, 16th Edition

8. Teacher Shortages in Rural Areas
Teaching in rural As a result, rural
schools is less schools have fewer
attractive, mainly
because of poor living
qualified teachers
and working and higher teacher
conditions turnover
In Gong County, China, there are over 60
village schools with only 1 or 2 teachers
responsible for teaching all subjects and
grade levels
(UN Millennium Project, 2005), and Problems
and Recommendations Regarding Rural
Teachers and Rural Education) Zhongguo jiaoyu
bao (China Education Daily), (2004)

9. Teacher Shortages in Rural Areas
Teacher shortages affect quality through:
Overcrowded classrooms, overworked
teachers, and fewer opportunities for
professional development

10. Disparities for urban/rural areas
in ASEAN countries
Average years of schooling (age 15-19)
10
Source: World Bank EdStats Database (2011)

11. What happens to learning in poor rural areas?
Thailand Indonesia OECD Average
PISA database (2009)

12. II. ICT solutions for
educational challenges in rural areas

13. Increasing Use of Technologies
Growing internet users and Growing number of
mobile subscribers in AP websites worldwide
% growth per annum Number of websites in
2006-2008 100,000s
Source : United Nations (2010) Source : Netcraft Database (2011)

14. Digital Opportunity in Asia Pacific and ASEAN
Source: ITU/UNCTAD World Information Society Report 2007.

15. How has connectivity changed over time?
Internet Penetration by Percentage of Population
(ASEAN Countries)
Internet World
Statistics

16. ICT Solutions for
Challenges of Rural Education
Access
Infrastructure
Quality

17. II. 1. ICT and Educational Access

18. ICT to Enhance Educational Equity in India
Established in 1989 to
inexpensively provide
education to remote areas,
NIOS is the largest open school
in the world
Network of 5
departments, 11 regional
centers, and more than
3,300 study centers
Since 2006, more than
1.8 million have enrolled
Source: Meta-survey on the Use of Technologies in Education in Asia and the
Pacific, UNESCO (2003) with updated data from National Institute of Open
Schooling Website and Annual Report 2009

19. Distance Learning in Pakistan
ICT to Enhance Educational Equity in Pakistan
The National ICT Strategy for Education was implemented in 2005.
The most successful policy initiative has been the use of ICT to
extend educational opportunities
All other
universities
combined
Allama Iqbal Open
University and
Virtual University of
Pakistan (>750,000)
Source: Price Water House Cooper. Survey of ICTs for Education in South Asia (2010)

20. eSkwela Project in the Philippines
eSkwela provides ICT-
enhanced educational
Monitoring Infrastructure
opportunities for out- and Evaluation Setup
of-school-youth and
adults
Community Customized
Support for
Operations and
Instructional
Sustainability Model
Training for
Facilitators,
Center
Managers,
Network
Administrators
Passing rate in the A&E Test among eSkwela learners is
double to triple than those taking print-based mode

21. ICT-Enabled Content in Sri Lanka
The Shilpa Sayura Project provides
over 10,000 interactive lessons and
5000 tests for self learning of the
National Curriculum by 150 rural
telecentres networks.
Benefits 45,000 rural youth
in 150 communities, 280
telecentre operators, 1454
school teachers, and 30
Source: Can open ICT4D shape future of rural education? developers.
Innovations in Sri Lanka Telecentres. Open ICT4D 2010, Ottawa, Canada

22. II. 2. ICT and Educational Infrastructure

23. Effects of Lack of Computers in ASEAN Schools
Do shortages of computers at your school
hinder capacity to provide instruction?
Thailand Indonesia Singapore
Source:
PISA 2009 Database

24. Effects of Lack of Internet Connectivity in ASEAN Schools
Do problems with internet connectivity at your school
hinder capacity to provide instruction?
Thailand Indonesia Singapore
Source:
PISA 2009 Database

25. ICT Facility Development in Malaysia
The Smart
School Components Malaysia benchmarked 15 rural
smart schools in 2009, and
expanded the Smart Schools
program nationwide in 2010
The Smart School Milestones
(Four Waves)
Source: The Malaysian Smart School
Blueprint, 1997|Multimedia
Development Corporation,
2005|UNESCO-Wenhui Award
application documents, 2010|MSC
Malaysia, Datasets for Malaysian Smart
Schools program, 2011

26. The Digital Dividein SingaporeKorea
Smart Schools Act in South
Evaluation of Rural People and ICT
The First Master Plan on
Bridging the Digital Divide
(2001-2005) had six priority
areas
Infrastructure
Access to telecommunication
IT Learning
Contents for marginalized people By 2007, 99% of small rural villages
had been supplied with access to
E-life broadband internet.
Computers, software, and
Global digital divide peripheral equipment were placed
at easily accessible locations such as
town halls, libraries, and post
offices.
Source: Byung Sam Kang (2007) Bridging the Digital Divide
in Korea

27. Hole-in-the-Wall Project
The Hole-in-the-Wall 9 Month study across 17 locations
Learning Stations
Learning Stations in Cambodia
• Provide free and
unrestricted computer
access in open and
unsupervised settings.
• Over 500 learning stations are directly Source: NCT
of Delhi,
impacting more than 150,000 learners India (2004)
across Asia and Africa.

28. II. 3. ICT and Education Quality
28

29. Disparities in learning across Asian countries
Secondary school achievement in PISA Mathematics and Reading tests
Source: OECD Programme for International Student Assessment 2009 Database

30. Access to a computer and overall PISA performance
Different ratings on the PISA scale
between students with access to a computer and those without
Source:: New Millennium Learners. OECD 2006.

31. Access to a computer and Mathematics Skills
Source: Are Students Ready for a technology-rich world? What PISA studies tell us. OECD 2006.

32. Use of a computer and Science Skills
Length of time students have used a computer and mean
performance in PISA science scale
Source:s Are Students Ready for a technology-rich world? What PISA studies
tell us. OECD 2006.

33. Teacher Competency is the Key to Quality
Overview of Southeast Asian Countries’ stages of
“Training on ICT”
(Source: Anderson, J. (2010) ICT Transforming Education: A Regional Guide, UNESCO Bangkok)

34. Intel Teach Programs in Vietnam
• Pre-service and in-service training for “Intel Teach
Essentials creating student-centered lesson has brought
Course plans and project-based learning fundamental
with ICT integration change to the
teachers”
Official of Hue DOET
Getting
• Train teachers who lack basic
Started knowledge and skills on ICT
Course
As of 2008, Intel
Teach has trained
more than 39,000
teachers from 21
cities/provinces
Source: Intel Vietnam

35. Teacher’s TV Program in Thailand
Targeting teachers and
trainers, Thai Teacher’s
TV introduces new
teaching methods
through “model” video
lessons available on daily
broadcasts and online
Schools from 49 of
Thailand’s 78 provinces
have uploaded material to
the website

36. Thailand—Princess’ IT for Rural Schools Program
The project covers 72 rural schools, aiming to bridge
the gap on digital literacy
Maintenance and repair
services are provided through
another program at 17 rural
vocational schools
Phase Two
• Enhancing the IT
competency of
Phase One the teachers and
students
• Introducing basic
computer
technology into
schools

37. III. The Role of UNESCO

38. The Role of UNESCO
Capacity Building for ICT-
Pedagogy Integration
Laboratory and Clearing
House for Ideas and E-
Resource Content
Catalyst for International
Cooperation

39. Capacity Building for Pre-Service Teachers
Next Generation of Teachers Project
Overall goal: Building the institutional capacity of Teacher
Education Institutes in designing and providing training on ICT-
integration for pre-service teachers.
Deans’
Forums
Where we Where we
Leadership are going:
are:
Developing
Developing global and
e-readiness; Curriculum national
Teaching standards;
Focused on Capacity Meeting
the future local needs
Curriculum
Capacity Building Development
Workshops for Workshops
Teacher Educators

40. Capacity Building for In-Service Teachers
Facilitating ICT-Pedagogy Integration 2010-2012
Networking with TEIs and training teachers to plan and
implement PBL supported by ICT
Web Portal for international projects implemented in June 2011
Beneficiary
countries:
Bangladesh,
China, Malaysia,
Philippines,
Thailand and
Viet Nam
(Funded by Korea
Funds-in-Trust)

41. Building SchoolNets in ASEAN (2003-2006)
• The SCHOOLNET is a network of schools
What and libraries that supports the effective
use of ICT in teaching and learning.
Who • UNESCO piloted this project in 24
schools in 8 ASEAN countries
• GOOD IDEA BUT POOR RESULTS
Why • LACK OF CAPACITIES OF TEACHERS
• NEED TO REVIVE PROJECT

42. Laboratory and Clearinghouse for Ideas and Resources
ICT in Print
Online
Education e-Newsletters publications
Community
Website and CD-ROMs
42

43. Catalyst for International Cooperation
Private Sectors
(e.g., Microsoft, Intel, etc.)
IGOs
(e.g., ITU, World Bank, NGOs
UNDP, SEAMEO, etc)
Governments,
Ministries of Education Research
(e.g., Asia-Pacific Annual UNESCO
Ministerial Forum on ICT in Institutes
Education)
43

44. International Symposium on ICT in
Education: Potential and Lessons Learnt
• Ulaanbaatar, Mongolia, September 13-14, 2011
• Participants: Senior government officials from Mongolia,
Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan and DPRK
• Purpose: To identify policy options and potential
solutions for common issues and challenges in the region
(scarcely populated)
• Findings:
o Needs a common vision with sustainable political
commitment to the vision
o Needs for systemic approach to ICT in education
o Hardware is important, but more attention is to be
paid to strengthening the soft power (e.g. capacity
building)

45. IV. Recommendations

46. Recommendations
Smart interventions
Smart Partnerships
Knowledge exchange
Information sharing

47. gj.kim@unesco.org
www.unescobkk.org