2. 1. • Knowledge society agenda
2. • Pervasiveness of technology
3. • “Education for All” goals
4. • Present future national strategic objectives
5. • Highlight the broad aims of the various national and
international initiatives regarding continuous professional
development of teachers with regard to teacher competency
standards relating to ICTs and professional aptitude
3. A. Knowledge society
B. Networked society
C. Collective intelligence
D. The school in the knowledge society
E. Being a teacher in the knowledge society
4.
5. Knowledge society is a human society, in which knowledge should bring
justice, solidarity, democracy and peace
Knowledge society is integrated with ICT in order to build knowledge
society through:
• discipline
• concepts
• processes
• methods
• and resources availablev
6.
7.
8. Education needs networks of knowledge and the links that contribute to the
elaboration and acquisition of knowledge.
which takes into account of the following
• the new knowledge
• access to knowledge
• new teaching profession
• new tools and
• Communication in a network
9.
10. Collective intelligence has
its own aims for education
to build a collective
intelligence
Developing collective
intelligence of pupils
use collaborative work
collaborative learning,
develop the capacity for
collaborative work and
collective intelligence
11.
12. It emphasizes that ICT
confirms the essential and
core role of a teacher as a
mediator “the face to face
relationship between the
teacher and the pupil
remains essential’.
Attitudes and expectations
towards schools,
Mission and objectives of
school,
Organization and
structures,
Geopolitical dimension and
Teachers
13. Digital solidarity
Learners and life long
learning
Decision making strategies
Networking
Research
Teachers
14.
15. Is progressive reflecting the progression expected of teacher’s as their
professional knowledge, skills and attitudes develop and they
demonstrate increasing effectiveness in their roles.
It is based on the developmental view of teaching that recognizes
teachers 'knowledge, skills and attitudes to develop throughout their
Professional careers
16. A survey study (Farrel and Isaacs, 2007) on ICTs and education in 53 African
countries in 2007 revealed that there is a great deal of variance in ICT policies
for education among the African countries, with the largest group being made
up of those countries that are in transition from a sustained period of conflict
and economic instability.
Teacher standards that integrate ICT are either non-existent or poorly
developed to meet the needs and contexts of African countries. It is also
found out that African countries within and among the regional communities
are at various levels of ICT use in education.
The study also forwarded recommendations, the most relevant being the
following:
• Use a consultative and participatory method in developing and promoting ICT
standards. This would increase awareness and chances of adoption of the
standards.
• Develop ICT pedagogy standards. In addition, introduce ICT pedagogy courses
for lecturers or tutors of TTIs, particularly the university-based TTIs in each
country.
17. Structure
of ICTeSA
1 . Engaging in
instructional
design
processes
2. Facilitate and
inspire student
learning
6. Engage in
professional
development and
model ethics
responsibilities
4. Create and
manage effective
learning
environments
3. Innovation and
creativity
5. Engage in
assessment and
communication f
student learning
19. Education for all is about expanding early childhood care and
education, provide free and compulsory primary education to all,
promote learning and life skills for young people and adult.
Education for all helps us to promote economic growth, which
benefits countries with more educated population to enjoy
higher rates of economic growth and less inequality.
20. It also empowers women
Improve health
Better earnings
fragility and conflict
Strengthened democracy
Fight HIV and AIDS and
End poverty in our societies
21. Make a powerful difference to people’s lives.
Unlocking the human potential needed to secure a more
peaceful, prosperous and greener future for us all.
Ensuring that all children receive quality basic education.
22.
23. (1) access to a basic cycle of primary and lower secondary
education, particularly in fragile and conflict affected states.
(2) quality of teaching and learning, particularly for basic literacy
and numeracy.
(3) skills so that young people benefit from opportunities, jobs and
growth.
25. 1st major challenge is that learning outcomes should be
monitored” the main assessments ( PIRLS 2001, PISA 2003 and
PISA 2006) shows low learning, especially in developing
countries.
2nd is that learning environment must be improved by having
access to learning resource, first and foremost textbook is the
key factor.
3rd is attracting more and better teachers is paramount, the
teachers shortage is a major problem, particularly in the
Developing world.
26.
27. Improving the quality of learning and learner achievement.
sets out the key strategic priorities of the Department.
focus of all our education and quality improvement strategies.
Improving the quality of learning attained for effective and
lifelong growth, development and well-being.
28. 1. Improved quality of basic education is therefore central to this
Strategic Plan
2. Undertake regular assessment to track progress.
3. improve early childhood development.
4. Ensure a credible outcomes-focused planning and
accountability system.
29. A number of challenges were identified as barriers of improving the
system of quality basic education
o • Quality learner outcomes are not optimal across all grades.
o • The quality and quantity of learner and teacher support
materials are not adequate to support quality learning.
o • The quality of school-based tests and examinations is not of
the required standard and is not being moderated or
benchmarked
30. National school nutrition programme conditional grant
HIV and AIDS ( Life Skills Education) conditional grant
Technical secondary school recapitalization grant
Dinaledi schools conditional grant
Education infrastructure conditional grant
Provinces infrastructure backlogs grants
Schools infrastructure backlogs grants
33. The White Paper on e-Education, published in 2004, guides the
Department of Education's approach to e-education and the
integration of information and communication technologies
The use of ICT in education
• ICT is to be used to create greater access to learning
opportunities,
• Redress inequalities,
• Improve the quality of teaching and learning,
• Provide personalised learning experiences.
34. The White Paper characterises schools that implement e-Education
as institutions that have:
• Learners who utilise ICT to enhance learning
• Qualified and competent leaders who use ICT for planning and
management
• Qualified and competent teachers who use ICT to enhance teaching
and learning
• Access to ICT resources that support the curriculum and
• Connections to ICT infrastructure
36. Educational goals should be primary.
The focus should not be on providing technical ICT skills only,
but on the use of ICT to achieve learning outcomes.
Teacher development programmes should provide teachers
with situated/contextualised learning experiences.
Programmes should be subject-specific and relevant to the
learning areas.
38. support work performance
learn how to use ICT and
enhance traditional teaching
understand how and when to use ICT
facilitate learning
specialize In the use of ICT and
create innovative learning environments
39. D.o.E, (2007). Guidelines for teachers Training and professional Development in
ICT: South Africa.
UNESCO, (2012). ICT-enhanced Teacher Standard for Africa (ICTeTSA): The
Structure Domains of ICTeTSA: Ethiopia
Coinu, B. (2005) Being a Teacher in Knowledge Society: Stellenboch
Department of Presidency, (2011). National Development Plan: vision 2030;
South Africa
Department of Basic Education, (2011). strategic Plan 2011-2014: strategic
Objectives: Pretoria
UNESCO,(2011). Teacher Competency Framework: Paris
Government Gazerte, (2004). White paper 7 on e-document: Transforming
teaching and learning through information and communication Technology
(ICT): South Africa
Department of Education(2008). Education Internat
Knowledge society agenda Knowledge society is a human society, in which knowledge should bring justice, solidarity, democracy and peace; it is also a society which provides universal and equitable access to information (UNESCO). Knowledge society is integrated with ICT in order to build knowledge society and ICT changes knowledge itself through discipline, concepts, processes, methods and resources available.
Education in a networked societyEducation needs networks of knowledge and the links that contribute to the elaboration and acquisition of knowledge, which takes account the new knowledge, access to knowledge, new teaching profession, new tools, and etc.
Collective intelligence Collective intelligence has its own aims for education to build a collective intelligence. The role of teacher is to develop a collective intelligence for pupils, use collaborative work, collaborative learning, develop the capacity for collaborative work and collective intelligence and etc.
Internet is mainly a tool for perfecting our intelligence through cooperation and exchange; internet enhances our capacity for collective learning and intelligence, it also forces us to experiment new ways of being together. Collective intelligence, consisting in interlacing different points of view (Pierre LEVY, 2000)
The school in the knowledge society emphasizes that ICT confirms the essential and core role of a teacher as a mediator “the face to face relationship between the teacher and the pupil remains essential”. The variables and commands are attitudes and expectations towards schools, mission and objectives of school, organization and structures, geopolitical dimension and teachers. Being a teacher in the knowledge society has its ethical competences, which are ICT and “Education for all”, digital divide and divides in education, globalization, commercialization for education.
There are six majors areas will shape a beneficial use of ICT in education, the 1st is digital solidarity ‘that requires strong and joint actions of all stakeholders to guarantee the right of participation in the digital society for all students in the world”,2nd is learners and lifelong learning” every learner is a lifelong learner in the knowledge of society and ICT is a key tool for developing lifelong learning”, 3rd is decision making strategies “ bringing research, practice , experimentation and innovation with decision making is essential”, 4th is networking “ the knowledge society is networked, which offers opportunities for networking people and developing collaborative work and enhancing the collective intelligence”,5th is research “ the development of ICT –based education and training processes is about growing reality” and 6th is teachers” being a teacher in a knowledge society requires new specific competencies”.
ICTeTSA is progressive reflecting the progression expected of teacher’s as their professional knowledge, skills and attitudes develop and they demonstrate increasing effectiveness in their roles. In other words, ICTeTSA is based on the developmental view of teaching that recognizes teachers’ knowledge, skills and attitudes to develop throughout their Professional careers.
ICTeTSA is progressive reflecting the progression expected of teacher’s as their professional knowledge, skills and attitudes develop and they demonstrate increasing effectiveness in their roles. In other words, ICTeTSA is based on the developmental view of teaching that recognizes teachers’ knowledge, skills and attitudes to develop throughout their Professional careers.
The Research Basis for ICTeTSAA survey study (Farrel and Isaacs, 2007) on ICTs and education in 53 African countries in 2007 revealed that there is a great deal of variance in ICT policies for education among the African countries, with the largest group being made up of those countries that are in transition from a sustained period of conflict and economic instability. The UNESCO-IICBA (2008) study found that most of the universities and teacher training institutions (TTIs) in the 18 African countries had started to address the ICT infrastructure issues and had also introduced ICT curriculum standards. Teacher standards that integrate ICTare either non-existent or poorly developed to meet the needs and contexts of African countries. It is also found out that African countries within and among the regional communities are at various levels of ICT use in education
The structure and domains of ICTeTSA, has six broad standards, which are engaging in instructional design processes, facilitate and inspire student learning, innovation and creativity , create and manage effective learning environments, engage in assessment and communication f student learning , engage in professional development and model ethics responsibilities and lastly understand subject matter for use in teaching.
Education for all is about expanding early childhood care and education, provide free and compulsory primary education to all, promote learning and life skills for young people and adults, increase adult literacy by 50 percent, achieve gender parity by 2005, gender equality by 2015 and improve the quality of education. Education for all helps us to promote economic growth, which benefits countries with more educated population to enjoy higher rates of economic growth and less inequality
It also empowers women; improve health, better earnings, fragility and conflict that can play an important role in the emergency response to conflict and fragility, strengthened democracy, fight HIV and AIDS, and end poverty in our societies.
Education makes a powerful difference to people’s lives. It holds the key to unlocking the human potential needed to secure a more peaceful, prosperous and greener future for us all. Ensuring that all children receive quality basic education is not only a moral duty. It is an essential investment in our common future.
This strategy outlines three strategic priorities that will help us realize this vision: (1) access to a basic cycle of primary and lower secondary education, particularly in fragile and conflict affected states;(2)quality of teaching and learning, particularly for basic literacy and numeracy;(3)skills so that young people benefit from opportunities, jobs and growth.
The key challenges to education for all is that investing in education will be a central to address 21st century challenges including global competitiveness, climate change, insecurity and conflict. The 1st major challenge is that learning outcomes should be monitored” the main assessments ( PIRLS 2001, PISA 2003 and PISA 2006) shows low learning, especially in developing countries. 2nd is that learning environment must be improved by having access to learning resource, first and foremost textbook is the key factor. Lastly is attracting more and better teachers is paramount, the teachers shortage is a major problem, particularly in the Developing world
This Strategic Plan outlines the over-arching goal of improving the quality of learning and learner achievement and sets out the key strategic priorities of the Department. The focus of all our education and quality improvement strategies is the learner and the quality of learning attained for effective and lifelong growth, development and well-being. This focus clearly guides our thinking as to what has to be done to ensure that we are creating an enabling environment for effective teaching and learning so that all our citizens are empowered to participate effectively in society and the economy.
The strategic planning processes This Strategic Plan should be read in conjunction with the plan titled Action Plan to 2014: Towards the realization of Schooling 2025 (published as Government Notice 752 of 2010), referred to as the Action Plan in this document, and the Delivery Agreement for Outcome 1. Both the Action Plan and the Delivery Agreement, which are the outcome of consultations with stakeholders, are envisaged as the Department of Basic Education’s primary vehicle for communicating key sectorial strategies to stakeholders. In many ways this Strategic Plan addresses key issues contained in the Action Plan and the Delivery Agreement. Government has agreed on twelve outcomes as a key focus of work between now and 2014 and has made Education the apex priority. It has placed education and skills development at the centre of this administration’s priorities. The achievement of Outcome 1: Improved quality of basic education is therefore central to this Strategic Plan Output 2: Undertake regular assessment to track progress. Output 3: Improve early childhood development. Output 4: Ensure a credible outcomes-focused planning and accountability system.
Strategic outcome oriented outputs A number of challenges were identified as barriers to improving the system of quality basic education. The key challenges that have been identified as barriers include:• Quality learner outcomes are not optimal across all grades.• The quality and quantity of learner and teacher support materials are not adequate to support quality learning.• The quality of school-based tests and examinations is not of the required standard and is not being moderated or benchmarked
There are seven conditional grants on strategic plan, which are national school nutrition programme conditional grant, HIV and AIDS ( Life Skills Education) conditional grant, technical secondary school recapitalization grant, dinaledi schools conditional granT, education infrastructure conditional grant to provinces and schools infrastructure backlogs grants
. There are three public entities, which are ELRC – which Strive towardsContinuous maintenance and promotion of labour peace and contribute towards theTransformation and development of a quality South African Public Education Sector and its current annual budget is R 68 659, 2nd the SACE, which regulate, protect and promote the teaching profession and is annual budget is R 53 420 and lastly is UMalusiThe Council is the quality council for general and further education and training as contemplated in the National Qualifications Framework Act and has the functions contemplated in section 28 of that Act and the current annual budget is R 78 861.
Highlight the broad aims of the various national and international initiatives regarding continuous professional development of teachers with regard to teacher competency standards relating to ICTs and professional aptitude
The White Paper on e-Education, published in 2004, guides the Department of Education's approach to e-education and the integration of information and communication technologies, ICT is to be used to create greater access to learning opportunities, redress inequalities, improve the quality of teaching and learning, and provide personalised learning experiences.
The White Paper characterises schools that implement e-Education as institutions that have:• Learners who utilise ICT to enhance learning;• Qualified and competent leaders who use ICT for planning and management;• Qualified and competent teachers who use ICT to enhance teaching and learning;• Access to ICT resources that support the curriculum; and• Connections to ICT infrastructure.
All teachers will require knowledge, skills, values and attitudes as well as the necessary support to integrate ICT into necessary and learning. Principles for ICT in teacher development, the following are key principles to be followed in the professional development programmes for teachers: Educational goals should be primary. The focus should not be on providing technical ICT skills only, but on the use of ICT to achieve learning outcomes. Teacher development programmes should provide teachers with situated/contextualised learning experiences. Programmes should be subject-specific and relevant to the learning areas.
The White Paper on e-Education outlines the following ICT development levels that are to be included in the framework is the entry level, Adoption level, Adaptation level, Appropriation level and the Innovation level. The specific objectives of the ICT model are to be enable teacher educators to become aware of ICT and support work performance, learn how to use ICt and enhance traditional teaching, understand how and when to use ICT and facilitate learning and specialize In the use of ICT and create innovative learning environments
