An approach to improving education both nationally and internationally
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This document discusses education for all and the role of technology and teacher competencies. It addresses goals of expanding early childhood education and providing free primary education. Ensuring quality education for all requires improving learning environments, resources, and addressing teacher shortages. The development of teacher competency standards associated with ICT is important to engage and inspire students through technology, facilitate learning, and model digital citizenship. Effective teacher training and access to ICT in all schools is needed to transform education systems and achieve education for all.
![“they [learner] come without food and they eat here at
school… sometimes they come inadequately dressed,
without a jersey or shoes and it’s cold and it’s a learner
who does not have a home. when a child is shivering, he
doesn’t learn well. that’s the reason he has a difficulty. he
won’t listen to you or concentrate on what you do because
of hunger and cold that he’s feeling.”
-a teacher interviewed by the Nelson Mandela foundation’s study
on rural education.](https://image.slidesharecdn.com/presentation-130531022424-phpapp02/85/An-approach-to-improving-education-both-nationally-and-internationally-5-320.jpg)
An approach to improving education both nationally and internationally
- 2. FOCUSING ON: Knowledge society agenda Pervasiveness of technology “Education for all” and the desired goals The development of teachers and teacher competency standards associated with ICT
- 3. Research has repeatedly found education to be associated with changes in health, mortality, and fertility patterns (The Human Mortality Database, 2009)
- 4. Not only do we educate children to enrich their lives and their minds but we educate to improve our country by creating skilled, determined members of our society that effect the economy in a positive way. Basic education needs to be improved by focusing on the areas where, mortality, school drop outs, teenage pregnancy, HIV/AIDS and poverty rates are high. . A graph indicating under- nourishment globally, with light blue being the most malnourished Institute for Statistics, global databases, 2011
- 5. “they [learner] come without food and they eat here at school… sometimes they come inadequately dressed, without a jersey or shoes and it’s cold and it’s a learner who does not have a home. when a child is shivering, he doesn’t learn well. that’s the reason he has a difficulty. he won’t listen to you or concentrate on what you do because of hunger and cold that he’s feeling.” -a teacher interviewed by the Nelson Mandela foundation’s study on rural education.
- 6. Lets create schools that students, teachers and communities can be proud of. Lets improve school resources through donations and sponsors. Lets adopt feeding schemes and get communities involved Lets adapt the curriculum to fit their needs. Lets show the members of the communities that they haven't been forgotten and that their schooling needs are just as important as the rest of society. GIVENGAIN ORG,2010 PUT OUR PLAN INTO ACTION AN EQUAL EDUCATION FOR ALL
- 7. Around the world with internet South Africa there is only 17.4% of the population that uses the internet. Placing us on the lowest percentile of internet users globally. (© statistics South Africa, 2013)
- 8. Collaborative learning Allows for teachers and students to interact with other students around the world Blogs, wikis Interactive educational websites Skype, YouTube Educational forums WORKSHEETS TEXTBOOKS BOOKS THAT GO TO WASTE AND GET THROWN AWAY!
- 9. o Apartheid which resulted inequality, including education o Poverty; which is a result from poor education, inequality, minimal payment from a minimal job. o High rates of school drop outs due to many factors The graph indicates the primary school enrolment, giving us an idea of the amount of students enrolling for a basic education The red indicating a very low number of enrolment and the green a high. UNESCO Institute for Statistics, global databases, 2011
- 10. To rid ourselves of the past obstructions, we need to: Look to the future Not only create a plan but implement a plan that effects the students, teachers, staff and the community positively Ask the more privileged schools and communities to assist Get the parents and community involved as it creates a unified stronger force
- 11. These are how many of the classrooms look around the world and in some of our schools around the country, making use of technology as a learning tool; such as the smart board.
- 12. How most classrooms look presently... Many classrooms around the globe are cluttered, lifeless and do not fit the “times” of today. Teachers are made to teach in conditions that prohibits any learning stimulation. Learners are made to attend schools where they do not have the appropriate equipment and facilities, whether its learning in classrooms without desks or chairs. Most of these schools have no learning materials or have to share one between all the students In most government schools there are on average 40 students, and in the more rural areas up to 60 students. In a technological society we need to change our schools...
- 15. Some ways technology is an advantage in classrooms and schools Makes access to information a lot easier and quicker. The teacher has another “teacher” in the classroom that may benefit them and create more time to actually teach. They are able to interact in ways that stimulate their interests whilst learning. In the long run it can also be more cost effective by cutting the costs of printing and ink (expensive liquid used everyday by people). It is also a great means of staying in contact, involving and communicating with parents, as they will have access to what the students are learning, when are their tests and other school functions. Some schools around South Africa and the globe already have such systems in place and are proving to be quite effective.
- 16. Technology fast and effective Smart boards, computers, internet, and tablets, electronic readers Can cut the teachers time with administrative duties an allow the teacher to focus on teaching. Technology sparks more interest in students. (children are now known as technology babies) Allows for creativity, flexibility and interaction from all students Teachers will be able to identify weaknesses and create activities through technology that can benefit all typesSchools, teachers and principle can interact with schools globally, learn from others and exchange skills Easier way of involving parents, and makes parents feel as they have some control in what happens. Communities can be more aware in activities that are happening.
- 17. Issue that may hamper technology in South Africa Poverty stricken schools cannot afford technological resources Get the community involved, provide fundraisers, donations and sponsors. Schools can help out less fortunate schools.(adopt a school program Children do not have such equipment at home, how can they complete their assessments.
- 19. No matter what age, race, gender or if you have a disability, you are you are entitled to a basic education where you learn the skills reading, writing and maths. Everyone is entitled to the SAME education. By law all children should be in school until the age of 16. Secondary and tertiary institutions should be made available for all. There should be ways in which tertiary education can be accessed even if the student can’t afford it (Bursaries, Student Loans, sponsor programmes) Even though it is law that students attend school and all humans have the right to a basic education, there are 27 million children who do not attend school and as estimation of 795.81 billion adults who are illiterate.
- 20. How can we ensure all children attain a basic education? Allow for schooling to be more easily accessible, there is still a high demand and need for schools across the country. We need to fix the current schools we have and make them more learner and teacher friendly. Create a curriculum that is meaningful and worthwhile to teach. Focus on resolving the language barriers still dominating South Africa’s Education. Produce well equipped teachers who are able to in various educational settings and have a broader practical experience and are knowledgeable Make all genders as equal and ensure that girls are able to come to school, are educated the same and are treated the same. A graph indicating an estimation of test scores of the students in the poorest areas of the country
- 22. What “education for all” is about
- 24. o Expand early childhood care and education oProvide free and compulsory primary education to all o Promote learning and life skills for young people and adults o Increase adult literacy by 50 percent o Achieve gender parity by 2005 and gender equality by 2015 o Improve the quality of education
- 25. Expand early childhood care and education ▪ Still regarded as a neglected goal. ▪ It was meant to contribute to young children’s physical, mental, social and emotional development which would then eliminate the marginalised groups and prepare children for formal schooling. ▪ 53% of the world’ children do not attend pre- primary school. ▪ It is the responsibility of the parents, community and government.. ▪ The lowest average around the world still remains in Sub-Saharan African countries (14%) and Arab states (17%). ▪ In order to achieve this goal we need more funding and parent involvement.
- 26. Provide free and compulsory primary education to all The survival rates from the last grade of primary school improved between 1999 and 2004 in most countries, but remained low in Sub- Saharan Africa how to combine quality and equity, and how to measure quality. Crowded and broken down classrooms Insufficient teaching time Shortage of teachers learning outcomes should be monitored learning environments must be improved learning resources, first and foremost textbooks attracting more and better teachers is paramount. The teacher shortage is a major problem, particularly in the developing world, where pupil/trained teacher ratios (PTR) can reach 40:1
- 27. QUANTITY VS. QUALITY The quantity, quality and distribution of teaching is a critical work force in reaching education for all Interaction between students and teachers is key Create a need to become a teacher
- 28. 64% of illiterate people worldwide are women. 75% of the adults are illiterate adults, Eight highly-populated countries contain a big average of illiterate adults. Asia: 388 million, of the women it is 67 women for every man. India: In 1995 t0 2004 accounted for almost 35% of the adult illiterate population globally. Africa: 150 million adults cannot read or write for every 100 men there are 76 woman 72 million primary school children still do not attend school, 57 million are girls The need for quality female teachers around the globe will have a positive affect!
- 30. The development of teachers and teacher competency standards associated with ICTEngage in teaching processes Facilitate and inspire student learning, innovation and creativity Create and Manage effective learning environments Engage in assessment and communication of student learning Professional development and model ethical Responsibilities Understand subject matter for use in teaching
- 31. It is defined as the Information and communication technology What is ICT exactly??? How will it benefit the countries education? What does our Government need to do? What about the schools and communities in disadvantaged area Effective workshops and training will be placed. Universities will create courses to equip student teachers so that they are skilled when they qualify. Funding needs to be implemented in order for ICT to be accessed in ALL schools.
- 32. How most Governments around the globe feel
- 33. ▪ Our students are no longer inspired, they attend class because they have to, they study because the alternative is failure. ▪ HOWEVER... ▪ Through ICT learners are encouraged through technology mediums and skilled teaching practices, they become motivated and interested. This allows for innovation, creativity and the want to perform school tasks rather then the compulsion.
- 34. Expectations of the teachers: EMERGING Understand the importance of the topic, be able to review the approach and then develop interest in the topic. APPLYING Recognise and describe, use available researched approaches and always have exert a positive energy with any approach. INFUSING Make a pro and con list of any approach. Ensure approach for correct target group. Evaluate the effectiveness. TRANSFORMING Master the approach and technique for specific grade. Demonstrate using the creativity. Demonstrate the motivation, dedication and sensitivity appropriately in a classroom.
- 35. Teacher competency standards: Inspire • Learning through creativity • Virtual innovation through thinking • Explore real world issues • Solving authentic problems • Promote student reflection Design and Develop • Through the digital age learn through experience and assessment. • Design, develop and evaluate • Develop knowledge, skills and attitudes. Model • Teachers need to model the goals they set out to their students. • Demonstrate the fluency of technology • Collaborate and communicate Promote • Promote and model digital citizenship and responsibility. • Understand global ethics. Engage • Demonstrate professional growth and leadership
- 37. CONCLUDING ▪ The world is changing, instead of watching it transform we need to jump towards the change. ▪ Accept the inevitable; that we live in a technological world; where interaction is done through the web, where children from the age of 2 are more equipped in using an Ipad ▪ Join the revolution ▪ Adapt to the change, and allow ICT, collaborative learning and technology benefit education, improve the way we teach and the way students learn, as it is a transformation to a world where there is education for all; no matter what gender, what background, race, culture or country you come from.
- 39. Department for International development. (n.d) Learning for all. Retrieved from http://www.DFID_learning-for-all-strategy/pdf.html EFA Global report response. (2008) Education For All by 2015. Retrieved from http://www.ei-ie.org/educationforall/pdf ISTE.(2008) A study for the Ministry of Enterprise, Energy and Communications. Retrieved from http://www.iste.org/nets UNESCO International Institute for Capacity Building in Africa. (2012). An ICT policy agenda to 2015 for Europe’s future knowledge society. Retrieved from http://www.UNESCO.org UNESCO. (2011) Teacher_competency_framework. Retrieved from http://www.UNESCO.org/ UNESCO Institute for Statistics. (2008) Proposal for internationally comparable core indicators on ICTs in education. Retrieved from http://www.uis.unesco.org/publications/ISCED97 SCF Associates Ltd. (2009) A Green Knowledge Society. Retrieved from http://www.se2009.eu/agreenknowledgesociety/pdf
- 40. Department of Education(2004). White Paper on e-Education Transforming Learning and Teaching through Information and Communication Technologies (ICTs). STAATSKOERANT. Government Gazette National development committee. (2011) National Development Plan Vision 2030. DOE Partnerships for 21st skills. (2011) Framework for 21st Century Learning. Retrieved from http://www. the Partnership for 21st Century skills.org UNICEF. (2012) The State of the World’s Children, UNICEF, New York. UNESCO Institute for Statistics (UIS), Global Education Digest 2011: Comparing Education Statistics Across the World, UIS, Montreal 2011. Van Harte, E. (n.d) National imperatives and the micro politics of higher education change: institutional voices. Stellenbosch University.