Wednesday, January 27, 2016
M2U2A1 - Innovations in Education
INNOVATIONS IN EDUCATION
--------
A GLIMPSE AROUND THE WORLD
By Thu Le
Engaging
Innovations in Education is an effort that identifies and develops innovative
educational models that can improve children’s learning outcomes and advance
the international equity.
Innovations in Education identify potential innovations, provides
support to determine if they can be implemented effectively at necessary scales
and measures success. Educational innovations can be found in processes,
services, programs, and partnerships. To be innovative, an idea or approach
must be effective, gain traction, and have the capacity to function on
necessary scales.
This blog is to
share the influence of international and non-profitable organizations on the
mentioned topic and to highlight some impressive exemplars of innovations striving
around the world in the framework of funded programs of UNICEF (the United Nations International Children
Emergency Fund), CEI
(Center for Education Innovations), UNESCO
(United Nations Educational, Scientific and Cultural Organization), and UK Aid (Girl Education Challenge), GPE (The Global
Partner of Education), and NEA (National Education Association).
According to UNICEF, access to
education has improved in the past decade for millions of children. But far too many of the world’s
most disadvantaged children remain excluded from school, and many of the
children in school do not learn the basic skills they need to lead productive
lives. Education systems around the globe must do more than increase resources
to engage the children excluded because of location, gender, disability, ethnic
origin, violence or natural disaster. Addressing these challenges requires more
than business as usual.
This map
indicates clearly that most of funded programs and innovations landing mostly in
Africa, secondly in South America, and lastly in Asia. With resources and
experience in more than 140 countries, UNICEF aims to serve as a catalyst for
innovation.
In particular,
UNICEF is engaged in Innovations in Education, an effort that identifies and
develops innovative educational models that can improve children’s learning
outcomes and advance the international equity agenda. Innovations in Education
identify potential innovations, provides support to determine if they can be
implemented effectively at necessary scales and measures success.
UNICEF is
collaborating with partners to systematically identify, assess and incubate
promising innovations. In 2014, they have selected a first round of innovations
to spur changes in education systems and practices. The projects are as
follows:
CEI, UNICEF, and UK Aid have teamed up to
facilitate the scale-up of innovations in global education. They have designed a strategy to systematically select
and support innovative education models sourced from the CEI database and
UNICEF country offices. The Center for Education Innovations (CEI) has
profiled more than 140 educational technology programs. Several of them are
leveraging expanded access to technology to help students learn. Tools like
solar-powered tablets, durable laptops, and permanent Internet stations are
being used to make learning and teaching faster, easier, and more efficient.
All around the world forward-thinking programs are helping to connect students,
teachers, and educators to people and resources.
“Academy in a box” model – in Kenya
Launched in 2009,
it is a large–scale chain of low-cost private schools that uses a
technology-enabled approach to provide standardized primary education.
Bridge
International Academies employs technology in order to reduce the time spent by
teachers on non-instructional activities, decrease the overhead costs required
to run an academy, and increase the quality of education delivered. Bridge
International Academies maintains focus on a child’s development and learning
outcomes while scaling rapidly within communities and across countries, thanks
to proprietary, centrally-managed, and data-enabled systems. These
systems leverage WIFI-enabled smart phone and tablet technologies for community
engagement, parent and teacher communication, instructional delivery, pupil and
teacher attendance and learning assessments, and operational cash management
and procurement.
Badiliko Digital Hubs in Nigeria
Badiliko (the Kiswahili
word for Change), launched in 2011, introduces ICT as a new mode of learning.
Badiliko Digital Hubs are situated in clusters of schools or at community
centers, and they provide infrastructure, curriculum, and training for
educators across Sub-Saharan Africa.
Darakht-e Danesh Online Library for Afghan Educators
The
Darakht-e Danesh Online Library for Afghan Educators, launched in 2013, is a
repository of open educational resources (OERs) for teachers, teacher trainers,
school administrators, and other education practitioners in Afghanistan. The
library uses a multilingual web platform to share more than 2,000 resources
across 14 subject categories.
eSchool360 model in Zambia
eSchool360, launched in
2009, aims to reinvent education in rural Zambia by providing a comprehensive,
scaleable, and sustainable one-stop-shop "kit" for starting and
running a school that incorporates e-learning and active learning.
RedCap Schools Project in South Africa
The RedCap Schools Project,
launched in 2010, is a holistic intervention, which aims to help selected
primary schools nurture student performance by creating a culture of
excellence, through empowering teachers, school management, parents, the
community, students, local government, district personnel, and other local
businesses.
Mindset Learning and "Learn
Xtra" revision – In South Africa
Mindset Learn
delivers curriculum-aligned e-learning content and materials over television
and the internet by students, teachers, and parents in the classroom and at
home, aimed to increase learning outcomes by providing up to date, accessible,
and interactive learning experiences for African youth. All educational
materials are available from Mindset Learn and on Mindset's Youtube channel, and can be used in
a variety of different contexts and locations, whether it be in classrooms,
tutoring centers, or at home. To enhance teacher and student usability, videos
are supplemented with PDF notes and computer-based interactive resources, and
all materials are also available in DVD or book format for a fee. Currently, materials reach televisions and computers in some 3.5
million homes across South Africa. Mindset Learn also harnesses the power of
social learning through encouraging a high level of interaction on its Facebook page, where learners can post
problematic questions that have arisen during study. Questions are responded to
by Mindset experts within 48 hours, but often another user provides the answer
this is even possible. This shared learning experience has no geographical or
temporal boundaries, giving learners a chance to share experiences and
knowledge, and is also completely free of cost.
ICT Facts and Figures – The world in
2015
On the other hand, UNESCO considers that ICTs can contribute to universal access
to education, equity in education, the delivery of quality learning and
teaching, teachers’ professional development as well as improve education
management, governance and administration provided the right mix of policies,
technologies and capacities are in place. UNESCO takes a comprehensive approach
to ICTs in education. It is through the Organization’s Intersectoral Platform
that it focuses on the joint work of the Communication and Information,
Education and Science Sectors where the issues of access, inclusion, equity and
quality in education can be addressed. UNESCO
incorporates the enabling role of ICT and facilitates initiatives related to
the integration of ICT in teacher education by supporting existing teacher development
communities of practice, multi-stakeholder partnerships, capacity building of
policy-makers and the development of international standards on ICT
competencies for teachers.
Its
program includes:
· Capacity building and policy advice for the use of
technologies in education, particularly in emerging domains such as mobile
learning
· Ensuring that teachers have the skills necessary to use ICTs
in all aspects of their professional practice through tools such as
the ICT Competency Framework for Teachers (ICT CFT)
· Supporting the use and development of multilingual
educational resources and software, which are available for use and re-use as a
result of open licenses (open educational resources – OER; free and open source
software – FOSS)
· Promoting ICTs for inclusive education, including for
persons with disabilities and gender equality
· Collecting statistics and developing indicators on the use
of ICTs in education
· Providing policy support to ensure that the potential of
ICTs are harnessed effectively throughout the education system.
The
UNESCO Institute for Information Technologies in Education (IITE), based in
Moscow, specializes in information exchange, research and training on the
integration of ICTs in education. UNESCO’s Bangkok office is notably involved
in ICTs for Education in Asia and the Pacific. UNESCO works with the
educational community worldwide – Ministries of Education, specialised
institutions, teachers, and of course learners - to effectively leverage the
potential of ICTs in order to benefit quality teaching and learning.
Meeting for
Common Frameworks on ICT in Education Teacher Training and Digitally Competent
Teachers January 2016, UNESCO Headquarters, Paris
The Post-2015
agenda for education to be discussed with Member States in the World Education
Forum 2015 will underscore the importance of a broad and lifelong learning
perspective. The proposed Goals aim at empowering people to meet their right to
quality education and fulfill their personal expectations for a life and work
and contribute to their societies’ socio-economic development. In such vision,
making access to digital devices and broadband universal is essential towards
achieving “equitable, quality education and lifelong learning for all by 2030”,
and to ensure that all young people and adults have equitable opportunities to
access and complete formal and non-formal technical and vocational education
and training relevant to the world of work as well as lifelong learning
opportunities that enable learners to acquire diverse and relevant knowledge
and skills that foster their professional and personal development.
To unleash
potentials of ICT in underpinning the achievement of post-2015 education
targets, policy makers need to understand ICT’s role in delivering equitable
and quality lifelong learning opportunities, and the sector-wide strategies of
integrating ICT in the post-2015 education agenda need to be informed by
debates between education and ICT sectors. It is against this context, UNESCO,
with the support from the Government of the People’s Republic of China, the
Municipal Government of Qingdao, and the Wei Dong Group of China, is organizing
the International Conference on ICT and Post-2015 Education from 23 to 25 May
2015 in Qingdao, China.
UNESCO ICT Competency Framework for Teachers
The UNESCO ICT
Competency Framework for Teachers (ICT-CFT) is intended to inform educational
policy makers, teacher-educators, providers of professional learning and
working teachers on the role of ICT in educational reform, as well as to assist
Member States in developing national ICT competency standards for teachers with
an ICT in Education Master Plan approach.
UNESCO's
Framework emphasizes that it is not enough for teachers to have ICT skills and
be able to teach them to their students. Teachers need to be able to help the
students become collaborative, problem-solving, creative learners through using
ICT so they will be effective citizens and members of the workforce. The
Framework therefore addresses all aspects of a teacher's work:
· Understanding ICT in education
· Curriculum and assessment
· Pedagogy
· ICT
· Organisation and administration
· Teacher professional learning
While higher education in most parts of the world has
embraced ICT, other levels of education still lag behind. ICT should reach
people of all ages, linguistic and cultural groups, and circumstances. The
primary focus is on teachers in the broadest sense of the word, i.e.,
all those who can facilitate and help expand learning opportunities for all.
A fundamental
experience to any successful education is the teacher-learner relationship. Any
policy to introduce ICT into education therefore needs to address the needs of
teachers and be accessible to teachers in order to work. Using ICT in teacher training
program, whether pre-service or in-service, is a key feature of UNESCO’s
advocacy and technical advice.
In the
meanwhile, GPE (The Global Partnership for Education) supports 61 developing
countries to ensure that every child receives a quality basic education,
prioritizing the poorest, most vulnerable and those living in fragile and
conflict-affected countries. The fourth strategic objective
of the GPE 2012-2015 Strategic Plan is to "Improve
teacher effectiveness by training, recruiting and retaining teachers and
supporting them to provide a good quality education."
The Global Partnership
recognizes the importance of supporting governments to invest in teachers and
effective teaching. GPE works with local partners to ensure that teacher
policies and issues are integrated in education sector plans and grant
applications.
More specifically, the Global
Partnership:
· Funds components of education sector plans linked to promoting teacher
quality and learning.
· Helps promote national education strategies that respond to community needs and
that empower local actors – including civil society and teachers – to demand
and monitor the implementation of quality education services.
· Promotes teacher participation in education sector policy dialogue.
Connecting Classrooms - School Partnerships
Connecting
Classrooms (CC), began in 2006, is a global education program, in partnership
with the UK Department for International Development (DFID/UKAid), which offers
funding and resources for school partnerships, and the opportunity to share
best practices with colleagues in the UK and more than 50 countries throughout
Asia, Africa, the Middle East, and the Americas, and helps young students learn
about global issues
The goal of the
program is to increase students' engagement in their learning about curriculum
subjects and other societies, thereby becoming more productive global citizens.
The initiative thereby contributes to improving the quality of education in
Nigeria, equipping students for career advancement and facilitating responsible
citizenship.
School
Leadership in Nigeria
School Leadership
Mentoring Project, launched in 2011, is designed by the British Council to
develop the capacity of school heads and school administrators across several
areas of leadership.
The School Leadership Mentoring
Project (SLMP) is part of the British Council suite of Connecting Classrooms
innovations. It invites school leaders, head teachers and other education leaders to
participate in a professional development program aimed at raising educational
standards. In 2012, market research carried out across Nigerian schools
demonstrated that there was a significant demand for improved school leadership
capacity in order to ensure effective management of resources and outcomes for
learners. The initiative is therefore implemented by British Council to
develop the capacity of school heads in areas of leadership.
Winter Hill is
the only school in the district to operate as an Innovation School. Two others,
however, are on the way. Across the state of Massachusetts, there are about 50
schools up and running.
As an innovations
school, Winter Hill is managed by a board of elected teachers and parents, the
principal, and select community members. The group serves for a two-year term.
Also, the school staff has more flexibility over instruction and assessment,
schedule and calendar, staffing, professional development, district policies
and procedures, budget, and curriculum.
The classroom work
is based on what’s called, “X-Block,” which is a daily 40-minute intervention
and enrichment period where students who require extra help in language arts
and math work in small groups with teachers and other education support
professionals. For students who exhibit proficiency in these areas engage in
other enrichment and challenge activities to further enhance their skills.
The UNESCO King
Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education, funded and
established since 2005 by the Kingdom of Bahrain, rewards individuals,
institutions, and Non-Governmental Organizations for projects and activities
which demonstrate best practices in, and creative use of, ICTs to enhance
learning, teaching and overall educational performance. It is UNESCO’s only
prize in the field of ICT in education and seeks to recognize the organizations
and individuals that are embracing ICT as a pedagogical ally and, in turn, make
learning more effective. While acknowledging the importance of teaching
innovations supported or enabled by ICT, it is essential that innovations
ensure the security of children and promote the values and attitudes that are
relevant to the building of sustainable and peaceful societies.
The theme for the
2015 Prize is Pedagogical Innovation in the Use of ICT in Teaching and Learning.
©UNESCO - Paris, 12
January 2011
In my opinion, it is very
important to encourage ICT as a tool of the innovations in education. However,
innovations in education are not just technology. In the World Education Blog of Global Education Monitoring report, I found this heartfelt solution
to improve education for the disadvantaged. What do you think about the picture
below?
“The
floating school model” in Bangladesh -
Was it an
innovative invention such as this floating school? Is it worth to be
appreciated and rewarded? For me, this is the most inspired innovation in this
modern world, which truly came from the passion and the heart of teachers.
All above are the worldwide joined effort in encouraging innovations in education around the world.
This activity
widens my understanding about the Education field in general and opens my heart
for the country where I belong in particular. To be honest, I did not do any
research before about the local education law except local labor law and tax system,
which affect my salary every month. While we talk about how
to use ITC in teaching and learning, here in Côte d’Ivoire, we still deal with
the very basic human right in education for children.
In this country,
Côte d’Ivoire, the right to basic education for an important part of children is
not yet achieved. Almost one child out of two between 6 and 11 does
not go to school, with a gap between boys and girls (59% against 51%),
and a considerable difference between urban and rural areas (66% against 48%).
The low education rate is essentially due to the insufficient educational offer: not enough teachers and school buildings. Children who go to school do not always benefit from quality teaching, which consequently leads to a low probability to reach 5th primary grade (52 %). The low quality of the offer also affects parents’ motivation for educating their children.
The low education rate is essentially due to the insufficient educational offer: not enough teachers and school buildings. Children who go to school do not always benefit from quality teaching, which consequently leads to a low probability to reach 5th primary grade (52 %). The low quality of the offer also affects parents’ motivation for educating their children.
UNICEF advocates for the right to education
for all children — girls and boys — with an emphasis on gender equality and
eliminating disparities of all kinds. UNICEF Côte d’Ivoire Education Program
comprises two projects:
· Basic Quality Education in Schools
· Basic Non-Formal Education
In 2005, UNICEF
mobilized all UN agencies to work together on a back-to-school campaign. In
2006 and 2007, together with the European Union, another campaign was
organized. 62 schools were re-habilitated in 2006 and 35 in 2007. 308,800
educational kits and 450,000 school bags were distributed in 2006, with 50% to
girls whose prospects for formal schooling are diminished because of gender
discrimination. A distribution of 550,000 pupil kits, 10,000 teacher kits and
1,667 recreational kits was carried out in the 2007 back-to-school campaign
targeted schools.
As part of the
campaigns, the program also coordinates social mobilization activities,
encouraging national and community radio and television stations to broadcast
messages highlighting every child’s right to access education. The 2005, 2006
and 2007 campaigns resulted in an important increase in school attendance all
over the country.
UNICEF, leader of
the Financial and Technical Partners for education, and the other agencies of
the United Nations, supported by the European Union, have played an important
role in organizing the logistics for the school exams in March 2006. Exams had
not taken place in the Centre, North and West areas since 2003. The school exam
session allowed 93,000 pupils to validate two school years and continue their
education. Overall participation reached an average of 60% in all centers.
In the effort to
promote community service mindset, our school has initiated many programs
joining with local schools and charity organizations. During the school year,
we have orphanage visits with reading activity and sharing textbooks and school
supply. On the Martin Luther King day, four activities out of forty include
local students in art club, planting for the country, cleaning the Zoo, and feeding
animals. One of our school’s long-term plans is to adopt at least three
children per year and specially develop their social and educational ability in
the light of an international environment.
RESOURCES
Subscribe to:
Posts (Atom)