Wednesday, January 27, 2016

M2U2A1 - Innovations in Education

INNOVATIONS IN EDUCATION

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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 in Massachusetts with “X-Block” model

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.
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.



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