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Innovation in Education

Dr. Svenja FalkAccenture Research, Senior Director for Asia Pacific,Adjunct Professor for Political Communication, International University Bruchsal

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Benchmarking ICT AdoptionBenchmarking ICT Adoption

Agenda

Key Strategic Questions for IndiaKey Strategic Questions for India

The Innovation EcosystemThe Innovation Ecosystem

Good Practice Case StudiesGood Practice Case Studies


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Innovation in education is fundamental to a country‘s competitiveness and global equality.

Key drivers for Innovation

Education Sector

Em

erg

ing

M

arkets D

evel

op

edM

arke

ts

Maintain competitive advantage

Addressing the demographic shift

Introduce life-long learning to ensure employability

Education as a key catalyst to achieve Millennium Goals

Capitalizing on the demographic dividend

Access to opportunities in the global knowledge economy


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Corporates, e.g.

Government, e.g. NGOs, e.g.

Multilaterals, e.g.

Innovation

The innovation ecosystem in Education is based on synergies of private and public entities.

Education Ecosystem


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Agenda





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…

Integration into curriculum? -What is the degree of integration of ICT into the curriculum?Integration into curriculum? -What is the degree of integration of ICT into the curriculum?

Structured Approach? - Is there a strategy in place to apply ICT to secondary education?Structured Approach? - Is there a strategy in place to apply ICT to secondary education?

Importance of ICT? - Under ministers sponsorship, is policy formulation underway?Importance of ICT? - Under ministers sponsorship, is policy formulation underway?

Teacher training? - Is there a program for teacher training with focus on ICT? Teacher training? - Is there a program for teacher training with focus on ICT?

Piloting innovative technologies? -Are innovative technologies piloted or adopted? Piloting innovative technologies? -Are innovative technologies piloted or adopted? .

Infrastructure in place? - How is the level of access to PCs/ internet penetration in secondary schools?

Infrastructure in place? - How is the level of access to PCs/ internet penetration in secondary schools?

Key Performance Indicators in Secondary Education

We have identified six indicators to compare countries practices.


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Benchmarking IT Adoption

Country

KPI

Strategy in Place?

Leadership Sponsorship?

Internet Access in Schools?

Program for ICT teacher training?

Piloting innovative technologies?

Integration of ICT into Curriculum?

China Brazil SingaporeRussia KoreaIndia

Singapore and Korea are ahead of the curve.


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Example: Master Plan Korea

2006 ~ present2004~2005

• Cyber Home Learning System• EBS video streaming content• KEM as guideline on Korean educational metadata for ERS

• Cyber Home Learning System• EBS video streaming content• KEM as guideline on Korean educational metadata for ERS

• Content development & distribution - Standardization - Education Resources Sharing (ERS) Environment• Teaching & Learning Center• e-Administration NEIS

• Teacher training for ICT use

• Content development & distribution - Standardization - Education Resources Sharing (ERS) Environment• Teaching & Learning Center• e-Administration NEIS

• Teacher training for ICT use

•Digital Textbook• Future education R&D - u-Learning/u-Class - Augmented reality contents

• ICT integrated curriculum

• Ed Information disclosure system• ECSC• Global Partnership for ICT in Education

•Digital Textbook• Future education R&D - u-Learning/u-Class - Augmented reality contents

• ICT integrated curriculum

• Ed Information disclosure system• ECSC• Global Partnership for ICT in Education

• ICT infrastructure in all schools - 1 PC : 1 teacher - Internet access to classrooms

• Education information service system : EDUNET

• ICT literacy education

Master Plan I Master Plan II Master Plan III

Infra Structure(World Class ICT

environment)

ICT Integration(Enhance effect

& Quality of Education)

e-Learning(Realize

Education Welfare)

HRD(World-classeducational

competitiveness)

Ch

ara

cte

risti

cCh

ara

cte

risti

cvis

ion

2001 ~ 20031996 ~ 2000

•Introduction & expansion of computereducation in curriculum(K-12)•Teacher training Program •CAI program•Comprehensive Support by Government

Computer EducationPlan

Computer Ed opportunity

(ICT Literacy)

1987 ~ 1995

Computer EducationStage

u-LearningStage

e-LearningStage

ICT UtilizationStage

Initial InfraStage


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ICT tools are widely used in secondary education, but only Singapore and Korea do in an integrated way.

India China Brazil Russia Singapore Korea

Sample of ICT Tools in Secondary Education – non exhaustive

• Radio Programs• Computer Assisted Learning Centers• Multi-media CD‘s• Village Telecentres/ Kiosks• Computer on Wheels• Broad-casting viaSatellite

• Computer Labs•Broadcasting via Satellite• Online Course Warehouse• Distant education programs• Multimedia• CD-Roms• Computer on Wheels

• Shared elearning platforms• TV School• Digital Library• Educational Software • Computer Labs• Information Services

• Open source & open contentsInformation Services• persona-lized learning devices• interactive software and digital content• gaming, programming tools, 3D Modelling& animation• Web 2.0

• Information Services• Computer Radio• elearning platforms• Computer on Wheels• Computer Labs

• White-boards• Digital Textbooks• Digital Library• Cyber Home Learning Content• Web 2.0 based integrated Education Information services dor student, teacher & parents


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Agenda



Best Practice Case StudiesBest Practice Case Studies


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The success of Shiksa is based on a collaborative PPP.

India: Project Shiksha

FootprintCase Study Description

Key Sucess Factors Building a network of Academies across 10 states, facilitating centralized teacher training

Enlarging the reach of the project by collaborating with institutions like Jawahar Navodya Vidyalayas (JNV’s), Kendriya Vidyalaya

Sangatan (KVS), Madrasas and various government schools

Building partnerships with state and local authorities such as the District Institutes for Education and Training (DIET)

Fixing targets across timelines and achieving them- The target of reaching out to 80,000 teachers by December 2008, was met with a

250% surplus a year ahead of schedule

Name

Founded

Location

Founder

Objective

Benefits

Investments

Project Shiksha

2003

10 States across India

MOU between Microsoft and 11 State Governments

ICT capacity building for teachers and pupils

Impacted 10 million studentsTrained Teachers in over 1400 schools across India

$ m 20 + employee time

Microsoft launched project Shiksha in 2003, wherein Microsoft collaborated with 10 states to set up 11 academies where ICT training

would be imparted to teachers and students

Source : UNESCO Bangkok, iGovernment, India


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The success of the UNESCO initiated project is build on global/ local synergies.

China: Bridging the Within Country Digital Divide in Education


Key Success Factors Phased implementation of the project over 3 years

Working with local bodies and school authorities in disadvantaged divisions in order to achieve the goals of equal access and Inclusiveness

Identifying key areas for development such as in- service training for headmasters and teachers and curriculum renewal

Name

Founded

Location

Founder

Objective

Benefits

Investments

2003-2006

Gansu, Qianghai, and Ningxia/Guizhou, China

UNESCO Coordination

Reduce the digital divide between developed western and under developed eastern regions

Implementing practical models that will work in disadvantaged schools and communities

na

Initiated by UNESCO: aims at creating a conducive policy environment to implement educational changes supported by ICTs, creating the necessary human infrastructure network by creating learning centers, creating different ICT policies for different environments

Improving Education in Western China through the innovative use of ICT

Source : UNESCO Bangkok


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The success of the Government sponsored program is based on the principle of systematic skill –transfer.

Brazil: The National Information Technology Programme in Education


Key Success Factors Filtered Approach- skilled teachers training other teachers, who in turn implement lessons in their courses and teaching

Creation of labs and ICT centers, which can serve to centralize teaching

Optimal utilization of resources and an innovative method to spread the use of ICT training

Partnerships with local and state authorities to achieve widespread implementation

Name

Founded

Location

Founder

Objective

Benefits

Investments

The national Information Technology Programme in Education

1997

Brazil

Ministry of Education, Brazil

To promote the use of ICTs as pedagogical tools in fundamental and secondary education

ICT labs, where teachers already skilled in ICT tools train other teachers, who in turn train students

NA

The MEC, Brazil set up ICT labs in order to train teachers, who would in turn use their skills while teaching. Results included setting up 4931 labs in 1853 municipalities, benefiting 250,000 teachers and 7 million

students

Source : The use of ICT’s in Education : The Brazilian Experience


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Agenda


The Education Innovation EcosystemThe Education Innovation Ecosystem



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Identify the right strategyIdentify the ecosystemIdentify the need

Key Questions for India

• What is the main objective to promote the use of ICT, e.g. literacy, capacity building, bridging the digital divide, advancing specific skills like math etc…?

• Which ICT tools are most appropriate to meet that need?

• Who is involved in promoting, implemeting and delivering the usage of the appropriate ICT tools?

• What regulations/ processes need to be addressed?

• How can coordination be ensured and who should have authority/ responsibility over it?

• What should be the key thrusts of your strategy to integrate ICT in secondary schooling?

• What is the right timing and milestones?

• How and when should you assess outcomes?

Start simple and demand driven

Identity and coordinate with ecosystem

Formulate strategy and identify outcomes

ICT tools are more likely to unfold their innovative capacity if applied in a strategic way.

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