Professional development
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A STUDY BASED ON FUTURE OBJECTIVES THAT NEED TO BE MET IN A DESIGNATED DURATION PRESENTATION BY PAULINA NKUNA 201114498 National Strategic Imperatives
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Transcript of Professional development
A STUDY BASED ON FUTURE OBJECTIVES THAT NEED TO BE MET IN A DESIGNATED
DURATION
PRESENTATION BY PAULINA NKUNA201114498
National Strategic Imperatives
Introduction
In a developing country such as South Africa there is a need for long term realistic goals that will help maintain and reach towards the expected standards in future.
This presentation provides insights on the current challenges facing the country as well as the attempts made to counteract them through specific national and international initiatives.
Overview of this study
Knowledge Society AgendaPervasiveness of technology“Education for All” goalsPresent future national strategic objectives
National and international initiatives for teacher professional development
Knowledge Society Agenda
Knowledge is the ‘understanding of or information which a person gets by experience or study and which is either in a person’s mind or known by people generally’.
Society is defined as a large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done
Cambridge learners’ dictionary
Arts and culture group
Picture taken at Women for Peace community centre in Daveyton, Etwatwa.
So what is this Knowledge Society Agenda?
Outline
Plan
Future success
Improvements
Knowledge Society Agenda continued…
Takes into perspective the parties involved in a society
Considers both teachers and learners to be active participating bodies in the transformation of education
Concerned about the change that knowledge brings about in a society
Sees technology as another means of sharing information
Pervasiveness of technology
There world can be seen in one global view through a minimized scale online or on publication.
A person in South Africa can communicate live with someone in China through video calls and conferences.
Internet dating, internet surfing, online tutoring, etc.
BUT HOW IS IT POSSIBLE?It is all in the era of technology
Technology
Technology is not just a term but a meaningful concept that looks at the holistic view of scientific discoveries.
The pervasiveness of technology is based on the emerging trends of technological tools used in everyday life to communicate information in any context. These technological advances include the desktop computer, kitchen appliances, as well as other mobile gadgets
Pervasiveness of Technology continuation
This term defines the current situation of and changes in technology.
Enables people to use digital representations of information in a given context and understand the effect of such as well as engage freely with technological tools.
Creates less physical work for people by making processes very effective and time cautious.
Technology in our classrooms
http://www.guardian.co.uk/global-development/2011/oct/28/solar-powered-internet-school-children-africaPhotographer: Jeremy Glyn
“Education for all” goals
As part of the National Global Imperatives’ concern, education is a global challenge, however to counteract this there are six “Education for All” goals that have been outlined. This is a layout of educational objectives aimed to cater for all individuals by the year 2015, (EFA Global Monitoring Report).
Education for all
www.buildafrica.client.fatbeehive.com www.guardian.co.za
Basic “Education for All” goals
Accessibility of free and compulsory education for all
To provide improved standards of educationIncrease adult literacyPromote life skill programs for young people
and adultsEliminate povertyPromote gender equality
Benefits of the initiative
www.afd.fr
Present Future National Goals : The Current problem in South Africa
Poor standards of education for black people
Less people are employed
Public service delivery is very poor
Spatial challenges
still marginalize
the poor
Shortage of qualified teachers
Children’s educational needs neglected
http://www.unesco.org/new/typo3temp/pics/8b48222f65.jpg
Present Future National Strategic Goals in general
Redress injustices of the pastCollaboration between private and public
sectorsParticipation and benefits of all persons in the
country especially the poorImprove education standards for black learnersImprove the public health systemAugment poor service delivery especially public
services Create more employment for the unemployed
Present Future National Strategic Goals education based
Improve quality of teaching and learningProvide enough study resourcesEncourage educators to continuously go for
teacher assessment programsImprove early childhood development
National and International Initiatives for Teacher Development
“Some people think teaching is an easy job. According to them, the teacher must just make the lesson fun and ensure that the work is explained clearly. But if teaching was that simple, almost anybody could be a teacher.”
Robinson and Lomofsky (2010).
Revealing potential: using ICT worldwide
National and International Initiatives for Teacher Professional Development continued
UNESCO ICT Competency Framework for Teachers
What is this framework?
The UNESCO ICT is an international teacher framework that looks at countries worldwide through its planning and implementation of initiatives that will better education, information transmission and the economy worldwide. This document was published in 2011 and introduces ICT to educators worldwide.
ICT International initiative
About the framework:It is concerned with curriculum, pedagogy,
assessment, information and communication tools. What the teacher is expected to do includes knowledge deepening, knowledge creation and technology literacy.
How then can a teacher achieve these?
Through the means of being an active accomplice in teacher assessment workshops and development programs
UNESCO ICT Competency Framework for Teachers continued
The six aspects of a teachers work
1. Understanding ICT in education2. Curriculum and assessment3. Pedagogical knowledge4. ICT5. Organisation and administration6. Teacher professional learning
ICT Competency Standards for Teachers (UNESCO, 2008)
www.flacso.edu.mx
ICT : a different approach
According to the Guidelines for Teacher Training and Professional Development in Information Communication Tools
ICT integration into the South African curriculum delivery is vital
This guideline is a scope in addition to the subject emphasized in UNESCO ICT Competency Framework for Teachers
It is the inclusion of both knowledge and technology, incorporating the two to create extensive understanding
Guidelines for Teacher Training and Professional Development in ICT
Learner is taught and able to use ICTThe teacher understands ICT, it’s
effectiveness and incorporates it in his classroom practices
The teacher is comprehensive and allows for independent thinking from the learners
The teacher trusts learners to be creative and collaborative throughout the use of ICT in the classroom
Integrating ICT in South African classrooms
ICT
Learners
Teachers
Principles for ICT in teacher developmentEducational goals should focus on developing
ICT skills Teacher development programmes should
contextualize learning experiencesThese programmes should be designed to cater
for particular subject or learning area needs Teachers must receive continuous support and
assessments to ensure improvement Teacher development programmes should run all
year round in order to integrate the constant change in technological tools
Implementation of ICT
What it means to be a teacher in the 21st century:The teacher is able to accommodate ICT into the
curriculumRecognizes that ICT is not a substitute but is an
active agent of change in education thus will help reinvent the purpose of learning
The teacher is able to illustrate the ICT knowledge, skills, values and attitudes
The teacher recognizes and appreciate that ICT allows for teacher flexibility during lesson preparation and presentation
Information Communication Tools in Context
ICT
Teacher
Community
Learner
School
ICT teacher development course
At an international level all educators need to acquire certain skills throughout the course, the different levels are mentioned below:
The entry levelAdoption levelAdaptation levelAppropriation levelInnovation level
ICT-enhanced Teacher Standards
for Africa (ICTeTSA)
This is an international initiative that looks at developing teachers in Africa.
It is concerned with the development ICT for these countries in order to improve the standard of teaching and learning.
The difference with this approach is that it targets African which are at the current stage of having little or no access to ICT tools
Conclusion
This presentation has provided a study based on
National and International Strategic Imperatives
that focus on the development of knowledge in
schools as well as teacher professional
development. The discussion has been expanded
from the Knowledge Society Agenda to the National
and international initiatives for teacher professional
development.
References
Conley, L.; de Beer, J.; Dunbar-krige, H.; du Plessis.;Gravett, L.;Lomofsky, L.;Merckel, V.;
November, I.; Osman, R.; Peterson, N.; Robinson, M.& Van der Merwe, M. (2010). Becoming a
teacher. Cape Town: Heinemann.
Danish National IT and Telecom Agency (2007). ICT Skills in Denmark’s population
(Summary of the report submitted to the Danish National IT and Telecom Agency.
Policy and Business Analysis.
EFA Global monitoring Report. (2008). Education for All . Southern Africa: Oxford University Press.
Mowlana, H & Wilson, L. (1988). Communication Technology and Development. Paris, UNESCO.
References
www.buildafrica.client.fatbeehive.com (Retrieved 19 February 2013).
http://www.unesco.org/new/typo3temp/pics/8b48222f65.jg (Retrieved 16 February 2013)
www.flasco.edu.mx (Retrieved 19 February 2013).
Department of Education. (2011). Strategic Plan. South Africa: Department of Basic
Education.
UNESCO ICT Competency Framework for Teachers. (2011). Paris: UNESCO.
UNESCO (2005). Capacity building of Teacher-Training Institutions in Sub-Saharan Africa. Paris:
UNESCO.
