Teachers for the Future We Want: What Could/Should ICT Do? (UNESCO s Perspectives)

Transcription

1 Teachers for the Future We Want: What Could/Should ICT Do? (UNESCO s Perspectives) GLOBAL SYMPOSIUM ON ICT IN EDUCATION 2013 CHANGING ROLE OF TEACHERS: POLICIES AND PRACTICES October, 2013, Seoul, Republic of Korea Gwang-Jo Kim Director UNESCO Asia and Pacific Regional Bureau for Education 1

2 Outline Click to edit Master title style 1. Quality of Learning: What We Know and What We Don t Know 2. Quest for Quality of Learning 3. State of Teachers in AP and Roles of ICT 4. UNESCO Initiatives 5. Conclusions 2

3 1. Quality of Learning: What We Know and What We Don t Know 3

4 1. Quality of Learning Measuring Click to edit Quality Master of title Learning style Scores from assessments as one indicator International assessments (e.g. PISA, TIMSS, PIRLS, etc.) Regional/sub-regional assessments National assessments / high states exams Other assessments (e.g. early grade reading) 4

5 PISA Click and to edit National Master Income title style 1. Quality of Learning PISA Mathematics and Reading Results 2009 Source: OECD, 2011 Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 5

6 PISA: Click to An edit Indicator Master title style 1. Quality of Learning Average PISA reading, math and science scores in selected countries, 2009 Source: OECD,

7 TIMSS Click to and edit PIRLS Master 2011 title style 1. Quality of Learning TIMSS: Math and Science, every 4 year PIRLS: Reading, every 5 year In 2011, the two test cycles coincided and collected the data from the same set of Grade 9 students from 34 countries. Also collected was an extensive array of background data about the home, school, and classroom contexts. Source: Mullis et al., TIMSS 2011 International Results in Mathematics Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 7

8 Unknown 1: Click to edit Master title style Uneven Performance by Subject Area Hong Kong Finland 1. Quality of Learning Are students receiving a well-rounded education across the core subject areas, or is there less emphasis on some areas? Source: Mullis et al., TIMSS 2011 International Results in Mathematics Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 8

9 Unknown 1: Click to edit Master title style Uneven Performance within Country Top Performers 1. Quality of Learning Math East Asian Countries (SG, KOR, HK, JPN) Reading Russian Federation and Finland Are students receiving a well-rounded education across the core subject areas, or is there less emphasis on some areas? Source: Mullis et al., TIMSS 2011 International Results in Mathematics Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 9

10 Click to edit Master title style Unknown 2: Performance vs. Attitude Scores and attitudes of 8th graders in TIMSS Country Math Scores Confidence (%) (4th Grade) 1. Quality of Learning Value Math (%) Korea (11) 14 Singapore (21) 43 Hong Kong (24) 26 Japan (09) 13 United States (40) 51 England (33) 48 Australia (38) 46 Source: Yang Zhao, Numbers Can Lie: What TIMSS and PISA Truly Tell Us, if Anything? Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 10

11 TIMMS SCORE Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea Click Numbers to edit Can Master Lie. title style 1. Quality of Learning Performance vs. Confidence (8 th Grade) Korea Singapore Hong Kong Japan United States England Australia Confidence (%)

12 Click The assessment to edit Master phenomena title style

13 National Click to edit Assessments Master title style 1. Quality of Learning High stake national exams/school-based assessments Japan: National Center Tests for University Examinations South Korea: College Scholastic Ability Test Philippines: College Entrance Examinations China: GaoKao Implications: Focused on exams and not on learning Pressures on teachers, students and parents Sources: UNESCO, Examination Systems; UNESCO, Student Learning Assessment. Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 13

14 Click Example: to edit GaoKao Master title style 14

15 Perceived Pressure from Workload for Click to edit Master title style National Assessments Bhutan Cook Islands Iran Kyrgyzstan Mongolia Myanmar Nepal New Zealand Palau Sri Lanka Thailand Uzbekistan Victoria (AUS) Students, student unions Teachers, teacher associations/unions Source: UNESCO, forthcoming. The Use of Assessments for Policy and Learning Improvement Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 15

16 Click Paradox to edit Master title style Educators in several high achieving countries are wrestling with this paradox: their students appear to be high performing but don t see the value of the study and lose their confidence amid the heavy competitions. 16

17 Caution Click to edit on Benchmarking Master title style 1. Quality of Learning A word of caution about the Finnish Miracle TIMSS scores have declined significantly: 7 th graders scored 520 in 1999 and 482 in 2011 the 38 point decline is one of the largest recorded by TIMSS Finland s reputation is based largely on its performance on PISA, a very different test from TIMSS The tendency to zero in on top performers and asking what it is that the leading nations are doing, and then urging the rest of the world to do those things needs careful consideration. Source: Loveless, T., The Latest TIMSS and PIRLS Scores. Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 17

18 2. Quest for Quality of Learning 1) Quality as Global Educational Agenda 2) New Approaches to Quality of Learning 18

19 Quality as Global Educational Agenda 19

20 2. Quest for Quality of Learning MDG Click to by edit 2015 Master title style The Millennium Development Goals (MDGs) 20

21 Education Click to edit For Master All title style Six Goals 2. Quest for Quality of Learning 1. Expand Early Childhood Care and Education 2. Achieve Universal Primary/Basic Education (UPE) 3. Provide Life Skills and Lifelong Learning 4. Improve Literacy Rates 5. Achieve Gender Equality in Education 6. Provide Quality Education Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 21

22 2. Quest for Quality of Learning Early Click to Childhood edit Master Education title style Regional averages of GER in pre-primary education, 2000, 2005 and 2009 Source: UIS, End of Decade Note 22

23 2. Quest for Quality of Learning Click Universal to edit Primary Master education title style Numbers of out-of-school children are declining, however still 56 million children out of school by 2015 Out-of-school children 105 million Latin America and the Caribbean Arab States East Rest Asia of the and World the Pacific 72 million Out-of-school children (millions) South and West Asia 39 million Latin America and the Caribbean Arab States East Asia and the Pacific 56 million Sub-Saharan Africa 45 million 32 8 million 23 million Source: UNESCO (2010), Education for All Global Monitoring Report 23

24 2. Quest for Quality of Learning Click Gender to edit Parity Master & Equality title style 24

25 2. Quest for Quality of Learning Unfinished Click to edit EFA Master Agenda title style Access to education improved but many still out-of-school ECCE: progress in access, towards a holistic approach, yet ECCE still not part of basic education cycle. UPE: More access, but still 20 million primary-school age children out-of-school in Asia-Pacific Literacy: 506 million adults cannot read and write in Asia-Pacific But progress in increased access to education has not been matched by improvement of quality 25

26 2. Quest for Quality of Learning Global Click to Education edit Master First title Initiative style An initiative led by the Secretary-General of the United Nations, Ban Ki-moon focusing on 3 priorities: Putting every child in school Improving the quality of learning Fostering global citizenship 26

27 2. Quest for Quality of Learning Education for Sustainable Development Click to edit Master title style Sustainable development is development that can meet the needs of the present without compromising the ability of future generations to meet their own needs Society Economy Environment Culture Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 27

28 2. Quest for Quality of Learning Four Click Pillars to edit of Master Learning title style All levels and types of learning to provide quality education and foster sustainable human development: learning to know (to keep learning) learning to do and learning to transform oneself and society (to solve daily problems) learning to be (to be ethically moral) learning to live together (to respect and work with others) 28

29 New Approaches to Quality of Learning 29

30 Click DeSeCo to edit Master title style 2. Responses & Efforts Key Competencies in Three Broad Categories Source: OECD, The Definition and Selection of Key Competencies: Executive Summary 30

31 Click to edit Master title style 2. Responses & Efforts Various Efforts in Defining 21 st Century Skills Ways of thinking: Creativity, critical thinking, problem-solving, decision-making and learning Ways of working: Communication and collaboration Tools for working: Information and communications technology (ICT) and information literacy Skills for living in the world: Citizenship, life and career, and personal and social responsibility Source: 31

32 2. Responses & Efforts Click Learning to edit Metrics Master Task title Force style A Global Framework of Learning Domains Source: LMTF, Toward Universal Learning: A Global Framework for Measuring Learning. Report No. 2 of the Learning Metrics Task Force. Montreal and Washington: UNESCO Institute for Statistics and Center for Universal Education at the Brookings Institution Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 32

33 2. Quest for Quality of Learning National Click to edit Policy Master Responses title style National-level responses: To reduce examination pressure and enhance the authenticity of public examinations, school-based assessment is increasingly being adopted in many countries including Australia, Hong Kong (China), New Zealand and Singapore Alternative forms of assessments, e.g. portfolio assessment and homework 33

34 2. Quest for Quality of Learning Teach Click to Less, edit Learn Master More title style Singapore: Recognizing that cramming and frequent high-stakes tests both result in young people becoming stressed and uncreative, Singapore changed to the Finnish model of Teach Less, Learn More. 34

35 Click Instilling to edit a zest Master for learning title style in Japan Comparison of School Periods in Japan, 2002 and 2012 Source: Robert Fish, Japan: Recent Trends In Education Reform, 35

36 3. State of Teachers in Asia & Pacific and Roles of ICT 36

37 3. Teachers for the Future We Want Recognitions Click to edit Master and Incentives title style Teacher rewards and incentives in Southeast Asia 37

38 Teaching Click to edit Hours Master and title Class style Size Teaching hours 3. Teachers and ICT 38

39 Click EMIS to and edit LMS Master title style As a solution to reduce teachers administrative and management workload Concept of NEIS Service Case of Korea : NEIS General Affairs 3. Teachers and ICT Staffs (MPOEs, LOEs) Academic Affairs Statistics Teacher/Non-teaching staff (Schools) G4C Service(Home-Edu) Parents/Citizen Statistics NEIS General Affairs 16 Metropolitan ㆍ Provincial Offices of Education NEIS MEST G4C Service Academic Affairs Code/Index G4C Service Statistics 39

40 Teacher Click to edit Training Master title style 3. Teachers and ICT Percentage of trained teachers by level of education Source: UIS database 40

41 Varied Click to Duration edit Master for Training title style 3. Teachers and ICT Years of pre-service teaching training required by level of education taught,

42 Click Using to ICT edit beyond Master Access title style ICT has improved access to education through distance learning (e.g. National Institute of Opening Learning in India). 42

43 2. Quest for Quality of Learning Training for Pedagogy before Technology Click to edit Master title style Before ICT literacy Now ICT-enhanced student-centred Teaching and Learning to develop the 21 st century skills 43

44 Click Example: to edit Project-Based Master title Learning style One of the student-centred approaches to teaching and learning where students are working in groups on authentic and ill-structured problems 44

45 4. UNESCO Initiatives 45

46 UNESCO Click to edit Mission Master title style 4. UNESCO Initiatives Since wars begin in the minds of men (and women), it is in the minds of men (and women) that the defenses of peace must be constructed UNESCO Constitution, 16 November 1945 UNESCO s mandate: As a specialized agency of the UN system, UNESCO contributes to the building of peace, the alleviation of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information. 46

47 UNESCO s Click to edit Functions Master title style 4. UNESCO Initiatives Standard setter Enhancing access and equity to quality education Capacity building Laboratory and clearing house for ideas Catalyst for international cooperation 47

48 4. UNESCO Initiatives Click Shaping to edit Post-EFA Master 2015 title Agenda style Stimulate debates and research on the future of education Coordinate regional reflections and contributions for education in the post-2015 agenda Facilitate national dialogue on future educational reforms May 2012: High Level Expert Meeting Towards EFA 2015 and Beyond: Shaping a New Vision for Education Bangkok, Thailand Mar 2013: Regional Thematic Consultation Education in the Post-2015 Development Agenda Bangkok, Thailand Nov 2012: High Level Expert Meeting Beyond 2015 Rethinking Learning in a Changing World Bangkok, Thailand Nov 2013: High-Level Expert Meeting Pedagogical Approaches in Asia and the Pacific and Target- Setting Bangkok, Thailand 48

49 Click to edit Master title style 30 May UNESCO Initiatives Post 2015 Agenda ESD End of Decade A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development The Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda Report incorporates inputs from wide range of stakeholder consultations and 25 commissioned papers Sets forth a universal post 2015 development agenda Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 49

50 Click Learning to edit to Live Master Together title style Learning to Live Together 4. UNESCO Initiatives The UNESCO-APEID International Conference held since 1995, a platform for policy dialogues and information/knowledge sharing on education innovations and exemplary practices For more info: 50

51 4. UNESCO Initiatives Click Learning to edit to Live Master Together title style 1) Research Multi-country research on how education systems operationalize learning to live together through education (policy, curriculum, teacher training, assessment) 10 countries: Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, Philippines, Republic of Korea, Sri Lanka, Thailand 2) Youth contest Contest open to all youth (ages 15-35) living in the Asia-Pacific region, which asks them to submit images to illustrate how they learn to live together (via education and beyond) 51

52 Click to edit Master title style 4. UNESCO Initiatives Pedagogical Approaches in Asia-Pacific As part of shaping up Post 2015 Agenda :How would we define and refine Asia-Pacific pedagogies that promote quality teaching and learning in the region? To seek answers from High Level Experts on the following research questions (18-20 Oct 2013): 1. What are the prevailing pedagogical practices in Asia- Pacific region? 2. What are the cases of innovations in pedagogy in schools? 3. What are the recommendations for the development of effective pedagogical practices in the region? 52

53 NEQMAP Click to edit Master title style 4. UNESCO Initiatives The Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) - strengthens education systems to improve the quality of education in Asia-Pacific - provides a forum for exchanging of expertise, experiences and lessons to improve the quality of learning in education systems of countries in Asia- Pacific - uses knowledge and lessons learned to influence policy reforms 53

54 PBL and Telecollaboration Click to edit Master title style (Korea Funds-in-Trust ) Trained 484 teachers and teacher educators on effective ICT-Pedagogy Integration and/or Project-Based Learning and Telecollaboration Beijing Islamabad East China Normal University Dhaka Chiang Mai South China Normal University Dhaka Rajabhat University HNUE VVOB University of Philippines Univesiti Sains Malaysia Johor(IPTHO) Mindanao 54

55 Supporting Competency-Based ICT Click to edit Master title style Teacher Training Supporting countries to develop national strategies for Competency-Based Teacher Training Reforms to Facilitate Effective ICT-Pedagogy Integration ( ) 55

56 4. UNESCO Initiatives Click Promoting to edit Responsible Master title Use styleof ICTs 100% Use swear words in their every language 90% First exposed to obscene materials before the age of 12 60% Cyber-bullied others on the internet 50% Have played violent online games rated R 40% Habitually post malicious comments 30% Sexual crime offenders under 19 25% Juvenile sexual crime offenders who imitated online porn 20% Have spread false information or obscene material 15% Addicted to the internet or online games Source : Adapted from Cho (InfollutionZERO), Shaping policy towards a green digital world, Presentation made at the 56 AMFIE2012, Bangkok, Thailand Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea

57 Click Promoting to edit Responsible Master title Use styleof ICTs Fostering Digital Citizenship through Safe and Responsible Use of ICT (Proposed) Taking stock of programmes in Online safety and privacy Abusive use of technologies and information Health and Mental Hazard 4. UNESCO Initiatives Awareness Campaign/ Policy Advocacy Teachers Guide for Responsible Use of ICTs 57

58 The Powerhouse of Education: Teachers Click to edit Master title style for the Future We Want 17 th UNESCO-APEID International Conference The Powerhouses of Education: Teachers for the Future We Want 2014, Kuala Lumpur, Malaysia Are the demands placed on teachers realistic and appropriate? What should be the priorities of teachers as custodians of learning? What kinds of education and training are needed to develop teachers as the powerhouses of education for the future we want? What policies are needed to ensure that teachers can perform and contribute to the education goals? For more information, contact 58

59 5. Conclusions A few last words 59

60 Click Conclusions to edit Master title style Quality is not just about math, science and reading Time to reconsider approaches to defining and monitoring Quality of learning -- hence new approaches to teaching. ICT can play a key role in enhancing Quality of Learning Quality policy making is THE starting point! Gwang-Jo KIM, Global Symposium on ICT in Education 2013, Seoul, Korea 60

61 Click to edit Master title style Thank you Gwang-Jo Kim 61