Blended Learning in Teacher Professional Development Dr. Nils Geissler Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH UNESCO Mobile Learning Week, Paris, 19.02.2014 Page 1
The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GIZ s purpose is to promote international cooperation for sustainable development and international education work. As a federal, public-benefit enterprise, we support the German Government and other public and private sector clients in achieving their objectives in the field of international cooperation for sustainable development. At present we operate in over 130 countries worldwide, and in more than 30 in the education sector. 27/02/2014 Page 2
Transformation and Change Technology is driving social and economic changes and affecting teaching and learning practices around the world. GIZ focuses on quality of education through capacity development at different levels (political, organization, individual). We believe that capacity development of teachers and teacher trainers in formal education is key to improve educational quality. One of our main areas of work in our partner countries is teacher professional development (pre- and in-service). How can teachers and teacher trainers be effectively supported through ICT-based professional development programs to transform their understanding and professional practice? February 2014 GIZ at UNESCO MLW 2014 Page 3
GIZ Approach Blended Learning in Teacher Professional Development (TPD) Distance Learning Courses for teacher trainers/teachers are developed in cooperation with partner institutions from the country or region, to build local capacities. Face to Face Workshops + Online Distance Learning strong focus on communicative and collaborative learning, networks and coaching / ongoing support for transfer of understanding into practice. We believe that blended learning TPD can: facilitate access to on the job training (in-service training and support) facilitate the experience of new methods of learning and teaching facilitate acquisition of ICT skills, even though ICT might not be the subject of the training. February 2014 GIZ at UNESCO MLW 2014 Page 4
Some Examples Central America and Colombia: Peace education Peru: Environmental education and eco-efficiency in schools Guatemala: Human rights in education February 2014 GIZ at UNESCO MLW 2014 Page 5
Mix it with mobile learning? And if so: how? Challenges in our work in developing contexts: access to / skills for the use of ICT sustainable and quality enhancing solutions! How can blended learning approaches (including communicative and collaborative learning and networks) be implemented in technology poor contexts? Question for discussion: What are the main success factors for sustainability in mobile approaches in Teacher Professional Development? February 2014 GIZ at UNESCO MLW 2014 Page 6
Thank you! Contact: Dr. Nils Geissler Head of Education Section GIZ, Germany nils.geissler@giz.de February 2014 GIZ at UNESCO MLW 2014 Page 7
Additional questions How can traditional blended learning courses be supplemented or supported by mobile technologies to improve access to training, quality of training and ICT skills for teachers? Which types of ICTs can provide the most effective and relevant support for professional development, including enabling peer networks, and how? (InfoDev) What would be assets by including mobile devices into a traditional blended-learning approach? How can the described experiences be further developed, upgraded or supported by mobile learning components? What are good or bad experiences in combining mobile learning and traditional online learning? How can mobile technology support improvement of assessment and teaching? Which experiences qualification through/for ICTexist concerning school headmasters and administration staff? February 2014 GIZ at UNESCO MLW 2014 Page 8
Education Section Experience and Expertise GIZ supports its partners on different levels: international, Supporting the African Union Commission in launching the Pan-African University national (macro, e.g. central government), Ethiopia Engineering Capacity Building Program (ECBP): Reform of University Education and Technical and Vocational Education Systems, forming a skilled workforce and strengthening the sectors that will employ it regional (meso, e.g. regional, provincial) and Leadership training courses for school principals in Pakistan local (micro, e.g. district) Whole School Development Approach in Yemen, integrating parent associations for improved school monitoring 27/02/2014 Page 9
World Bank Regional Development Banks EU OECD UN Education Section Partners Federal Ministry for Economic Cooperation and Development The GIZ Education Section Private Sector (e.g. companies, foundations, chambers of commerce) Partner Countries Ministries Regional and Local institutions Federal German Ministries (e.g. Education and Research, Foreign Office, Economics and Technology) Universities Think Tanks Institutes 27/02/2014 Page 10
Germany Afghanistan Kosovo Mongolia Algeria Mauritania Pakistan Guatemala Peru Honduras Guinea Niger Benin Ethiopia Malawi Yemen Sri Lanka India Viet Nam Laos Thailand Congo DR Cameroon Mozambique Regional project/program Zimbabwe Burundi Country Program focus education Country Program educational component GIZ Education: Projects Worldwide 27.02.2014 Page 11
Education Section Advisory Services Strengthening Education Systems We offer policy advice at national level and supports planning and implementation in decentralized administrative structures and educational institutions We provide tailor-made instruments and approaches for the analysis of the education system, for planning, implementation, monitoring and evaluation Education Quality We offer policy advice on the implementation of assessment findings into training and teaching curricula We support accountability frameworks (school supervision) and check and balance mechanism for decentralization processes Teacher Training We assist in developing curricula for pre- and in-service teacher training and working on standards for professional development We create administrative guidelines and strengthen cooperation between schools and supervising institutions/ministries 27/02/2014 Page 12
Education Section Advisory Services Non-formal Education We promote the organisation and institutional inclusion of participatory processes that involve all the relevant stakeholders We develop training modules for non-formal basic education together with our partners, ensure their implementation and offer advice on the design of training modules for educators pre and in-service Education and Conflict Transformation We carry out needs assessments for conflict situations, promote intercultural competencies and non-formal basic educational structures for the reintegration of disadvantages children and young people We support the integration of peace education, and education for human rights and democracy into school curricula and the creation of psychosocial counselling and care services Tertiary Education and Science We support universities in introducing quality assurance mechanisms and strengthen organizational capacities at higher education institutions We foster linkages with the private sector and support the creation of programs for human resource development 27/02/2014 Page 13