1. Steve Vosloo
Programme Specialist, ICT in Education
UNESCO HQS
UNESCO ICT in Education Programme:
Challenges, Focus Areas, and Deliverables

2. Outline
I. Challenges in Harnessing ICT for Edcuation
II. UNESCO ICT in Education Programme
III. UNESCO’s Main ICT in Education Activities and
Deliverables

3. I. Challenges developing countries face when
harnessing ICT’s potential for education
 Affordability: recurrent budget to ensure universal access to ICT
devices and online digital resources, and regularly update device
and internet connection
 Capacities: in making and managing sector-wide ICT in
education policies; both institutional and individual capacities in
implementing polices
 Inclusion: equal opportunities for the poor, rural and other
disadvantaged populations
 Content: ICT facilitates and complicates content development
and dissemination at the same time. OER holds potentials, but
barriers remain
 Quality assurance: reform of quality framework to embrace
new ICT-enabled learning outcomes; quality online learning (e-
safety of children online)

4. II. UNESCO ICT in Education Programme
Goal is to assist member states in harnessing the
potential of ICT towards achieving quality Education
for All

5. II. UNESCO’s ICT in Education Programme:
Responding to the challenges
Based on its five main functions and its global network of offices, institutes and partners,
UNESCO is committed to providing Member States with resources for elaborating ICT in
education policies, strategies and activities to address the challenges.
Policy Teachers OER Mobile Learning
 Standard
setting
 Capacity
building
 Laboratory
of ideas
 Clearing
house
 International
cooperation

6. III. UNESCO’s Main ICT in Education Activities
and Deliverables
 Policy
 Monitoring and measuring
 Teacher training
 Open educational resources (OER)
 Mobile learning and the use of other
emerging technologies in learning

7. Policy
 Facilitating high-level policy dialogues: WSIS summit,
Broadband Commission, regional ministerial forums
on ICT in education
 Policy review: e.g., Malaysia Education Policy Review
including the review on its ICT in education policy
 Policy analysis: Transforming Education: The Power of
ICT Policies
 Capacity building on the development of ICT
policies: UNESCO ICT in Education Toolkit, workshops
for more 40 countries worldwide

8. UNESCO ICT in Education Toolkit and Capacity
Building Workshops on Policy Making
 UNESCO ICT in Education Toolkit (www.ictinedtoolkit.org): An online
toolkit to guide policymakers to develop sector-wide national ICT in
education policy and a set of master plans, and coordinate among line
departments or sectors – facilitated by workshops
 20 national workshops and 3 sub-regional workshops; directly trained
700+ policymakers of more than 40 countries. The next focus will be
African countries.
 Follow-up technical assistance to help member states develop
National ICT in Education Master Plans

9. ICT in Education Policy: Using Educational
Needs to Harness ICT’s Promises
Decision Making & Policy Planning
Educational ICT’s Promise E-Readiness Sector-wide Policy and Master Plan
Need & Reality
Universal Universal access • ICT readiness • ICT for literacy education
access to to ICT enables • Schooling • Equal access to educational resources
education universal access conditions • ICT for life-long learning opportunities
to education
• An ubiquitous learning portal
Better ICT promotes • Curriculum • Teachers’ ICT competency
learning & (adds) learning standards • ICT as new learning outcomes
human outcomes and • Teachers’ • ICT enhanced learning outcomes of core
outcomes human ethics competency subjects
& pedagogy • ICT enable 21st-century skills
• Assessment • E-safety and e-ethics
Efficient ICT improves • Human & ICT • EMIS and evidence-based policy making
educational educational resources in • School-home-community portal
management management use • ICT for PCPD education
Monitoring, Evaluation & Assessment

10. Monitoring and Measuring the Impact of ICT
on Education
 UIS ICT in Education Indicators
 Assisting member states, e.g. China, in developing its
national ICT in Education Indicators

11. Teacher Training
 ICT Competency Framework for Teachers (ICT-CFT)
 Assisting member states in developing ICT
Competency Standard for Teachers
 Institutional capacity building for teacher education
institutions

12. UNESCO ICT Competency Framework for
Teachers (ICT-CFT)
To help Member States develop national ICT Competency Standard
for Teachers and provide guidelines for planning teacher education
programmes, UNESCO has developed the ICT-CFT
Approach TECHNOLOGY KNOWLEDGE KNOWLEDGE
Components LITERACY DEEPENING CREATION
POLICY POLICY POLICY
POLICY AND VISION
AWARENESS UNDERSTANDING INNOVATIONI
CURRICULUM BASIC KNOWLEDGE 21ST CENTURY
AND ASSESSMENT KNOWLEDGE APPLICATION SKILLS
TECHNOLOGY COMPLEX PROBLEM SLEF
PEDAGOGY
INTEGRATION SOLVING MANAGEMENT
PERVASIVE
ICT BASIC TOOLS COMPLEX TOOLS
TOOLS
ORGANIZATION & STANDARD COLLABORATIVE LEARNING
ADMINISTRATION CLASSROOMS GROUPS ORGANIZATIONS
TEACHER PROFESSIONAL DIGITAL MANAGER TEACHER AS
DEVELOPMENT LITERACY AND COACH MODEL LEARNER

13. Follow-up Activities on ICT-CFT
• UNESCO Guidebook: To fill in the gap between the ICT-CFT and the
knowledge needed in developing the national ICT competency
standards for teachers. An experts meeting on the Guidebook was
held on 10-11 December 2012.
• Technical assistances to member states in developing their
national ICT Competency Standards for Teacher, e.g., Indonesia

14. Building the Institutional Capacity of
Teacher Edu Institutions on ICT in Education
UNESCO has been building the institutional capacity of the teacher education
institutions (TEIs) in designing and providing the training on ICT-integration for pre-
service teachers: more than 50 TEIs from 20+ countries
Curriculum-Development Dean’s Forums •Institutional
Workshops and follow-up evolution
technical assistance Curriculum •Broadening to
other TEIs
•Scaling up to
Leadership national policy
How e-ready Capacity building
•Training content workshops for
Where TEIs are: •Trainers teacher educators
Current
situation Instructors'
Capacity

15. Institutional Capacity Building Under UNESCO
Teachers’ Initiative and CFIT Project
• UNESCO Teachers Strategy (2012-2015)
to address teachers gaps :
 Shortage of teachers: Globally, 1.7 million new primary teachers
are needed by 2015 to achieve universal primary education goal
 Low quality of teachers: Taking secondary school education as
the minimum standard for teachers, less than half of teachers in
some least developed countries reach the standard
 Main challenges: Recruitment, training, deployment, motivation
and retention
 UNESCO Teachers’ Initiatives: Quality Teachers for EFA

16. UNESCO Teachers’ Strategy
Priorities Action lines Activities
1. Bridging the teacher 1. Capacity development at - Reinforcing teacher training
gap country level institutions
- Supporting teacher policy formulation,
implementation and evaluation at
country-level
2. Improving teaching 2. Qualifying teachers and - Teacher professional development,
quality promoting their professional including through technology-
development supported solutions
- Monitoring and supporting new
entrants
- Clearing house on what works in
school teaching
- Teacher evaluation and support
3. Reinforcing school - Professional development of school
leadership leaders
3. Informing the global 4. Monitoring instruments - International recommendations
debate about teaching and promoting teaching - UNESCO standards for teachers
standards
5. Documenting progress - Reporting on critical issues about the
teaching profession

17. Chinese Fund in Trust Project: Enhancing Teacher
Education for Bridging the Education Quality Gap in
Sub-Saharan Africa
• Overall goal: Supporting target countries in enhancing the
capacity of their TEIs:
 Improving the capacity of TEIs to increase the supply of
qualified teachers through ICT-supported distance
training programmes;
 Strengthening the capacity of TEIs in supporting in-service
teachers’ professional development through blended
learning modalities;
 Enhancing the capacity of key TEIs in providing training on
using ICT to improve the quality of teaching and
learning;
 Supporting networks of TEIs

18. UNESCO’s Work on Open Educational
Resources (OER)
- The term Open Educational Resources (OER) was coined
by UNESCO in 2002
- OER are teaching, learning or research materials that
are in the public domain or released with an intellectual
property license such as Creative Commons that allows
for free use, adaptation, and distribution
- UNESCO, in cooperation with Commonwealth of
Learning has developed and published Guidelines for
OER in Higher Education

19. UNESCO’s Work on Open Educational
Resources (OER)
• World Congress on OER: UNESCO, in cooperation
with Commonwealth of Learning, organized a World
Congress on OER in June 2012. Paris OER Declaration
2012 was released by the end of the World Congress:
 Facilitate enabling technological environments for access to OER
through the provision of universal access to the internet and low-
cost digital devices;
 Encourage the inter-sector policies on adopting open licensing of
educational materials produced by public funds;
 Provide capacity building and technical support in developing
sector-wide or institution-wide OER policies;
 Create evidence base of, and disseminate knowledge on,
effective use of OER to improve the quality of teaching & learning

20. UNESCO’s Work on Open Educational
Resources (OER)
Projects to operationalizing Paris OER Declaration funded
by Hewlett Foundation:
 Activity 1 - Advocacy: aiming to foster awareness of OER of
decision-makers and policy-makers at the highest levels of
national Governments and key national educational
 Activity 2 - Policy Development: supporting Member States to
develop sector-wide OER policies through the development of
OER Policy Toolkit, capacity building workshops, and the
provision of technical support to Member States
 Activity 3 – Harnessing of OER for effective use of the ICT CFT:
focusing on the development and use of OER materials to
support the contextualization of the ICT CFT at the institutional
and/or governmental level (based on national contexts)

21. Thank you…
se.vosloo@unesco.org
http://twitter.com/#!/UNESCOICTs
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http://www.unesco.org/new/en/unesco/themes/icts