From Policy to Practice: Lessons from the Commonwealth Asha Kanwar & Sanjaya Mishra Commonwealth of Learning International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China

Plan Context Does ICT in education work? Commonwealth Examples International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 2 Context Does ICT in education work? Commonwealth Examples Lessons & Way Forward

The Context International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 3

Context: The Commonwealth International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 4

Context Young Commonwealth: 60% under 30 International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 5 Young Commonwealth: 60% under 30 65% of children entering primary school today will work in completely new job types that don’t yet exist. The Commonwealth is home to 2.4 billion people in the world. About 60% of its population are under the age of 30 years. This brings in unique challenges and opportunities. At the same time, according to a report from the World Economic Forum, 65% of children entering primary education today will end up working in new types of jobs that do not exit today. So, our education system needs to focus on two important sectors – one, to empower the youth for livelihoods, two, foster the creative minds to prepare for the creative opportunities.

Information scattered ICT in education included in National ICT policy ICT in Education Policies in the Commonwealth International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 6 Information scattered ICT in education included in National ICT policy Most policies developed before 2015 Information on ICT in education policy is scattered. In may countries, ICT in education policy is part of the national ICT policy or the national education development plans. Separate policies are sometimes not developed. Wherever, there are policies, most of these are developed before 2015.

Does ICT in Education Work? International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 7

Why ICT in Education Policy? International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 8 Increasing access to education Enhancing quality of teaching/learning Reducing costs ICT in education policies are developed in the context of national priorities and available resources

Does ICT in Education work? International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 9 ICT use between ages 7 and 16 can result in significant relative gains in English, science, design,technology. Schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores than those with lower levels. ICTs have positive effects on behaviour, motivation, communication and process skills. http://www.becta.org.uk/page_documents/research/ImpaCT2_strand_3_report.pdf Text:

Research Shows International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 10 Small to moderate impact over more traditional instruction. Technology that supports instruction has a higher impact compared to technology applications that provide direct instruction. Impact of K–12 applications of computer technology higher than in post-secondary classrooms. Tamim, R., et al (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study, Review of Educational Research, 81 (1), 4-28.

Another View International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 11 The relationship between computer use at school and performance indicates that limited use of computers at school may be better than no use at all, but higher use may be associated with significantly poorer results. (OECD, 2015)

The Role of Tablets International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 12 Tablet distribution by itself will not lead to improved outcomes Focus must be on the educational process for learners: pedagogy, accessibility of content, teacher support One financial/organizational model may not work in another country

Commonwealth Examples International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 13

From Successful Practice to Policy International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 14 Local support necessary Commitment of senior leadership Models must suit specific contexts Partnerships are important

ICT in Education Policy: India International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 15 National Programme on Technology Enhanced Learning (NPTEL) Policy revised and adopted in 2012 National Repository of OER Distribution of tablets to students National competency standard for ICT in Education ePathshala (WebApp) SWAYAM – Massive Open Online Course Platform

ICT in Education Policy: India Policy IMPACT International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 16 Policy IMPACT Wide range of technologies being used in schools Improved engagement in classroom Change in pedagogy through more active learning methods ‘I have noticed a clear change in my children and my professional development. My second grade children can read English and Telugu very fluently and my class average attendance has reached 98 per cent after using these videos.’ - A Teacher

ICT in Education Policy: Antigua and Barbuda International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 17 ICT in Education Policy: Antigua and Barbuda OER embedded in ICT in Education Policy Commitment to support ICT infrastructure Emphasis on learning outcomes Regular teacher capacity building Use of eBooks and OER

Antigua and Barbuda: Use of OER International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 18 Policy IMPACT Students saved between 75 to 88 ECD per course per semester by using open textbooks Supplementing textbooks with OER improved student performance by 5.5%.

Impact on Environment International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 19

Lessons and the Way Forward International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 20

Sustainable Development Goal 4 International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 21 Sustainable Development Goal 4

ICT in Education Policy: Review International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 22 Support to Vulnerable Groups Learning Outcomes Lifelong Learning Skills for Employability Sustainable Development Country 1 Yes No ICT Skills Country 2 Country 3 Partially yes Country 4 Country 5 Country 6 Country 7 Country 8 Country 1: Ghana Country 2: Kenya Country 3: India Country 4: Malaysia Country 5: Antigua and Barbuda Country 6: Trinidad and Tobago Country 7: Fiji Country 8: PNG  

Review Policy for SDG 4 Lifelong learning International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 23 Lifelong learning Gender and people with disabilities Learning outcomes ICT for C21 skills ICTs to promote sustainable development

COL Approach International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 24

Lessons Technology Capacity Policy Political Will Resources International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 25 Technology Capacity Policy Political Will Resources

Way Forward: 5 P’s Political will People: Capacity Pedagogy International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 26 Political will People: Capacity Pedagogy Partnerships: private sector Process: timelines & M&E

Thank you From Policy to Practice: Lessons from the Commonwealth Learn more: www.col.org https://www.facebook.com/COL4D https://twitter.com/COL4D https://www.youtube.com/user/comlearn International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 27