ICT Innovation & Education Development By Jyrki Pulkkinen, PhD jyrki.pulkkinen@formin.fi

Content WSIS , Connectivity and Digital Divide ICT and Knowledge Society ICT innovations in education development How it can be done Innovation and Evidence based policy making

Context Discussion – 5 min What innovation has had the biggest impact to social and economic development globally in the last two decades? Why do you think so? Mention some countries that has benefitted the most? Do you think this development will continue in the future?

1. WSIS & Plan of Action 2005 Targets to be achieved by 2015 To connect villages with ICTs and establish community access points To connect universities, colleges, secondary schools and primary schools with ICTs To connect scientific and research centres with ICTs To connect public libraries, cultural centres, museums, post offices and archives with ICTs To connect health centres and hospitals with ICTs To connect all local and central government departments and establish websites and e-mail addresses To adapt all primary and secondary school curricula to meet the challenges of the information society, taking into account national circumstances To ensure that all of the world’s population have access to television and radio services To encourage the development of content and put in place technical conditions in order to facilitate the presence and use of all world languages on the Internet To ensure that more than half the world’s inhabitants have access to ICTs within their reach

1.1 Global Connectivity and Digital Divide 2005 there was some 5 billion people in the world and some 2 billion had a mobile phone some 1 billion Internet users 2012 there is some 7 billion people in the world, and some 5 billion mobile phones some 3 billion internet users

1.2 Internet Penetration by Regions

2. Knowledge Society – Knowledge Divide? We know: Knowledge and Innovation are key factors for economic and social development globally. ICT is the infrastructure for Knowledge and Innovation However: Relatively lower investments in ICT, education and innovation processes in developing countries The gap between developing countries and developed countries is widening World of Knowledge & Innovation (R&D) World of Money ( GDP)

Infrastructure for information, knowledge and innovation 2.1 ICT= Global Infrastructure for Information, Knowledge and Innovation ICT = Infrastructure for information, knowledge and innovation Information Knowledge Innovation Learning Education Capacity building Research STI , R&D Co-creation Access to Information Freedom of expression Opennes of information IPR’s

2.2 Knowledge Society – Better Education is needed Transitioning requires More investment in education, innovation systems, and ICT infrastructure. More coherent Knowledge Society policy that requires collaboration across the relevant ministries, especially between ministries of education, S&T, industry and finance. Education ministries are in a key role in this development.

3. ICT innovations and Educational Challenges in Developing Countries Developing world faces severe challenges with regard to education. Some of these challenges can be addressed with ICT if used innovative & appropriate ways These challenges can be summarized as: a lack of universal and inclusive access to education; poor quality of education; poor management of the education system ; the increasing irrelevance of the current education system in the knowledge society. INCLUSIVE ACCESS? QUALITY ? RELEVANCE ? MANAGEMENT ? Discussion: Do you think that the challenges are very different in Finland?

3.1 Layers of ICT innovations in education Hardware “Socialware” Technical layer: Hardware/ software deployment models: PC lab model / distributed model One2one, mobile, ubiquitous etc Human layer : ”Warmware”; what people are doing? Processes that are developed based on use of ICT. Learning & Teaching interaction Curriculum delivery Management – monitoring, etc. Institution layer : “Socialware”; operational models that are developed based on use of ICT: Classroom / virtual model Single institution / network model Society layer : “Cultureware” Relevance of the education system for development of the society Reproduction / Innovation ? Skills required in society Knowledge and Innovation policies “Cultureware” “Warmware” “Hardware” “Software” ICT Principal, Teacher, Learners, Parents School, University Strategies & policies

3.2 Global Chalenges - Research shows that there is… Very little innovative practice filtering down to classroom level (Grammar of schooling) No thorough analysis of expected ICT impact at education system level Poor decisions about deployment and intended use of ICT resources ( just dropping the boxes…) Isolated, individually-driven initiatives: no systemic change Massive educational technology investments: little evidence of success ( GeSCI Meta-research 2009)

3.3 What is needed in ICT & Education research? Bridging the gap between research, policy and practice Coordinated and complementary efforts – multi stakeholder partnerships Multi-disciplinary approaches and multiple perspectives Re-examination of research assumptions – what are the real problems to be solved? Fundamental re-thinking of educational purpose of ICT and practice Bridging formal and informal education, education and working life Creation of innovative research approaches which are contextually relevant in developing countries Sustainable capacities and capabilities in developing countries to develop own ICT for education solutions Adopting transformational research models and strategies to address dysfunctional education systems

4. How can it be done? MoE’s Building human capacity, especially teachers competences Promoting participatory & evidence based policy making processes Innovative research solving real problems Global Patners Experts Research community PPP’s Business Education Community Civil Society Donors

4.1 Teacher’s capacity is the key Discussion: assess your own ICT conmpetency as a teacher …

4.2 Standards needs to be adapted to fit the needs Rwanda Case: Stages in drafting Teacher’s Competency Framework on ICT for Education in Rwanda Stage 1: Document Review – studying the challenges Stage 2: Field Research – studying the baseline Stage 3: Consultation Workshops – reflecting with stakeholders Stage 4: Development of draft ICT-TPD matrix Stage 5: Localization and validation Stage 6: Finalization of Competency Framework

Document Review - Challenges Rwanda Case - Stage 1: Document Review - Challenges Studying the Global policy challenges: Education systems: Global Agenda of Education for All Learners’ needs to keep up with ICT and continually develop new skill sets ( 21st Century Skills) Global Knowledge Economy / Society agenda: Information is in abundant supply, what to believe? Technology is changing rapidly – which one to invest? New kind of jobs appear and disappear very quickly – what kind of work force to develop? Studying Rwanda policy Context: Vision 2020 MINEDUC ICT Education Policy National Curriculum ICT-TPD Landscape Studying the existing Frameworks: ISTE NETS for Teachers Achievement Rubric UNESCO ICT Competency Framework Australia Competencies Ireland e-Learning Roadmap EU Competency and Qualifications

Field Research defining the baseline Rwanda Case - Stage 2: Field Research defining the baseline Field research: Identification of key stakeholders School and national institutional visits Teacher and student case studies Baseline statements: Teachers are not able to fully use the deployed ICT infrastructure for Teaching & Learning Need for a comprehensive curriculum for ICT in Education for both pre/in-service teachers Need to increase capacity of teacher trainers Need to follow up support to teachers at the cluster / school level. Lack of digital learning material Lack of Maintenance and technical support High cost and low availability / reliability of electricity Aspects Considered: Themes, Trends, Tools, Models / Approaches and Community / Networks

Rwanda Case - Stage 3: Consultation workshops for participatory policymaking Continued… Key Stakeholders: MINEDUC – ICT in Education Unit Ministry of ICT, Science & Technology and Research Rwanda Information Technology Authority (Now RDB-IT) Kigali Institute of Education Kigali Institute of Science & Technology Regional ICT Training and Research Centre Rwanda Development Gateway Foundation National University of Rwanda NGO’s Civil Society Organizations Development Partners and GeSCI

Rwanda Case - Stage 3 cont... Consultation workshops for participatory policymaking Teacher Professional Development Workshop – April 2009: Significant issues and observations from workshop process There is a need to develop national standards using UNESCO standards as a reference The UNESCO competency standards may be too high In some elements, teachers have not attained the first stage of Tech Literacy as yet Current status of provision in Rwanda close to Technology Literacy levels in most components Proposal from Workshop Develop a ICT-TPD policy framework to incorporate the four approaches for ICT integration from traditional to knowledge creation levels Set up a coordination committee to take the momentum from the workshop forward - inviting participants from the workshop to form a working group Develop and cost a ICT-TPD strategic action plan for 2009-2013 in line with Education Sector Strategic Plan Aspects Considered: Themes, Trends, Tools, Models / Approaches and Community / Networks

5. Innovation and Evidence based policy making: Formin – GESCI Knowledge Partnership Evidence for policies Innovative practices Enabling environment

5.1 About GeSCI WSIS UN ICT TaskForce GeSCI was founded by the UN ICT Taskforce during the WSIS in 2003 Mission to address the strategic human capacity needs of developing countries on ICT integration in Education Based initially in Dublin, now headquarters relocating to Nairobi, Kenya Assisting initially Namibia, Ghana, India, Bolivia and later Rwanda and Kenya in national strategies and policies on ICT4E. More countries to join. GeSCI operates also at regional and global levels providing programmes and platforms enabling the development of Inclusive Knowledge Societies. GeSCI Global Partnership

More information UNESCO: http://www.unesco.org/new/en/unesco/themes/icts/ UNESCO ICT competency standards for Teachers: http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/ Towards Inclusive Knowledge Societies. http://www.uis.unesco.org/Library/Documents/towards-inclusive-knowledge-societies-wsis-communication-ict-2010-en.pdf Unesco Institute of Statistics: http://www.uis.unesco.org/Communication/pages/ict-education.aspx?SPSLanguage=EN GESCI: http://www.gesci.org