2. Key Factors in Successfully Integrating ICT in Education
Auken Tungatarova, Programme Assistant, EISD, ICT in Education, UNESCO Bangkok
5 December 2017, Yangon, Myanmar
Key Factors in Successfully Integrating ICT in Education

3. 1. Teachers at the heart of policies

4. Saya the tha akaryar
(Teachers do matter)

5. Positive student learning outcomes
Government of Myanmar has prioritized teacher education in its education reform efforts
Quality of teachers
Quality education
Positive student learning outcomes

6. Policy context Professional knowledge Understanding Skills
Thirty Year Long Term Basic Education Plan
A learning society capable of facing the challenges of the Knowledge Age
Myanmar’s National Education Law
… To produce teachers who value the languages, literature, culture, arts… and who have the ability to guide the development of all ethnic groups and the modern development of the nation…
All teachers need to be qualified
Teacher as an ‘educator who has qualifications for serving at a specified level of education’.
The Framework for Economic and Social Reforms (FESR) ( )
The 30-Year Long-Term Education Development Plan ( )
The National League for Democracy’s 2015 Election Manifesto
Professional knowledge
Understanding
Skills

7. National Education Strategic Plan 2016-2021
Improved teaching and learning, vocational education and training, research and innovation leading to measurable improvements in student achievement in all schools and educational institutions.

8. ICT Framework for Education Colleges in Myanmar
Vision: Production of teachers who are equipped with the technological pedagogical content knowledge ro support the development of knowledge, skills and aptitudes of learners
Gap between EC’s current situation and desired target capacity
Need to transform pedagogy
Kozma, R. (2011). Transforming Education: The Power of ICT Policies. UNESCO.

9. ICT should… ICT vision and policy
ICT competency standards for teachers
School infrastructure
Digital learning materials
Education System
Serve as a component of the overall education goals and ICT in Education Master Plan
Be aligned with other components of the Master Plan and education plan/vision

10. 2. Why have national ICT competency standards for teachers?

11. Is this story familiar to you?
One time course
The same group of teachers taking similar courses repeatedly
Only the number of hours matter
No monitoring and evaluation
Is this story familiar to you?

12. Is this story familiar to you?
Your policy vision is here
Basic Education
Knowledge acquisition
Knowledge deepening
Knowledge creation
Your Teacher Development Curriculum in Reality
The history of computers
Coding, hardware and software
How to use productivity tools

13. 3. Key factors in successfully integrating ICT in Education

14. Operationalization is more important
Competency standards
Qualification/Certification
Training/Curriculum

15. Key factors Secured country commitment and ownership
Following a systematic process
Identification and involvement of multiple stakeholders along the process
Interdepartmental coordination for pre- and in-service training and other divisions for teacher performance and evaluation
A strong system of teacher preparation and professional development, drawn upon standards
A performance evaluation system against the standards
A clear recognition/qualification system that motivates teachers to constantly develop their competencies
Secured country commitment and ownership

16. Stakeholder involvement
Whom, why, and how?

17. Teachers, representatives of teacher professional associations, unions, and TEIs

18. Policy makers, universities and key education organizations, experts

19. Parents, school leaders, and community

20. Involvement of stakeholders
During all stages of activities, from situational and need assessment, contextualization, curriculum mapping, module development, and evaluation
In consultation process of draft standards development 👪👪
In the evaluation of the standards
Involvement of stakeholders
is needed to gain buy-in from key stakeholders in both pre- and in-service educational institutions

21. Components to achieve the desired goals of education
Ministry
Policies
Teacher Education Institutions
Preparation
Schools
Practices
Adapted from Goh, C.B. (2014). Teacher Education Model for the 21st Century (TE21), presented at the UNESCO Central Asia Symposium on ICT in Education 2014, available at

22. Thanks!
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