2. Reflecting National Education Goals in Teacher’s Competency Standards
Mel Tan
Programme Officer
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education

3. Process Overview Step 1: Reflecting Education Goals (Worksheet A)
Step 2: Prioritizing TCSF domains/competency areas (Worksheet B)
Step 3: Setting the ICT competency standards for each selected TCSF domain/competency area (Worksheet C)
Step 4: Drafting competency performance indicators (Worksheet D)
Step 5&6: Incorporating the CS-PIs into the draft EC curriculum (Worksheets E & F)
Step 7: Draft a full development plan

4. ICT status + vision and policy
Objectives
Competency standards
Qualification/ Certification
Training/ curriculum
ICT status + vision and policy
By the end of this module, the core group will be able to
Reflect on various aspects of the national educational policy goals in the context of ICT training for teachers
Aligned with NESP on Teacher Education and Management
Teacher Competency Standards Framework
Improve the quality of pre- and in-service teacher education/training & mentorship
Teacher quality assurance system

5. National Workshop on ICT Competency Standards Development
31 July 2015
Education Vision
Australian schooling promotes equity and excellence; and
Young Australians become successful learners, confident and creative individuals, and active and informed citizens. (Melbourne Declaration (2008))
Australia
Transformation from traditional learning into 21st century learning (SMART (Self-directed, Motivated, Adaptive, Resource-enriched, and Technology-embedded) Education initiative (2011) ; complemented with ICT use in education master plan)
Korea
Modernization of education; focus on people development, comprehensive quality education, with a drive for innovation and problem-solving skills (National Medium and Long Term Educational Reform and Development Plan ( ))
China
Increase in youth literacy & GER, inclusive & quality education, sufficient teacher professional development (PEDP (Primary Education Development Plan; 2001) and SEDP (Secondary Education Development Plan; 2004))
Tanzania
Increase in youth literacy, years of schooling, and level of satisfaction through greater access to free and quality primary and secondary education. (KESSP (Kenya Education Sector Support Programme; 2005))
Kenya
Session 2A

6. Australia
Young Australians become successful learners, confident and creative individuals, and active and informed citizens
Career Stage
Focus Area 2.6: Information and Communication Technology (ICT)
Focus Area 3.4: Select and use resources
Focus Area 4.5: Use ICT safely, responsibly and ethically
Graduate
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Proficient
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Highly Accomplished
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Lead
Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school
Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.

7. Korea
Becoming a people-powered nation: Transformation from traditional learning into 21st century learning – SMART Education Strategies

8. Nepal
ICT in Education Master Plan vision: to ensure quality education for all through the use of ICT in all aspects of education and create knowledge-base society through integrating Nepal into the global community
Teacher’s General Competency Framework
Competency Area
Description
Content knowledge
sound knowledge of subject to be taught to address learning needs of the students
Pedagogical knowledge
sound knowledge of teaching and learning process and ability to effectively translate that knowledge into classroom practice
Knowledge about children/learners
ability to identify diverse learning needs of the learners and teach accordingly
Learning Environment and Classroom Management
ability to create child-friendly learning environment and classroom management for effective teaching and learning
Communication and Collaboration
ability to communicate and collaborate effectively with students, guardians and teachers.
Continuous Learning and Professional Development
Committed to continuous learning and professional development by analyzing one's own knowledge, skills and experiences
Legal Bases and Professional Conduct
ability to discharge duties and responsibilities demonstrating ideal professional conduct in accordance with existing laws and provisions as well as social values.
Information and Communication Technology
ability to make use of information and communication technology for effective teaching and learning
ICT
Knowledge and skill of ICT
Select and utilize ICT integrated teaching learning strategies
Develop and adapt digital learning materials
Promote effective communication and collaboration for learning
Assess learning and provide feedback
Be aware on IT policy and contemporary digital culture and demonstrate in professional practices

9. Myanmar education goal (NESP 2016-2021)
All school children develop knowledge, skills, attitudes and competencies that are relevant to their lives, and to the socio-economic development needs of 21st century Myanmar
skilled and competitive local workforce to support Myanmar’s long-term social and economic growth

10. Myanmar education goal (NESP 2016-2021)
NESP  Teachers
adopt a new basic education curriculum
use a broader range of teaching methods in the classroom and implementing new activities to engage parents in their child’s learning; support, develop and apply interactive classroom teaching and learning benefiting all students
implement a quality assessment system to improve student learning achievement
work to achieve new national school quality standards

11. Group work: Reflecting National Education Goals (Worksheet A)
Step 1: List the national education policy goal/s of Myanmar in the first column.
Step 2: Identify the impact of each policy goal on the national curriculum, as stated in the policy or curriculum document.
Step 3: Brainstorm and write the possible impacts of each curriculum enactment on teachers’ classroom pedagogical activities and roles. (e.g. If you went to the classroom of a good teacher, what would you see? How is he/she using ICT in practice?)
Step 4: Identify gaps in the current teacher training in Myanmar in achieving these needs (pedagogical needs and teachers’ expected roles)

12. Worksheet A Policy goals Impact on the curriculum
Impact on pedagogy and teachers’ role
Is this addressed in the current teacher training? (Y/N)
Teacher Training needs (gaps) – both pre- and in-service

13. THANK YOU. Mel Tan (mm.tan@unesco.org)
ICT in Education, UNESCO BANGKOK
( education)