1. POLICY ISSUES IN TEACHER TRAINING: PERSPECTIVES AND STRATEGIES FOR SOUTHEAST ASIA Arief S Sadiman SEAMEO Secretariat

2. PRIORITY IMPROVING QUALITY OF HUMAN RESOURCE
EDUCATION AND TRAINING

3. QUANTITY & QUALITY OF TEACHERS
PROBLEM PROVIDING GOOD QUALITY EDUCATION AND TRAINING TO ALL CHILDREN AND CITIZEN
QUANTITY & QUALITY
OF TEACHERS

4. Improving quality education Expanding access to learning opportunity
GENERAL POLICY
Improving quality education
Expanding access to learning opportunity
IMPROVEMENT OF
TEACHERS’ & TEACHING-LEARNING PROCESS QUALITY

5. USE OF ICT IN EDUCATION AND TEACHING-LEARNING ACTIVITY
Increasing numbers of ICTs professionals;
Creating an ICTs literate workforce and citizenry;
Teaching ICTs literacy and informatics in schools; and
Using ICTs in schools to enhance teaching and learning and school management

6. APPROACHES TO PRE-SERVICE TEACHER EDUCATION
Full time certificate/diploma/undergraduate degree based training in purpose built institutions of faculties of education within HE institutions;
Full time postgraduate training in faculties of education in HE institutions; and
Direct entry as teachers with some intense initial training,local mentoring and supervision supported by DE materials and in-service leading to subsequent certification

7. CATEGORIES OF IN-SERVICE TEACHER EDUCATION
Formal courses or processes to upgrade the qualifications of existing teachers (2-3 or 3-4 years of training);
Formal in-service programmes or processes to support the reform or revision of national curricula;
General in-service programmes on a wide range of areas relevant to career development system strategic directions or local needs; and
Informal and formal in-service activity within schools

8. BRUNEI DARUSSALAM
A Master Plan for ICT in Primary and Secondary Education was developed in It includes providing professional skills development for students and teachers and development of physical and technological infrastructure to support ICT development.
ICT department of the MOE was established in 2001
Use of ICT in teacher education at SHBIE

9. CAMBODIA
Localized teacher training based at the school or school cluster;
Since 1995 conduct primary school in-service teacher training by distance, under Distance Learning Education Project

10. LAO PDR
Professional support system given to teacher in the use of new curriculum;
Conduct in-service training based on cluster school;
Conduct teacher Upgrading Programme to improve the quality of unqualified teachers at district level through Teacher Upgrading Center in 11 provinces

11. INDONESIA Development of Nusantara 21 (Information Path Highway)
Conduct of pre and in-service teacher training programmes for primary and secondary education;
Use of Distance Learning approach and ICT in delivering the program;
Promote the use of ICT as an integral part of T-L in the classroom

12. MALAYSIA 4 Over-arching initiatives: - The MSC Project
- The National Information Technology
Agenda
- The K-Economy Master Plan
- The skilled HRD Plan
Integrate the use of ICT in teacher training programmes
Conduct ICT projects in schools ( Smart School, Computers in Education Project)
Computerisation Programmes for primary and secondary schools

13. MYANMAR
Use of technology and promotion of quality education as two of 6 Focal Areas of their 30-Year Education Plan
Holding Nationwide Seminars on Promotion of Basic Education (incl. Teacher Upgrading)

14. PHILIPPINES
Establish Centers of Excellence and Centers of Development, in all disciplines , incl. Teacher Education
Integrate the use of ICT in pre-service teacher training
Promote the use of iCT as an integral part of T-L process

15. SINGAPORE
Piloted Thinking Schools, Learning Nations in 1996 to foster thinking skills in schools;
Set up IT Network in schools
Conduct teacher training in using ICT in T-L process
Developed IT Master Plan in education and provided infrastructure to support the use of ICT
Networked all schools in the country

16. THAILAND
National IT – 2010 Master Plan to transform Thai society into the K-based economy, with 5 prominent flagships (e-Gov,e-Comrc,e-Industr, e-Educ, and e-Society)
National ICT for Education Master Plan , focusing on the development and use of ICT s tools for learning reform.
Development of National Network (EdNet)
Conduct teacher traning in Computer literacy
Provision of hardware and software

17. VIETNAM
MOET Action Plan on integratin of ICT into T-L process ( )
Connect all institutions through a nation-wide IT network, initially targeting the Ministry, teacher training colleges and universities
Develop curriculum for ICT for primary and lower secondary schools
Integrate the use of ICT into primary and secondary teacher training curriculum and practices

18. ISSUES RELATED TO THE USE OF ICT
ICT is a tools , means not the end
Education lead not technology lead
Over expectation
Effectiveness and Efficiency
Human ware who will make the different,
not hardware or even software
Changing role of teacher and student
Transfer of technology, sustainability

19. REQUIRED TEACHER COMPETENCIES
Teachers need to have the confidence and competence to:
Recognize their role in the introduction of ICT in T-L process;
Use appropriately a wide range of technology and resources to enhance student learning;
Develop, when necessary, their own ICT skills and relevant ICT skills of their students;
Reflect critically on their use of ICT for T-L and professional use; and
Appreciate the necessity of continued professional learning about the potential and possibilities of ICT to enhance student learning

20. STRATEGY
To impact on student learning teacher training & professional development activity need to be :
Connected to & derived from teacher’s work with their students (classroom based);
Be sustained, ongoing and intensive, supported by peers and school leaders. It should be group rather than individually focused training and including the networking of teachers;
Include collective problem solving around specific probems of practices;
Integrated into the larger framework of teacher career regulations and incentives; and
Responsive to social and educational priorities at both national and local level.

21. ESSENTIAL REQUIRED COMPONENTS
Governance (policies,curriculum frameworks, examination, management)
Infrastructure (physical equipment,operating systems, networking, software, architecture of classrooms)
Applications (curriculum uses)
People (skills, training and development programmes, community expectations and readiness)

22. TARGETING TEACHER DEVELOPMENT
Existing teachers
Head of departments, units or division in schools School leaders
Supervisors at province, district, sub-district level
Curriculum, textbook, software and examination developers
Developers of professional development programmes and materials
People who deliver the various professional development programmes to teachers
Teacher educators who work in pre-service teacher education programmes.

23. Training helps teachers transform lifeless equipment into useful tools.
Creating high tech educational tools without trained teachers to use them would be as useless as creating a new generation of planes, without training pilots to fly them.

24. THANK YOU