1. ICT Innovation & Education Development
By Jyrki Pulkkinen, PhD

2. 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

3. 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?

4. 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 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

5. 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

6. 1.2 Internet Penetration by Regions

7. 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)

8. 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

9. 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.

10. 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?

11. 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

12. 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)

13. 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

14. 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

15. 4.1 Teacher’s capacity is the key
Discussion: assess your own ICT conmpetency as a teacher …

16. 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

17. 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

18. 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

19. 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

20. 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 in line with Education Sector Strategic Plan
Aspects Considered: Themes, Trends, Tools, Models / Approaches and Community / Networks

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

22. 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

23. More information
UNESCO:
UNESCO ICT competency standards for Teachers:
Towards Inclusive Knowledge Societies.
Unesco Institute of Statistics:
GESCI: