1. MoHEST-MoYAS-GeSCI Workshop Kenya Institute of Education, June 2 nd – 4 th 2010 Defining ICT Competencies for TIVET Lecturers & Instructors in Kenya Standards and Competencies Mary Hooker mary.hooker@gesci.org Research Project Manager GeSCI

2. Standards and Competencies What are standards or competencies?

3. Standards and Competencies Standards or competences are descriptions of what a qualified teacher/ lecturer/ instructor in a given country should know and be able to do Standards or competences are descriptions of what a qualified teacher/ lecturer/ instructor in a given country should know and be able to do What are standards or competencies? Thornton 2007

4. Standards and Competencies The knowledge and skills required of a teacher/lecturer/ instructor in order to teach in educational institutions The knowledge and skills required of a teacher/lecturer/ instructor in order to teach in educational institutions What are standards or competencies? Thornton 2007

5. Standards and Competencies The content knowledge, professional knowledge, emerging and contemporary knowledge and practical understanding that a teacher/ trainer needs to perform his or her duties The content knowledge, professional knowledge, emerging and contemporary knowledge and practical understanding that a teacher/ trainer needs to perform his or her duties Knowledge Thornton 2007

6. Standards and Competencies The instructional processes, strategies and classroom management techniques that a teacher/ lecturer/ instructor uses to enhance learning The instructional processes, strategies and classroom management techniques that a teacher/ lecturer/ instructor uses to enhance learning Teaching Skills Thornton 2007

7. Standards and Competencies Competencies include high levels of knowledge, values, skills, and personal dispositions, sensitivities and capabilities — and the ability to put those combinations into practice in an appropriate way Competencies include high levels of knowledge, values, skills, and personal dispositions, sensitivities and capabilities — and the ability to put those combinations into practice in an appropriate way The nature of competence The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)

8. Standards and Competencies Why Teacher/ Lecturer/ Instructor Competency Standards?

9. Standards and Competencies Why Teacher/Lecturer/ Instructor Competency Standards? Clear for all to see what is required of a qualified teacher/lecturer/ instructor in terms of knowledge, classroom skills, behaviour and attitudes. All technical training institutes will need to make sure that they procure lecturers & instructors to meet those competences All training providers will have to ensure that they provide training programs which meet country priorities as expressed in the competency framework rather than focusing on their own agendas Lecturers, instructors and teachers will be able to see the minimum standards required of them and will be able to place efforts towards achieving and maintaining those standards The general public can be confident that students are being taught by lecturers & instructors who have achieved agreed and transparent standards Thornton 2007

10. Standards and Competencies Ministry of Education, Kenya (2007) Skills Domain The teacher… interprets syllabus content and prepares both schemes of work and daily lesson plans with clear achievable objectives. selects from a variety of teaching methods according to the purpose making maximum use of a variety of learner-centred methodologies appropriate to the age and developmental level of the child. develops relevant and appropriate teaching / learning materials using locally available materials as applicable. is able to adapt the curriculum, and make learning relevant to all learners including those who are special or disadvantaged. uses available modern technology to enhance learning. is conscious of the differences in learners and teaches each individual learner in the class, taking into account differences in learning styles, abilities, gender, ages, skills, activities, prior knowledge, psychosocial needs and behaviour. possesses good communication skills, presents new material clearly, gives clear instructions and checks for understanding and output. Competency Standards for Primary Teachers in Kenya

11. Standards and Competencies Why ICT Teacher/ Lecturer/ Instructor Competency Standards?

12. Standards and Competencies Why ICT Competency Standards? Expansive TPD transformation Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology Given ‘Transition’ ‘Infusing’ ‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment 3 ‘Transformation’ ‘Transforming’ ‘Knowledge creation’ Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice 4 Experimentation in context Programmes 1 ‘Traditional’ ‘Emerging’ ‘Technology add-on’ Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems 2 ‘Transmission’ ‘Applying’ ‘Technology literacy’ Teacher training focus on the development of digital literacy and the use of ICT for professional improvement with varying solutions ICT a complementary technology Institutions and schools as relatively isolated from the community A consolidated continuum of approaches for ICT Integration in Teacher Professional Development UNESCO 2008; GeSCI-MINEDUC 2009

13. Standards and Competencies 1.ICT skills, knowledge and attitudes are added into the institutional program through a separate ICT subject 2.Focuses on integrating ICTs into the daily work of all lecturers 3.Transformative at the classroom level: it changes content as well as pedagogy (what students learn as well as how they learn) 4.Transformative at the systemic level: leading to changes in the organisational and structural features of technical course provision as well ICT Standards for Four Dimensions

14. Standards and Competencies Three different approaches to standards framework a set of generic standards for beginning lecturers/instructors a set of standards that describe a highly accomplished lecturers/ instructors standards which involve multiple levels or a continuum of development A Continuum of Standards?

15. Standards and Competencies generic standards which can be related to any discipline area and any level of teaching technical/subject specific standards, in particular those under development in Science, Mathematics, Engineering, Carpentry… Generic v specific standards?

16. References Commonwealth of Australia 1996. National Competency Framework for Beginning Teaching. Canberra: AGPS GeSCI-MINEDUC 2009. Concept Note: Workshop - Teacher Professional Development for Tomorrow, Today. Kigali: GeSCI-MINEDUC Ministry of Education 2007. Draft Competency Framework for Primary Teachers. Nairobi: MoE Thornton, B. 2007. Fundamental Schools Quality Project. Report on Setting of Competency Framework. Dili: Ministry of Education UNESCO 2008a. ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at: http://unesdoc.unesco.org/images/0015/001562/156210E.pdf [Accessed 11 April 2009] http://unesdoc.unesco.org/images/0015/001562/156210E.pdf b