2. ICT in Education UNESCO Bangkok Developing Competency Standards (1): Identifying Domains Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

3. Click to edit Master title style Step 1: Reflecting Education Goals (Worksheet A) Step 2: Identify domains/areas (Worksheet B) Step 3: Set the standards for each domain (Worksheet C) Step 4: Draft competency performance indicators (Worksheet D) Step 5: Draft a full development plan (Worksheet E) Overview

4. Click to edit Master title style By the end of this module, TFT will be able to -Identify 5-6 domains that are most relevant to the current needs of Nepal -Decide the development levels/stages of teacher competencies Objectives

5. What are the competency standards?

6. Click to edit Master title style Combination of knowledge, skills and attitudes that an individual uses at work, school or other environments What are the competency standards?

7. Click to edit Master title style Areas/Domains -> Competency standards -> Performance indicators What are the competency standards? 01 Area/domain 01-01 Competency standards 01-01-a Performance indicator 01-01-b PI01-01-c PI 01-02 CS 01-02-a PI 01-02-b PI

8. Click to edit Master title style Domain, Standards and Indicators Domain CS-1 PI-1-1PI-1-2 CS-2 PI-2-1 Key areas of competency. Should address all aspects of teachers’ work. A unit of competency. Basic outline of the knowledge and skills required in the given area. Specific knowledge, skills and attitude that a teacher should be able to demonstrate. Stated in observable terms.

9. Domains

10. Click to edit Master title style Identify 4-6 domains/areas that your group think would be the most relevant to the current needs of Uzbekistan. (Drawn on the needs analysis) Step 1: Identify Domains/Areas

11. Click to edit Master title style Samples: ICT competency standards and domains TitleDomains/Areas Australia Australian Professional Standards for Teachers (APST)  Professional knowledge  Professional practice  Professional engagement KoreaICT Skills Standards for Teachers  Information gathering  Information analysis and processing  Information transfer and exchange  Information ethics and security Teacher Competency for SMART Education  Fundamentals  Field Practices China ICT Competence Standards for National Primary and Secondary School Teachers  Awareness and Attitude  Knowledge and skills  Implementation and Innovation  Social Responsibility Kenya & Tanzania ICT Competency Framework for Teachers for SIPSE Curriculum Pathways  Policy Awareness  Curriculum & Assessment  Pedagogy  ICT - Internet  Organization & Administration – Classroom Management  Teacher Development

12. Click to edit Master title style Refining domains with UNESCO ICT-CFT Nepal’s National Competency Standard Domains UNESCO Domains Subject content knowledgeUnderstanding ICT (policy) Pedagogical knowledgeCurriculum & Assessment Learners’ diverse needsICT Learning environment & Classroom Mgm’t Pedagogy Communication & Counselling Administration & Organization Reflective practitionerProfessional development Personal/prof’l conduct Communication & Collaboration

13. Click to edit Master title style Approaches/Stages: Examples Technology literacy Knowledge acquisition Knowledge deepening Knowledge creation Focusing on technological progress Focusing on pedagogical progress Focusing on teachers’ career path

14. Click to edit Master title style Example 1: Korea

15. Click to edit Master title style Example 2: Jordan Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation Increased participation ICT as subject ICT literacy Traditional pedagogy with some ICT Central control Increased participation ICT as subject ICT literacy Traditional pedagogy with some ICT Central control Blended learning ICT embedded in the curriculum Digital content School-based decisions Empowering ERfKE II Blended learning ICT embedded in the curriculum Digital content School-based decisions Empowering ERfKE II Project-based learning Real world problem solving No paper text/test School autonomy and accountability Project-based learning Real world problem solving No paper text/test School autonomy and accountability Knowledge- building pedagogy Communities of practice Continuous innovation Knowledge- building pedagogy Communities of practice Continuous innovation The Knowledge Ladder Now 2015 20202025 Adopted from Kozma, R. (2012). Transforming Education Workshop on Policy Development, Bangkok, Thailand

16. Click to edit Master title style Group work: Identifying domains (Worksheet B) Step 1: Based on the identified needs from Worksheet A, come up with 4-6 domains that can meet the training needs. You can refer to the existing framework (UNESCO ICT CFT and NCED draft national teacher competency standards) Step 2: Discuss and decide the number of levels or stages for the competency standards, specifically for the context of Nepal. (the example given is for four stages) Step 3: You may need to discuss the division of labor for each stage depending on the structure of your ministry (e.g. NCED for inservice and TEI for preservice). Domains Needs to address (from Worksheet A) Pre-service graduates (ICT literacy) Proficient teachers (Knowledge acquisition) Highly accomplished teachers (Knowledge Deepening) Lead teachers (Knowledge creation) Do not write

17. Click to edit Master title style THANK YOU. Jonghwi Park (j.park@unesco.org)j.park@unesco.org ICT in Education, UNESCO BANGKOK (www.unescobkk.org/ict)www.unescobkk.org/ict