1. ICT in Education UNESCO Bangkok
Introduction to
Competency Standards for Teachers:
Key Factors in Successful Integration of ICT in Education
ICT in Education UNESCO Bangkok
Jonghwi Park
Programme Specialist
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education

2. Outlines Why national ICT competency standards for teachers?
Key factors
Suggested steps to develop national ICT competency standards for teachers

3. WHY ICT competency standards for teachers?

4. Is this story familiar to you? (1)

5. Teacher training providers
According to a review of 16 Member States in SEA and EA countries in 2013:
Pre-service Training Provider (N=16)
In-service Training Provider (N=16)
10 ASEAN countries
6 East Asia and Pacific (Australia, China, Japan, Mongolia, New Zealand and Republic of Korea)

6. Is this story familiar to you? (1)
One time course
The same group of teachers taking similar courses repeatedly
Only the number of hours matters.
No monitoring and evaluation

7. Is this story familiar to you? (2)
Basic Education
Knowledge acquisition
Knowledge deepening
Knowledge creation
Visions in Education
Your policy vision is here
Your Teacher Development Curriculum in Reality
The history of computers
How to connect hardware
How to use productivity tools ?

8. Why do most ICT policies go nowhere?
Wish list without implementation strategies and resource plan
The policy focuses only on ICT hardware.
Teachers and other ground level implementers resist policy-based changes.
The policy does not have explicit connections with instructional practices at schools.
The policy is organizationally isolated.
The policy does not specify measurable goals.
Current policies are replaced by the new government.
Kozma, R. (2011). Transforming Education: The Power of ICT Policies. UNESCO.

9. 2009 2003 1997 Example 1: Singapore – Coherent Continuum
Strengthening & Scaling
Master Plan 3
Enriching and transforming the learning experiences through appropriate ICT integration
Professional development of teachers
Developing discerning and responsible ICT users
2003
Seeding Innovation
Master Plan 2
Innovation push: FS & Lead ICT schools
ICT Baseline tools
School-based ICT Plan
1997
Building the Foundation
T&L Resources
ICT Skills for Teachers
ICT Infrastructure
Master Plan 1

10. Example 2: Korea

11. ICT in Education Master Plan of Nepal (2013-2017)
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
ICT in Ed Master Plan
Objective 1: Infrastructure
Objective 2:
HR &Teacher Development
Objective 3:
Digital Learning Materials
Objective 4:
Education System (data management)
As Kozma addressed, a policy needs to be translated into implementation strategies and action plan, not just as a project.

12. Objectives of ICT NCST
To serve as a component of an overall ICT in Ed Master Plan
Needs to be aligned with other components of Master Plan
ICT vision and policy
ICT competency standards for teachers
School infrastructure
Digital learning materials
Education System

13. Key factors in successful implementation of ICT NCST

14. Operationalization is more important
Competency standards
Qualification/ Certification
Training/ curriculum

15. Key factors
Identification and involvement of multi stakeholders along the process
Interdepartmental coordination for in-service, pre-service training and other divisions for teacher performance and evaluation
A strong system of teacher preparation and professional development, drawn upon the standards
A performance evaluation system against the standards
A clear recognition/qualification system that motivates teachers to constantly develop their competencies

16. Stakeholders involvement
Countries
Who were involved?
How were they involved?
Australia
Teachers, representatives of teacher professional associations, unions, and teacher education academics.
In consultation process of draft standards development.
Thirty-nine stakeholder groups (among others included key education organisations, teacher professional associations, national bodies, policy makers, employers and school leaders).
In the evaluation of the standards. A National Forum was held to explore perceptions of the success factors for standards implementation.
Korea
Educational experts, policy makers, and school teachers.
In the Delphi rounds for standards development.
Parents and community
Identification of parent support and voluntary services for local communities.
China
Teaching staff, administration staff, and technical staff.
In the investigation and consultations for standards development.
Schools
In the feedback process from implementation.
Kenya and Tanzania
Policy makers, TEIs and universities representatives, teachers, principals, national task force members, and partner experts.
During all stages of activities, from situational and need assessment, contextualization, curriculum mapping, module development, and evaluation.
Involvement of stakeholders is needed to gain buy-in from key stakeholders in both pre-service & in-service educational institutions.

17. Professional Development in Singapore
Why the NIE/Singapore TE21 model is successful?
Ministry
(Policies)
Desired Goals of Education
Schools
(Practices)
Teacher Education Institutions
(Preparation)
Adapted from Goh, C.B. (2014). Teacher Education Model for the 21st Century (TE21), presented at the UNESCO Central Asia Symposium on ICT in Education 2014, available at

18. Suggested steps

19. Six stages
This workshop
Workshop 2
Workshop 3

20. Suggested procedures Expert group consultation
Initial set of PIs
Expert group consultation
Validated set of Pis (please refer to Sample A)
Validation by teachers (Delphi)
Final set of PIs
Validation by experts

21. THANK YOU. Jonghwi Park (j.park@unesco.org)
Mel Tan
ICT in Education, UNESCO BANGKOK (