ࡱ> C@AB9(   & "PowerPoint.Show.80BMicrosoft PowerPoint Presentation/ 00DArial San1(0(z[ 0 DTimes New Roman(0(z[ 0  DWingdingsRoman(0(z[ 0 0DLucida Sans Unicode0(z[ 0 "@ .  @n?" dd@  @@`` H(   !#$%' 0AApf3f@8ʚ;ʚ;g40d0d@z[ 0ppp@ <4ddddl 0\1 <4BdBdl< 0 @0___PPT10 ___PPT9^VnL+%㨹O3!`PNG  IHDR asRGBcPLTE!!!BBBkccsssRJJ911111)))便{{{RRRkkkZZZ֭skkB99cZZ999)!!|7 cmPPJCmp0712,JQtRNS0J`IDATnAaUh: te)Kܿ gAcN2JmݛeGMU9^yW?{gMܤ`j{5nLIENDB`t(?  %0vPOLICY ISSUES IN TEACHER TRAINING: PERSPECTIVES AND STRATEGIES FOR SOUTHEAST ASIA Arief S Sadiman SEAMEO Secretariat Fw#,f.,,f%,S 1PRIORITY IMPROVING QUALITY OF HUMAN RESOURCE Z2 $$$3(3 EDUCATION AND TRAINING<$VPROBLEM PROVIDING GOOD QUALITY EDUCATION AND TRAINING TO ALL CHILDREN AND CITIZEN ZW J$f$3(3! QUANTITY & QUALITY OF TEACHERS&" $3GENERAL POLICY Improving quality education Expanding access to learning opportunity IMPROVEMENT OF TEACHERS & TEACHING-LEARNING PROCESS QUALITY 4E$@3#7USE OF ICT IN EDUCATION AND TEACHING-LEARNING ACTIVITY88 3Increasing 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 P,0E!+APPROACHES TO PRE-SERVICE TEACHER EDUCATION,, 3Full 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 certificationh"*CATEGORIES OF IN-SERVICE TEACHER EDUCATION++ 3Formal 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 schoolsZ  BRUNEI DARUSSALAM$3XA Master Plan for ICT in Primary and Secondary Education was developed in 2000. 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 YYCAMBODIA $3Localized teacher training based at the school or school cluster; Since 1995 conduct primary school in-service teacher training by distance, under Distance Learning Education ProjectLAO PDR$3Professional 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 s INDONESIA $3!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 "Z", N MALAYSIA $3f4 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 0PPPg> Q $MYANMAR$3Use 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) ( PHILIPPINES $3Establish Centers of Excellence and Centers of Development, in all disciplines , incl. Teacher Education Integrate the use of ICT in pre-service teacher training Promote the use of iCT as an integral part of T-L process$ SINGAPORE $3+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,,THAILAND $3National 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 2001-05, 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 softwareZPp9VIETNAM$3lMOET Action Plan on integratin of ICT into T-L process (2001-2005) 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 practicesmZm O"ISSUES RELATED TO THE USE OF ICT ##$3 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 6"NREQUIRED TEACHER COMPETENCIES 3Teachers 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 learning68PlP8STRATEGY $3To 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. N`PlPP` ESSENTIAL REQUIRED COMPONENTS$3'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)j( <Z U> @ (  TARGETING TEACHER DEVELOPMENT 3Existing 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.P> G I % ITraining helps teachers transform lifeless equipment into useful tools. 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