3. National Goals and Challenges: Survey of the Work Emerging in the Region; Goals, Progress, and Future Directions
The participants were instructed to form into four groups, select their chairpersons and rapporteurs. The workshop on identifying the key initiatives where the Centres and countries spent their main resources lasted for 25 minutes. The group outputs are shown below:
Group 1
  • Increase students' access to education; increase basic/compulsory free education levels
  • Improve quality of the curriculum and focus teacher training around more efficient/effective pedagogues
  • Adopt international standards
  • Decentralize management/leadership to local levels, from policy to actual implementation
  • Increase community and public participation in schooling
Group 2
  • Enhance competence of teachers and professionals
  • Move to distributed learning at the tertiary level for both degree and non-degree programme
  • Train managers in quality management
  • Train all teachers to succeed
Group 3
  • Institute educational reforms for management change leading to decentralized activities
  • Promote power transfer to local offices
  • Strengthen teacher professional licensure programme to improve teacher quality
  • Increase levels of compulsory education
  • Evaluate responsibilities for quality improvement
  • Block grants and changes in the budgetary system for local authorities
Group 4
  • Improve student performance in mathematics and science
  • Promote learning of a common language and encourage support for multilingual education
  • Decrease urban and rural gap
  • Prepare students for higher order skills, including primary and early childhood
  • Add non-academic admissions criteria for tertiary education such as leadership, team work
  • Promote quality assurance
  • Preserve local cultural values and heritage in the face of globalization.
4. New Opportunities through Public and Private Sector Partnership 
Ms Yidan Wang of Asian Development Bank Institute, Japan gave a lecture on Public-Private Partnership in Health and Education with the aid of power point computer slides. She started by showing a framework of an ideal public health and education and partnership. She also discussed the following:
  • What and Why Partnerships?
  • Distribution of Public-Private Expenditures for Health in Selected Countries'
  • Strengths and Weaknesses of Public and Private Sectors
  • Models of Partnerships
  • Key issues in Developing Partnerships
  • Role of the Government
She concluded that public goods could not rely on market only; partnerships linked with criteria; and maintaining public goods was not public control.
Elaboration on the following issues were sought:
  • Similarity of 1st and 3rd conclusions
  • Governance (Transparency on the role of governments. Financing, Use of Funds, etc.)
  • Examples of public and private sectors using educational technology
  • Ethics on IT (Intellectual Property Rights. Patenting, etc.)
  • Legal Ramifications
5. Exemplars and Best Practices: Relevance for Southeast Asia 
Part 1 was discussed by Mr Spielvogel. He gave some examples on partnerships that worked and did not. He highlighted the programme on the "Learning Village" which was tried out on two US states. He discussed some salient points on technology, particularly: what makes for success in schools, staff development, implementing strategy and support issues of the Programme. A copy of the slides is presented is in Appendix V.
Comments from the participants include the following:
  • Providing one school only is unfair.
  • Highlight few success stories relevant to educational technology.
  • Needs assessment is important before we can apply a certain strategy or invest on relevant technology.
  • Use of technology results to rise in unemployment.
  • Teaching and technology are unique person processes, but are amplifiers, not replacements.
  • Give a conceptual definition of technology as applied to education.
Part 2 was discussed by Dr Anzalone. With the use of power point computer slides, Dr Anzalone presented a figure indicating the progress of educational technology. He defined "technology" as a set of know-how and practical knowledge that is developed in the classroom. He also discussed the type of learning environment that facilitate teaching and learning, based from research findings, such as the following:
  • Active meaningful learning
  • Stimulating varied inputs
  • Accurate, timely feedback
  • Safe, non-threatening environment
He also reported the result of the World Bank Study on Interactive Radio Instruction, as follows:
  • Proven to be effective in 25 countries.
  • Cost effective and affordable.
  • Reaches diverse audience in a variety of subjects.
  • Carries powerful pedagogy.
  • Can be adapted to use technologies, other than radio.
Discussions were focused on the following:
  • Problems in using radios.
  • Time scheduling of educational radio programmes.
  • Cost effectiveness of radios.
  • Conflicting research findings.
  • Possibility of using more channels.
6. Aligning of Educational Needs with Technologies
Mr Spielvogel discussed the following sub-topics:
  1. Educational Technology; is it different this time?
  2. Uses of ICT in Education;
  3. Cynical Optimism;
  4. Visions of Technology Utilization;
  5. Effective Leadership: Developing a vision for ICT in Education; and
  6. Turning Vision into Reality.
A copy of all the slides presented is in Appendix VI.
Discussions were focused on the following:
  • Disparities in access to ICT among SEAMEO Member Countries, between private and public schools, urban and rural, and between sexes.
  • How can SEAMEO Member Countries help each other.
  • Effect of cultural and linguistic factors on ICT.
  • Areas of possible collaboration, possibly software development in Math and Science.
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