WGDEOL Coordinators

Nieshaakem Kaviraj
a Sukon
James-Sarr

WGDEOL WGDEOL Coordinator

Coordinator Manager-Research
ICT and Distance Learning Human Resource
Specialist UNESCO BREDA Development Council
Nieshaakema JAMES-SARR Dr Kaviraj Sharma SUKON
WGDEOL Coordinator WGDEOL Coordinator
ICT and Distance Learning Specialist Manager-Research
UNESCO BREDA Human Resource
12, Avenue L. S. Senghor, BP 3311 Development Council
Dakar, Senegal IVTB House, Phoenix
Telephone: (221) 33 849.23.23 ext. 2342 Republic of Mauritius
Fax: (221) 33 823.86.23 Telephone: (230) 258 2472,
Email: a.sarr@unesco.org (230) 435 7245
Fax: (230) 696 8851
E-mail: ks.sukon@gmail.com
WGDEOL: Objectives
Help African Govt., Educational Org., NGOs enhance Access,
Global Equity and Quality of Teacher Training and Education thru’ DEOL

WGDEOL Strategy Provide synthesis and coherence to ODL initiatives

through partnership: ADEA WGs, IICBA, IITE, AVU,
TESSA, ACDE, ICDE,..

Consolidate 4 Pillars
1. Research: Importance of T-S, S-S in DEOL process
2. Capacity Building: Training of Teachers & documentalists.
3. Advocacy: Sensitize key policy/decision makers
4. Coordination: Optimal & Efficient use of resources

Develop Models Architecture for DEOL systems, instructional design,

teaching, evaluation and assessment.

Website to share information.

 Massive Student Enrollment
More funding for basic and primary
“The universities of the 20
education …
sub-Saharan French-
Setting up time bomb in universities.
speaking countries of Africa
enrolled 400,000 students
More children in schools = more
in 2005 but will have to
children who want to go to college.
cater for two million in
2015” [Polygreen 2007]
 Widespread Teacher
Side Note: In 1984, justShortage
half of
Senegalese children went to primary Critical Questions
school, but now more than 90
percent do.
How do you reach these children?

Who is going to teach them?

WGDEOL Steering Committee Meeting

Economic Success and Social Fairness/Justice

World Class Skills:

More Educated/skilled pairs of hands

More seats in
More children higher
training/education Under-staffed &
receiving basic institutions Over-crowded
education Schools

Small Budget /
Number of trained
teachers
 ICTs to the Rescue???
Not exactly!
Yong Zhao’s argument: An Ecological Analysis of Technology Diffusion in
Schools and Its Implications for Teacher Professional Development

Teachers
and
Students

The strategy will determine whether these tech tools, these new
species will thrive and ultimately have a positive affect on all
“biotic components”.
Open
Source

It’s rich.. free…Updated

 It’s not Tech
No. of PCs in
School
On-going
or a Professional
Development
Integration
1- Day Teacher
training On-going of Technology
Support in Teaching
does not Integration of
New & Old
guarantee Technologies
Learning

but the Teach!

  ICTs are being used to leverage and sustain education reform
in Africa
 But… Are these efforts well coordinated?

 Countless anecdotal stories about how ICTs are present, often

coming from educators in the field
 But…If the presence of technology is improving teacher
efficacy and increasing student competency is all subject
areas…

Where are the comprehensive and consolidated baseline data

reports so project planners and field experts don’t spend time and
money recreating the wheel?
Questions raised about sustainable development…

Who is going to fund

these initiatives?

 Donors Past the pilot phase,

 Governments continued funding is
based on research-based
 Private Sector results.
 Civil Society

Success stories alone may pull heart strings,

but not purse strings.
Not the presence of technology…but the utilization of technology
Are learners that have assess to these “tech tools” being
taught how these instruments can…

 Individualize their learning

experience and address issues
that will personally affect
their success

 Improve their core skills:

Writing
Reading Comprehension
Mathematical Reasoning
Problem-solving skills
Not the presence of technology…but the utilization of technology
Are educators that have assess to technological tools
effectively showing learners how these “tech tools” can..

 Individualize their learning

experience and address issues
that will personally affect
their success

 Link them to academic and

human resources within their
community and beyond their
learning environment
Not the presence of technology…but the utilization of technology

Are Teacher Training Institutes…?

 Training educators how to best utilize the technology available within

their environment to meet specific educational objectives and support
their curricula/ training program

 Demonstrating how technology can support inquiry-based learning,

enhance communication, extend access to resources, guide learners to
analyze and visualize data, enable product development and
encourage expression of ideas

 Training educators how to evaluate learners' work and assess the

impact of the technology.
Not the presence of technology…but the utilization of technology

Are governments being exposed to valid research that

prove the immediate and long term benefits of these
tools and then being challenged to…

 Engage experts to develop strategic technology plans that

are aligned with the goals and objectives of the National
Curriculum

 Find ways to make appropriate structural changes in the

school day and class scheduling to support engaged learning
with technology.
OpenED aims to use Open-source course management
systems to train educators to design, maintain, and evaluate
online content and learning to support and extend national
curriculum and training programs, including the non-formal
sector. More widely, OpenED aims to support teacher
training institutes to undertake their ICT-based systemic
renovation and also to meet the immense needs for training
of other priority sectors for development, including literacy,
health, and agriculture. Taking advantage of the Open
Educational Resources movement and relying on digital
solidarity, it also aims to launch a collaborative teachers’
international e-community.
 Increasing quantity of well-trained and
competent educators
 Preparation and On-going Professional
Development
 Open access, multi-level, multi-disciplinary
course bank

ACCESS & QUALITY

UNESCO ADEA
BREDA

Working Working
Group Open Group
and on
Distance Teacher
Learning Profession
 Making Article 26

a
reality

The Open Source movement aims

to design, disseminate, and promote
hardware and software which
enable users to freely benefit from
the contributions of a global
academic community.
 SADC: Mauritius, South Africa, Botswana,
 EAC: Rwanda, Burundi, Kenya
 Central Africa: Cameroon, Democratic Republic de Congo
 West Africa: Senegal, Mali, Gambia, Cape Verde, Benin, Cote
D’Ivoire, Ghana, Togo, Burkina Faso, Nigeria
 North Africa: Tunisia, Morocco
Build capacity to offer quality training to an Effective integration of technology across
increased number of educators across the disciplines and grade levels throughout the
region region

Provide the region with a core group of

Help educators gain access to the highest quality
educators trained in the creation, maintenance,
pedagogical training available
and evaluation of ODL

Offer time flexibility that makes it possible for Provide on-going hands-on experience that
more educators to participate in on-going makes it realistic for educators to translate
professional development opportunities workshop experiences into classroom practice

Build a community that can work together Develop leadership capacity and expertise of a
toward a common goal of using technology to select group of educators and administrators
help meet educational goals across the region
 Need Assessment:
 Interviews and focus groups [20 teachers representative of our
teacher’s population].
Focus groups to assess information (i.e.- participants’ current level of
technology use and comfort level with technology) and to gather their
suggestions into how technology can be better integrated into their
education programs.
 Eleven Key informants, ODL Specialists, will be invited to a
Preparatory Workshop during which they will create the modules,
video tape portions of the course, write the conceptual framework for
the OpenED Course Management Platform, and write the strategic
plan and syllabus that will be used to train master teachers.
 Final revisions will be made to the program taking into consideration
input from the pilot phase prior to implementation.
 440 440 4400 4400
Teacher Trainers Teachers to Courses
to Receive the In-Service Designed by
Receive In-
ODL Specialists Teacher OpenED
Service
Training Courses Training via trained
Moderated the OpenED Teachers

PHASE 3
 ADB USAID PRODERE-AO
 AMIF Cisco Reli@
CRDI RIFEFF
 AMF
DDC Solidarité
 AMVF Confemen Laïque
 AMSN Rifeff L’Agence
 Apreli@ Ernwaca Mondial de
 AUF ENERSA solidarité
Google Numerique
 AVU
Rocare William and
 BRIDGE San Microsystems Flora Hewlett
 TESSA OIF
 OIF OCDE
 World Bank PESI
 Gates
Microsoft ALL OTHERS
Intel
 HP Apple WELCOME
 AVU COL
 Educators participate in the courses created and facilitated by OpenEd trained ODL
specialists. Distance learning courses will include include readings, multimedia
content, activities, and participation in an online discussion and most will culminate in
a final curricular project for classroom use.

 Upon completion of the training course, the core team of ODL Teacher Specialists will
join colleagues from across the country in an ongoing forum developed by the
OpenEd Network.

OpenED Network: Forum

Trained facilitators and designers from
each country will share ideas and tips and
collaborate on local and national projects.
  Train educators how to
Project: connect with other
African Society educators within their districts
and outside the region to
for Educational compare successful strategies
for teaching with technology.
Technology
 Show learners how to
(ASET) collaborate on real-world
projects so they learn how to
work with their peers to solve
real-world problems
 Train stakeholders at all levels
how to capture, synthesize,
and report their data so that
their “lessons learned” can be
incorporated into policy briefs

 Organize regional and global

workshops on ICTs in
Education for policy makers
 Organize professional development activities to gain
experience with various types of educational technology and
learn how to integrate this technology into the curriculum.

 Create opportunities for learners to share their ICT- supported

activities publicly--through demonstrations, public service, etc.
Use these occasions to inform policy makers and community
members of the kinds of learning outcomes the school/learning
environment is providing for learners through the collaborative
use of ICTs.
 African Society of Education Technology
(ASET)

Train: capture, Operational Train educators

synthesize, report Framework to connect
qualitative & locally and
quantitative data regionally and
Lessons Learned create a forum
into Guides. Train learners to for this
connect locally exchange
and regionally

Organize Regional Workshop

to develop framework

Organize on-going PD activities

Provide forum to display/share work