Introduction

This series of national workshops is designed to help relevant MOE officials build their capacity in reforming their teacher training and development programmes into competency-based ones. More specifically, this workshop provide a step-by-step guidance for not only developing national ICT competency standards for teachers but also fully operationalizing the competency standards to guide, monitor and accredit teacher training programmes.

A country may choose to start the pre-service teacher training (initial training) or the inservice professional development. Or one may choose to start both at once. In any case, it is strongly recommended 1) making the two programme coherent and continuous and 2) to align the competencies with the national education vision and goals.

Preparation

Before convening a national workshop, it is strongly suggested carrying out a readiness assessment for teachers of your country. This will help understand where the teachers are currently at in terms of using ICT for teaching and learning and where they should be in order to achieve the national education goals and vision. The suggested instruments for the teacher readiness assessment can be found at: [link].

The participants of the workshop should be those who will be actually writing up the competencies and will be closely observing them when implemented. The list may include officials from divisions of MOEs for pre-service teacher training and inservice teacher training, representatives from the qualification and recognition bodies and teacher associations, decision making level academics from teacher education institutions, national experts, school leaders and teachers.

Since the Guidebook and other materials is available online, participants are recommended to bring their own laptops. In case the provision is not possible, one laptop per a group of five would be the minimum requirement as participants will be asked to work on the draft during the workshop.

Workshop overview

The entire process of a competency-based ICT teacher training reform would normally take 1.5 to 2 years according to a UNESCO case study. Accordingly, the process is broken down into three milestones: 1) ICT competency standards development; 2) incorporating ICT competency into teacher training programmes; and 3) assessment and recognition (Figure 1). The duration of each process varies depending on the contexts of the governments.

workshop flow.png


Workshop 1: ICT Competency Standards Development

The objectives of the Workshop 1 are to:
  • Collectively review and understand the current readiness of teachers of the country and compare with the national education goals and vision
  • Introduce participants to diverse approaches to developing ICT competency standards for teachers
  • Provide an overview of the development process of ICT competency standards for teachers; and
  • Identify and draft domains, standards and corresponding performance indicators

The expected outputs of the Workshop 1 include:
  • Clear understanding of teachers’ current and desired readiness
  • Selected approach(s) that are most suitable and beneficial to the country’s context
  • Draft of domains, standards, and performance indicators

Programme for Uzbekistan, Jan2015 (English version)
Programme for Nepal April 2015