Dr. Tayseer AlNoaimi The 2015 International …. Tayseer AlNoaimi The 2015 International Technology...
Transcript of Dr. Tayseer AlNoaimi The 2015 International …. Tayseer AlNoaimi The 2015 International Technology...
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Transforming Education: The Power of ICT (Lessons from Review of Smart Education Projects in Selected Arab
States)
Dr. Tayseer AlNoaimi The 2015 International Technology Leadership and
Instructional Technology Summit Taipei, Taiwan
November 21st, 2015
Structure of Presentation
• Overall Development Context in the Region
• Overview of Education Reforms in the Region
• Case Studies:
- Jordan Education Initiative
- Mohamad Bin Rashid Smart Learning Project
- TEAM Model Smarter Schools
• Lessons learnt :
- Risk Factors
- Right Drivers for successful ICT Integration in Education
All Arab countries, except for few countries, have indices in the minus which indicates little and slow progress on most of the MDG goals and indicators. The Arab Region is the only developing region that has been showing increase in poverty and hunger since 1990 MDGs Achievement Index (MDGI) for Arab Countries
Source: UN and LAS (2013)
Source: Data for 1990 and 2000 are based on World Bank 2013. Data for 2012 are ESCWA estimates.
Incidence of extreme poverty, based on the international poverty line at US$1.25 a day
Extreme poverty has increased and the rate of reducing undernourishment is below the target by 20% still.
Fiscal and Economic Context
In general, economic growth has decreased and countries’ debt has increased Consequences on rates of unemployment- since the economy is unable to absorb the youth entering the labor market- where it has soared to 15% in 2013 Economic insecurity leads to issues and concerns at multiple levels such as limited social protection and satisfaction and could ultimately lead to political instability
Youth unemployment rates (%)
Total unemployment rates (%)
Pre-Primary Gross Enrollment Rate: Few countries higher than 70%
Arab Region among the lowest : Only a quarter of Arab children are attending pre-primary education and are going on to Grade 1 with some previous schooling experience( on average .5 of a school year) leaving quality aside, 8 % points increase from 2000 compared to 17% points World-wide
0 20 40 60 80 100
Algeria
Djibouti
Iraq
Kuwait
Libya
Morocco
Palestine
Saudi
Syria
UAE
Most Recent 2000
0 20 40 60 80 100
World
Arab States
Central and Eastern…
Central Asia
East Asia and the…
Latin America and…
North America and…
South and West Asia
Sub-Saharan Africa
50
23
72
32
62
73
85
50
18
2011
2000
Despite noticeable progress, Arab countries have not yet achieved universal primary education where they are at an average of 89% Adjusted Net Enrolment Rate (ANER) in 2011,10 percentage point increase since 1999 & still below World average
• Advancement in the region is comparable to that of the world(10% points) •Steeper increase between 2000 and 2007 but then it more or less plateaus(World) •Arab Region had a not so steep but steadier increase over the 12 year period.
0 20 40 60 80 100
Algeria
Djibouti
Iraq
Kuwait
Libya
Morocco
Palestine
Saudi
Syria
UAE
ANER Primary
Goal 2 ANER Most Recent Goal 2 ANER 2000
0 50 100
World
Central and…
Latin America…
Sub-Saharan…
91 89
96 97 95 98
78
2011
1999
80.71 85.67
89.18
70
80
90
100
2000 2007 2012
World
Arab States
Out-of-School Children-Primary
Despite significant progress in system expansion, close to 5 million Arab Children are still out of school( 8.4% of all out-of-school children world –wide): 60% are females compared to 53% world-wide
0
10000
20000
30000
40000
50000
6000057,186
4,823 732 290
5,118 2,726 1,249
12,450
29,798
3.757 M out-of-school Arab Adolescents, 55% are Females Out-of-School Adolescents 2011(000)
World
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
Latin America and the Caribbean
North America and Western Europe
South and West Asia
Sub-Saharan Africa
69,413
3,757
1,129
397
8,944
1,494
583
31,277
21,832
Adult Illiterates amount to M 773,549 world-wide of which M 47,603 are Arabs(67% are Females, 90% in 6 Countries), 8% decline since 2000( 12% decline World-wide)
Distribution of illiterate adults by region Illiterate Adults
0 200000 400000 600000 800000
World
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
Latin America and the Caribbean
North America and Western Europe
South and West Asia
Sub-Saharan Africa
773,549
47,603
4,919
290
89,478
35,614
407,021
181,950
Goal 4: Youth Illiterates amount to 98,431,000 world-wide of which 5,170,000 are Arab youths(63% are females compared to 57% world average)
0
20000
40000
60000
80000
100000
120000
Variable but low performance with almost 100 points less than World average( 1.5 Grade below expected World Student) 47% of Arab Grade 8 students are performing below low benchmark
366
371
380
394
404
406
406
409
410
425
449
456
500
524
0 200 400 600
(41) Oman
(40) Morocco
(39) Syrian Arab Republic
(37) Saudi Arabia
(36) Palestinian Nat'l…
Arab states
(35) Jordan
(34) Bahrain
(33) Qatar
(30) Tunisia
(25) Lebanon
(23) United Arab Emirates
TIMSS Scaled Centrepoint
Top 20 countries
TIMSS - Grade 8
Mathematics
27%
46%
47%
48%
27%
53%
45%
61%
39%
57%
64%
25%
11%
47%
0% 20% 40% 60% 80% 100%
United Arab Emirates
Qatar
Bahrain
Palestine
Lebanon
Saudi Arabia
Jordan
Oman
Tunisia
Syria
Morocco
TIMSS Average
Top 20 countries
Arab states
TIMSS 2011 - G8 Mathematics
Below Low benchmark Low benchmarkIntermediate benchmark High benchmarkAdvanced benchmark
Variable but low performance: 72 points below scale centerpoint 37% of Arab G8 students are performing below low benchmark
376
406
419
420
420
426
428
436
439
449
452
465
500
528
0 100 200 300 400 500 600
(41) Morocco
(40) Lebanon
(37) Qatar
(36) Palestinian Nat'l Auth.
(34) Oman
(32) Syrian Arab Republic
Arab states
(31) Saudi Arabia
(29) Tunisia
(28) Jordan
(26) Bahrain
(23) United Arab Emirates
TIMSS Scaled Centrepoint
Top 20 countries
TIMSS - Grade 8 Science
25%
30%
42%
28%
41%
41%
46%
32%
37%
28%
61%
21%
9%
37%
0% 20% 40% 60% 80% 100%
United Arab Emirates
Qatar
Bahrain
Palestine
Lebanon
Saudi Arabia
Jordan
Oman
Tunisia
Syria
Morocco
TIMSS Average
Top 20 countries
Arab states
TIMSS 2011 - G8 Science
Below Low benchmark Low benchmarkIntermediate benchmark High benchmarkAdvanced benchmark
Conclusions Despite Commendable progress over the last 15 years •Education For All is an unfinished agenda
• Only a quarter of Arab children are attending pre-primary education and only a
percentage of that quarter would have had quality early childhood education • Universal primary education not completely achieved: ANER .89 • Despite significant progress in system expansion, close to 5 million Arab
primary education Children are still out of school • NER in secondary despite progress is still low(.63) • 3.7 Million Arab adolescents are out of school • Share of TVET dropped from 14% to 9% • Significant Progress in adult literacy (77%) and impressive increase in Youth
Literacy Rates • 47.6 Million adult Arabs(67% are Females, 90% in 6 Countries) are illiterates of
whom 5.17 are Arab youths • Arab region has achieved more noticeable progress in Gender Parity compared
to other goals but not in gender equality • Quality defined as measurable learning outcomes especially in literacy,
numeracy, and essential life-skills to be achieved by all learners is the biggest challenge and Arab States are lagging behind on International Assessments
•The evolving context for a post-2015 framework is dramatically different than that at the turn of the millennium
• increased instability
• slow economic growth rates,
• high levels of unemployment especially among youth,
• increased insecurities and
• deepened financial crisis.
Mix of Successes and Failures
Focus was on technical aspects out of its contextual factors
Focus was more on inputs than on Results
Reform is more of a project- based rather than a deeply embedded transformation
movement
Reform is centrally developed and designed rather than in an inclusive manner/Top-
down
Lack of accountability mechanisms and a coherent monitoring and evaluation
framework
In conclusion,
Lots of Energy, Little light
Most, if not all, reforms have
• Followed almost patented approaches that originated elsewhere (despite a rhetoric of being home-grown and grassroots…)
• Been developed by local and expatriate experts with limited popular participation
• Resulted in projects and programs to address each and EVERY concern that have been:
• Bounded by levels and domains • Running simultaneously in parallel • Managed largely independently • Loosely-coupled; not well-aligned and linked
• Taken a lot of time and money to implement
• Enjoyed limited success
• Been difficult to sustain
• And led primarily to new reforms
ICT Integration Cycle
Jordan Education Initiative JEI
Phase I – Laying the foundation
2003-2007
JEI Start… • An initiative of His Majesty King Abdullah II, launched in 2003
• First PPP program in education launched under WEF
• Partners MoE, MoICT, local ICT private sector and global private sector
• Introducing innovation and integrating ICT in education
• Investment of over 30 million USD in phase one.
JEI Phase II – The Institution…
2008 onwards
One of Her Majesty’s Queen Rania Al
Abdullah non profit organizations
working on education
Holistic Approach
Pilot
M&E
Report
Rollout
Research
&
Innovate
Technical Infrastructure
• Math Whizz Busythings
• Eureka
• Sunflower for Science
• UCMAS
• Texas Instruments
Stimulating critical thinking & problem solving skills in
math and science
• E-blocks AlHudhod
• Rosetta Stone Little thinkers
• Clicker 3asafeer
• MyOn
• Kurzweil
• Busy things
Developing Literacy skills
• Classmate PC
• 1 to 1 using 3G
• Smart Schools
• Pop up classroom
Personalized
Learning
• Innovative teachers
• Oracle Thinkquest
• Innovative schools
• Project Management for students
Collaborative projects
• Oracle Academy (Alice)
• Hello world kids
• Apptrainers
• Students Programming Initiative with Microsoft
Developing programming and coding skills
• Four nations
• Youth Talk
• Voices for change
• T21
Improving communication Skills and intercultural
awareness
Creating a 21st Century Ecosystem
Mohammed Bin Rashid Smart Learning Program
The program launched
In 2012
ASPIRATIONS WAS THAT EACH CHILD SHOULD
HAVE HIS OWN LEARNING DEVICE
Maximising every learner’s potential –
improved participation, attainment and progression
INFRASTRUCTURE & CONTENT
SUPPORT
SCHO
OL PRINCIPAL TEACHER
HOME PARENTS
LEARNER EXPERIENC
E
Technology-
confident,
effective
schools
Engaged and
empowered
children and
families
Flexible and
sustainable
architecture
STRATEGIC APPROACH
Inside the School
Anytime Anywhere Learning
Teacher devices Smart Boards
Student Devices
Principals
4G 4G
مركز البيانات
Classroom
PROGRAM NUMBERS 2015/2016
40 Schools in DUBAI
63 Schools in SHARJAH
21 Schools in AJMAN 11
Schools in UMM AL QUWAIN 46 Schools in
RAK
27 Schools in FUJAIRAH
TOTAL NUMBER
OF STUDENTS 34,513
a
NUMBER
OF CLASSROOM
S
1,735
208
2015
146 2014
Program in numbers
Learning and content gateway for
40,000 Users Stude
nt
tables
34,513
Laptop for
Teachers
5,295 Smart
Boards
1,735 Classrooms
w i t h Interact
ive
content
3,254
Technical training for
5,000 trainees 40,000
Users
for the
data
center Technical
support
team serves
208 schools
Call Center
service Tools and
software
for 40,000 user
s
Professional
dev. for
72 Principals
Program in numbers
Mechanical, electrical, and
plumbing 208 1,735 Classrooms Schools
40 + Supportive
reports
and
researches
Project
management
activity
documents
375+ 262 MDF
Rooms Main distribution
frame 6 Implemented
Pilots In
30+ Schools
Program in numbers
Current Development Status • Over 100 TMSC implemented across Jordan, Sudan, and Dubai.
• Schools are starting to add tablets into the original smarter
classroom.
List of TEAM Model Smarter Schools • Modern Systems Schools, Jordan
• Islamic Educational College, Jordan
• Al-Sabilah School, Jordan
• Al-Hikmah Elementary School, Jordan
• Huwarrian International School, Jordan
• New English School, Jordan
• University of Jordan, Aqaba, Jordan
• Zarqa University, Jordan
• Sudan International Smart School, Sudan
• Technology Education Project Sudan (TEPS)
• Rising School, Dubai, UAE
• Cutting Edge, Dubai, UAE
Modern Systems Schools, Jordan
Started with 1 IRS Smarter Classroom in 2013 21 TBL Smarter Classrooms with tablets now!
Al Sabilah School
Grand Opening in September 2015! Smart Building with 6 Smarter Classroom
Pilot Project in Jordan One-Year Project IRS in Semester 1 Tablets in Semester 2 3 Public Schools Beit Ras Basic Girls Marj Al Hamam Girls Thouqan Hindawi Boys
Paradigm shifts
Education around the world is experiencing major paradigm shifts in educational practices of teaching and learning under the umbrella of ICT enabled learning environment .
A shift in pedagogy and integrating ICT into education
Two types of pedagogy: Namely instruction and construction
The former approach is the traditional method.
ICT can contribute to a movement towards constructive teaching approaches and constructive teaching processes can lead to greater use of ICT in education.
Construction Instruction
Learner centered Interactive Teacher center Didactic Classroom Activity
Collaborator Sometimes expert
Fact teller Always expert
Teacher Role
Collaborator Sometimes expert
Listener Always learner
Student Role
Relationships Inquiry and Invention
Facts Memorization
Instructional Emphasis
Transformation of facts Accumulation of facts Concept of Knowledge
Quality of understanding Quantity Demonstration of Success
Criterion referenced Norm referenced Assessment
Communication, Collaboration. Information access, expression
Drill and practice Technology use
Changes in Teachers’ Roles
To from
Guide & Facilitator of Knowledge Transmitter of knowledge
Creator of Learning Environment Controller of Learning
Collaborator & Co-learner Always Expert
Using ICT to Enhance Learning Learning to use ICT
Interactive/ Experiential/Exploratory Didactive/ Expository
Changes in Learners’ Roles
To from
Active Learner Passive Learner
Producer of Knowledge Reproducer of Knowledge
Autonomous Learner Dependent Learner
Collaborative Learner Solitary Learner
Learning to Learn/Think/Create & Communicate Solely Learning Content
Changes in Curricula & Delivery
To from
Inquiry Based Memorizing Facts
Authentic Learning Artificial Teaching Exercises
Open & Flexible Delivery
(Any Time & Anywhere)
Rigid Delivery
(Fixed Time & Space)
Multi Path Progression Single Path Progression
Using ICT In Education: Some of The Risk Factors
•Lack of teachers support There are several main areas to consider here: the lack of teacher confidence and resistance to change, the lack of ICT Skills training for teacher support for the use of ICT within learning environments. ▪ Do as I Say, Not as I Do
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▪Technology Before Pedagogy
Technology is often introduced into the classroom with no thought on how it can be used for effective teaching . Where ICT is aligned with a sensible pedagogy, it can improve learning outcomes.
▪Information Overload and lack of Discrimination
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• Implementation Failure:
- Absence of a Shared Vision
- Variances in Objectives: technology is integrated when it is used in a seamless manner to support and extend curriculum and to engage students in meaningful learning. It is not something one does separately.
- Planning and Leadership
- Lack of access and Resources( Adequate technology)
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• Technology Lead Pedagogy:
Investing in and assuming that the digital world will carry the day vs instruction.
No successful country became good through using technology at the front. Without pedagogy in the lead technology may be driving us to distraction, with the child’s digital world detached from the school world.
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Risk – reducing Strategies 1. Adequate basic ICT skills training is required for all teachers .This training needs to be reinforced on a sufficiently basis to maintain pace with technology changes ( e.g. every year). 2. ICT –enabled pedagogy training is required for all teachers so they can embed ICT within their teaching strategies in an effective manner. 3. Teachers must have access to timely and effective ICT support within the school environment . 4. Teachers need to champion ICT and integrate it seamlessly into their pedagogy and to use ICT as much as they expect of their students. 5. A new technology must not be introduced into a learning environment until a suitable pedagogy exists to use that technology. 6. As with teachers, students need to see the value of using technology to improve their learning outcomes. ICT must empower students through control of the technology, and through this control they will be motivated towards better learning outcomes.
7. Pedagogy matches Technology:
Technology will be a dramatic accelerator if we can put instruction and skilled, motivated teachers
and students in the lead. This is the necessary impetus to reverse the trend of technology racing ahead of pedagogy: learning and instruction will become the driving forces, so we will ride the technology wave instead of being at the mercy of a powerful, but intrinsically aimless, phenomenon.
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Right Drivers to Successful Integration of ICT in Education
1. The learning–instruction–assessment nexus.
2. Social capital to build the profession.
3. Pedagogy matches technology.
Power new pedagogical innovations with technology. 4. Systemic
synergy.
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