World Bank Furthering Quality Education for the Future in ...
Transcript of World Bank Furthering Quality Education for the Future in ...
EdTech, World Bank
March 2021
World Bank
Furthering Quality Education for the Future in the Arab States
First: Consider the World Bank’s 5 Principles for EdTech
ASK WHY?:
In this case - the use of EdTech is to support remote learning at home for students during closure of
school due to COVID 19.
DESIGN FOR SCALE:
EdTech interventions must be designed for scale for all students.
EMPOWERED TEACHERS:
Technology should enhance teachers’ capacity and capabilities for teaching and learning. In remote
learning, the parent is now also a “teacher”.
ENGAGE THE ECOSYSTEM:
MOE should consider a multi-stakeholder approach- engaging actors. Telecom companies,
local/global IT companies, publishers, local EdTech startups
DATA DRIVEN:
Set up feedback mechanisms to be able to collect, analyze and respond to feedback, provide Quality
Assurance.
Principle 1
Principle 2
Principle 3
Principle 4
Principle 5
o How should we understand quality assurance when it comes to online/remote learning (RL)?
• Supply (Quality of the service delivered) Vision,Inclusion,Teachers,Data, Ecosystem. Are we reaching all? Does included needed DLR? Are teachers/parents receiving Support?
• Demand (Quality of the learning experience). Is RL working for learners? Is the RL impactful/engaging? Can teachers interact with learners? Can it maintain the retentions rates?
• Coherence: Is multichannel RL enabling the same or different learning experience? • Integrated: Is RL integrated in the overall education policy (EPD) integrating
Remote/Blended• Comprehensive: Jure (policy) – Facto (practice)• Inclusion: Are we addressing inclusion (disability, language, Access, learning needs)• Comprehensive (360): Infrastructure- Devices- Contents- Teachers – Institutional Capacities
• Experience: How do learners qualify the learning experience?
Will depend on what we define as the objectives of RL
o What measurement tools do we have to monitor and evaluate online/remote learning?
• USAID: A Roadmap for Measuring Distance Learning https://www.edu-links.org/resources/roadmap-measuring-distance-learning
• Online Learning Consortium: The State of Online Learning in the Kingdom of Saudi Arabia: A COVID-19 Impact Study for Higher Education https://eric.ed.gov/?id=ED608878
• CIEB EduTec Guide: Diagnosis tool to monitor adoption level of educational technology by teachers and schools in public schools. https://cieb.net.br
• EU (DigiCompEdu): SELFIE is a free tool designed to help schools embed digital technologies into teaching, learning and assessment. https://ec.europa.eu/education/schools-go-digital/about-selfie_en
• MENTEP: self-assessment for reflecting pedagogical practice using ICT http://mentep.eun.org/tet-sat
• Danish: DIGITAL COMPETENCE WHEEL an Online Testing Tool That Maps Digital Competences https://digital-competence.eu
World Bank: EdTech Readiness Index: 6 overarching components: School Management, Teachers, Students, Devices, Connectivity, and Digital Resources (in partnership with Imaginable Futures)
What challenges are we facing in-terms of quality assurance measurements?
• Scale and Equity (how we reach the most marginalized). For Everybody• Not only monitoring the supply but also the take up (longitudinal)• Integrate techno and human components (& inst. capacities)• Will RL remain as something “dissociated” from in person L? (We all learn 100% blended)
• Mobile first (and offline friendly when possible)• Test new approaches (quality of the experience). E.g. Fragmenting Contents – Duration
• Learning analytic (addressing privacy concerns)
• Elephant in the room: Research show us patchy picture of Digital Technologies for learning, what do we have to do differently?
Teachers’ Effort
Content Knowledge
Pedagogical Skills
Basic Inputs
Basic Infrastructure
Monitoring & Accountability
Intrinsic Motivation
Attraction
Selection & Deployment
Support
Evaluation
Teachers’ Skills
Standards
Monitoring
Operational Management
Instructional Leadership
Core School Functions
School Knowledge
Management Practices
Managerial Skills
Capacity for Learning
Nutrition Programs
Health Programs
Center-Based Care
Caregiver Skills Capacity
Clarity of Functions
Selection & Deployment
Support
Evaluation
Learning
Inputs & Infrastructure Learners
School Management Teaching
Financing Quality of Bureaucracy National Learning GoalsMandates & AccountabilityImpartial Decision-Making
Attraction
Caregiver FinancialCapacity
Student Attendance
5 Areas to Consider
Platforms
Content
Hosting
Connectivity
Training & Support
• Learning Management Systems• Video Conference System• Standardize as much as possible
• Use own existing content• Supplement with International content/ free Open Resources• Align to the university program/course/ curriculum structure
• Local university• NREN hosting• Public Cloud
• Zero rating LMS sites• Negotiating reduced data costs with Telcos• Explore Universal Service Funds (USF)
• Training for teachers• Help Desk • SMS/ Social Media
Mobile First