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ICT in EducationUNESCO Bangkok
Developing Competency Standards (1): Identifying Domains
Jonghwi Park Programme Specialist
ICT in Education, UNESCO BangkokAsia and Pacific Regional Bureau for Education
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• Step 1: Reflecting Education Goals (Worksheet A)• Step 2: Identify domains/areas (Worksheet B)• Step 3: Set the standards for each domain
(Worksheet C)• Step 4: Draft competency performance indicators
(Worksheet D)• Step 5: Draft a full development plan (Worksheet E)
Overview
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• By the end of this module, TFT will be able to - Identify 5-6 domains that are most relevant to the current
needs of Nepal- Decide the development levels/stages of teacher
competencies
Objectives
What are the competency standards?
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• Combination of knowledge, skills and attitudes that an individual uses at work, school or other environments
What are the competency standards?
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• Areas/Domains -> Competency standards -> Performance indicators
What are the competency standards?
01 Area/domain
01-01 Competency standards
01-01-a Performance indicator
01-01-b PI
01-01-c PI
01-02 CS
01-02-aPI
01-02-bPI
Click to edit Master title styleDomain, Standards and Indicators
Domain
CS-1
PI-1-1
PI-1-2
CS-2
PI-2-1
• Key areas of competency. • Should address all aspects of
teachers’ work .
• A unit of competency.• Basic outline of the
knowledge and skills required in the given area.
• Specific knowledge, skills and attitude that a teacher should be able to demonstrate.
• Stated in observable terms.
Domains
Click to edit Master title style• Identify 4-6 domains/areas that your group think
would be the most relevant to the current needs of Uzbekistan. (Drawn on the needs analysis)
Step 1: Identify Domains/Areas
Click to edit Master title styleSamples: ICT competency standards and domains
Title Domains/Areas
Australia Australian Professional Standards for Teachers (APST)
Professional knowledge Professional practice Professional engagement
Korea ICT Skills Standards for Teachers Information gathering Information analysis and processing Information transfer and exchange Information ethics and security
Teacher Competency for SMART Education
Fundamentals Field Practices
China ICT Competence Standards for National Primary and Secondary School Teachers
Awareness and Attitude Knowledge and skills Implementation and Innovation Social Responsibility
Kenya & Tanzania
ICT Competency Framework for Teachers for SIPSE Curriculum Pathways
Policy Awareness Curriculum & Assessment Pedagogy ICT - Internet Organization & Administration – Classroom Management Teacher Development
Click to edit Master title styleRefining domains with UNESCO ICT-CFT
Nepal’s National Competency Standard Domains
UNESCO Domains
Subject content knowledge Understanding ICT (policy)Pedagogical knowledge Curriculum & Assessment Learners’ diverse needs ICTLearning environment & Classroom Mgm’t
Pedagogy
Communication & Counselling
Administration & Organization
Reflective practitioner Professional development Personal/prof’l conductCommunication & Collaboration
Click to edit Master title styleApproaches/Stages: Examples
Technology literacy
Knowledge acquisition
Knowledge deepening
Knowledge creation
Emerging Applying Integrating
/embeddingTransforming
Focusing on technological progress
Focusing on pedagogical progress
Graduate teachers Proficient teachers Highly accomplished Lead teachers
Focusing on teachers’ career path
Click to edit Master title styleExample 1: Korea
Click to edit Master title styleExample 2: Jordan
Basic Education
Knowledge Acquisition
Knowledge Deepening
Knowledge Creation
• Increased participation
• ICT as subject• ICT literacy• Traditional
pedagogy with some ICT
• Central control
•Blended learning• ICT embedded in
the curriculum•Digital content• School-based
decisions• Empowering
ERfKE II
•Project-based learning•Real world
problem solving•No paper
text/test• School autonomy
and accountability
•Knowledge-building pedagogy•Communities of
practice•Continuous
innovation
The Knowledge Ladder
Now 2015 2020 2025
Adopted from Kozma, R. (2012). Transforming EducationWorkshop on Policy Development, Bangkok, Thailand
Click to edit Master title styleGroup work: Identifying domains (Worksheet B)
• Step 1: Based on the identified needs from Worksheet A, come up with 4-6 domains that can meet the training needs. You can refer to the existing framework (UNESCO ICT CFT and NCED draft national teacher competency standards)
• Step 2: Discuss and decide the number of levels or stages for the competency standards, specifically for the context of Nepal. (the example given is for four stages)
• Step 3: You may need to discuss the division of labor for each stage depending on the structure of your ministry (e.g. NCED for inservice and TEI for preservice).
Domains Needs to address (from Worksheet A)
Pre-service graduates (ICT literacy)
Proficient teachers (Knowledge acquisition)
Highly accomplished teachers (Knowledge Deepening)
Lead teachers(Knowledge creation)
Do not write
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THANK YOU.
Jonghwi Park (j.park@unesco.org) ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)
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