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“Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration Project”
Dr.Dadajon Sayfurov. 1-2-December Seoul, Korea.
CASE OF UZBEKISTAN
Age of children 7 8 9 10 eleven
12 13 14 15 16 17 18 19 20 21 22 23 24
Grades / levels 1 2 3 4 5 6 7 8 9 I II III I II III IV I II
Type of training Schools Secondary specialized
professional education(SSPE)
Higher Education (Bachelors Degree)
Higher education masters (Masters Degree)
Number of educational institutions
4 948 pre-schooling 9 692 general schooling
1 583 73
Students 4 520 826 1 629 517 258 226
Teachers 383 625 116 311 22 459
Student teacher ratio
11,8:1 14:1 11,5:1
I. Overview of Education System in Uzbekistan
OVERVIEW OF EDUCATION SYSTEM IN UZBEKISTAN:
Country Policies and Strategies on Teacher Education
•Nationalized Target
•State socio-economic prioritiesSDG4•National Program of improving quality of higher education in
Uzbekistan 2016-2020 HE
•State Program on improving quality of SSPE for better employmentSSPE
•Education sector plan for 2013-2017MoPE
http://www.edu.uz/uz/pages/surov/
1. MoHEhttp://www.metod.uz/surovnoma/
2. Center of SSPE
http://akt.uzedu.uz/
3. MoPE
27 552 teachers in 14 region
4. All respondents
OVERVIEW OF EDUCATION SYSTEM IN UZBEKISTAN:
Survey of readiness of teachers to begin implementation of ICT in education
OVERVIEW OF EDUCATION SYSTEM IN UZBEKISTAN
RESPONDENTS
9% 27%3%
RESPONDENTS
6 053 university teachers
RESPONDENTS
10 568 teachers of academic lyceums and colleges
RESPONDENTS
10 931teachers of primary
schools
MoPE Center of SSPE MHE
OVERVIEW OF EDUCATION SYSTEM IN UZBEKISTAN:
SURVEY RESULTS
Re
sult
s (k
ey f
eat
ure
s)
27 % man
73 % woman
64 % respondes ages 31-40 y.
60 % resp. have 5-10 y. pedagogic activity
100 % resp. working at the state education system
70 % resp. think ICT can improve teaching quality
79 % resp. are using internet by their professional activity
Text processing 70 % everyday;
30% 2-3 times in a week.
II. Overview of In-service Teacher Education System in
Uzbekistan
Teacher Education
System
The Ministry of Higher and Secondary
Specialized Education
68 universities with retraining faculty,
16 centers of in-service TE
Frequency: 288 Hours every 3 years
Center for Secondary Specialized Professional
Education
68 universities with retraining faculty,
16 centers of in-service TE
Frequency: 144 Hours every 3 years
Ministry of Public Education
1 Central TTI, 14 regional TTIs,
Frequency: 144 Hours every 5 years
MAIN ACTORS ON DEVELOPING OF ICT STANDARDS
Public Education Higher Education
Secondary Specialized and
Professional Education
THE STATE REQUIREMENTS FOR ICT COMPETENCIES
UNESCO
Why focus on in-service teacher education system?
Advantages:Strong political
will and support
On-going update of teacher
education curricula;
Adaptation of the number of
new literatures;
Infrastructural improvements are in process
(hardware upgrade);
Expanding broadband
Internet network;
Mentoring system of
“Master and young
teachers”.
Larger size of coverage of
beneficiaries
The procedure of developing “State ICT requirements of the Republic of Uzbekistan”
Workgroup Active teachers UNESCO experts
Draft of the
ICT standard
Remake the draft
version
with suggestions
Changing the whole competency
based curricula
1. Expectations exceeded
ES<PS (Quality surprise)
2. Expectations met
ES~PS (Satisfactory quality)
3. Expectations not met
ES>PS (Unacceptable quality)
The modern
competency based
ICT standard for teachers
The Presidential Decree on 12 June 2015:“On measures to further improve the system of retraining and advanced
training for managers and teaching staff of higher educational institutions”
The
de
cre
e m
ean
s:
Improving pedagogical and professional level of professors and teaching staff of universities
Thorough study of the latest advances in theory, research and applied research
Thorough study of technological progress and innovation on teaching disciplines
Thorough study of modern methods of organization of educational process
Radical renewal of the qualification requirements
Radical renewal of curricula, programs
Updating methods of retraining
Widespread use and integration of ICT in education
The procedure of developing “State ICT requirements are part of the whole teachers competency”
№ Training modulesThe distribution of the
teaching load
1. Legal framework of higher education 5%
2. Advanced educational technologies and pedagogical skills 15%
3.The implementation of information and communication technologies in the educational process
10%
4. Practical course of foreign language 15%
5. Fundamentals of system analysis and decision-making 10%
6. Specialist subjects 30%
7. Teaching practice 10%
8. Qualification certification 5%
Total 100%
Table 1 - The typical structure of the curriculum of the training course for the administrative and teaching staff of higher educational institutions
ICT-CFT is integrated standard within in-service teacher education
ICT-CFT
Analysis of ICT in Education№ Class Volume of the lesson(hour)
Primary school
1 5 17
2 6 17
3 7 17
4 8 34
5 9 68
Total: 153
College and lyceum
1 1-course
1602 2-course
3 3-course
Total: 160
Higher education
1 Bachelor 148
2 Master 60
Total: 208
Total: 521
ICT in primary school ICT in SSPE
Analysis of the volume of ICT in education
№ Meetings & Events Deadlines Responsible person/Agency Type of submission of
results
Note
1 Formation of the working group 2015 February. UNESCO, CABINET OF MINISTERS OF
THE REPUBLIC OF UZBEKISTAN, MoHE,
MoPE, SSPE.
The decision of the
Cabinet of Ministers
2 Preparation of survey 2015 march. Workgroup Survey project
3 Consultation on the draft of survey 2015 march. Experts form UNESCO, MoHE, MopE,
SSPE, Workgroup
Final version of survey
3 The development of the initial draft
standard
2015 April. Workgroup First Draft of the standart
4 National seminar 2015 April. Experts form UNESCO, MoHE, MopE,
SSPE, Workgroup
First version of the Competency Standards
5 Implementation of ICT readiness
assessment of teaching staff
2015 April-may. MoHE, MopE, SSPE Survey results
6 Collect and analyzing survey results 2015 may-June. Workgroup Preparation of reports,
an initial list of standards
7 Implementation of measures to finalize
the draft standard by teachers
2015 august-
September.
UNESCO, MoHE, MopE, SSPE The agreed version of the
standard
8 Consultation on draft standards 2015 September. Experts form UNESCO, MoHE, MopE,
SSPE, Workgroup
On line
9 Inter-agency coordination 2015 October. The agreed version of the standard Final version of the
standard
Action plan of the “Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration Project”
Development of ICT Competency Standards for Teachers in 2015
TFT established:
MHE, SSPE, MoPE, UNESCO, IITE
ICT-CFT drafted
National consultations and
reflections on draft ICT-CFT
Further update of the ICT-CFT
Inter-agency endorsement of the
ICT-CFT
February - 2016
Representatives of the ministries and departments responsibility to take decisions in the field of ICT in education
Representatives of the ministries
- Scientists and experts on ICT in education
- Project Task-force-team members
MoPE,MoHE, Center of SSPE
UNESCO Bangkok,UNESCO TashkentUNECO IITE
UNESCO
First National Workshop: January 2015 Participants are:
Expert Workshop on the first draft of the Competency Standards (April 2015)
Lore IpsumTo change color level, click the color then drag up or down to adjust. To change number, click the text and change accordingly.
Aligning the Identified ICT Competencies with Teacher Training Curriculum - 2016
MoPE
22 Hours
Course Name: ICT in
Education
Course Name: Advanced ICT in Education
CSSPE
24 Hours
Course Name: ICT in
Education
Course Name: Advanced ICT in Education
MoHE
28 Hours
Course Name: E-pedagogy
Course Name: Advanced ICT in Education
NATIONALLY ENDORSED ICT-CFT: 6 Domains/25 competences
№ Theme Theory Practice Self learning
1 ICT in education 2
2 Media competency and information security. 2
3 Internet in education. 4
4Authoring environment in pedagogical activity. The basis of lesson desighn.
2
5 Creating of training content. 2
6 Creating of e-portfolio. 2
Total – 14 hours 4 8 2
Aligning the Identified ICT Competencies with Teacher Training CurriculumOUTPUTS of Higher Education: E-Pedagogy
№ Theme Theory Practice Self learning
1 Multimedia technologies and environments for education. 2 2
2 Virtual education systems. 2
3. Internet and it’s educational services. Mobile learning principles.
2
4. Education management systems (LMS). 2
5 Open education systems. 2
Total – 14 hours 6 4 4
Aligning the Identified ICT Competencies with Teacher Training CurriculumOUTPUTS of Higher Education: Advance ICT in Education
ACTION PLAN FOR 2016
Action Timeframe Results Participants Resources and support needed
1 Approval of the curriculum April 2016 Curriculum MoHSSE,
SSPE
2 The participation of foreign experts
and specialists for the training of
the trainers
May-June 2016 The training of the trainers UNESCO,
MoHSSE, SSPE
Attracting foreign experts (UNESCO, KERIS)
3 Development of training materials July 2016 Educational materials MoHSSE, SSPE The experience leading countries (South
Korea, Singapore, Malaysia)
4 Publication and certification August 2016 Publication of educational
materials
UNESCO,
MoHSSE, SSPE
The development and deployment of digital
contents …
5 The implementation of the training
programs
02.09.2016 Launching pilot courses UNESCO,MoHSSE, SSPE
The analysis of the comments from the participants of the pilot courses
6 Adjustment of training programs
according to the results of a pilot
course
June 2017 The new curriculum and
learning content based on the
ICT competency of UNESCO
UNESCO,MoHSSE, SSPE, the Institutes of improvingqualification
Foreign expert partners
The Ministry of Public Education
Course Name Information technologies in education
Course Credits
Course Description Knowledge of the nature of normative legal documents for the further development of information technologies and innovative methods of theirimplementation used in the educational process;
Using the information technologies in improving the efficiency of education, introduction of automated methods for the teaching process, organization ofcomputerized training process, mastery of skills to use the software tools, activating the teaching activities;
Issues of procedural and institutional protection in the process of information and communication technologies usage, information security andprofessional ethics;
Using the Internet resources and e-mail services, networking technologies, multimedia, e-textbooks in the teaching activities, mastery of skills according tothe requirements for the pedagogical-psychological and educational standards of the information provided for the trainees;
Contact Hours/week 10 hours (8+2 hours)
Prerequisite Competency requirements on the use of ICT of the pedagogic staff in the continuing education system: 1a, 1b, 1c, 1d, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 4c, 4e4d, 4f, 5а,
5c, 5d.
Course Objectives At the end of the courses, the participants should be able to:
Understand the nature of the state policy, government regulations, normative documents of the Ministry of Public Education on the further development of i
nformation technologies;
use text editors, spreadsheet, presentation and graphics editors for their teaching practice;
Further improvement of skills in creation of information and didactic products for use in the professional activity;
Aware of potential issues in media and information security and promote safe and ethical use of ICT;
Achievement of reaching a new level of quality and efficient use of various Internet resources in the professional activity;
Use the virtual world for the purpose of co-operation, exchange of experience and self-facilitated development;
Enhancement of knowledge, skills and qualifications for such concepts as the suitability of the data sent via email, culture of information acquisition, forum, virus,
spam, pop-up window, e-citizenship, rules of ethics, normative legal documents, intellectual property , personal data and password in order to ensure the
information security.
CURRICULUM 1
SAMPLE OF THE CURRICULUM OF THE HIGHER EDUCATION
(in-service teacher education programe of Universities)
Total 28 hours
Course Name E- pedagogy & methods of designing profession-focused (subject-specific) information environment
Course Credits
Course
Description
Collaborative working during the retraining and requalification of professors and teachers, the methods of designing information environment in professional activities,
the means of preparing animation presentations, understanding the practical and pedagogic software for creating the learning materials.
Contact
Hours/week
14 hours= 7 academic hours =7*80= 560 minutes /2 weeks (auditor 6 academic hours= 6*80=480 minutes/2 weeks)
Prerequisite 1a, 1b,1c, 1d, , 2a,2b,2c,3a,3b,3c,4a,4b, 4c,4d,4e,4f, 5a,5b,5c,5d, 6c,6b, 6d (ICT CFT)
Course
Objectives
- Using information communication technologies in pedagogic processes, enhancing the
understanding of normative documents on using information communication technologies and their implementation in education;
- Using practical and pedagogic software in the pedagogic activity and implementing the assessment system of the knowledge level of the learners;
- Organizing the learning process using the pedagogic programs;
- Using the Internet and its capabilities in education;
- Collaborative working;
- The concepts of media-competency and information security, personal data security, and using programs for protecting the hardware;
- The basics of designing the educator’s personal, professional information environment, as well as educational resources;
- The perspectives of e-pedagogy.
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1 A. The Role of Information communication technologies in improving the quality of education. (80minutes lecture)
B. Media-competency and information security (80minutes lecture)
C. Using the Internet technologies in Education. (160 minutes practice)
Week 2 A. Using practical and pedagogic programs in pedagogic activity. The basis of pedagogic design. (80minutes practice)
B. Creating learning components and using them in the process. (80minutes practice)
C. Developing the e-portfolio of the educator (80minutes self-education practicum)
CURRICULUM 1 – Higher education
SAMPLE OF THE CURRICULUM OF THE HIGHER EDUCATION
(in-service teacher education programe of Universities)
Course Name Advanced educational technologies
Course Credits
Course Description Enhancing the skills and knowledge of trainees on: the modern multimedia devices and technologies; using virtual reality
technologies in education process (virtual laboratory, simulators, virtual exploring, etc.); the Internet and cloud based collaboration -
capabilities and security; mobile and open educational resources.
Contact Hours/week 14 hours for 2 weeks= 7 academic hour*80=560 minutes / 2 week (auditoria- 5 academic hour/2 = 5*80=400 minutes/ 2 week)
Prerequisite
2b,3c,4a,4b,4d,4e,5c,6a (ICT CFT)
Course Objectives - Demonstration of Multimedia hardware and software in Education;
- Introduction to Virtual educational environment: administering, selecting and assessing the virtual simulations and tools;
- The potentials of 3D technologies;
- Possibilities of cloud based technologies in education, Media literacy and information security;
- Overview of Mobile technologies in teaching, learning and assessment;
- Overview to Learning management system (LMS) and Content management system (CMS).
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1 A. Educational Multimedia technologies and tools (80minutes lecture, 80minutes lecture presentation)
B. Working in the Virtual educational environment (80minutes lecture and 80minutes practicum)
C. Media competency. Mobile learning.
Week 2 A. Using learning management systems(LMS) in education.(80minutes practicum)
B. Open educational resources
CURRICULUM 2 – Higher Education
CURRICULUM 1 SSPE
Course Name
ICT in management of Education of SSPE
Hours 12
Course Description This course is designed to enhance the capacities of education managers by effective use of ICTs.
Course Objectives - Using information communication technologies in management process of the Education, use of
normative documents;
- Using activity and implementing the systems of ICT in management;
- Management of educational processes (learning, teaching and assessment);- Using the Internet and its capabilities in education management;- Collaborative management (team building);
- The concepts of media-competency, information and hardware security, personal and work-related
data security;
- Enhancing management of Education by using the possibilities of ICT;- The perspectives of e-management in SSPE.
CURRICULUM 1 for Teachers
The Center of SSPE
Course Name ICT in Education (SSPE – this subject of the course is inherited from the national regulative framework)
Hours 24
Course Description This course is designed to enhance the capacities of SSPE pedagogues by effective use of ICTs in teaching, learning and
assessment.
Course Objectives Using information communication technologies in pedagogic processes, enhancing the understanding of normative
documents on using information communication technologies and their implementation in education;
Using practical and pedagogic software in the pedagogic activity and implementing the assessment system of the
knowledge level of the learners;
Organizing the learning process using the pedagogic programs;
Using the Internet and its capabilities in education;
Collaborative working and CPD;
The concepts of media-competency and information security, personal data security, and using programs for
protecting the computer;
The basics of designing the educator’s personal, professional information environment, as well as educational
resources;
The perspectives of e-pedagogy.
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
week 1
10 hours
A. State policies and regulative framework on the use of information communication technologies in education provision.B. Being able to use the technical and software capacities of information communication technologies
week 2 14 Hours C. Designing the ICT integrated teaching, learning and assessmentsD. Effectively employing information communication technologies in the educational process and in professional
CURRICULUM 2 for Teachers
The Center of SSPE
Unified criteria for teachers on ICT competencies
ICT-CFT may provide solutions on Media literacy
and internet security challenges in the country
Education system transformation prompted towards 21st Century skills
by ICT-CFT introduction
Accelerate wider use of ICTs
for effective pedagogy
Enables teachers to self-educate making use of the potentials of
ICTs (MOOCs and mobile learning)
ICT-CFT is resource and time consuming – targeting all teachers
Impact and challenge
Succ
ess
fact
ors Facilitating inter-agency works
Making use of government vertical effectively – Resolution from the Cabinet
of Ministers to enable inter-ministerial works
ICT-CFT necessitates decent ICT infrastructure and connectivity
ICT in Education Master Plan with precise funding, short and long term mechanisms
for the improvement of the ICT infrastructure is developed
ICT-CFT teacher education is time and resource consuming
Focus will be given to cascading the teacher education, online self-learning
promoted, school-based mentoring (ustoz-shogirt) (peer-learning) will be scaled
Being aware and up-to-date with the recent technological developments
Networking and collaboration with inter-state and international experts
Issues Solutions
NEXT STEPS in 2017
Full
imp
lem
enta
tio
nFinalizing the ICT-CFT
curriculaEndorsements of the
curricula
Development of course content
Analogue of the Korean SMART content
Development of the assessment indicators of the
course
Integrated ICT-CFT Assessment indicators of the teacher education curricula
Preparation of the teacher educators
Workplan of 2017 y.Action Timeline Results/Outcomes Main participants/partners
Necessary resources
and support
1 Finalizing the ICT-CFT teacher education curricula as
per comments received from international experts,
intended for the retraining of the teaching staff
2017
By February
Endorsed ICT CFT curricula by
three ministries of education
TFT, UNESCO Tashkent
MoPE, CSSPE, MHSSE
Expert Feedback to
draft national curricula
2 Preparation of the course content on the modules “E-
pedagogy’, “Advanced ICT in Education” with the
support of the international experts
January-March
2017
digital collection of the course
content, digital textbook books,
web resources
TFT –TTI experts, UNESCO
BGK and TAS, KERIS, ISTE and
other experts
Technical input and
resource samples from
international experts
and UNESCO
3 Preparation of the ICT-CFT course assessment
indicators
April-June
2017
Assessment indicator set of the
ICT – CFT curricula
TFT –TTI experts, UNESCO
BGK and TAS, KERIS, ISTE and
other experts
Technical input and
resource samples from
international experts
and UNESCO
4 Preparation of teacher educators nationwide
September 2017
At least 160 teacher educators will be prepared
TFT-TTIs, UNESCO BGKand TAS, KERIS
Master Trainers
5 Development of the Monitoring and
evaluation of the project impact
2017
Sep-Dec
M&E indicators TFT-TTIs, UNESCO BGKand TAS, KERIS
Technical input and
resource samples from
international experts
and UNESCO
WORK PLAN 2017
