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5-Star ICT in Education Programme2016 - 2020

Strategy and Action Plan

© Copyright 2016. All rights reserved.

Government of the Republic of Trinidad and Tobago

Forward[The Chief Education Officer]

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Table of ContentsForward............................................................................................................................................1

Abbreviations...................................................................................................................................4

Executive Summary.........................................................................................................................7

The Desired ICT in Education Outcomes................................................................................9

Focus for the Medium Term 2016-2020................................................................................11

Immediate Next Steps............................................................................................................12

The Context...................................................................................................................................14

Strategic Planning Framework......................................................................................................15

Strategic Planning Methodology and Process............................................................................15

Methodology..........................................................................................................................15

Process....................................................................................................................................18

ICT in Education Vision aligned to MoE’s Mission.....................................................................19

The Current State...........................................................................................................................19

SWOT Analysis.........................................................................................................................21

The Financial Position...............................................................................................................23

The Strategy Map..........................................................................................................................28

MoE’s SMART Objectives, Core Strategies, and Key Initiatives.................................................30

Key Risks and Mitigations.............................................................................................................47

The 5-year ICT in Education Action Plan.....................................................................................53

Summary........................................................................................................................................82

Supporting Mechanisms.............................................................................................................82

Key Institutional Linkages.........................................................................................................84

Appendices....................................................................................................................................85

Appendix I – MoE’s Philosophy for Education..........................................................................865

Appendix II – The Governance Arrangement...............................................................................86

Appendix III – Monitoring and Evaluation Checklist...................................................................89

Appendix IV – Synopsis of Findings and Recommendation: ICT in Education Gap Analysis Report, May 20th, 2015..................................................................................................................92

Appendix V – ICT in Education Training Schedule, 2015...........................................................96

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Appendix VI – Coding Scheme.....................................................................................................97

Appendix VII – MoE’s Organization Structure.............................................................................97

Appendix VIII – Key Entities........................................................................................................98

Appendix IX – 20th Century versus 21st Century Education........................................................101

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AbbreviationsBYOD Bring Your Own Device

CCD Corporate Communications Division

CEO Chief Education Officer

CD Compact Disc

CIO Chief Information Officer

CSR Corporate Social Responsibility

CPDD Curriculum Planning and Development Division

DERE Division of Education Research and Evaluation

DFA Division of Finance and Administration

DPS Deputy Permanent Secretary

DPS-HR Deputy Permanent Secretary – Human Resources

DPS-ICT Deputy Permanent Secretary – Information and Communications Technology

DPS-PM Deputy Permanent Secretary – Performance Management & Evaluation, Transformation Management

DVD Digital Video Disc

EA Enterprise Architecture

eCAL eConnect and Learn Programme

ECCE Early Childhood Care and Education

EDPM Electronic Document Preparation and Management

EFCL Education Facilities Company Limited

EFPPD Education Facilities Planning and Projects Division

EMIS Education Management Information System

ESD Education Services Division

EPD Educational Planning Division

e-Forms Electronic Forms

e-Learning Electronic Learning

ESD Education Services Division

EU Exams Unit

FAQs Frequently Asked Questions

FLOSS Free/Libre/Open Source Software

FY Fiscal Year

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GA General Administration

GCR Global Competitiveness Report

GIS Geographic Information Systems

GITR Global Information Technology Report

GoRTT The Government of the Republic of Trinidad and Tobago

Gov Government

HoD Head of Division/ Head of Departments

HRD Human Resources Division

IAU Internal Audit Unit

ICT Information and Communication Technology

ICTD Information and Communication Technology Division

IM Instant Messaging

IP Intellectual Property

ISP Internet Service Provider

KPIs Key Performance Indicators

LU Legal Unit

LAN Local Area Networks

LSBs Local School Boards

Mbps/MB megabit per second

M&E Monitoring and Evaluation

MEU Monitoring and Evaluation Unit

Min Ministry

Minister Minister of Education

M-Learning Mobile Learning

MMS Multimedia Message Service

MoE Ministry of Education

NALIS The National Library and Information System Authority

NGOs Non-Governmental Organizations

OAS Organization of American States

OJT On–the–Job Training

PAs Principals Associations

PC Personal Computer

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PD Professional Development

PDA Personal Digital Assistant

PM Performance Management

POS Port-of-Spain

PPP Public Private Partnership

PPPMU Programme Planning Projects Management Unit

PS Permanent Secretary

PSIP Public Sector Investment Program

QoS Quality of Service

R&D Research and Development

SCP School Connectivity Programme

SET Senior Executive Team (inclusive of Heads of Divisions)

SSD School Supervision Division

SMS Short Message Service

SSSD Student Support Services Division

TBD To Be Determined

TELE Technology Enabled Learning Environment

TTDU Teaching Education and Teacher Performance Unit

TMU Textbook Management Unit

ToR Terms of Reference

TORRES The TORRES Foundation

TTUTA Trinidad and Tobago Unified Teachers Association

T&T Trinidad and Tobago

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization

UWI The University of the West Indies

VFM Value for Money

VoIP Voice over Internet Protocol

WAN Wide Area Network

WEF World Economic Forum

WiFi Wireless Internet

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Executive Summary“The modern global economy doesn’t pay you for what you know, because the Internet knows

everything. The world economy pays you for what you can do with what you know.” - Andreas Schleicher, Deputy Director for Education and Skills, Special Advisor on Education Policy to the

Secretary-General Organization for Economic Co-operation and Development (OECD)

The Ministry of Education’s Information and Communication Technology1 (ICT) in Education Strategy and Action Plan for the period 2016 – 2020 operationalizes the 5-Star ICT in Education Plan. It actively seeks to provide new opportunities to expand ICT-infused teaching and learning, as well as to improve administration and communication among the various Ministry of Education offices through the implementation of innovative ICT solutions. Education policy stakeholders and policy makers acknowledge that today’s students need to interact with knowledge in creative and innovate ways for global competitiveness. ICT enabled learning environments are widely viewed as effective incubators for this type of student development.

ICT can be used to enhance students’ critical thinking, problem solving, communication and collaboration skills. It can also allow for greater adaptive and interactive learning. When ICT is used in value-adding ways, and is tailored to students’ individual learning styles, it can deepen understanding and engagement. Seymour Papert explains that ICT permits students “to do things that no child could do before, and to do things at a level of complexity that was not previously accessible to children.”2 In addition, research evidence shows decreased dropout rates, improved classroom behavior, and increased proficiency among economically disadvantaged students when ICT is used effectively.

This insight rests at the epicenter of the Ministry of Education’s ICT in Education thrust, and by extension, it is the impetus for this ICT in Education Strategy and Action Plan. The Ministry is fully committed to equipping the nation’s children with the prerequisites for lifelong success, and to improving the quality of each child’s educational experiences. This Consequently, the Ministry will advocate for the use of technology in ways that are grounded in sound child development theory and practice, and will caution against the misuse of technology, especially at Early Childhood and Care Education Centers, as a substitute for active play and human interaction.

As in the case of the National ICT in Education Policy, the ICT in Education Strategy and Action Plan are predicated on the following perspectives-:

ICT is an enabler – no technology can fix bad educational philosophy or compensate for bad practice. Decisions about the use of ICTs shall therefore be based on the desire to improve the quality of classroom instruction as well as the need to achieve specific objectives, including those articulated in the UNESCO sustainable development goals

1 Information and Communication Technology (ICT) refers to the diverse set of tools and resources used to communicate, create, disseminate, store and manage information, such as computers, mobile devices, the Internet, radio, television, telephones, and audio visual equipment. (UNDP, 2000)2 Papert, Seymour. Child Power: Keys to the New Learning of the Digital Century, ://www.papert.org/articles/Childpower.html

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(SDGs) and the Partnership for 21st Century Learning’ 21st century skills inclusive of learning, literacy and life skills

ICT makes “anytime, anywhere” instruction possible. Distance learning methodologies and the use of collaborative tools allow teachers and students to interact from separate locations

ICT supports student-centered pedagogy and instructional innovation – through the effective use of ICT teachers can tailor instruction to students’ learning styles and multiple intelligences, thereby increasing learner engagement and motivation

If designed and implemented properly, ICT enabled education empowers students to be independent learners

ICT is a feasible conduit to deliver education to those unable to participate in the formal education system

ICT is one of the pillars on which the philosophy of lifelong learning can be established

ICT must be incorporated into the education system in value-adding ways, and not solely based on technology trends and fads

The “how” technology is being used is more important than “which” technology is being used

Teachers’ use of ICT is affected by their attitudes towards ICT, their ICT competencies, and their access to ICT tools

Proactive stakeholder engagement and participation must underpin all ICT in Education initiatives

Private sector partnerships must be leveraged to the fullest extent to reduce the financial burden associated with large scale technology implementations

The strategy and action plan span the timeframe September 2016 to August 2020. In conjunction with the ICT in Education Policy, and the 5-Star ICT in Education Plan they set out the strategic intent and roadmap to enhance students’ learning, and the Ministry’s administrative effectiveness. In the present context, ICT in Education refers to more than the integration of ICT into pedagogy and learning. Broadly defined, it also encompasses the expansive and interconnected ICT universe of education management systems, infrastructure, and tools.

The strategy and action plan also represents an agreed and systemic approach to the use of ICT in learning, teaching and administration, engaging schools and offices to be organizations “where people continually expand their capacity to create the results they truly desire, and where people are continually learning how to learn together”.3 ICT can play a significant part in achieving this

3 Peter Senge in The Fifth Discipline: The Art and Practice of the Learning Organization (1990) defines a learning organization; “as an organization where people continually expand their capacity to create the results they truly

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ideal as the ICT in Education 5-Star programme is led by an ICT in Education Steering Committee and a dedicated Technical Team, providing management, implementation and monitoring oversight of all projects and initiatives. Persons in key positions of influence, including Schools Supervisors, Curriculum Officers, Principals and teachers must also be committed and lead by example. As such, they not only have to push for the use of ICT but also enthusiastically use it themselves.

Towards this end, teachers, to whom much of the implementation is entrusted, must be adequately trained to know when, where, and how to use ICT beyond the mere replacement of traditional tools like the blackboard and textbooks. To this end, teaching methodologies and lesson planning must be adapted in support of ICT enabled learning environments. Teachers must be able to “model the learning process for students, as well as to serve as model learners through their own ongoing professional development”4. Teachers must therefore be onboard with the proposed transformation. Therefore, gaining the buy-in of the teachers who will embed behaviors that are consistent with the ICT in Education goals will be paramount. Going forward, there must be meaningful dialogue to crystallize agreement on why technology is being used, and to gain consensus on the benefits of its use.

The Desired ICT in Education Outcomes

To realize desired outcomes, five (5) strategic pathways have been identified:

an ICT in Education Policy and Strategic Action Plan training and professional development of teachers and other educators provision of adequate and appropriate ICT infrastructure in schools curriculum reform a governance structure for the management and coordination of all ICT initiatives

Through stakeholder consultation and input, agreement has been reached on the following ICT in Education outcomes-:

desire, where new and expansive patterns of thinking are nurtured, where collective aspiration are set free, and where people are continually learning how to learn together.”4 http://www.infodev.org/articles/teachers-teaching-and-icts

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ICT in Education Outcomes

Administration Teachers Students Curriculum and Instruction

Infrastructure and Support Resources

A governance structure is implemented to manage and monitor all ICT in Education projects

An Education Management Information System (EMIS) is implemented to automate collection of data for policy and decision-making

A learning management system (LMS) is implemented in all secondary schools

Educational planning, management and school administration are ICT-enabled, efficient and effective.

Training for teachers is designed in alignment with international ICT competency standards

Teachers are adequately trained and empowered to use ICTs in pedagogically meaningful ways

Teachers use ICT tools to store and manage student records and automate administrative functions

Teachers are committed to lifelong learning and retooling of skills

Creativity and entrepreneurship are visibly expressed

Preparedness for life is improved

Students are actively engaged and enjoying the education process

Students’ academic performance is significantly improved

Students use ICTs in a productive, responsible and ethical manner

All students attain 21st century learning, literacy and life skills

A curriculum that encourages innovation, critical thinking and self-directed learning is provided

The school curriculum is developed in conformity with international standards and best practices

Adequate digital resources are available to teachers and students for ICT integration in teaching methodologies

All schools use ICT in the classroom to support the delivery of each subject area in the curriculum

There is robust enterprise infrastructure and reliable Internet connectivity in support of schools' ICT operating environment

Classroom infrastructure is well designed, wirelessly connected and in sustainable use in support of ICT -integrated teaching and learning

Inter-school collaboration and peer support is established, allowing for meaningful interaction among all stakeholders

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Focus for the Medium Term 2016-2020

1. The Curriculum will be at the core of the ICT in Education Agenda; (i) supplying the standards for student knowledge, skills, and attitudes, (ii) setting out the expectations for teaching and learning, and (iii) laying the roadmap for teachers and students to follow. A well-articulated and implemented curriculum will provide the foundation on which ICT is used to enable students to master the requisite 21st century skills and competencies.5

2. Setting the stage for high-quality learning through the use of ICT, the Ministry will pay special attention to infusing ICT across all subject areas; inclusive of the vocational and creative arts. In addition, the Ministry will remain vigilant with respect to the ways in which learning, teaching, and assessment are impacted by the use of ICT. This will include important considerations such as how technology use will affect decisions about classroom size, assessment formats etc. as well as considerations about suitable electronic tools and resources to support the Curriculum, underpinned by impactful teacher training and professional development.

3. The Ministry will seek out ways to make ICT in Education everybody’s priority, and will strive to secure the sustained commitment of administrative officers (e.g. curriculum officers, school supervisors), school leadership, teachers, and parents, since active involvement by key stakeholders will serve as a powerful engine to propel the ICT in Education Agenda.

4. Broad-based community involvement will be sought after, as the Ministry partners with other affiliated ministries, the private sector, tertiary institutions, non-governmental and non-profit organizations. At the school level, the Ministry will build leadership capacity and capability to effectively champion the ICT in Education Agenda.

5. Demonstrable accountability will be encouraged both internally among staff, and externally towards parents/guardians and other strategic partners. The Ministry will put the necessary governance structure in place to promote responsibility, and ownership, with an emphasis on integration and eradicating organizational silos.

6. Performance management will be closely tied to the achievement of ICT in Education objectives. The Ministry will nurture sustainable institutional arrangements and capacity at the school level, which will enable each campus to effectively grow and mature with respect to ICT in Education. The Ministry is fully cognizant that educational impact will

5 Twenty-first Century Skills refers to set of abilities that students need to develop in order to succeed in the Information Age. The Partnership for 21st Century Skills lists three types; (i) learning skills (critical thinking, creative thinking, collaborating, and communicating), (ii) literacy skills (information literacy, media literacy, and technology literacy) and (iii) life skills (flexibility, initiative, social skills, productivity and leadership)

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only be observed if schools embed ICT in Education within comprehensive initiatives that are sufficiently resourced and tracked.

7. Through ongoing research and evaluation, the ICT in Education Technical Team will progressively work to understand emerging technology tools, their relevance in the educational context, their potential for enhancing students’ learning, as well as any associated risks. Every effort will be made to choose technology and devices that support improved curriculum delivery.

Immediate Next Steps

Steering the course of the ICT in Education Agenda will involve a wide cross-section of stakeholders working in concert together. Therefore, a strong governance arrangement is essential. As a first step, the ICT in Education governance structure must be approved and implemented (Refer to Appendix II), with the unambiguous assignment of roles and responsibilities to the Steering Committee, ICT in Education Technical Team, School Supervisors, Curriculum Officers, ICT Division Officers as well as Principals and Teachers responsible for ICT in Education.

As a second step, the Ministry will need to identify those specific processes and capabilities which have to be strengthened in order to meet the requirements of the ICT in Education Program of Work6. These include but are not limited to-:

Building capacity among the Curriculum Planning and Development, School Supervision and Management and ICT Divisions – predicated on a confirmation that the persons are committed to their roles and possess sufficient capability to get the job done.

Pragmatic program design, construction, and implementation – in which assumptions are tested, “best-practices” are applied, and the learning from pilots and past experience is used to inform decisions.

Robust project management – in which reliable criteria and evidence is used to determine the resources needed to produce the desired outcomes – with the understanding that if the resources are unavailable to clear a minimum threshold, then, investments needs be reconsidered.

An upfront assessment of the risks associated with key initiatives and the setting up of an appropriate risk management process – inclusive of mitigation strategies and the systems that can allow for early alerts of possible problems.

6 The ICT in Education Program of Work refers to the initiatives, activities and tasks, along with the accompanying milestones and targets, which need to be completed in order to achieve the desired ICT in Education outcomes.

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Timely and effective monitoring and evaluation with adequate reporting and feedback mechanisms.

Finally, the ICT in Education Strategy must be disseminated across the entire education system, understood by all, and acted upon7. Underlying this, the ICT in Education Action Plan will be appropriately deconstructed into activities and tasks that are aligned with the stated intent and goals. Cooperation will be required at all nodes of the education system for the successful implementation of the ICT in Education Strategy and Action Plan. From the onset, a clear statement about what is to be achieved by the proposed initiatives, and close consultation with persons both within and outside of the Ministry will be sought proactively. In addition, a commitment to execution, as a collective enterprise, must be promoted to ensure that all persons understand their role and are committed to the process.

The potential for value creation lies in a structured approach that adequately manages constraints on money and resources, while inculcating a sense of urgency among internal and external stakeholders vis-à-vis transformation. Inevitably, it will take time, work, and discipline to see results from this ICT in Education Strategy and Action Plan. The detailed work plan which accompanies the strategy and action plan will include key performance indicators (KPI’s), milestones, and targets, with the overarching aim of effectively tracking progress. Also, it must be noted that the ICT in Education Strategy and Action Plan are not static; as such, they may be modified based on policy decisions, financial, technological, or any other critical changes.

7 In the spirit of full collaboration, the Tobago House of Assembly, which has responsibility for administration of Education in Tobago will be actively engaged to ensure that the ICT in Education Agenda is truly embraced as a nationwide undertaking.

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The ContextThe digital revolution has reshaped the ways in which knowledge is constructed, processed, and disseminated. As Andreas Schleicher explains;

“Nations that want a knowledge economy are investing to produce students who can intelligently manage and evaluate information and data. They are moving beyond asking whether students can reproduce what they learned in school. They want to know how creatively they can use what they know, and whether they can extrapolate from it and apply their knowledge in another context. Skills such as critical thinking, creativity, problem solving, and collaboration are at an increasing premium”8

Countries like Singapore, New Zealand, and Sweden have been able to use ICT as an important lever to catapult themselves to higher and higher levels of national prosperity and competitiveness. However, the World Economic Forum’s Global Information Technology Report (GITR) 2015, ICTs for Inclusive Growth, takes a bold stance in its chapter titled ICTs in Schools: Why Focusing Policy and Resources on Educators, Not Children, Will Improve Educational Outcomes, by stating that in developing countries, the lack of success of ICT interventions has been largely due to the misplaced focus on providing more access to technology, rather than on using technology to enhance interaction and engagement.

ICT in Education should nurture students who are able to use, express themselves, and develop their creativity through the use of technology. Given that effective use of ICT in Education must transcend the technology itself, school administrators and teachers must fully understand the ways in which technology can be used to expand and accelerate students’ performance, and the Ministry of Education must equip educators to make the best use of the technology.

Set against this backdrop, the ICT in Education Strategy and Action Plan aim to give rise to new opportunities, while addressing and surmounting current challenges. Emphasis will be placed on developing teacher capacity and competence. The goal is to promote the type of classroom instruction that can foster the development of higher-order skills; laying the foundation for the transformation of learners into digital citizens, who are well-equipped for the information age and knowledge economy.

8 Schleicher, Andreas. 21st Century Education for Student Success and Economic Development in Transforming Education for the Next Generation: A Practical Guide to Learning and Teaching with Technology. http://www.k12blueprint.com/transforming-education-guide

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Strategic Planning FrameworkThe ICT in Education Strategy and Action Plan will be used to; (i) foster consensus among leadership and senior officers on the way forward to achieve the desired results, (ii) Build a solid case for funding support, and aid in resource mobilization, (iii) Provide the basis for meaningful and informed communication with key stakeholders. The work plan and implementation schedule which accompany the strategy and action plan set out in further detail what needs to be done (inclusive of priorities and quick win initiatives), the forecasted costs, who will be responsible, and by when activities should be completed. Robust planning at the levels of the administrative head office, district offices, and schools is imperative. The strategic planning framework is given below-:

Strategic Planning Framework

Strategic Planning Methodology and Process

Methodology

The ICT in Education Strategy and Action Plan have been designed to minimize the types of non-strategic efforts that can occur when individuals attempt to find their “own way” in the absence of clear direction. Through interviews, workshops, consultations with subject matter experts, and leading practice research, the following activities were performed-:

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1. Development of the ICT in Education Vision

2. Completion of a Current State Assessment

3. Completion of a SWOT Analysis and identification of the strategic gap

4. Consultations on strategic objectives, core strategies, and key initiatives

5. Confirmation of alignment of the strategy and plan to the ICT 5-Star Programme 2016 – 2020, the MoE’s overarching values, strategic assets, and stakeholder requirements

Process

The strategic planning process addressed the following-:

What is MoE currently doing with respect to ICT in Education?

How does this compare to what MoE should be doing? (also taking into account national development goals, policies, plans, and international standards)

How can schools, teachers, parents and guardians empower students through the use of ICT to enhance learning and develop the requisite 21st century skills?

What are the processes, competencies and resources that are required to get the ICT in Education outcomes that MoE is seeking?

How can MoE create a results oriented culture supported by adequate ICT in Education accountability, monitoring and evaluation frameworks?

In addition, the process closely examined the ways in which the Ministry could take advantage of potential cost reduction, human capital, institutional structuring, and partnership opportunities to sustainably transform the education system with, and through, ICT.

Assumptions include-:

The appropriate leadership is in place and the required buy-in will be achieved The necessary approvals will be obtained in a timely manner The essential stakeholder engagement will be proactively and purposefully conducted The required resources are available to MoE. These include funding, people, processes,

etc.

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ICT in Education Vision aligned to MoE’s MissionSatisfying the educational needs of the country’s children, and laying the foundation for a productive and innovative workforce, is a complex undertaking that comprises a diverse array of initiatives ranging from curriculum revisions to large-scale infrastructure implementations. Given the multi-faceted nature of this type of endeavor, it must be embarked upon with a deep understanding of what the Ministry of Education is trying to achieve. Moreover, critical offshoots such as an ICT in Education Vision must be well aligned to the overarching vision for Education at the national level. From the onset, the Ministry will give careful consideration to what is required to ensure that the ICT in Education Vision is a shared one, and will strive to provide clear guidance in support of the value-added use of ICT.

The National ICT in Education Vision is-:

To provide 21st century technology enabled learning environments that integrate information and communication technologies (ICTs) into administration and curriculum implementation for-:

Greater creativity and innovation

Augmented critical thinking, problem solving, and decision making skills

Enhanced digital citizenship

Higher levels of student engagement and well-being

More appropriate use of ‘best-practice’ tools and techniques

Enhanced communication, collaboration, and efficient information flow

Technology optimization and effective systems implementation

The ICT in Education Vision is grounded in the Ministry’s mission to educate and develop children who are -:

Able to fulfill their greatest potential

Healthy and growing normally

Academically balanced

Well-adjusted socially and culturally, and

Emotionally mature and happy

It is also consistent with the following guiding principles of the Ministry-:

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Student-centered – The student is at the centre of everything we do.

Engaged Communities – We engage parents and families as the heart of students’ lives, and we support and acknowledge them as the primary guides and decision-makers for students. We engage members of local, regional and global communities as active contributors to students’ learning.

Inclusive – We expect all students will learn in a welcoming environment, regardless of place, culture or learning needs.

Proactive – We plan for a desired future, preventing problems instead of reacting to them.

Shared Responsibility –We acknowledge that education is everybody’s business and therefore expect teachers, the school and education leaders to collaborate with other government and community organizations to foster student learning.

Innovative – We explore new learning opportunities through research, innovation and professional development to ensure continuous improvement of student learning.

Flexible – We enable meaningful and relevant learning through a range of opportunities appropriate to each student’s developmental stage.

Equitable – We ensure that every student will have the benefit of high-quality learning opportunities.

Accountable – We explain to the citizens of Trinidad and Tobago the outcomes of our students and our use of funding.

Transformative Leadership – We believe that people with vision and passion can achieve great things. We therefore empower and inspire our staff and stakeholders to create positive and lasting changes in the education system.

Quality – We are committed to meeting our own quality standards that are driven by the requirements of our customers. Each of us takes charge to ensure that these standards are implemented in our individual area of activity.

Teacher Empowerment – We create the environment for excellence in teaching practice that improves the learning of all students, deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments

Therefore, through this strategy and action plan, the MoE will realize it’s ICT in Education vision by defining an agenda to move the education system from ICT supported learning to ICT enabled learning; an agenda which will be anchored in its mission, principles and philosophy (Refer to Appendix I).

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The Current State Trinidad and Tobago offers free public education from the age of three (3) to the undergraduate university level. Students sit high-stakes examinations at the end of primary school (age 11), at the end of Form Five (age 16), and at the end of Sixth Form (age 18). Approximately forty (40) percent of schools, with the exclusion of “special schools”9, are owned and operated by the Government. The remaining schools are controlled by denominational boards or are privately owned10. Fifty-one (51) percent of schools still receive a significant amount of financial assistance from the Government, although they are not owned by the State. In this scenario the school is administered jointly by the Ministry of Education and the affiliated denominational board.

There are over two hundred and ten thousand (210,000) students in ECCEs, primary and secondary schools nationwide, sixteen thousand (16,000) plus teachers, and more than one thousand (1,000) administrators. The teacher to student ratio at the primary level is one to fourteen (1:14), while at the secondary level it is one to twelve (1:12). There are seven school districts in Trinidad; (i) Caroni, (ii) North Eastern, (iii) Port-of-Spain and Environs, (iv) St George East, (v) St Patrick, (vi) South Eastern and (vii) Victoria; while, the oversight and management of the Tobago school district rests under the purview of the Tobago House of Assembly. Trinidad and Tobago achieved universal primary education in the 1960s, universal secondary education in 2000, and universal early childhood education in 2015.

9 Special schools are institutions which cater to the educational needs of students with physical and/or learning disabilities.10 There are 339 Government-assisted primary schools and 41 Government-assisted secondary schools owned and operated by denominational boards.

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Distribution of Schools by Educational Planning Boundaries

LocationECCE Primary Schools Secondary Schools

Gov/Gov Assisted

Government Gov Assisted

Government Gov Assisted

St. George West

34 34 63 23 9

St. George East

9 19 43 12 6

St. Andrew/ St. David

13 11 29 8 2

Caroni 34 20 50 9 7

Nariva/Mayaro 14 3 18 5 0

Victoria 15 20 78 19 11

St. Patrick 25 17 39 9 5

Tobago 11 13 20 6 2

Sub-total 155 137 340 91 42

Total 155 477 133

Distribution of Teachers and Students at the Secondary Level: Government and Government Assisted Schools (2016)

LocationNo. of Teachers Student Population: Secondary

Secondary Males Females Total Student Pop

Caroni 1,084 6,999 7,657 14,656

North Eastern 645 4,323 2,851 7,174

POS & Environs 1,248 8,361 7,631 15,992

St George East 944 5,919 6,437 12, 356*

St Patrick 772 4,021 3,988 8,009

South Eastern 791 3,757 3,988 7,745

Victoria 36 212 162 374

Tobago 203 726 636 1,362

Total 5,723 34,318 33,350 67,668

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* Excludes figures for Bishops' Anstey High (East) and Trinity College (East)

One hundred and twenty-seven (127) secondary schools in Trinidad have computer labs with an average of fifteen (15) desktop computers per lab. More than three hundred (300) primary schools are equipped with labs, but most of them have under five (5) computers. There are plans to complete the implementation of a further one hundred and fifty (150) technology enabled learning environments at the primary level. At most primary schools there are audio visual rooms to complement the computer labs. Many of these rooms are outfitted with smart televisions, interactive multi-media projectors, and radio/CD players. Presently, there are a hundred and fifteen (115) ICT technicians servicing these computer labs and audio visual rooms.

All secondary schools, and approximately 275 Government primary schools, have 2MB Internet connectivity. However, the Internet service in most schools is very slow with limited bandwidth.

Over the five-year period 2010-2014, three hundred and nine million, three hundred and nine thousand, eight hundred and fifteen dollars and forty-nine cents (TTD$309,309,815.49) was spent on the procurement of ninety-six thousand, four hundred (96,400) laptops. Eighty-seven thousand, two hundred and fifty (87,250) of these laptops were provided to students while four thousand, five hundred (4,500) were provided for use by principals and teachers. On average, seventeen thousand, four hundred and fifty (17,450) laptops were distributed to students per year at an average cost of three thousand, two hundred and eighteen dollars and eighty cents (TTD$3,218.80) per unit.

In September 2014, a pilot ‘smart classroom’ project was launched. It involved ten primary and twel secondary schools. The pilot project was undertaken in collaboration with Samsung and TSTT.

Over the past five year hundreds of teachers have received ICT training in areas such as; ICT leadership in schools, teaching with technology, working with learning management systems, e-learning development tools, lesson and unit planning etc. (Refer to Appendix V for the 2015 ICT in Education Training Schedule). Notwithstanding this investment, less than forty (40) percent of teachers currently use ICT during classroom instruction11.

SWOT Analysis

To be able to properly implement this strategy and action plan, the appropriate resources are required: the right people, adequate funding, and proper systems. The SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis below brings to the fore some key

11 Audit of the e-Connect and Learn One-to-One Laptop Initiative Draft Report (2015)

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considerations with respect to; (i) strengths to build on, (ii) weaknesses to overcome or cope with, (iii) opportunities to exploit, and (iv) threats to reduce or contain.

SWOT table

Strengths Weaknesses

Education access is widespread and enrollment rates are high

The Ministry Education usually receives significant funding. However, the economic downturn has seen severe reductions in allocations to the MoE.

High levels of leadership commitment to broad-based stakeholder engagement is evident

A significant proportion of the existing teacher population already has basic ICT literacy skills

All secondary schools and most primary schools are equipped with computer labs, and over the period 2010 – 2014 secondary school students were provided with Government-assigned personal laptops

Inadequate information management systems, and an overreliance on manual-based processes

Poor information flow and insufficient information sharing, which hinders data-driven decision making, and results in unnecessary duplication of effort

Connectivity is unreliable at several schools

Teachers lack of confidence in using ICT and overall resistance to change

Lesson planning that effectively incorporates ICT is lacking

Lack of MoE approved digital content and the absence of a Learning Management System

Insufficient monitoring, evaluation, reporting and feedback mechanisms

Opportunities Threats

Fifty-four (54) percent of local households have broadband access, and mobile penetration rates are high, setting the stage for “anywhere, anytime” learning

Trinidad and Tobago is already perceived as a regional leader in ICT in Education

Greater teacher and student empowerment through the use of technology

Teachers are receptive to virtual collaborations and pedagogy innovation

Strategic partnerships with global technology vendors can be leveraged for

Shifts in political directive, and the possible displacement of established Education priorities

Poor implementation of complex ICT projects, which leads to unwarranted delays, low uptake, and diminished credibility

Insufficient cost containment for high-value ICT procurements

Inadequate maintenance of ICT assets and untimely replacement of obsolete technology

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their ICT in Education expertise and CSR concessions

Increased affordability of technology devices

Inadequate championing of ICT in Education and low levels of buy-in among teacher, curriculum officers, school supervisors and other key stakeholders

ICT in Education training and professional development do not deliver the anticipated benefits

The ICT in Education Strategy and Action Plan have also taken into consideration the findings from a diagnostic assessment conducted in May, 2015. The primary focus of this gap analysis was on three (3) foundational areas; (i) curriculum, (ii) teacher training, and (iii) ICT projects; as these were deemed to be the core building blocks of a sustainable ICT in Education thrust. However, significant consideration was also given to other factors such as oversight, practice, and climate (Refer to Appendix IV for a synopsis of these findings and recommendations).

The Financial Position

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Estimated Project Costs – November 2016 - September 2017

Infrastructure (App) ($TT) Infrastructure ($TT) Teacher Training ($TT)

1. Education management information system (EMIS)

2.Student incident management system (CRM)

20,000,000

988,377

3. Laptops for use by teachers and students

4.Charging carts for laptops and digital devices

5.MM Projectors

6.School Infrastructure Upgrade

o Improved broadband (100 mbps

oWiFi WAPs

oSupporting infrastructure

7.Technology enabled learning environments (150 primary schools)

8.Aptus Internet Devices

64,526,543

600,000

300,000

22,000,000

874,000

9.Aptus Internet device training – Teachers, IT Technicians

10. INTEL – Teacher training for ICT infusion

11. Commonwealth of Learning (COL) teacher training for ICT Integration

12. UNESCO ICT Competency Standard Level I training for teachers

13. UNESCO ICT Competency Standard level 2 training for teachers

14. ICT training for administrators

6,000

20,000

10,000

15,000

15,000

5,000

Total cost -: TT$99,419,166

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ITEM ESTIMATED COST (TTD)

2015/2016 2016/2017 2017/2018 2018/2019 2019/2020 TOTAL

ICT Policy - - - - - -

Teacher Training 70,000 70,000 70,000 70,000 1,600,000

Laptops 33,100,000 28,558,000 34,875,000 34,875,000 34,875,000 166,283,000

Internet Connectivity/ WAPs 10,200,000 10,200,000 10,200,000 10,200,000 40,800,000

Aptus Intranet Devices 874,000 - - - 874,000

Charging Carts 600,000 600,000 600,000 1,800,000

Computer labs upgrade – Secondary Schools 22,000,000 22,000,000 22,000,000 22,000,000 88,000,000

Computer labs in primary schools 23,716,166 - - - 23,716,166

Multi-media Projectors 300,000 300,000 300,000 300,000 1,200,000

Education Management Information System 20,000,000 20,000,000

TOTAL 33,100,000 99,419,166 65,675,000 65,675,000 65,675,000 344,273,166

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The Strategy MapThe strategy map below will serve as a “ready reference” for the Ministry’s leadership team. It provides a high-level snapshot of the strategy components showing the relationships and interconnections among them. As mentioned above, the Ministry has identified four (4) strategic pathways to the desired outcomes -:

Strengthen Leadership and Encourage a Culture of Innovation Boost Capacity and Promote Effective Administration Enhance Learning Environments and Augment Student Outcomes Improve Teaching, Classroom Management and Assessment Practices

The ICT in Education objectives, core strategies, and key initiatives are mapped to these strategic pathways and identified at the levels of the head office, district, and school.

Critical Success Factors

Critical Success Factors (CSFs) are the essential conditions that are needed to ensure that strategic objectives are achieved. With respect to the current ICT in Education Strategy and Action Plan, the CSFs are;

The ability to build leadership credibility and persuasively advocate for the ICT in Education Agenda

The ability to assign the right people and resources to the right roles and activities

The ability to promote buy-in both at the level of individual schools (inclusive of parents), as well as across the wider education system and among other key stakeholders

The ability to more effectively coordinate actions among staff at the Head Office, district, and school levels (inclusive of timely information flow, communication and feedback mechanisms)

The ability to adequately track and monitor key activities, and to obtain timely approvals

The ability to gather useful management information for effective decision-making

The ability to skillfully manage change and transition throughout the implementation process

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The Strategy Map

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MoE’s SMART Objectives, Core Strategies, and Key InitiativesEmphasis has been placed on establishing SMART (specific, measurable, actionable, realistic and time-bounded) objectives. To aggressively pursue and achieve these objectives requires structured and integrated tactics. The ICT in Education Strategy and Action Plan must be viewed as a cohesive whole in order to facilitate synergy across the areas targeted for intervention. The Ministry will work to intelligently deploy resources while making every effort to avoid duplication. Building on its capabilities, the Ministry will appropriately choose what to do, plan how things will be done, and adequately forecast what it will cost (Refer to the ICT in Education Work Plan for funding requirements for the period 2016-2020). In addition, the Ministry will put the necessary processes in place to improve capacity. The multi-faceted nature of the initiatives to be undertaken will require a rigorous implementation approach in order to realize the stated objectives. In the table below, the ICT in Education objectives, core strategies, and key initiatives are mapped to the strategic pathways, and identified at the levels of the head office, district, and school (Refer to Appendix VI for the coding scheme used within the table).

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SMART Objectives, Core Strategies and Key Initiatives

Strategic Pathway SMART Objectives Core Strategies Key Initiatives

HE

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1. Strengthen Leadership and Encourage a Culture of Innovation

hO.1.1 The ICT in Education Agenda is underpinned by strong leadership, which effectively builds consensus and drives improvements

hS.1.1.1 Implement a well-rationalized governance arrangement for ICT in Education, with clearly articulated roles, responsibilities and accountability mechanisms

hI.1.1.1 (a) Seek approval for, and appoint members to, the committees and teams within the governance structure, and put a robust accountability process in place

hI.1.1.1 (b) Develop both an internal as well as an external stakeholder management plan for ICT in Education, which places strong emphasis on personal responsibility and ownership

hO.1.2 Useful management information is collected and effectively shared in support of timely evidence-based decision making

hS.1.2.1 Implement robust reporting, monitoring and evaluation processes that can track progress and hold persons accountable for meeting targets and delivering on the ICT in Education outputs/outcomes

hI.1.2.1 (a) Review and update all monthly, quarterly, and annual reporting templates/forms to ensure that they include relevant, meaningful, and adequate metrics that can effectively gauge progress and hold persons accountable

hI.1.2.1 (b) Construct the requisite feedback mechanisms that will allow findings from evaluations and assessments to inform resource allocation

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hI.1.2.1 (c) Convert existing manual formats into electronic ones for all reporting, monitoring, and evaluation processes

HE

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OFFIC

E

hO.1.3 The education system is agile and adapts well to, and effectively incorporates, technology innovations

hS.1.3.1 Institute appropriate change management processes for all complex ICT initiatives, which factor and mitigate against the major reasons for project failure

hI.1.3.1 (a) Develop a customized change management process to support each complex ICT initiative, which takes into account MoE’s multiple interfaces, varied stakeholder requirements, and existing operating environment

hS.1.3.2 Create forums for the sharing of thought leadership, research, and lessons learned

hI.1.3.2 (a) Implement a Continuous Improvement Program that utilizes both virtual and face-to-face collaborations to disseminate thought leadership, research and lessons learned

hO.1.4 The contribution of high-performing staff who strive to make effective use of ICT is valued and recognized

hS.1.4.1 Implement creative recognition initiatives that showcase staff’s achievements in the area of ICT integration into learning, teaching and administration

hI.1.4.1 (a) Continue the ICT in Education Innovation Awards for Secondary Schools celebrating teachers who create original and culturally-sensitive digital lessons based on the national curriculum

hI.1.4.1 (b) Introduce the complementary ICT in Education Innovation Awards for the primary

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school level

hI.1.4.1 (c) Introduce an annual recognition ceremony for Excellence in ICT, which celebrates teachers and administrators who ‘go the extra mile’ through the consistent and innovative use of ICT

HE

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OFFIC

E

hI.1.4.1 (d) Offer premium training opportunities to teachers who excel at infusing ICT into their instructional practice

2. Boost Capacity and Promote Effective Administration

hO.2.1 ICT in Education projects in support of learning, teaching and administration are cost-effective and sustainable

hS.2.1.1 Conduct rigorous need assessments, requirements definitions, and upfront planning (inclusive of stakeholder input), prior to the implementation of all major ICT in Education projects

hI.2.1.1 (a) Put the necessary procedures in place to ensure that project officers12 prioritize initiatives and allocate resources in accordance with criteria such as project importance, reach, and potential impact

hS.2.1.2 Consistently apply value-for-money principles to

hI.2.1.2 (a) Set up a standing Technical Evaluation Committee

12 Herein, a project officer is defined as any individual responsible for the oversight of a project throughout the project lifecycle, or any individual responsible for the execution of any key phase of a project.

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all high-value ICT procurements

with the requisite subject matter knowledge to review all ICT tenders in excess of TT$350,000

hI.2.1.2 (b) Create a vendor bank of pre-approved ICT vendors/suppliers for use at all administrative offices and schools

hI.2.1.2 (c) Train procurement/project officers to calculate the ‘total cost of ownership’ for all high-value ICT procurements, and ensure that the appropriate service level agreements (SLAs) are in place

HE

AD

OFFIC

E

hO.2.2 ICT infrastructure, hardware and software are fit-for-purpose

hS.2.2.1 Choose infrastructure, hardware, and software in accordance with rigorous standards, and after performing the appropriate due diligence

hI.2.2.1 (a) Develop the necessary in-house procedures and checklists to support a ‘best-practice’ procurement process for infrastructure, hardware, and software that can fully meet MoE’s learning and administrative needs

hI.2.2.1 (b) Cover the upfront requirements such as; reliable Wi-Fi connectivity, adequate power outlets, appropriate power backup, storage etc. during the ‘design stage’ of all ICT initiatives

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hI.2.2.1 (c) Develop a common set of standards for hardware, systems architecture, and software in support of seamless administration and systems interoperability

hI.2.2.1 (d) Put the essential asset management as well as repair and retirement policies and procedures in place to ensure that ICT assets (e.g. MoE assigned student computers) are capable of meeting user requirements without undue technical difficulties

hS.2.2.2 Implement reliable security and surveillance protocols for both virtual and physical learning spaces

hI.2.2.2 (a) Review and update all security and surveillance protocols, and perform any corrective action needed to close existing gaps

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E

hO.2.3 The enterprise architecture across the entire system is appropriately structured and configured to meet day-to-day operational requirements

hS.2.3.1 Ensure that MoE’s enterprise architecture remains fit-for-purpose, in light of continually evolving user needs in relation to administration and student learning

hI.2.3.1 (a) Conduct annual reviews of MoE’s enterprise architecture, paying special attention to user needs, information access/security and appropriate network segmentation

hI.2.3.1 (b) Segment MoE’s network in a manner that allows student traffic to be apart from the school’s administrative traffic

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hI.2.3.1 (c) Put mechanisms in place to block harmful traffic, and ensure that fundamental such as virus software, authentication gateways, device locks etc. are incorporated

hO.2.4 MoE’s administrative offices and school plants are “future-proof” to the greatest extent possible

hS.2.4.1 Design education facilities with foresight; taking into consideration the growing need for more power outlets, fiber optic cables, ducts etc. in support of technology implementations

hI.2.4.1 (a) Conduct rigorous future-state assessments during the concept/design stage of all proposed education facilities

hO.2.5 Superior ICT technical competencies are available and effectively deployed throughout the system

hS.2.5.1 Restructure MoE’s ICT Division to better meet the needs of the Head Office, district offices and schools

hI.2.5.1 (a) Perform an HR assessment of the ICT Division, with special emphasis on the more effective management and utilization of the ICT technicians who are assigned to schools and administrative offices

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HE

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hO.2.6 The education system optimally uses technology to minimize bureaucracy and administrative inefficiencies. School administration is executed with greater ease and effectiveness

hS.2.6.1 Implement appropriate ICT systems within core and support business processes, with a focus of optimizing, integrating, and streamlining operations

hI.2.6.1 (a) Implement a robust Education Management Information System (EMIS) across the entire system, which allow for an extended range of information and diagnostics to be available in “real time”

hS.2.6.2 Put the institutional arrangements in place that will encourage staff to surrender legacy manual systems and outdated practices, to ensure that the full-functionalities of ICT solutions are leveraged

hI.2.6.2 (a) Phase-out MoE’s manual systems where feasible, making sure to avoid situations in which manual and electronic systems are inappropriately running “in parallel”. The transition should include effective change management and internal stakeholder communications

hI.2.6.2 (b) Host “brown bag” lunch sessions through which staff can learn how to make optimal use of the ministry’s ICT solutions

hO.2.7 Schools have sufficient and appropriate ICT resources to meet their ICT in Education objectives

hS2.7.1 Network all schools with reliable connectivity and put the necessary infrastructure in place to support high availability

hI2.7.1 (a) Provide broadband access speeds of at least 25mbps

hI2.7.1 (b) Equip schools with

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hardware and software to support high availability

hI2.7.1 (c) Put necessary systems redundancy and appropriate disaster recovery procedures in place

HA

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3. Enhance Learning Environments and Augment Student Outcomes

hO.3.1 High quality electronic learning resources and user appropriate devices are available for teachers and students

hS.3.1.1 Apply robust procurement practices for the selection of electronic learning resources and devices (inclusive of extensive stakeholder involvement in setting specifications/ requirements definition)

hI.3.1.1 (a) Appoint a cross-functional Technical Committee comprising of persons with the requisite subject matter knowledge, inclusive of teachers, to give recommendations for all learning resources and devices prior to purchase

hO.3.2 An up-to-date and relevant learning management system that supports high-quality teaching and learning

hS.3.2.2 Compile a comprehensive repository of electronic learning materials, model lesson plans, and virtual classroom content

hI.3.2.2 (a) Implement a Learning Management System (LMS) and Education Content Portal, and ensure that sufficient system administration is in place to keep content up-to-date and useful

hI.3.2.2 (b) Put the appropriate supporting mechanisms in place that will allow teachers to be the designated ‘owners’ of the LMS in order to promote usage and uptake.

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These mechanisms should permit teachers to share learning materials and collaborate with each other in a truly ‘borderless’ context

hI.3.2.2 (c) Promote the development of locally produced and culturally sensitive digital educational content that is aligned to the national Curriculum and meets world-class standards

hO.3.3 The philosophy of ‘anytime, anywhere’ learning is internalized and the practice is evident across the entire system

hS.3.3.1 Promote ‘anytime, anywhere’ learning as a priority

hI.3.3.1 (a) Use a variety of communications tactics to encourage all parents to make Internet services available to students at home

HE

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E

hI.3.3.1 (b) Offer distance education options where feasible to students who are excluded from the ‘mainstream’ education system (e.g. juveniles at the Youth Training Center (YTC))

hS.3.3.2 Fully understand what is required to make the shift from the use technology for leisure to the desired use of technology for student learning

hI.3.3.2 (a) Conduct workshops for school supervisors, school leadership, teachers and parents to advise and guide them on leading practice approaches to changing the mindsets and behaviors of learners towards greater use of technology for self-directed learning

hO.3.4 The ‘digital divide’ hS.3.4.1 Make adequate hI.3.4.1 (a) Form strategic alliances

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is bridged ICT infrastructure available to schools in remote and underserved areas

with local telecommunications providers to close the infrastructure gap among schools in remote and underserved areas

hI.3.4.1 (b) Advocate for designated Wi-Fi ‘hotspots’ in locations such as community centers for targeted low-income and high-risk communities in support of greater student access. These hotspots will be accessible to registered users/devices only.

hI.3.4.1 (c) Accelerate the Schools Connectivity Programme which will allow for improved broadband, wireless LAN and the supporting infrastructure

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hO.3.5 Special needs students are fully integrated into the system

hS.3.5.1 Make assistive technologies readily available for students with special needs

hI.3.5.1 (a) Establish an Assistive Technologies Committee, which will advocate for special needs students, and oversee the implementation of assistive technology initiatives/projects

hI.3.5.1 (b) Provide professional development opportunities for teachers in relation to assistive technologies

hO.3.6 Children are introduced to technology at the appropriate age, and in a

hS.3.6.1 Seek the guidance of developmental psychologists and relevant

hI.3.6.1 (a) Set guidelines to safeguard against the misuse of technology as a replacement for

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manner that is prudent and developmentally sound

experts prior to making decisions about the use of technology for younger learners;.

interactive human contact, and promote the ethical and developmentally appropriate use of technology

hO.3.7 The system is responsive to ICT pedagogy and technology advancements – These are appropriately considered and effectively implemented

hS.3.7.1 Implement mobile learning (m-learning)

hI.3.7.1 (a) Set out guidelines for the appropriate use of mobile platforms for administration, teaching, and learning

hS.3.7.2 Implement ‘bring your own device’ initiatives, wherever feasible

hI.3.7.2 (a) Set out guidelines for the acceptable and ethical use of staff and student-owned devices on the school compound

hI.3.7.2 (b) Provide the IT technical support needed to allow staff and student-owed devices to be utilized safely and appropriately managed with respect to MoE infrastructure

4. Improve Teaching, Classroom Management and Assessment Practices

hO.4.1 ICT competencies infused into the Curriculum to equip students for global competitiveness

hS.4.1.1 Conduct timely curriculum reviews and updates to ensure that ICT infusion remains relevant and appropriate

hI.4.1.1 (a) Enhance the Curriculum based on leading-practice guidance, with an emphasis on using technology to develop the competencies that will equip students to be competitive in global markets

hS.4.1.2 Equip teachers with the tools, resources and support to effectively

hI.4.1.2 (a) Develop supplemental instructional guides for teachers, which include high-quality lesson

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deliver on MoE’s ICT in Education objectives

plans that can guide them on how to use ICTs for active and cooperative learning, as well as simulation and assessment

hI.4.1.2 (b) Distribute laptop computers to all secondary and primary school teachers

hI.4.1.2 (c) Promote stakeholder engagement of school supervisors and curriculum officers that transcends a mere awareness of their role and responsibilities to allow for a wholehearted commitment to supporting teachers to achieve student success

HE

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E

hO.4.2 ICT in Education supports progressive student-centered learning models

hS.4.2.1 Advocate for the use of ICT in ways that cater to students’ unique learning styles and encourages students to take responsibility for their own learning

hI.4.2.1 (a) Coordinate events for teachers to share and exchange quality practice as it relates to ICT infusion in support of student-centered learning

hS.4.2.2 Set ICT competency standards for teachers which are aligned to global ‘best-practice’

hI.4.2.2 (a) Tailor the UNESCO ICT competency standards to the local context and develop and appropriate framework within which to implement them

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hI.4.2.2 (b) Select competent ICT coaches who can provide targeted classroom interventions in support of teachers’ effective infusion of ICT into instruction

hS.4.2.3 Equip teachers with the techniques and tools, which are needed to effectively manage technology enabled classrooms

hI.4.2.3 (a) Conduct interventions that focus on the effective management of technology enabled classrooms. should include observations of teachers “in action” with supporting recommendations for improvements

hO.4.3 From the onset, all new cohorts of teachers are well-equipped to effectively use ICT in the classroom

hS.4.3.1 Proactively engage and coordinate with UWI, UTT and other tertiary institutions regarding pre-service preparation of teachers with respect to ICT infusion

hI.4.3.1 (a) Host an annual meeting with tertiary institutions to discuss what is being done, what should be done, which issues prevail, and what actions are required on the part of all relevant parties to adequately prepare pre-service teachers to use ICT in the classroom

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E

hO4.4 Effective performance management is an integral part of MoE’s ICT in Education efforts

hS.4.4.1 Put a performance management system in place, which can promote objective assessment, effectively identify areas for remediation, and spur performance improvement

hI.4.4.1 (a) Implement a performance management tool, which comprises comprehensive and reliable performance standards and measures that can be used to drive improvements

hO4.5 ICT professional development and training is relevant

hS.4.5.1 Conduct training needs analysis, supported by the expected outcomes

hI.4.5.1 (a) Develop a comprehensive training plan and target participants based on this

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from ICT training

hS.4.5.2 The benefits of ICT professional development and training is actively tracked and informs future training plans

hI.4.5.2 (a) Move beyond the system of “good faith” that assumes teachers will incorporate professional development and training to subsequent practice, and put the necessary evaluation system in place to assess uptake

hI.4.5.2 (b) Conduct periodic classroom visits to assess the extent to which teachers are taking advantage of MoE sponsored training ,and are using ICT in a manner that facilitates learning with and through ICT

hI.4.5.2 (c) Give teachers the opportunity to gain ICT certifications as it relates to pedagogy and assessment practices

hO.4.6 ICT professional development and training is cost-effective and does not place undue burden on the Ministry’s financial resources

hS.4.6.1 Leverage strategic partnerships both locally and internationally to contain professional development and training costs

hI.4.6.1(a) Set out MoE’s plan of action to target local and international partners for professional development and training sponsorship

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dO.1.1 School supervisors and curriculum officers effectively set the tone for widespread integration of ICT among the schools, as they credibly convey the purpose and goals of the ICT in Education Agenda

dS.1.1.1 Enlist school supervisors and curriculum officers to serve as champions for the ICT in Education Agenda

dI.1.1.1 (a) Get the commitment of school supervisors and curriculum officers to regularly share the benefits of ICT in Education with school leadership and teachers, as well as their commitment to effectively monitoring school practices in support of ICT in Education

dI.1.1.1 (b) Arrange opportunities for schools to share effective and innovative practices both within and beyond the boundaries of their own campus

dS.1.1.2 Ensure that a broad segment of the community has a stake in the ICT in Education Agenda and promote a holistic approach to implementation

dI.1.1.2 (a) Host periodic meetings with stakeholders at the district level to gain buy-in and commitment to the overall ICT in Education Program of Work, and encourage greater “shared” participation in ICT initiatives across schools and stakeholders.


dO.2.1 All districts conform to MoE’s ICT in Education policies, standards, and guidelines

dS.2.1.1 Promote timely and effective dissemination, monitoring, and ensure on-going compliance

dI.2.1.1 (a) Fully implement the ICT in Education aspects of the School Based Management Plan (SBMP) at the school level

dI.2.1.1 (b) Share and ensure compliance with the National ICT in Education Policy, as well as all relevant operational ICT in

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Education policies and guidelines

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dO.2.2 School supervisors fully support principals in their district to deliver on ICT in Education objectives

dS.2.2.1Support more effective partnering between school supervisors and principals by putting the necessary mechanisms in place for outcomes focused dialogue and integrated action

dI.2.2.1 (a) Implement school level “scorecards” which can be used as platforms for meaningful dialogue between supervisors and principals on progress made towards key ICT in Education milestones and targets. Aggregated scorecard data will also provide a useful snapshot of district level performance

dO.2.3 School supervisors play their part in ensuring that MoE’s ICT assets are appropriately used, tracked, and managed

dS.2.3.1 Require school supervisors to report on the usage, upkeep, and management of MoE’s ICT assets located at schools in their districts

dI.2.3.1 (a) Implement a comprehensive electronic reporting form that can be used to assess the usage, upkeep, and management of schools’ ICT assets


dO.3.1 All school supervisors and curriculum officers are full-fledged advocates for student-centered learning and 21st century skill building

dS.3.1.1 Place strong emphasis the significant contribution of school supervisors and curriculum officers to the quality of students’ learning experiences.

dI.3.1.1 (a) Conduct regular walkthroughs to keep abreast of what is going on in district classrooms. Observe teacher ICT infusion practice, and monitor student receptivity. Proactively encourage teachers to try new and creative approaches to using ICT in the classroom

4. Improve Teaching, Classroom Management

dO.4.1 School supervisors and curriculum officers

dS.4.1.1 Promote robust performance management,

dI.4.1.1 (a) Provide any necessary training for school

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and Assessment Practices

oversee curriculum implementation, with close attention to the incorporation of ICT in support of more effective curriculum delivery

inclusive of the requisite feedback mechanisms that can support performance improvement that is evident and lasting

supervisors and curriculum officers on the performance management system to support its effective use and implementation of the Curriculum

dI.4.1.1 (b) Arrange for teachers within the district to meet regularly in forums that allow them to share success stories, lessons learned, collectively troubleshoot common challenges, and encourage each other

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sO.1.1 Members of school leadership function as effective change agents for ICT in Education

sS.1.1.1 School leadership oversees the development and implementation of an ICT in Education Action Plan for their campus

sI.1.1.1(a) Appoint ICT in Education Steering Committees at all schools to monitor the implementation and institutionalization of the school’s ICT in Education Action Plan

sI.1.1.1 (b) Assess the ICT Maturity of the school and tailor the school’s ICT in Education Action Plan to factor this. The school level action plan must align to MoE’s overarching ICT in Education Action Plan

sS.1.1.2 School leadership promotes a culture and a climate that can support growth, development and collaboration, towards the

sI.1.1.2 (a) Equip principals and Heads of Departments with the management tools to effectively lead the charge with respect to using ICT to transform teaching

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achievement of ICT in Education objectives

and learning


sO.2.1 Schools optimally use ICT for administration and management of the campus

sS2.1.1 Ensure that staff are fully equipped to make use of available information systems

sI2.1.1 Implement staff engagement and professional development activities to support the effective use of the school’s information systems

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sO.2.2 ICT resources optimally meet the teaching and learning requirements of schools

sS2.2.1 School leadership works with MoE’s ICT Division to use and manage ICT assets in an effective manner

sI2.2.1 Formally track the utilization and maintenance of ICT resources such as computer labs and MoE assigned laptops


sO.3.1 Students are motivated to learn both within and outside the classroom. Absenteeism and misconduct are significantly reduced

sS3.1.1 Make use of ICT to increase student engagement and enrich their learning experiences both within and outside of the classroom

sI3.1.1 (a) Set up the school campus to support “anytime anywhere” learning and clearly convey the message that ICT should be used to enhance learning across all subject areas

sI3.1.1 (b) Provide guidance to parents and guardians on the ways in which they can promote their children’s use of ICT for learning beyond the classroom

sI3.1.1 (c) Explore peer-to-peer after-school tutoring whereby senior students can work with juniors to meaningfully interact and create with ICT

sO.3.2 Student learn in sS3.2.1 Provide sI3.2.1 (a) Clearly define the

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fully functional, safe, and secure environments

professional and timely technical support for computer labs and classrooms

responsibilities and reporting lines for the ICT technicians assigned to schools, and put the appropriate performance management system in place to ensure their effectiveness

sI.3.2.2 (d) Ensure that when devices are used for assessment that functionality such as Bluetooth, screen capture etc. are appropriately disabled

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4. Improve Teaching, Classroom Management and Assessment Practices

sO.4.1 Teachers at all levels of the education system are confident, capable, and fully committed to infusing ICT into their instructional practices

sS.4.1.1 Encourage open and honest dialogue about what is required to foster teacher buy-in and uptake of ICT infusion. Provide teachers with the necessary materials, tools and support that can set the stage for success

sI.4.1.1 (a) Ensure that teachers are applying the appropriate practices for the effective management of technology enabled classrooms, with the awareness that traditional approaches to classroom management may no longer be the most effective

sI.4.1.1 (b) Perform walkthroughs and periodic sampling of teacher’s lessons plans to determine the extent to which they are incorporating ICTs into classroom instruction

sI.4.1.1 (c) Conduct meaningful teacher performance appraisals and agree on teacher professional development plans that move beyond a “one size fits all”

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approach

sO.4.2 Teachers fully understand the purpose of incorporating ICT into teaching. They embrace and see ICT in Education goals as important

sS.4.2.1 Teachers design lessons that incorporate ICT to deepen student conceptual understanding and engagement. Use ICT is not superficial or ad hoc

sI.4.2.1 (a) Ensure that teachers intrinsically understand how ICT can be used to develop 21st century skills and encourage them to use ICT in value-adding ways

sI.4.2.1 (b) Encourage teachers to set up online discussion forums to share effective practice and lessons learned and to provide support and encouragement to each other

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Key Risks and MitigationsA robust risk management process must include the following:

Risks are identified and quantified to the greatest possible extent Sufficient attention is paid to both quantifiable and unquantifiable risks Risk management is not fragmented, but rather, it pervades the entire operational

environment

Risk Assessment Criteria

In order to implement the strategy and plan, and achieve the stated deliverables each year to 2020 MoE has identified the following key risks and proposed mitigations-:

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RiskCategories

Risks Likelihood(H,M,L)

Impact(H,M,L)

Mitigation Risk Owner

Political/ Governance

Shift in government policy during implementation of initiatives

M H Obtain regular updates from Minister to understand policy and ensure alignment

PS

Insufficient governance standards and strategic planning

M H Establish the appropriate governance frameworks and standards with clear lines of reporting, planning and monitoring

CEO

Financial Insufficient funding for initiatives and an overstretching of expenditure commitments

L H Establish a sound rationale for funding requests

PS

Untimely disbursement of funds by MOF

M H Engage in open and persuasive dialogue with MOF about funding needs

PS

Insufficient value for money procurement

M M Effectively train procurement officers, consolidate ICT procurements to the greatest possible extent and give full consideration to the ‘total cost of ownership’

Heads of Divisions/Principals

Untimely payment of vendors/service providers

M M Up-to-date transaction processing

Head of Finance

Loss of movable assets M M Keep an up-to-date fixed asset register along with appropriate security surveillance

Head of Finance/ICTD/Principals

Operational Underperformance of schools

M H Implement rigorous monitoring procedures and ensure adherence

Principals

Insufficient manpower, M H Fill the gaps in Human CEO51

Key Risks and Mitigations

technical expertise and technological support systems

Resource deficiencies and technological requirements

Inadequate Ministry consensus and collaboration

H H Engage in open and persuasive dialogue and proactive stakeholder management

CEO

Organizational, infrastructural expansion and restructuring

M H Proactively communicate internal stakeholders about priorities and the resource requirements to achieve objectives

CEO

Inadequate Business Continuity Plan (BCP)/ Disaster Recovery Plan (DRP)

L H Timely review and updating of BCP and DRP

Head of ICTD

Legal Breach of service contracts L H Institute timely and effective monitoring of service level agreements and contracts

PS

Improper procurement practices

L M Adhere to transparent tendering processes

Facilitate a multi-level evaluation process including multi-person evaluation committees

Ensure robust procurement policies and procedures are in place

Head of Finance

Breach of employment contracts

L M Institute timely and effective monitoring of performance

Head of Division/ Head of Human Resources

Litigation due to involuntary separation

L H Proactive employee engagement management

Head of Human Resources/ Head of Legal

Reputational Failure to determine and communicate an

M M Document a robust Strategic Plan and implement a

CEO

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appropriate and focused strategy

Communications Plan that effectively disseminates the strategy

Failure to actively manage positive and negative publicity

M H Develop solid working relationships with Media personnel that can facilitate pre-emptive measures

Head Corporate Communications

Information Systems Risks

Non-compliance with IT Security Policies

L M Ensure that IT Security Policies are relevant and up-to-date and that staff are in compliance

Head of ICTD

Safety and Environment

Non-compliance with OSHA and lack of adherence to safety procedures at sites

L L Ensure compliance with OSHA ACT

Institute a regular monitoring process e.g. compliance checks on all sites in addition to safety site report

DPS Administration

Compliance Compliance with statutory obligations

L L Ensure statutory obligations are appropriately met

PS

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ICT in Education Action PlanIf the Ministry is to achieve its ICT in Education targets, strategic objectives have been deconstructed into well-estimated, fully articulated, and realistically resourced initiatives and activities that can be properly tracked. The 5-year Action Plan below provides a high-level roadmap. It will be accompanied by a more detailed work plan which will give further clarity on the target areas, and how they should be dealt with. The work plan will cover the priority initiatives under the 5-year program of work, and will set relevant criteria to improve the odds that goals are met. These will encompass; (i) developing performance indicators, (ii) defining the scope of activities in relation to each key initiative, (iii) determining milestones, (iv) assigning project owners and project champions.

In addition, an implementation timetable will be developed to ensure that efforts are sequenced and coordinated in a sensible and coherent manner. MoE will segregate the activities related to each initiative based on agreed timelines for completion, and assign responsibilities to personnel, as required. In addition, the Ministry will encourage meaningful communication; while balancing those activities that should be driven from the top, and those built on the ideas and successes of the teams on the frontline.

If the initiatives proposed in this action plan are to be well executed, then practices have to be reoriented to support delivery. All planning and execution will be managed in accordance with prudent business principles. The Ministry will develop a thorough understanding of what can be delivered, by when, and how. The process will include understanding the existing baselines, and by extension, the work required to achieve results.

In the table below, the terms are defined as follows-:

(R): Responsible – The individual(s) who actually completes the task; “the doer”. This person initiates action/implementation. Responsibility can be shared. The degree of responsibility is defined by the “accountable” individual.

(A): Accountable – The individual who is ultimately responsible. Includes “yes or no” authority and veto power. Only one accountability can be assigned to an activity/ initiative.

(C): Consulted – The individual(s) to be conferred with prior to a final decision or action. This incorporates two-way communication.

(I): Informed – The individual(s) who needs to be informed after a decision or action is taken.

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The Action Plan

Key Initiatives and Activities2015 - 2020

Responsible Accountable Consulted Informed Y1 Y2 Y3 Y4 Y5

hI.1.1.1 (a) Seek approval for, and appoint members to, the committees and teams within the governance structure, and put a robust accountability process in place

CEO PS HRD; CPDD; ICTD; DPS-IT

Minister; SET

Document the Terms of References (TORs) for the committees and teams within the governance structure

Define the roles and responsibilities of the persons within the committees and teams

Appoint suitably qualified and capable persons to the committees and teams

Set out the accountability framework and process

Agree on and implement the accountability process

Monitor effectiveness

hI.1.1.1 (b) Develop both an internal as well as an external stakeholder management plan for ICT in Education, which places strong emphasis on personal responsibility and ownership

CPDD CEO HRD; ICTD; CCD; HoDs; Prinicipals

LSBs; NPTA; TTUTA

Appoint the champion(s) for the internal and external stakeholder initiative

Define the scope and objectives of the engagement plans

Determine if the stakeholder management plans will be developed using internal or external resources. If an external consultant is to be hired, developed the TOR for the consultancy

Assess and define the internal and external stakeholder requirements

Finalize the stakeholder engagement tactics

Develop and implement the stakeholder management plans

Evaluate effectiveness

hI.1.2.1 (a) Review and update all monthly, quarterly, and annual reporting templates/forms to ensure that they include relevant, meaningful, and adequate metrics that can effectively gauge progress and hold persons accountable

EPD DPS-PM CPDD; SSD; IAU; DERE;

DPS-IT; DPS-HR; LU; MEU

Minister; SET

Define the reporting and accountability frameworks

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Agree on and finalize the reporting process

Determine the requirements of the reporting templates/forms and select appropriate metrics

Update the reporting templates/forms

hI.1.2.1 (b) Construct the requisite feedback mechanisms that will allow findings from evaluations and assessments to inform resource allocation

EPD DPS-PM CEO; CPDD; SSD; DERE;

DPS-IT

Minister; SET

Define the monitoring and evaluation framework

Determine the feedback loop for the monitoring and evaluation process

Implement the process

Report on lessons learned

hI.1.2.1 (c) Convert existing manual formats into electronic ones for all reporting, monitoring, and evaluation processes

EPD & ICTD PS CEO; IAU; DFA; SSD;

SET

Minister; Principals

Set out the Terms of Reference (TOR) for the conversion of existing manual formats into electronic ones

Determine the process re-engineering required for the conversion

Identify the systems requirements for the conversion

Assign resources to design and construct the electronic system

Set out the data migration plans

Agree on the approach to implement the electronic system

Determine the change management plan for the conversion

Implement the change management process

Implement the new electronic system via the approved approach

Provide any needed “hand-holding” to staff in support of roll-out and uptake

hI.1.3.1 (a) Develop a customized change management process to support each complex ICT initiative, which takes into account MoE’s multiple interfaces, varied stakeholder requirements, and existing operating environment

ICTD DPS-IT PPPMU; SET Minister; PS

Perform a diagnostic assessment of MoE’s operating environment, paying special attention to MoE’s multiple interfaces and stakeholder requirements

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Set out the change management framework

Define the overarching change management process

Train relevant internal staff to develop robust change management plans and to effectively execute of the change management process

Sign off on change management plans, as required

Evaluate uptake

hI.1.3.2 (a) Implement a Continuous Improvement Program that utilizes both virtual and face-to-face collaborations to disseminate thought leadership, research and lessons learned

EPD DPS-PM SET; MEU; CPDD; ESD

Minister; PS; LSBs;

Prinicipals

Define the scope and objectives of the Continuous Improvement Program, incorporating upfront stakeholder input

Define the components the Continuous Improvement Program

Appoint a champion for the Continuous Improvement Program

Agree on the formats for communication and collaboration, and put the requisite technology and tools in place

Implement the Continuous Improvement Program

Evaluate uptake

hI.1.4.1(a) Continue the ICT in Education Innovation Awards for Secondary Schools celebrating teachers who create original and culturally-sensitive digital lessons based on the national curriculums

CPDD CEO PS; SSD; ICTD Minister; SET;

LSBs;PAs; Principals

Define the scope and objectives of the ICT in Education Innovation Awards for Secondary School, incorporating upfront stakeholder input

Agree on the format for the ICT in Education Innovation Awards for Secondary School

Set out the strategies to encourage participation in the ICT in Education Innovation Awards for Secondary School

Review annually and incorporate lessons learned

hI.1.4.1 (b) Continue the complementary ICT in Education Innovation Awards for the primary school level



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Define the scope and objectives of the ICT in Education Innovation Awards for Primary School, incorporating upfront stakeholder input

Agree on the format for the ICT in Education Innovation Awards for Primary School

Set out the strategies to encourage participation in the ICT in Education Innovation Awards for Primary School

Review annually and incorporate lessons learned

hI.1.4.1 (c) Continue annual recognition ceremony for Excellence in ICT, which celebrates teachers and administrators who ‘go the extra mile’ through the consistent and innovative use of ICT



Define the scope and objectives of the Excellence in ICT ceremony, incorporating upfront stakeholder input

Determine the performance criteria to be chosen as a nominee for Excellence in ICT recognition

Develop the appraisal rubric for the Excellence in ICT nominees

Agree on the format for the Excellence in ICT ceremony

Define the communications plan in relation to the Excellence in ICT initiative

hI.1.4.1 (d) Offer premium training opportunities to teachers who excel at infusing ICT into their instructional practice

TTDU&CPDD

CEO HRD; SSD Minister; SET;

Principals

Identify high-quality training programs that are aligned to the Ministry’s ICT in Education Training Plan

Determine the performance criteria to chosen as a candidate for premium training

Develop the selection rubric for potential candidates

Select suitably qualified teachers

Evaluate satisfaction and subsequent application of learning

hI.2.1.1 (a) Put the necessary procedures in place to ensure that project officers prioritize initiatives and allocate resources in accordance with criteria such as project importance, reach, and potential impact

PPPMU PS ICTD; HRD; DFA; MEU

Minister; SET

Conduct an assessment of existing project management processes, practices, and standards

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Define MoE ICT Project Management Approach

Develop the project prioritization and resource allocation frameworks and criteria

Develop and implement the prioritization and resource allocation procedures


hI.2.1.2 (a) Set up a standing Technical Evaluation Committee with the requisite subject matter knowledge to review all ICT tenders in excess of TT$350,000

PPPMU DPS-PM PS; DFA; ICTD Minister; SET

Document the Terms of Reference (TOR) for the Technical Evaluation Committee

Define the tender review process and procurement procedures

Decide on the appropriate mix of expertise and stakeholder representation required on the committee

Document the roles and responsibilities of the persons within the committee

Appoint suitably qualified and capable persons to the committee


hI.2.1.2 (b) Create a vendor bank of pre-approved ICT vendors/suppliers for use at all administrative offices and schools

ICTD PS DFA; IAU; LU Minister; SET;

Principals

Determine the systems requirement of the vendor bank, and design as required

Set out the pre-qualification criteria for vendors/suppliers by relevant categories

Document the operational policy and procedures for using the vendor bank

Disseminate an Expression of Interest (EOI) to potential vendors/suppliers – EOIs should be tailored to the various categories of vendors/suppliers

Conduct pre-qualification screening exercise of vendors/suppliers

Develop and implement the stakeholder communication plan to encourage use of the vendor bank

Select suitably qualified vendors and launch the vendor bank

Evaluate uptake

hI.2.1.2 (c) Train procurement/project officers to calculate the ‘total cost of ownership’ for all high-value ICT procurements, and ensure that the appropriate service level agreements (SLAs) are in place

PPPMU DPS-PM HRD; DFA; LU; ICTD

SET

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Conduct an assessment of existing procurement practices

Set out the procedures for calculating the ‘total cost of ownership’, and for ensuring that the appropriate service level agreements (SLAs) are in place

Train relevant internal staff


hI.2.2.1 (a) Develop the necessary in-house procedures and checklists to support a ‘best-practice’ procurement process for infrastructure, hardware, and software that can fully meet MoE’s learning and administrative needs

ICTD DPS-IT DFA; LU SET

Conduct an assessment of existing procurement processes, practices, and standards

Perform the requisite ‘best-practice’ research

Set out the TORs for the relevant technical evaluation committees, ensuring that there is broad-based representation from among all key stakeholders, inclusive teachers

Document the procurement procedures and checklists



hI.2.2.1 (b) Cover the upfront requirements such as; reliable Wi-Fi connectivity, adequate power outlets, appropriate power backup, storage etc. during the ‘design stage’ of all ICT initiatives

ICTD & EFCL DPS-IT PPPMU CEO

Review MoE’s internal project management capability

Formalize MoE’s project management process



hI.2.2.1 (c) Develop a common set of standards for hardware, systems architecture, and software in support of seamless administration and systems interoperability

ICTD DPS-IT - Minister; PS

Review existing hardware, systems architecture, and software standards

Perform any needed leading practice research

Develop and implement the common standards in support of seamless administration and systems interoperability

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hI.2.2.1 (d) Put the essential asset management as well as repair and retirement policies and procedures in place to ensure that ICT assets (e.g. MoE assigned student computers) are capable of meeting user requirements without undue technical difficulties

ICTD DPS-IT IAU; GA SET

Conduct an asset inventory

Create an asset register

Document the asset management as well as repair and retirement policies

Train relevant staff on the effective management of ICT assets


hI.2.2.2 (a) Review and update all security and surveillance protocols, and perform any corrective action needed to close existing gaps

Security Manager

PS ICTD Minister; SET

Perform a strategic assessment of security and surveillance practices

Determine the requirements for corrective action to close any gaps

Update the security and surveillance protocols as needed

hI.2.3.1 (a) Conduct annual reviews of MoE’s enterprise architecture, paying special attention to user needs, information access/security and appropriate network segmentation

ICTD DPS-IT - Minister; SET

Define the scope of the enterprise architecture review, and determine if external consulting support will be required. If, yes develop the TOR for the engagement

Conduct the enterprise review

Perform corrective action as needed

hI.2.3.1 (b) Segment MoE’s network in a manner that allows student traffic to be apart from the school’s administrative traffic


Perform an assessment of MoE’s network

Agree on the segmentation requirements

Define the risk management framework and implement the risk management process

Segment the network

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hI.2.3.1 (c) Put mechanisms in place to block harmful traffic, and ensure that fundamental such as virus software, authentication gateways, device locks etc. are incorporated


Conduct stakeholder consultations to define expectations

Determine the system requirements

Agree on the mechanisms to be implemented

Set out risk and mitigation strategies


hI.2.4.1 (a) Conduct rigorous future-state assessments during the concept/design stage of all proposed education facilities

PPPMU& EFEL

DPS-Facilities ICTD; SSD; CPDD

Minister; SET

Analyze various facilities options

Outline contingencies

Set out the procedures for future-state assessments, and determine baseline requirements

Train staff as needed


hI.2.5.1 (a) Perform an HR assessment of the ICT Division, with special emphasis on the more effective management and utilization of the ICT technicians who are assigned to schools and administrative offices

HRD DPS-HR ICTD; SSD; Principals

Minister; SET

Conduct HR diagnostic

Identify the competencies needed to deliver the desired outputs/outcomes

Determine the ‘best-fit’ organization structure

Define roles, responsibilities and reporting lines

Restructure as required, and provide training as needed

hI.2.6.1 (a) Implement a robust Education Management Information System (EMIS) across the entire system, which allow for an extended range of information and diagnostics to be available in “real time”

EPD & ICTD CEO SET; HoDs; IAU

Minister; TTUTA;

THA; NPTA;

LSBs; PAs

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Conduct stakeholder consultations to gauge user expectations

Define the requirements of the EMIS

Develop the necessary operational policies and procedures

Develop and implement the change management plan, inclusive of communications strategies

Design and implement the system

Evaluate uptake

hI.2.6.2 (a) Phase-out MoE’s manual systems where feasible, making sure to avoid situations in which manual and electronic systems are inappropriately running “in parallel”. The transition should include effective change management and internal stakeholder communications

EPD & ICTD PS Minister; SET TTUTA; LSBs; PAs

Engage stakeholders on the proposed transition to electronic information systems

Define the requirements of the electronic information systems

Determine the process-reengineering requirements



Design and implement the electronic systems

Put the mitigations in place to ensure that manual and electronic systems are not running in parallel

Evaluate uptake

hI.2.6.2 (b) Host ‘brown bag’ lunch sessions through which staff can learn how to make optimal use of the ministry’s ICT solutions

DHR DPS-HR SET Minister; PS

Identify the target audiences for the ‘brown bag’ lunch sessions

Develop learning content and decide on key messages to promote receptivity and buy-in

Develop workshop evaluation forms with criteria that can be used to identify improvement opportunities

Evaluate uptake and subsequent application of learning

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hI2.7.1 (a) Provide broadband access speeds of at least 25mbps ICTD DPS-IT PS; CEO Minister; SET

Develop the TOR for the broadband infrastructure

Procure the technology and services

Manage delivery of infrastructure and install hardware

Evaluate results

hI2.7.1 (b) Equip schools with hardware and software to support high availability ICTD DPS-IT PS; CEO Minister; SET

Develop the TORs for the hardware and software to support high availability

Procure the technology and services

Install hardware and software

Evaluate results

hI2.7.1 (c) Put necessary systems redundancy and appropriate disaster recovery procedures in place

ICTD DPS-IT EFPPD; IAU Minister; SET

Conduct impact assessment

Determine the systems redundancy and disaster recovery requirements

Develop the disaster recovery plan

Develop the disaster recovery procedures

Design and install the systems redundancy infrastructure

hI.3.1.1 (a) Appoint a cross-functional Technical Committee comprising of persons with the requisite subject matter knowledge, inclusive of teachers, to give recommendations for all learning resources and devices prior to purchase

CPDD CEO SSD; ICTD; SSSD; ECCE; ESD; TTDU;

Principals

Minister; SET

Document the TOR for the Technical Committee





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hI.3.2.2 (a) Implement a Learning Management System (LMS) and Education Content Portal, and ensure that sufficient system administration is in place to keep content up-to-date and useful

CPDD CEO SSD; ICTD; SSSD; ECCE; ESD; TTDU;

Principals

Minister; SET; NPTA;

LSBs

Conduct broad-based stakeholder consultations to gauge user expectations

Define the requirements of the Learning Management System (LMS) and Education Content Portal



Design and implement the system and portal

Conduct quality management

Evaluate uptake

hI.3.2.2 (b) Put the appropriate supporting mechanisms in place that will allow teachers to be the designated ‘owners’ of the LMS in order to promote usage and uptake. These mechanisms should permit teachers to share learning materials and collaborate with each other in a truly ‘borderless’ context

CPDD & SSD CEO ICTD; TTDU; ESD; Principals

Minister; PS; SET; LSBs

Set out the purpose and objectives of the Learning Management System

Assess teacher receptivity and readiness

Decide on the communications strategies and key messages

Develop and implement teacher engagement plan in relation to the LMS

Evaluate uptake

hI.3.2.2 (c) Promote the development of locally produced and culturally sensitive digital educational content that is aligned to the national Curriculum and meets world-class standards

CPDD CEO ICTD; TTDU; CCD; ESD;

DERE; NALIS; Principals;Vendors;

Developers


TTUTA

Perform an environmental scan to gauge the prevalence of locally produced electronic educational content

Determine the role of MoE in promoting locally produced electronic educational content, and how this aligns with MoE’s vision, mission and strategic objectives

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Determine how locally produced content will contribute to the repository of open education resources (OER)

Decide on the engagement tactics, communications strategies, and key messages


hI.3.3.1 (a) Use a variety of communications tactics to encourage all parents to make Internet services available to students at home

SSD CEO Minister; CCU; CPDD

SET; NPTA; TTUTA

Set out the purpose, objectives, and benefits of making Internet services available at home and develop a persuasive case for access

Assess parental receptivity


Develop and implement parent engagement plan in relation to making Internet services available at home

Evaluate uptake

hI.3.3.1 (b) Offer distance education options where feasible to students who are excluded from the ‘mainstream’ education system (e.g. juveniles at the Youth Training Center (YTC))

CPDD CEO SSD; SSSD Minister; SET

Determine the target population segments for distance education

Evaluate distance education options

Design and implement the distance education programs


hI.3.3.2 (a) Conduct workshops for school supervisors, school leadership, teachers and parents to advise and guide them on leading practice approaches to changing the mindsets and behaviors of learners towards greater use of technology for self-directed learning

HRD; TTDU CEO CPDD; SSD; ESD; SSSD;

ECCE; NPTA

Minister; SET

Perform leading practice research into what is required to change perceptions about technology use

Develop the TOR for the workshops


Conduct workshops

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hI.3.4.1 (a) Form strategic alliances with local telecommunications providers to close the infrastructure gap among schools in remote and underserved areas

ICTD DPS-IT Minister; PS; Min of Public

Utilities; TATT; LU

SET

Perform an assessment of the infrastructure gap

Determine the requirements to close the gap and identify the ‘win-win’ scenarios

Agree on the tactics that will be used to engage providers

Negotiate and finalize the terms of the alliances

Manage delivery of infrastructure and install hardware

Evaluate results

hI.3.4.1 (b) Advocate for designated Wi-Fi ‘hotspots’ in locations such as community centers for targeted low-income and high-risk communities in support of greater student access. These hotspots will be accessible to registered users/devices only

ICTD DPS-IT Minister; PS; CEO; TATT;

Min of Community

Development; ISPs

SET

Define the scope of the Wi-Fi ‘hotspot’ initiative

Conduct the feasibility assessment

Conduct stakeholder consultations to secure buy-in

Conduct the needs assessment and identify suitable locations for ‘hotspots’

Agree on the sites for pilot testing

Identify and engage affiliated ministries to the set up any required partnering arrangements

Develop the communications plan to support the roll-out

Procure and install the necessary infrastructure

Evaluate usage

hI.3.4.1 (c) Accelerate the Schools Connectivity Programme which will allow for improved broadband, wireless LAN and the supporting infrastructure

ICTD DPS-IT PS; CEO; EFCL

Minister; SET;

Principals; LSBs

Select a champion for the Schools Connectivity Programme

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Resume the procurement process

Select suitable vendors

Procure and install the necessary infrastructure and hardware

Evaluate results

hI.3.5.1 (a) Establish an Assistive Technologies Committee, which will advocate for special needs students, and oversee the implementation of assistive technology initiatives/projects

SSSD CEO CPDD; ICTD; Special Schools; TORRES

Minister; SET

Document the TOR for the Assistive Technologies Committee





hI.3.5.1 (b) Provide professional development opportunities for teachers in relation to assistive technologies

TTDU CEO CPDD; SSD; SSSD; ICTD;

ESD

Minister; SET; Special

Schools

Identify training programs for teachers in relation to assistive technologies

Determine the criteria to chosen as a candidate for assistive technologies training


Evaluate subsequent application of training received

hI.3.6.1 (a) Set guidelines to safeguard against the misuse of technology as a replacement for interactive human contact, and promote the ethical and developmentally appropriate use of technology

SSD CEO CPDD; ICTD; EPD; SSSD;

ECCE; Principals


PAs

Conduct leading practice research and gather stakeholder feedback in relation to issues such as managing exposure/ ‘screen’ time etc. of young learners

Assess current practices

Document guidelines

Evaluate compliance

hI.3.7.1 (a) Set out guidelines for the appropriate use of mobile platforms for SSD CEO CPDD; ICTD; Minister;

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administration, teaching, and learningEPD; SSSD;

ECCE; Principals

SET; NPTA; PAs

Conduct leading practice research and gather stakeholder input


Document guidelines

Provide training as required

Evaluate compliance

hI.3.7.2 (a) Set out guidelines for the acceptable and ethical use of staff and student-owned devices on the school compound

SSD CEO CPDD; ICTD; EPD; SSSD;

ECCE; Principals


PAs

Conduct leading practice research and gather stakeholder input


Document guidelines

Provide sensitization sessions as required

Evaluate compliance

hI.3.7.2 (b) Provide the IT technical support needed to allow staff and student-owed devices to be utilized safely and appropriately managed with respect to MoE infrastructure

ICTD DPS-IT HRD; SSD Minister; SET

Define responsibilities and set out the requirements, inclusive of reporting lines

Document the supporting operational policies and procedures

Develop and implement the supporting performance management process


hI.3.7.2 (c) Provide the physical storage, security and surveillance at school compounds in support of ‘bring your own device’ initiatives

PPPMU & EFCL

DPS-Facilities ICTD; Principals;

LSBs

Minister; SET; schools

Assess storage and surveillance requirements

Evaluate storage and surveillance options

Select and install storage units and surveillance equipment

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hI.4.1.1 (a) Enhance the Curriculum based on leading-practice guidance, with an emphasis on using technology to develop the competencies that will equip students to be competitive in global markets

CPDD CEO SSD; TTDU; SSSD

Minister; SET

Define the curriculum review cycle

Define the scope of the curriculum review, and determine if external consulting support will be required. If, yes develop the TOR for the engagement

Conduct the curriculum review

Benchmark against leading practice

Implement the revised curriculum

Provide training on the revised curriculum

Evaluate uptake

hI.4.1.2 (a) Develop supplemental instructional guides for teachers, which include high-quality lesson plans that can guide them on how to use ICTs for active and cooperative learning, as well as simulation and assessment

CPDD CEO SSD; ESD; SSSD; TTDU

Minister; SET

Set out the TOR for the engagement of a consultant who specializes in ICT enabled instruction

Perform a diagnostic of existing practices

Determine the requirements for active and cooperative learning, simulations and assessments using ICT in the local context

Document the instructional guides for teachers, inclusive of a dossier of sample lesson plans

Train teachers to effectively use the materials and lesson planss

Evaluate uptake

hI.4.1.2 (b) Distribute laptop computers to all secondary and primary school teachersICTD DPS-IT Minister; PS;

CEO; CTB; SSD

TTUTA; PAs

Determine the user requirements for the devices

Procure fit-for-purpose devices with appropriate warranty agreements

Set out the asset ownership, repair, and maintenance policies

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Distribute the devices

Evaluate usage

hI.4.1.2 (c) Promote stakeholder engagement of school supervisors and curriculum officers that transcends a mere awareness of their role and responsibilities to allow for a wholehearted commitment to supporting teachers to achieve student success

CPDD & SSD CEO TTDU; CCD Minister; SET

Appoint a champion for the initiative

Define the scope and objectives

Assess and define the requirements for engagement

Finalize the engagement tactics

Implement the engagement plan


hI.4.2.1 (a) Coordinate events for teachers to share and exchange quality practice as it relates to ICT infusion in support of student-centered learning

CPDD & SSD CEO TTDU; CCD Minister; SET

Define the scope and objectives of the event


Decide on the engagement tactics to encourage participation

Agree on the formats for communication and collaboration

Host the event


hI.4.2.2 (a) Tailor the UNESCO ICT competency standards to the local context and develop and appropriate framework within which to implement them

CPDD CEO TTDU; SSD Minister; SET;

TTUTA; PAs

Define the requirements to tailor the UNESCO competency standards, and determine if external consulting support will be required. If, yes develop the TOR

Develop the framework for the competency standards

Tailor the UNESCO competency standards as required

Develop and implement the communications plan in support of the roll-out of the competency standards

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Implement the competency standards

Conduct any required training on the competency standards


hI.4.2.2 (b) Select competent ICT coaches who can provide targeted classroom interventions in support of teachers’ effective infusion of ICT into instruction

HRD & CPDD DPS-HR CEO; SSD; ESD; Principals

Minister; SET;

TUTTA; PAs

Assess the current effectiveness of existing coaching initiatives and distill the lessons learned

Define the roles and responsibilities inclusive of the ‘minimum teacher contact hours’ for the ICT coaches

Set out the accountability framework and process for the ICT coaches

Set out the performance management framework and process for the ICT coaches

Rigorously screen and select ICT coaches

Provide professional development and training for ICT coaches, as needed

Monitor performance and effectiveness

hI.4.2.3 (a) Conduct interventions that focus on the effective management of technology enabled classrooms. These interventions should include observations of teachers “in action” with supporting recommendations for improvements

CPDD & SSD CEO Principals Minister; SET

Articulate the objectives of the inventions


Conduct interventions

Report on findings and recommend areas for improvement


hI.4.3.1 (a) Host an annual meeting with tertiary institutions to discuss what is being done, what should be done, which issues prevail, and what actions are required on the part of all relevant parties to adequately prepare pre-service teachers to use ICT in the classroom

TTDU CEO CPDD; SSD; CCU

Minister; SET

Define the purpose and objectives for engaging tertiary institutions

Determine the frequency with which institutions will be engaged

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Decide on the engagement tactics, communications strategies, and key messages

Conduct meetings


hI.4.4.1 (a) Implement a performance management tool, which comprises comprehensive and reliable performance standards and measures that can be used to drive improvements

HRD DPS-HR PS; CEO; CPDD; SSD; EPU; MEU;

DERE; ICTD

Minister; SET

Set out the performance management framework

Develop the TOR for the performance management tool

Procure the performance management tool

Implement the performance management process

Implement the supporting change management process


hI.4.5.1 (a) Develop a comprehensive training plan and target participants based on this

TTDU CEO CPDD; SSD SET

Perform training needs assessment

Determine training scope and objectives

Decide on ICT training programs which are aligned to MoE’s strategic intent and the desired teaching and learning outcomes

Agree on the target groups for training

Develop and implement training plan

hI.4.5.2 (a) Move beyond the system of “good faith” that assumes teachers will incorporate professional development and training to subsequent practice, and put the necessary evaluation system in place to assess uptake

HRD DPS-HR CEO; SSD; TTDU; MEU;

DERE

Minister; SET

Develop the evaluation framework and process

Develop the appraisal instrument

Implement the evaluation process

Determine effectiveness

hI.4.5.2 (b) Conduct periodic classroom visits to assess the extent to which teachers SSD CEO CPDD; HoDs Minister; SET

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are taking advantage of MoE sponsored training ,and are using ICT in a manner that facilitates learning with and through ICT

Articulate the objectives of the classroom visits


Conduct classroom visits

Report on findings and recommend areas for improvement


hI.4.5.2 (c) Give teachers the opportunity to gain ICT certifications as it relates to pedagogy and assessment practices

HRD & TTDU CEO CPDD; SSD; Principals

Minister; SET; LSBs;

TTUTA; PAs

Identify certification programs that are aligned to the Ministry’s ICT in Education Training Plan

Determine the performance criteria to chosen as a candidate for certification



hI.4.6.1(a) Set out MoE’s plan of action to target local and international partners for professional development and training sponsorship

TTDU CEO CCD; CPDD Minister; SET

Identify the ‘win-win’ scenarios

Agree on the tactics that will be used to engage the various partners

Negotiate and finalize the terms of sponsorship

Implement the professional development/training

Evaluate results

dI.1.1.1 (a) Get the commitment of school supervisors and curriculum officers to regularly share the benefits of ICT in Education with school leadership and teachers, as well as their commitment to effectively monitoring school practices in support of ICT in Education

SSD & CPDD CEO Principals; TTDU

MinisterSET


Define the scope and objectives

Assess and define the stakeholder requirements

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Finalize the stakeholder engagement tactics

Implement the engagement plan


dI.1.1.1 (b) Arrange opportunities for schools to share effective and innovative practices both within and beyond the boundaries of their own campus

SSD & CPDD CEO TTDU; Principals

MinisterSET

Define the scope and objectives of the engagement efforts

Appoint a champion

Decide on the engagement tactics to encourage buy-in


Host the meetings

Evaluate receptivity and subsequent application of lessons learned

dI.1.1.2 (a) Host periodic meetings with stakeholders at the district level to gain buy-in and commitment to the overall ICT in Education Program of Work, and encourage greater “shared” participation in ICT initiatives across schools and among all relevant stakeholders

SSD CEO TTDU; CPDD Minister; SET

Define the scope and objectives of the meetings

Appoint a champion


Host the meetings

Evaluate receptivity

dI.2.1.1 (a) Fully implement the ICT in Education aspects of the School Based Management Plan (SBMP) at the school level

SSD CEO EPD; CPDD SET


Implement the ICT in Education aspects of the School Based Management Plan (SBMP)

Provide any needed “hand-holding” to in support of roll-out

Evaluate uptake

dI.2.1.1 (b) Share and ensure compliance with the National ICT in Education Policy, as well as all relevant operational ICT in Education policies and guidelines

SSD CEO CCD; CPDD; EPD; ESD;

SET

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Responsible Accountable Consulted Informed Y1 Y2 Y3 Y4 Y5ICTD

Finalize and approve the National ICT in Education Policy

Document all relevant operational ICT in Education policies and guidelines

Decide on the engagement tactics, communication strategies and key messages to encourage buy-in and compliance

Implement the national policy and supporting operational policies

Monitor compliance

dI.2.2.1 (a) Implement school level “scorecards” which can be used as platforms for meaningful dialogue between supervisors and principals on progress made towards key ICT in Education milestones and targets. Aggregated scorecard data will also provide a useful snapshot of district level performance

SSD CEO CPDD; TTDU; HRD; EPD; Principals,

HoDs

SET; PAs; TUTTA

Agree on the format for the scorecards


Implement the scorecards

Provide any needed “hand-holding” to in support of roll-out and uptake


dI.2.3.1 (a) Implement a comprehensive electronic reporting form that can be used to assess the usage, upkeep, and management of schools’ ICT assets

EPD & ICTD DPS-PM CEO; SSD; Principals

SET

Agree on the format for the electronic reporting form


Implement the new electronic reporting form via the approved approach

Provide any needed “hand-holding” to in support of roll-out and uptake

Evaluate usage of the electronic form

dI.3.1.1 (a) Conduct regular walkthroughs to keep abreast of what is going on in district classrooms. Observe teacher ICT infusion practice, and monitor student receptivity. Proactively encourage teachers to try new and creative approaches to using ICT in the classroom

SSD CEO CPDD; HoDs; TTDU;

Principals

SET

Articulate the objectives of the walkthroughs


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Set out the schedules for the walkthroughs

Conduct walkthroughs to observe teacher ICT infusion practice, and monitor student receptivity

Report on findings and recommend areas for improvement as required

dI.4.1.1 (a) Provide any necessary training for school supervisors and curriculum officers on the performance management system to support its effective use and implementation of the Curriculum

HRD DPS-HR SSD; CPDD; TTDU; DPS-PM; DPS-IT

SET; Principals

Perform training needs assessment

Determine training scope and objectives

Develop training materials

Develop training evaluation forms with criteria that can be used to identify improvement opportunities

Conduct training sessions

Evaluate uptake

dI.4.1.1 (b) Arrange for teachers within the district to meet regularly in forums that allow them to share success stories, lessons learned, collectively troubleshoot common challenges, and encourage each other

SSD CEO Teachers; Principals;

HoDs; TTDU; CPDD

SET

Define the scope and objectives of the forums, incorporating upfront stakeholder input

Appoint a project champion


Implement the forums

Evaluate uptake

sI.1.1.1(a) Appoint ICT in Education Steering Committees at all schools to monitor the implementation and institutionalization of the school’s ICT in Education Action Plan

Principals SSD CEO; CPDD; EPD; MEU;

ESD

SET

Document the Terms of Reference (TOR) for the School Education Steering Committees Committee

Decide on the appropriate mix of stakeholder representation required on the

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committee




sI.1.1.1 (b) Assess the ICT Maturity of the school and tailor the school’s ICT in Education Action Plan to factor this. The school level action plan must align to MoE’s overarching ICT in Education Action Plan

Principals SSD CEO, CPDD; ICTD; DERE;

MEU

SET

Conduct current state assessment and ICT maturity assessment at the school level

Develop the school level ICT in Education Action Plan

Decide on the engagement tactics, communications strategies, and change management activities

Implement the school level ICT in Education Action Plan

Monitor progress towards the achievement of targets

sI.1.1.2 (a) Equip principals and Heads of Departments with the management tools to effectively lead the charge with respect to using ICT to transform teaching and learning

CEO PS SSD; ICTD SET

Define the purpose, objectives and scope of the intervention

Decide on the engagement tactics, communications strategies and key messages

Conduct training as required

Evaluate uptake

sI2.1.1 Implement staff engagement and professional development activities to support the effective use of the school’s information systems

HRD & Principals

DPS-HR TTDU; ICTD SET

Identify the target groups for the information systems training

Develop learning content and decide on key messages to promote buy-in

Develop workshop evaluation forms with criteria that can be used to identify improvement opportunities

Evaluate uptake

sI2.2.1 Formally track the utilization and maintenance of ICT resources such as ICTD DPS-IT CEO; SSD SET

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computer labs and MoE assigned laptops

Ensure that the asset register is up-to-date

Assess usage and submit maintenance requests as required

Monitor performance

sI3.1.1 (a) Set up the school campus to support “anytime anywhere” learning and clearly convey the message that ICT should be used to enhance learning across all subject areas

Principals CEO EFCL; ICTD; SSD; CPDD

SET

Assess school infrastructure

Perform any necessary infrastructure or hardware upgrades


Evaluate uptake

sI3.1.1 (b) Provide guidance to parents and guardians on the ways in which they can promote their children’s use of ICT for learning beyond the classroom

Principals CEO SSD; CCD; NPTA; PAs;

LSBs

SET

Set out the purpose and objectives of ‘anywhere anytime’ learning in order for parents to understand the benefits

Assess parent receptivity


Develop and implement parent engagement plan in relation to ‘anywhere anytime’ learning

Evaluate uptake

sI3.1.1 (c) Explore peer-to-peer after-school tutoring whereby senior students can work with juniors to meaningfully interact and create with ICTs

Principals CEO SSD; CPDD; Parents

SET; NPTA; PAs; LSBs

Define the scope and objectives of the peer-to-peer after-school tutoring program, incorporating upfront stakeholder input

Appoint a project champion for the peer-to-peer after-school tutoring program

Design and implement the peer-to-peer after-school tutoring program

Evaluate uptake

sI3.2.1 (a) Clearly define the responsibilities and reporting lines for the ICT technicians assigned to schools, and put the appropriate performance management

HRD & ICTD DPS-HR CEO; Principals

SET

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system in place to ensure their effectiveness

Define roles, responsibilities and reporting lines

Set out the performance management framework

Develop and implement the supporting performance management process


sI.3.2.2 (d) Ensure that when devices are used for assessment that functionality such as Bluetooth, screen capture etc. are appropriately disabled

EU & ICTD CEO SSD SET

Define the requirements and restrictions

Document the procedures

Monitor compliance

sI.4.1.1 (a) Ensure that teachers are applying the appropriate practices for the effective management of technology enabled classrooms, with the awareness that traditional approaches to classroom management may no longer be the most effective

SSD & HoDs CEO CPDD; TTDU; Principals

SET

Articulate the requirements for the management of technology enabled classrooms


Document guidelines

Conduct periodic walkthroughs

Report on findings


sI.4.1.1 (b) Perform walkthroughs and periodic sampling of teacher’s lessons plans to determine the extent to which they are incorporating ICTs into classroom instruction

SSD & HoDs CEO CPDD; Principals

SET

Articulate the objectives of the walkthroughs and sampling


Conduct walkthroughs and sampling

Report on findings and recommend improvement opportunities


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sI.4.1.1 (c) Conduct meaningful teacher performance appraisals and agree on teacher professional development plans that move beyond a “one size fits all” approach

Principals CEO HRD; SSD; TTDU

SET

Set out the performance management framework and process

Develop the performance appraisal instrument

Implement the performance management process


sI.4.2.1 (a) Ensure that teachers intrinsically understand how ICT can be used to develop 21st century skills and encourage them to use ICT in value-adding ways

TTDU CEO SSD; CPDD; ESD; HRD

SET

Assess change readiness

Design and develop the teacher engagement plan, communications strategies and key messages

Implement teacher engagement plan


sI.4.2.1 (b) Encourage teachers to set up online discussion forums to share effective practice and lessons learned and to provide support and encouragement to each other

CPDD CEO SSD

Define the scope and objectives of the forums, incorporating upfront stakeholder input

Appoint a project champion


Implement the discussion forums

Evaluate uptake

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SummaryThe effective implementation of the ICT in Education Strategy and Action Plan in support of the 5-Star ICT in Education Programme 2016 – 2020 will require a number of critical components. The sequencing of activities were carefully mapped to ensure seamless implementation. The objective is to make sure that all elements of the process are completed in an organized manner to prevent piecemeal and uncoordinated efforts, and to decrease the likelihood of ‘change fatigue’. Consistent with this perspective, schools will be required to pragmatically manage their ICT in Education activities using appropriate tools and techniques. The Ministry will provide all schools with the necessary guidance and hand-holding to develop an ICT in Education Action Plan for their campus, along with any required support to set up their School ICT in Education Committee.

Given that getting persons “on board and doing the work” is so crucial; the Ministry has to avoid the following common pitfalls-:

Individuals not taking personal responsibility and ownership for results Individuals ignoring rather than facing red flags and issues Individuals in a pervasive mode of day-to-day ‘fire-fighting’ Individuals communicating poorly and not facilitating the flow of information Individuals performing insufficient progress reporting or untimely reporting Individuals not feeling invested in the process or empowered

Supporting Mechanisms

Successful delivery of the initiatives documented in this ICT in Education Strategy and Action Plan requires a structured and integrated Monitoring and Evaluation (M&E) Process (Refer to Appendix III for the Monitoring and Evaluation Checklist). The ICT in Education technical Team must ensure that this monitoring and evaluation process not only includes mechanisms for performance evaluation, but that it also allows for timely feedback and corrective action.

To ensure effective tracking M&E will be based on clear and unambiguous criteria; inclusive of predetermined key performance indicators (KPI’s), which can allow for measuring change over time. Since people are more likely to be supportive when they are involved in the planning and design phases of any undertaking, the KPI’s for the ICT in Education Strategy and Action Plan will be developed using a collaborative approach. The input of key stakeholders will be sought from the onset, and all final KPI’s will be vetted.

The monitoring process that has been proposed for the implementation is given below-:

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ICT in Education Monitoring Process

Process Timing Tools Key Activities

Senior Executive Team Review Monthly - Action Plan Dashboard

- Program Status Report

• Review of actual to planned status of program, funding and durations

• Review of troubled and stalled initiatives

• Review of budget overruns and potential overruns

• Identification of issues for escalation to Minister

CEO review of Action Plan with the ICT in Education Lead- ECCEs - Primary Schools- Secondary Schools- District Offices

Bi-weekly

- Action Plan Dashboard

• Review of actual to planned status of program, funding and durations

• Review of the implementation schedule to amend as required

• Review of resource requirements to keep the program on track

ICT in Education Lead review of each initiative by area

Weekly - Project Plan

• Review of actual status of each initiative

• Review of aspects of the initiative that are not on target

• Review of budget overruns and potential overruns

• Identification of issues for escalation to CEO

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Key Institutional Linkages

Over the lifespan of the ICT in Education Strategy and Action Plan, there will be many individuals and groups with an interest or involvement in the program of work, or who are directly or indirectly affected by its activities and outcomes. It is fully understood that implementing the ICT in Education Strategy and Action Plan in isolation – that is, without the requisite institutional linkages and stakeholder involvement – will not deliver the desired outcomes (Refer to Appendix VII for MoE’s organization structure). Therefore, with this awareness at the fore, the Ministry will create the necessary linkages within its internal system, as well as with the external parties affected by the ICT in Education outcomes, and the external parties who able to influence the outcomes (Refer to Appendix VIII for these key entities).

As the Ministry of Education pushes forward, it will be important to understand that the process is not one of managing people through Change, but rather, it is a process of managing Change through people. It is envisioned that as schools move along the ICT into Education maturity trajectory, infusing technology will become second nature, and the benefits of this ICT in Education Strategy and Action Plan will be evident for all to see.

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Appendices

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Appendix I – MoE’s Philosophy for EducationEducation is fundamental to the overall development of Trinidad and Tobago;

Every Child has an inherent right to education regardless of gender, ethnic, social, economic or religious background;

Every child has the ability to learn

The educational system of Trinidad and Tobago must endeavor to develop a spiritually, morally, physically, intellectually and emotionally sound individual

The parent, the home and the community have a major responsibility for the welfare of the child.

The educational system must provide curricular arrangements and choices that ensure that cultural, ethnic, class and gender needs are appropriately addressed.

Students vary in natural ability and that schools therefore should provide, for all students, programs which are adapted to varying abilities, and which provide opportunity to develop differing personal and socially useful talents.

The educational system must be served by professionals who share and are guided in their operations by a set of systematic and incisive understandings, beliefs and values about education in general and its relationship to the development of the national community of Trinidad and Tobago.

A system of universal education up to age 16 is the greatest safeguard of the freedom of our people.

There is a need to create and sustain a humanized and democratized system of education for the survival of our democracy.

Learning is cumulative and that every stage in the educational process is as important and critical for the learner's development as what has gone before it and what is to come.

Source: Ministry Of Education, Education Policy Paper (1993-2003)

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Appendix II – ICT in Education Governance Structure

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ICT Steering Committee

The Ministry through its Permanent Secretary, in coordination with the Chief Education Officer shall establish an ICT in Education Steering Committee which will provide executive sponsorship, promote accountability, ensure coherence, and track progress. Specific responsibilities will include -:

Serving as the approving body for all ICT plans and projects

Providing input on appropriate prioritization and resource allocation

Advocating for the desired ICT in Education outcomes

Ensuring the requirements of stakeholders are met

Ensuring adherence to the agreed action plans

Overseeing progress in relation to the achievement of the strategic imperatives

The membership will comprise the Honorable Minister of Education or his designee, the Honorable Minister of State in the Ministry of Education, or his designee, the Permanent Secretary, the Chief Education Officer, the Deputy Permanent Secretary- ICT, the Director of Curriculum Planning and Development, the Director of School Supervision, the Manager, ICT Division, the Director, Human Resources, the Head, Teaching and Teacher Development and the Lead, ICT in Education Technical Team.

ICT in Education Technical Team

The ICT in Education Technical Team will be directed by an ICT in Education Lead who will be dedicated full-time to provide overall management, coordination, and unification of all ICT programs and projects at the ECCE, Primary, and Secondary levels. The team comprises Mr. Gerard Phillip, Curriculum Officer (Lead, ICT in Education); Mr. Keith Ramlakhan, Curriculum Coordinator, Curriculum Planning and Development Division; Ms Cathyann Townsend, Database Administrator, ICT Division; Ms. Saleema Hyatali, Head, Teaching and Teacher Development Unit; Mr Hernandez Gobin, Management Support Specialist, ICT Division; Ms. Sophia Sirju-Mohammed, Systems Analyst, ICT Division; Ms. Naima Hosein, Assistant Manager, Schools Supervision and Management; Ria Collingwood-Boafo, Education Research Specialist, Programme, Projects, Planning and Management Unit; Ms. Carol Bhagwandin, Assistant Manager, Early Childhood Care and Education Division; Ms. Sharon Francis-Gaines, Social Work Specialist, Student Support Services Division; Mr. Simeon Budhram, IT Technician, ICT Division. Specific responsibilities of the Team will include -:

Formulating and/or recommending policies, standards, and guidelines on the use of ICT in education and administration.

Spearheading the selection of appropriate ICT resources and learning tools.

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Evaluating ICT programs and project proposals to ensure conformance to the Ministry’s ICT in Education Action Plan.

Tracking the distribution, utilization and technical performance of ICT resources.

Providing assistance with the formulation and concept design of relevant ICT programs and projects.

Monitoring the activities and progress of the schools’ ICT in Education Committees

Establishing and maintaining strong working relationships with government agencies, non-government organizations, and private sector partners in support of the successful implementation of ICT in Education programs and projects.

School ICT Committee

The School ICT in Education Committee will initiate the planning and implementation of the school ICT projects aligned to the Ministry’s ICT in Education Strategy and Action Plan. The School ICT Committee should comprise the Principal, Vice Principal, Heads of Department, the IT Teacher, the IT Technician, the Technology Coordinator, and ex-officio members the Curriculum Officer/ District Curriculum Coordinator and the School Supervisor. Specific responsibilities will include -:

Leading the formulation of the school’s ICT in Education Action Plan, and submitting same to the Chief Education Officer for approval

Ensuring that the inventory of ICT assets and resources at the school are appropriately tracked, monitored, and maintained

Ensuring effective implementation of ICT projects and tracking the utilization of resources

Assessing the impact of ICT programs on school performance

Determining the level of ICT readiness at the school

Determining minimum standards with respect to teachers’ infusion of ICT in curriculum implementation

Liaising with the ICT in Education Technical Team at the MoE.

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Appendix III – Monitoring and Evaluation Checklist Yes No Action

Pre- Implementation

Step One: Confirm objectives/expected outcomes and outputsHave SMART objectives been developed to show what the initiative is trying to achieve? Have outcomes been identified to show what the final results of the initiative will be? (These should relate to the overall aim) Step Two: Establish outputs for the initiativeHave outputs been established to show what tasks are being carried out to achieve the outcome (e.g. establishing a baseline, producing quarterly reports)? Step Three: Establish performance indicators and starting baselineHave performance indicators been established, taking into account data availability, surrounding environment and underlying trends of the local area? Has a starting baseline been established? Step Four: Identify data to be collectedHas the data sources for the performance indicators been identified? Do the data need to be collected? Have the data been checked for accuracy and reliability? Is extra work required to format the data for analysis? Step Five: Identify the methods of gathering dataHave the methods of data collection been agreed? Have appropriate analytical methods been agreed? Do statistical specialists need to be employed to complete the analysis?

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Step Six: Formulate a timetable for implementation Has an implementation timetable been formulated to ensure the initiative runs and finishes on time? Have milestones for key activities of the initiative been established? Have milestones for regular review of the inputs and outputs been established? Step Seven: Estimate the costs of planned inputsHave the input costs been estimated, to enable the analysis cost- effectiveness of the initiative? Step Eight (Optional): Identify a comparable areaHave a comparable area been identified to ensure any changes are a result of the initiative Step Nine: Implement initiative and gather dataHas a contingency plan been organized? Have operational rules been written and sent to all partners? Step Ten: Monitor progressAre the inputs being monitored? Are the output and outcome data being monitored? Are the key milestones being monitored?

Post-Implementation

Step Eleven: Analyze DataHave the outcome data been compared with the baseline? Has the cost-effectiveness of the initiative been calculated? Have the costs of the initiative, including any inputs monitored during the initiative, been calculated? Has the comparable area been examined? Have the trends in the wider area and any similar comparison area been examined, to assess the impact of the initiative?

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Step Twelve: Report and disseminate resultsHave the results been disseminated to stakeholders in an appropriate form? Have the results been fed back into the future planning of initiatives?

Source: World Bank. Monitoring and Evaluation Toolkit for e-Strategies Results. 2005. Washington, D.C.

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Appendix IV – Synopsis of Findings and Recommendation: ICT in Education Gap Analysis Report, May 20th, 2015

Areas for Immediate Attention Recommendations

Curriculum

An “apply as you deem fit” methodology was used to infuse ICT into the revised primary and secondary school curricula. As a result, consistency of approach across thematic/subject areas is absent. In addition, our analysis revealed that ICT is predominantly incorporated as a replacement for the blackboard and traditional tools/materials. Notably, clear curriculum guidance on the use of ICT for active or collaborative learning, simulation, or assessment is missing.

Supplemental instructional guides are needed to strengthen the existing curriculum. It is recommended that training be provided to Curriculum Officers, engaging specialists in ICT enabled instruction. This supporting curriculum material should include comprehensive sample lesson plans, and should emphasize the use of ICTs for higher-order active and collaborative learning.

Training

Although a measure of ‘needs analysis’ is utilized to determine ICT in Education training; at present, implementation lacks rigour. For example, MOE tends to offer workshops on a ‘first come first serve’ basis; with little tracking of participants’ profiles and other key indicators – this precludes truly ‘needs based’/targeted interventions – and by extension, the real benefits of ICT training are brought into question.

Several projects are underway in support of ICT in Education. However, the extent to which these projects have been selected in a manner consistent with key

More rigorous training needs analysis is required; coupled with a better leveraging of MOE’s strategic alliances with technology vendors such as Intel and Microsoft (vis-à-vis their special concessions and CSR initiatives). In addition, expected outcomes from ICT training must be fully understood, and participants should be targeted based on this. Given that subsequent classroom application is the rationale for training, follow-up classroom visits are also recommended in order to gauge uptake.

Projects Initiatives in the portfolio should be prioritized, and resources allocated, in accordance with project importance

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strategic outcomes is unclear. While each project may be rationalized within its specific context, greater alignment of projects to priority outcomes is required in order to

and potential impact. In the absence of a fully resourced ICT Division, MOE should consider contracting external project management services as an option for its critical projects

Oversight

The reporting process in support of ICT in Education is weak. School Supervisors possess only anecdotal evidence of ICT infusion in the classroom, and the ICT Division is limited in its line of sight of technology implementation within schools. In addition, there is a dearth of much needed ICT operational policies to inform issues such as “asset ownership”, “repairs”, “disposals” etc.

The absence of timely and up-to-date management information results in a reactive rather than a proactive operating position. Timely management information has to be collected, analyzed and disseminated to all relevant parties. The School Based Management Plan (SBMP) should incorporate an ICT management, monitoring and reporting component. We strongly recommend that the SBMP be reviewed by an ICT in Education subject matter expert prior to finalization.

Practice

MOE’s IT Curriculum Officers currently function in a dual role as ICT Infusion Specialists. Here, the underlying assumption is that the skills and competencies used with respect to teaching about IT, can be applied to teaching with and through ICT. The extent to which IT Curriculum Officers are well-equipped to guide and coach teachers on the leading practice use of ICT in the classroom has not been adequately determined.

ICT Technology Coordinators should be sourced from among staff at each school. These persons will provide ‘in classroom hand-holding’ to teachers. The MoE has to begin by carefully screening and selecting suitable candidates. In addition, MOE has to clearly set out the scope of duties and minimum ‘teacher contact hours’ for these coordinators. High levels of accountability will be required for this undertaking to be a success.

ClimateBlurred lines of authority and poorly defined roles and responsibilities have resulted in a fluid system of low accountability. In addition, the sentiment that bureaucratic hurdles will inevitably curtail progress and

Awareness is a first step in organizational transformation, and as such, facing rather than ignoring issues is paramount. MOE has to strive for an organizational culture in which individuals take personal responsibility

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sustained momentum prevails. This belief poses a serious threat to ICT in Education initiatives.

for removing barriers and finding solutions. In support of the ICT in Education thrust, the formalization of the governance structure is strongly recommended.

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Appendix V – ICT in Education Training Schedule, 2016 - 2017

Training in relation to -:

Learning with ICT ICT in Instruction ICT in Assessment ICT in Administration

Microsoft IT Academy

Alison.com

Technology Literacy (UNESCO ICT Competency Standard for Teachers)

Knowledge Deepening (UNESCO ICT Competency Standard for Teachers)

Knowledge Creation (UNESCO ICT Competency Standard for Teachers)

Developing ICT Infused Lessons (Commonwealth of Learning)

Aptus Internet devices training for Technicians and Teachers (Commonwealth of Learning)

ICT Infusion in the Curriculum (Intel)

Developing Electronic Portfolios

Technology Enhanced Assessment (TEA) best practices

ICT Leadership in Schools (Commonwealth of Learning)

Working with Education Management Information Systems (ICTD, MOE Curriculum Officers)

Working with Educational Management Information Systems (ICTD, MOE Curriculum Officers)

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Appendix VI – Coding Scheme

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Appendix VII – MoE’s Organization Structure

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Appendix VIII – Key Entities Group 1 – Influencers and Key Players

1.Representatives from the Ministry of Finance and the Economy MOF

2.Representatives from the Ministry of Planning and Sustainable Development MPSD

3.Representatives from the Ministry of Public Administration MPA

4.Representatives from the Ministry of Tertiary Education and Skills Training MTEST

5.Representatives from the Office of the Prime Minister OPM

6.Representatives from the National Parent Teacher Association NPTATT

7.Representatives from the Teaching Service Commission TSC

8.Representatives from the Trinidad and Tobago Unified Teachers Association TTUTA

9.Representatives from the Tobago House of Assembly THA

Group 2 (a) – Ministry Affiliates

1.Ministry of Community Development MCD

2.Ministry of Finance MOF

3.Ministry of Legal Affairs MLA

4.Ministry of National Diversity and Social Integration MND&SI

5.Ministry of the People and Social Development MOP

6.Ministry of Planning and Sustainable Development MPSD

7.Ministry of Public Administration MPA

8.Ministry of Science and Technology MST

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9.Ministry of Tertiary Education and Skills Training MTEST

10.Office of the Prime Minister OPM

11.Tobago House of Assembly THA

Group 2 (b) – Other Affiliates12. Accreditation Council of Trinidad and Tobago ACTT

13. Caribbean Industrial Research Institute CARIRI

14. Government Information Services Limited GISL

15. National Energy Skills Centre NESC

16. National Entrepreneurship Development Company Limited NEDCO

17. National ICT Company Limited iGovTT

18. National Institute of Higher Education, Research, Science and Technology

NIHERST

19. Telecommunications Authority of Trinidad and Tobago TATT

20. The University of the West Indies The UWI

21. The University of Trinidad and Tobago UTT

Group 3 – High Interest Stakeholders

1. Columbus Communications FLOW

2. DIGICEL

3. National ICT Company Limited iGovTT

4. National Institute of Higher Education, Research, Science and Technology

NIHERST

5. Telecommunications Services of Trinidad and Tobago TSTT

6. The Arthur Lok Jack Graduate School of Business Lok Jack

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7. The University of the Southern Caribbean USC

8. The University of the West Indies The UWI

9. The University of Trinidad and Tobago UTT

Group 4 – Internal Stakeholders

Group 5 – General Public

Group 6 – The Media

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Appendix IX – 20th Century versus 21st Century Education

20th Century Education 21th Century Education

Classroom presentations and materials are typically developed in advance outside of class with teachers as primary developers

Classroom presentations and materials are developed dynamically both inside and outside of class with students as co-developers or as primary developers

Classroom activity often focuses on the teacher as presenter and the students as audience

Classroom activity focuses on students as participants and agents, and the teacher as guide or mentor

Classroom activity emphasizes exposition: displaying, organizing, summarizing and explaining information

Classroom activity emphasizes discovery and application: finding, assessing, synthesizing, and utilizing information

The classroom is the primary site of access of course content, and access is often “linear” – students cannot typically return to previous class presentations

Access to course content is augmented by electronic sources and media, and access is often recursive or “on demand”, allowing students to return to content when and as often as they’d like

Students and teachers have access to one another primarily in the classroom

In addition to classroom access, students and teachers have access to one another via virtual means

Discrete disciplinary boundaries are often established and preserved

Interdisciplinary connections are encouraged and disciplinary boundaries are seen as porous or even arbitrary

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