blended learning in teacher professional …...page 4 giz approach – blended learning in teacher...
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Dr. Nils Geissler
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
UNESCO Mobile Learning Week, Paris, 19.02.2014
Blended Learning in Teacher Professional Development
Page 2 27/02/2014
The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)
GIZ’s purpose is to promote international cooperation for sustainable development and international education work.
As a federal, public-benefit enterprise, we support the German Government and other public and private sector clients in achieving their objectives in the field of international cooperation for sustainable development.
At present we operate in over 130 countries worldwide, and in more than 30 in the education sector.
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Transformation and Change
GIZ at UNESCO MLW 2014 February 2014
Technology is driving social and economic changes and affecting teaching and learning practices around the world.
GIZ focuses on quality of education through capacity development at different levels (political, organization, individual).
We believe that capacity development of teachers and teacher trainers in formal education is key to improve educational quality.
One of our main areas of work in our partner countries is teacher professional development (pre- and in-service).
How can teachers and teacher trainers be effectively supported through ICT-based professional development programs to transform their understanding and professional practice?
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GIZ Approach – Blended Learning in Teacher Professional Development (TPD)
GIZ at UNESCO MLW 2014 February 2014
Distance Learning Courses for teacher trainers/teachers are developed in cooperation with partner institutions from the country or region, to build local capacities.
Face to Face Workshops + Online Distance Learning
strong focus on communicative and collaborative learning, networks and coaching / ongoing support for transfer of understanding into practice.
We believe that blended learning TPD can: • facilitate access to on the job training (in-service training and support) • facilitate the experience of new methods of learning and teaching • facilitate acquisition of ICT skills, even though ICT might not be the
subject of the training.
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Some Examples
GIZ at UNESCO MLW 2014 February 2014
Central America and Colombia: Peace education Peru: Environmental education and eco-efficiency in schools Guatemala: Human rights in education
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Mix it with mobile learning? And if so: how?
GIZ at UNESCO MLW 2014 February 2014
Challenges in our work in developing contexts: access to / skills for the use of ICT – sustainable and quality enhancing solutions!
How can blended learning approaches (including communicative and collaborative learning and networks) be implemented in technology poor contexts?
Question for discussion: What are the main success factors for sustainability in mobile approaches in Teacher Professional Development?
Page 7 GIZ at UNESCO MLW 2014 February 2014
Thank you! Contact: Dr. Nils Geissler Head of Education Section GIZ, Germany [email protected]
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Additional questions
GIZ at UNESCO MLW 2014 February 2014
• How can “traditional” blended learning courses be supplemented or supported by mobile technologies to improve access to training, quality of training and ICT skills for teachers?
• Which types of ICTs can provide the most effective and relevant support for professional development, including enabling peer networks, and how? (InfoDev)
• What would be assets by including mobile devices into a traditional blended-learning approach?
• How can the described experiences be further developed, upgraded or supported by mobile learning components?
• What are good or bad experiences in combining mobile learning and ‘traditional’ online learning?
• How can mobile technology support improvement of assessment and teaching ?
• Which experiences qualification through/for ICTexist concerning school headmasters and administration staff?
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GIZ supports its partners on different levels:
• international,
• Supporting the African Union Commission in launching the Pan-African University
• national (macro, e.g. central government),
• Ethiopia Engineering Capacity Building Program (ECBP): Reform of University Education and Technical and Vocational Education Systems, forming a skilled workforce and strengthening the sectors that will employ it
• regional (meso, e.g. regional, provincial) and
• Leadership training courses for school principals in Pakistan
• local (micro, e.g. district)
• Whole School Development Approach in Yemen, integrating parent associations for improved school monitoring
Education Section Experience and Expertise
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Federal Ministry for Economic Cooperation and Development
Partner Countries
Ministries Regional and Local institutions
Federal German Ministries (e.g. Education and Research, Foreign Office, Economics and Technology)
EU OECD UN
World Bank
Regional Development Banks
Private Sector
(e.g. companies, foundations, chambers of commerce)
Universities Think Tanks Institutes
The GIZ
Education Section
Education Section Partners
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Kosovo
Yemen
Pakistan
Sri Lanka
Malawi
Zimbabwe
Guinea Guatemala
Afghanistan
Honduras
GIZ Education: Projects Worldwide
Regional project/program
Country Program – focus education
Country Program – educational component
Viet Nam
Mauritania
Congo DR
Peru
Ethiopia
Cameroon
Niger
Mozambique
Laos
Thailand
Mongolia
Algeria
Germany
Burundi
Benin
India
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Education Section – Advisory Services
• We offer policy advice at national level and supports planning and implementation in decentralized administrative structures and educational institutions
• We provide tailor-made instruments and approaches for the analysis of the education system, for planning, implementation, monitoring and evaluation
Strengthening Education Systems
• We offer policy advice on the implementation of assessment findings into training and teaching curricula
• We support accountability frameworks (school supervision) and check and balance mechanism for decentralization processes
Education Quality
• We assist in developing curricula for pre- and in-service teacher training and working on standards for professional development
• We create administrative guidelines and strengthen cooperation between schools and supervising institutions/ministries
Teacher Training
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Education Section – Advisory Services
• We promote the organisation and institutional inclusion of participatory processes that involve all the relevant stakeholders
• We develop training modules for non-formal basic education together with our partners, ensure their implementation and offer advice on the design of training modules for educators pre and in-service
Non-formal Education
• We carry out needs assessments for conflict situations, promote intercultural competencies and non-formal basic educational structures for the reintegration of disadvantages children and young people
• We support the integration of peace education, and education for human rights and democracy into school curricula and the creation of psychosocial counselling and care services
Education and Conflict Transformation
• We support universities in introducing quality assurance mechanisms and strengthen organizational capacities at higher education institutions
• We foster linkages with the private sector and support the creation of programs for human resource development
Tertiary Education and Science