opportunities of ict in education in bangladesh anir chowdhury policy advisor access to information...
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Opportunities of ICT in Education
in Bangladesh
Anir Chowdhury Policy Advisor
Access to Information (a2i) ProgrammePrime Minister’s Office, Bangladesh
31 January 2015
Demography Income: $1,100 GDP per capita, 26%+ under
$1/day Literacy: 65% Bangla (English insignificant) Electricity: 62% of area under grid, very unreliable!
(Solar increasing)
Service delivery Not need responsive Complicated/fragmented process Extremely male biased
Bangladesh Context: ‘Glass Half Empty’
Area 2008 2014Poverty 40% 26%Literacy 49% 65%Electricity grid
27% 62%
Wireless 2G WiMax, 3GInternet users
0.4% 27%
Mobile users
20 million 120 million
Social media
Insignificant 8+ million (1 new FB user every 20
sec)e-Services Handful 100+ in major dev sectorsAccess points
<10 5,000+
Policy Dysfunctional ICT Policy
Policies: ICT, Broadband, Edu, Health, LG, PPP,
SFYP, OPPAct: ICT, RTI
Bangladesh Context: ‘Glass Half Full’
Birth and death registration
Examination results
Government forms download
Job information Visa application
and tracking Digital
photography Computer
training
Mobile banking
Life insurance English
training centres
Payments for government services
Tax collection Remittance
4.5 mil users/monthUSD 600K/monthPrevent Digital Divide:
Start with rural, expand to urban
The Digital Centres:Bottom-up Development
e-Services to Citizens 2010-2014AreaUnion Digital Centre
115 million e-Services113 million electronic birth registration
Government Services
3 million land records25 million utility bills2.6 million sugarcane purchase orders11 million money orders through post offices1.2 million railway tickets
Education 125 million exam results4.2 million students in 20,500 multimedia classrooms49,000 teachers interacting on Teachers Portal39 million results of public exams2.9 million admission applications through SMS
EducationContext 2030!
Work-ing Age67%
De-pendent33%
What skills will they need?For the domestic market? For the global market?
Will traditional capacity development channels be effective?
2015 2030
Population 160 mil 210 mil
Urbanization
30% 40%
Status LDC High Middle-income
Economy size
49th largest
30th largest
Strategy Survival, equity
Growth, equity
Child Entering
Graduating
Migration Outsourci
ng
Paradigm Shifts in the World:Employment is going global!
Employment seeking mindset
Entrepreneurial mindset
SME Freelancin
g
1. Poor market relevance of skill education leading to a severe mismatch between demand and supply
2. Inadequate certification standards3. Lack of focus on
Soft skills (communication, collaboration, problem solving and innovation)
Entrepreneurship skills Vocational skills
Major Challenges in Capacity Development
It is not enough to grow.We have to grow and
develop our capacity for growth
faster than our competition
Components of Digital Bangladesh
C o n n e c t i n g P e o p l e
B u i l d i n gC a p a c i t y
Se
rv
ing
C
itiz
en
s
Dr
ivin
g
Ec
on
om
y
D i g i t a lB a n g l a d e s h
MoEdu is the only ministry with an ICT Masterplan
Objectives of ICT in Education Masterplan
1. Teaching-learning environment
2. Professional and ICT skills of teachers
3. Standards of teaching-learning materials
4. Market-based skills5. Transparency,
accountability and efficiency in educational management
6. Services at doorsteps7. Public participation
1. World-class market-based skill development through participatory teaching-learning environment facilitated by motivated teachers
2. High-quality service at doorsteps of citizens through transparent, accountable and efficient education management
1. ICT in Education = ICT Education2. ICT Literacy must be TAUGHT to
students3. First step is setting up computer labs4. Focus on technology, not teachers
15
ICT in Education ‘Myths’
It’s Not Technology But Teachers That Improve Education
Teachers: 927,880 (Female 39%) Schools: 143,356 Training Institutions: 210 (81 Public, 129
Private) Teacher Trainers: 2,602 (Teacher : Trainer
ratio 357:1) Teachers Received Training on ICT-
Pedagogy integration: 4.35% (Female 3.9%)
Limitations of Traditional Training
Others
Less priority given to Madrasa sector
No effective application of training
Lack of coordination
Inconvenient location
Lack of skilled trainers
Duration is too small
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0%
1.3%.7%.7%
3.9%5.9%
7.8%9.8%11.8%
19.0%30.1%
36.6%37.9%
44.4%
Not effective, money-waster:short, not hands-on, disruptive to
otherwise stretched school resources.
Inadequate number of skilled teachers
School politics
Others
Budget/resource constraint in school
Lack of proper communication in remote regions
Lack of adequate resources in training facilities
Don’t know the reason
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%
2.7%
2.7%
2.7%
3.4%
5.4%
17.7%
78.9%
Limitations of Traditional Refresher Training
‘Don’t know the reason’ is highest!What is Refresher Training?
Importance of Refresher Training
Others
Increases responsibility on trainees’ part
To increase effectiveness of training
Problem sharing and experience sharing
Revision of original training content
To receive latest and updated information on the content
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%
2.4%
13.2%
35.3%
46.1%
58.7%
62.9%
But teachers know they need it …
Wake-up Call!
1. Govt. + HW/SW Vendor Approach in 2000s
2. Traditional Teacher Training + ICT Labs
Criticism by 23 Teachers from 7 Schools in 2010
1. Birth of ‘Multimedia Classrooms’ +2. Co-creation and Collaboration by
Teachers
22
305 e-books covering primary, secondary, madrassa, vocational
100+ Digital Talking Books
Innovative use of TV, radio, internet
www.teachers.gov.bd • 49,000+ members• 25,000+ contents• 4,000+ blog entries
Transform education, not IT education
Microsoft Office PowerPoint 97-2003 Prese
Teacher Co-creation and Collaboration
Teaching-Learning in Classroom Improved
Enjoyable &
effective learning
Easy to understand
Sustainable learning
Learning by
participation
Research Findings : Dr. Deborah Wyburn et al, 2013 (TQI-SEP)
Teachers Summit
Human connection, more than technology, drives collaboration!
Public reward is highly motivational!
Looking Forward: Virtual Interactive Classroom/Video Conferencing
possibility of online lectures or joint classes with remote teachers
enhancement of face-to-face sessions
Looking Forward …
e-Learning Platform of Bangladesh Open University
e-Learning/m-Learning for migrant workers
Low-cost, low-powered devices for teaching-learning
ICT for children with Special Needs Widening and deepening
collaboration and co-creation amongst teachers
Creative Questions Databank
Using of Sangsad TV for broadcasting the TV programmes
“The unused time of Sangsad TV should be effective through broadcasting the programmes on Agriculture, Health,
Education, Development Programmes etc. ‘’
- Sheikh Hasina, Hon’ble Prime Minister, Bangladesh.
20 May, 2012The inauguration of MMC, PMO
Stop Over-focusing on Technology
“Technology can be a powerful education multiplier, but we must know how to use it. It is not enough to install technology into classrooms – it must be integrated into learning. Nothing can substitute for a good teacher.”
UNESCO (From the Save the Children’s ICTE Mapping Report)
Most Important Focus for ICTE: Teacher Empowerment Framework
• On-the-job learning
• Self-directed / self-paced, anytime, anywhere
• Public + private training
• Lower gender divide
• Lower rural-urban divide
• Less school disruption
• More effective monitoring
• Greater relevance of content through customization
• Mentoring• Learning by
debate/discussion
• Cost reduction of content generation
• Peer learning• Reflection &
planning• Community
development• Greater voice in
policy decisions• Higher social
status
• Leadership• Excellence• Commitment• Ownership
Continuous Learning
Co-creationMultimedi
a Classroo
m
E = mc4
Empowerment = multimedia classroom x
continuous learning x co-creation x collaboration x competition
Future: 21st Century Skills-based Curriculum and Assessment
Eliminate ‘Finish-the-syllabus’ approach.
Design Appropriate Assessments.
Future: Student Engagement in the Empowerment Framework
Co-design of classroom space
Co-creation of curriculum and content
Student collaboration within and across classroomsLet students take the wheel
How effectively are we using theICT in Education Master Plan?
1. Are we focusing on market demands? Soft skills, Entrepreneurship skills, Vocational skills
2. Are we designing new incentives for change for
Teachers, SMC, Education Officers
3. Are we coordinating effectively?4. Are we monitoring and evaluating
closely and making new decisions based on that?
5. Are we keeping the programming flexible to respond to changing context?