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SUPPORTINGCOMPETENCY-BASEDTEACHER-TRAININGREFORMSTO

FACILITATEICT-PEDAGOGYINTEGRATION

NEPALIMPLEMENTATIONMay2015–August2016

ProgressReportDecember2015

EducationUnit

UNESCOOfficeinKathmandu

TableofContents

1. Introduction..................................................................................................................................22. FindingsoftheNepaleseTeachers’ICTReadinessSurvey...........................................3

Teachers’knowledgeandunderstandingofICTpolicy............................................................................3ICTinfrastructure......................................................................................................................................................5ICTskillsofteachers.................................................................................................................................................6ICT-enhancedinnovativepedagogy..................................................................................................................8Professionaldevelopmentofteachers.............................................................................................................8ResearchandDevelopment...................................................................................................................................9

3. NationalWorkshoponICTCompetencyStandardsDevelopment..........................114. Follow-upWorkshoptoFinalizeTeachers’ICTCompetencyStandards..............205. HighlightsofKFITRegionalMeeting,Bangkok.............................................................256. RevisedProjectWorkPlan...................................................................................................27AnnexA:WorkshopAgenda:NationalWorkshoponICTCompetencyStandards

Development,31July–2August2015,Godavari........................................................................28AnnexB:ListofParticipants:NationalWorkshoponICTCompetencyStandards

Development,31July–2August2015,Godavari........................................................................31AnnexC:Teacher'sCompetencyFramework(ModifiedDraft)........................................................33AnnexD:ListofParticipants:Follow-upWorkshoptoFinalizeTeachers’ICTCompetency

Standards,3–4October2015,Kathmandu...................................................................................36AnnexE:WorkshopAgenda:KFITRegionalMeeting,27–28October2015,Bangkok.........37

SUPPORTINGCOMPETENCY-BASEDTEACHERTRAININGREFORMSTOFACILITATEICT-PEDAGOGYINTEGRATION,NEPAL|DEC2015 2

1. IntroductionEducation in Nepal has been considered as a fundamental right of the people by theConstitutionofNepal2015.CurrentNationalPlansoneducation:Education forAll (EFA)NationalPlanofAction/NPA(2001-2015),ThreeYearPlan(2011-2013)andSchoolSectorReformPlan/SSRP(2009-2015)haveidentifiedsomeofthestrategiestoensureequitableaccess to education. The Ministry of Education aims at providing necessary skills onInformationandCommunicationTechnologytothestudentsaswellasusingInformationand Communication Technology as an important tool to improve classroom delivery,increase access to learningmaterials and improve effectiveness and efficiency of overalleducationalgovernanceandmanagement.The Government of Nepal (GON), Ministry of Education (MOE) has introduced variousinterventions in order to achieve the goal of education inNepal. Use of Information andCommunicationTechnologies(ICT)ineducationhasbeenconsideredasoneofthestrategiestoachievethebroadergoalsofeducation.TheupcomingSchoolSectorDevelopmentPlan(SSDP, 2016-2022) has also envisioned for implementing and expanding ICT assistedteaching/learning process in all schools. ICT in education has been identified as aninnovativeandeffectivemeansofteachingandlearning.Considering the above focus and aim, the Ministry of Education with the support fromUNESCO has prepared “Information & Communication Technology (ICT) in EducationMasterPlan2013-2017”.ThevisionoftheMasterplanistoensurequalityeducationforallthroughtheuseofICTinallaspectsofeducationandcreateknowledge-basesocietythroughintegratingNepalintotheglobalcommunity.OneofthemanyobjectivesofthematerplanistopreparenextgenerationteachersbydevelopingNationalICTSkillStandards;integratingICTskills in in-serviceandpre-serviceteachertrainingcurricula ineach level inlinewithNationalskillstandards;motivatingICTskilledteachersandcertifyingthem;encouragingICT skilled teachers to mentor other teachers; integrating ICT skills in performanceevaluation of the teachers; promoting continuous and life-learning through open anddistancemodeandintegratingICTSkillsinteacherpreparationcourse.Inthiscontext,undertheregionalproject“SupportingCompetency-BasedTeacherTrainingReformstofacilitateEffectiveICT-PedagogyIntegration”fundedbyKFIT,UNESCOOfficeinKathmanduintendstoprovideassistancetotheGovernmentofNepal inordertorolloutsome of the activities in the master plan specially in reforming teacher professionaldevelopment programme into competency-based, where teachers’ developments aresystematicallyguided,assessed,monitoredandtrackedatpolicyandinstitutionallevels.


2. FindingsoftheNepaleseTeachers’ICTReadinessSurveyTheICTReadinessSurveyNepaleseschool teacherswasundertakento findoutteachers’existingstatusaswellasprobableneedstofacilitateICT-pedagogyintegrationintheteachertraining.Thissurveyadaptedthesurveyformusedinothercountriesaswell.Altogether201teachersfrom25schoolsfrom5districtsJhapa,Sarlahi,Kavreplanchowk,RasuwaandDoti werecovered.Rural(VDCs)andUrban(DistrictHeadquarterorMunicipality)werecoveredaspresentedinthemap.Thedistrictsrepresentedmountain(Rasuwa),hill(KavreplanchowkandDoti)andTerai(JhapaandSarlahi).Fromeachofthedistrictsabout40teacherswerecoveredrepresentingruralandurbanschoolsaswellaspublicandprivateones.Atleastoneofthesampleschoolsampledisprivateschoolfortheirrepresentationinthesurvey.

Teachers’knowledgeandunderstandingofICTpolicy

• Teachers were asked if they are aware of national policy for introducing ICT ineducation

• 55.7%wereawareoftheexistingpolicy;about20%oftheteacherssaidthatthereisnonationalpolicyandanother25%said theydonotknowabout itwhichdepictstheirignoranceofexistenceofthenationalICTpolicy.

• Ofthe112teacherswhosaidthatthereisanationalpolicyonICTinNepal,79%ofthemagreed that they can describe the strengths andweaknesses of the nationalpolicyforintroducingICTinschoolsandoveronefifthdonot.

• ImpactofthenationalICTpolicyintheirclassroompracticeshasbeenobservedindifferentwaysbytherespondentsaspresentedinthefollowingtable:

Figure1:MapofNepal.ThedistrictswheretheNepaleseteachers’ICTReadinessSurveywasundertakenaremarkedwithreddots.


Table1:ImpactofthenationalICTforeducationpolicyintheclassroompractices

Responses Frequency PercentIthasnotchangedofmyclassroompracticeatall 24 21.4Ithasrarelychangedofmyclassroompracticeatall 30 26.8Ithaschangedsomeaspectsofmyclassroompractice 48 42.9Ithaschangedallaspectsofmyclassroompractice 7 6.3Notapplicable 2 1.8Total 111 99.1Missing 1 0.9

• AbouthalfoftheteachersviewedthatthenationalICTpolicyhasnotchangedtheirclassroompracticeatall(21.4%)orhasrarelychanged(26.8%).Ontheotherhand,42.9%oftheteachersviewedthatthenationalICTforeducationpolicyhaschangedsomeaspects of their classroompractice and6.3%viewed that it has changedallaspectsoftheirclassroompractice.

• IncaseofschoollevelpolicyforintroducingICTattheschool,44.8%oftheteacherssaidthatthere issuchpolicy.Restof theteacherssaidtherewasnone(38.3%)ortheredonotknowaboutit(16.9%).Amongthe90teacherswhosaidthatthereisapolicyforintroducingICTattheirschool,91%ofthemalsosaidthattheyareabletodescribethestrengthsandweaknessesoftheschoolICTpolicy.

• Teachers’ understanding of the school ICT policy/endeavors seems to be bettercompared to the national one which is 55.7% on knowledge about existence ofnational ICTpolicy and79%onbeingable todescribe it by the teacherswhoareawareofitsexistence.

• SchoollevelICTpolicy/endeavorhasbeenobservedtobehelpfulinimprovingmany(24.4% teachers) or some (36.7% teachers) aspects of classroom practice while28.9%ofteachersobservedithaschangedonlyfewaspectsand7.8%observednonehaschangedaspresentedinthetablebelow:

Table2:ImpactoftheschoolICTpolicyintheclassroompractices

Responses Frequency PercentIthaschangednoaspectsofclassroompractice 7 7.8Ithaschangedfewaspectsofclassroompractice 26 28.9Ithaschangedsomeaspectsofclassroompractice 33 36.7Ithaschangedmanyaspectsofclassroompractice 22 24.4Notapplicable 2 2.2Total 90 100.0


• School/community/local levelparticipationis importantforaviableandworkableeducationalpolicy.InthisrespectteacherswerealsoaskediftheyhadanopportunitytoparticipateinnationalconsultationsforICTpolicydevelopment.

• Only22 (10.9%) said that theyhad and their participationwere in – focus groupinterviewordiscussion(13teachers),survey(3teachers),seminars/conferences(10teachers),policyplanningworkshops(2teachers),publicconsultation(4teachers),andinformaltalk(1teacher).Similarly,teacherswereaskedabouttheirparticipationinschoollevelICTpolicydevelopmentand80(39.8%)ofteacherswereinvolvedinthisendeavour insomeways– focusgroup interviewordiscussion(55 teachers),seminars/conferences(27teachers),policyplanningworkshop(2teachers),generaldiscussion (3 teachers), staff meeting (5 teachers), and meeting with SchoolManagementCommittee(1teacher).

ICTinfrastructure

• EffectiveuseofICTintheclassroomrequiresbothreadinessfromtheteachersaswellreadiness of schools. In this respect ICT related infrastructural provisions werestudiedthroughteachers’observations.

• Regardingreachoftheteacherstotheinternet,63.2%oftheteacherspointedthatinternet-connectedcomputercouldbeaccessedinoneormoreplacesoftheirschools– classroom (6.5%), computer lab (59.2%), library (10.9%), and teachers’ lounge(22.9%).About61%of the teachershadalsoaccess to internet-connecteddevices(PC,mobilephone,tablet,etc.)attheirhome–itismainlythemobilephone.

• About36%oftheteachershavetheirownlaptopordesktopcomputerwheretheycanpreparelessonsfortheirclassifneeded.Outofthem30%havetheirpersonaldeviceand6%ofteacherssaiditisprovidedbytheschool

• Provisionoffacilitiessuchasnetworking,server,ande-librarywerereportedtobeavailableintheirschoolsbyteachers(figure2).

30.3

14.918.9

9.0

05

101520253035

Network technilogy for

print/file sharing among teachers

Email accounts from the school

server

School provide access to distric

servers

School provide access to e-library

Percent

Figure2:Networking,server,ande-librarysupportintheschool


• Thedigital resources available for the teachers touse in their classroom teachingwerefromvarioussources–MinistryofEducation(8.5%teachers),fellowteachers(30.8% teachers), randomwebsites (29.4% teachers), open educational resources(49.3%teachers),developedbytheteacher(20.4%teachers).

• About36%ofteacherssaidthattherewassomesortoftechnicalsupportavailableintheschoolwhenneeded–throughanin-housetechnicalsupportteam,byteachers(26.9%teachers);throughanin-housetechnicalsupportteamspecificallyhiredforthis assignment; through a technical service from the manufacturer (0.5% ofteachers);andthroughadistrictleveltechnicalsupport(5%ofteachers).

• Thetimedurationthatusuallytakeintheschooltogetatechnicalproblemfixedasstatedby the teachers is–withinaday(15.4%teachers),within2-3days(30.8%teachers),withininaweek(25.9%teachers),within2weeks(8%teachers),morethan2weeks(13.4%teachers),and6.5%oftheteacherssaidthatitisnotsolvedattheschoolatall.

• Teachers’responsesontheuseofcomputerforclassroomteachingindicatedthat3%useitdaily,14.4%atleastonceaweek,11.9%atleastonceamonth,27.9%rarelyusedit,while42.8%neverused.

• Thekindsoftechnologyusedbytheteachersintheclassroomteachingwere–TV(4.5%teachers);radio(22.9%teachers);digitalcamera(13.4%teachers);projector(8.5% teachers); interactivewhiteboard (30.3% teachers); tablet (5.5% teachers);mobile phone (85.6% teachers); audio cassettes (3% teachers), and laptop (0.5%teachers).

ICTskillsofteachers

Teachers reported that theyused ICT forvariousactivities related toclassroomteachinglearning;however,theirfrequencyoftheseactivitiesislow.Tasksperformedbytheteachersarepresentedinthefollowingtable:

Table3:UseofICTfordifferenttasks

Responses PercentCreatealessonplanusingawordprocessor(e.g.MSWord) 43.3Createapresentationslideforclassroomteaching 28.9Createpedagogicaltoolsusingspreadsheets 24.4Createawebpage 6.5Createaudio-visualmaterialforteachingandlearning(e.g.e-book,digitalstories,movie,animation,etc.) 41.8Createamobileapp 13.4

Similarly,teachers’responsesontheircapabilityanduseofICTindicatedthatabout65%ofused social networks for posting a picture or comment; 52% used social networks for


teaching;abouthalfofthemhademailaccountandsendemailsaspresentedinthefollowingtable:

Table4:Teachers’capabilitytouseanduseofICT

Responses PercentCreateanemailaccount 49.8Sendemail 49.8Usevideoconferenceapplication(e.g.Skype,WebEx,etc. 31.8Createanonlinesharablefolder(e.g.dropbox) 27.4Chooseanappropriatesocialnetworkforteachingpurposes 36.8Createandmaintainingablog 9CreateaWiki 7Postapictureorcommentonsocialnetworks(FB,Twitter,Youtube,etc.) 64.7Usesocialnetworksforteaching(collaboration,sharing,etc.) 51.7Communicatewithstudentsandparentsonline 29.4

TeachersalsoreportedtheircapabilitiestouseICTforthebrowsingpurposeaswellwhichwere–useofsearchengineby45%teachers,useofwebbrowserby40%ofteachersandsoonaspresentedinthefollowingtable:

Table5:Teachers’capabilitytousebrowser

Responses PercentUseawebbrowser 39.8Useasearchenginetofindinformationontheweb 44.8Evaluatethecredibilityoftheinformationfromtheweb 29.9Referencethesources 28.9

With respect to capabilities of the teachers in the use of installing software, creation ofspreadsheetanduseofnetworkedrecordkeepingtheresponseswereasfollowing:

Table6:Teachers’capabilityoninstallation,spreadsheetandnetworkedrecordkeeping

Responses PercentInstallnewsoftwareonacomputer 31.3Createaspreadsheettomanagegradesanddata 32.3Useanetworkedrecordkeepingplatformtotakeattendance,submitgrades,andmaintainotherstudentdata 44.3


ICT-enhancedinnovativepedagogy

• Teachers’knowledgeandcapabilitytouseICTtoenhanceclassroompedagogyisveryimportant. In this respect, teachers were asked the extent of use of variouspedagogicalapproachesbythemintheirclassroom.

• Teachers’responsesindicatedthatdominantpedagogicalpracticeislecturingintheclassroomwiththehelpoftextbookasreportedby80%teachersusingitday-to-day.While other approaches were less in use in their day-to-day classroom teachinglearningpractices.

• Lecturewithotherteachingmaterialscreatedoradaptedbyteacher(e.g.worksheet,game, e-course, movie, etc.) other than lecture slides was never used by 48%teachers; collaborative learning never used by 35%, project-based learning neverusedby36%andreal-worldproblemsolvingneverusedby34%oftheteachers.

Professionaldevelopmentofteachers

• ThesurveyalsoattemptedtodepictprofessionaldevelopmentopportunitiestotheteachersintermsofICT-relatedtrainingaspresentedinthefollowingtable:

Figure4:Networking,server,ande-librarysupportintheschool

79.6

8.5 6.5.5

5.02.5

18.9 18.9

11.9

47.8

19.923.4

16.4

5.0

35.3

8.0

19.420.4

15.9

36.3

16.9

23.918.4

6.5

34.3

.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Everyday Onceaweek Onceamonth Onceasemester/term

Never

Percen

t

Lecturewithtextbook Lecturewithothermaterails Colloborativelearning

Project-basedlearning Real-worldproblemsolving

Figure3:Pedagogicalpracticesofteachers


Table7:ICT-relatedtrainingtotheteachers

Responses PercentUsingschooladministrativesystem(EMIS) 7.5Computerliteracy(basicproductivitytools) 47.3Usingsubject-specificsoftware 6.5TeachingICTasasubject 9.5Creatingmultimediaresources 6.5Usingandintegratinggovernment-provideddigitalresourcesintoclassroomteaching 5.5Finding,adaptingandevaluatingresourcesfromtheInternet 17.4Planninglessonand/orprojectsthatintegrateICT 7.0ICT-enhancedinnovativepedagogy(e.g.projectbasedlearning,computer-supportedcollaborativelearning,etc.) 8.5Usingsocialnetworkforteachingandlearning 14.9UsingICTforassessment 10.0

• Largenumberof teachers (47.3%)stated that theywereprovidedwith ‘computer

literacy’ skills followed by training on ‘finding, adapting and evaluating resourcesfromtheInternet’(17.4%teachers);‘usingsocialnetworkforteachingandlearning’(14.9%);‘usingICTforassessment’(10%)aspresentedintheabovetable.

• Inthelast12months,22.9%teachershadICTrelatedtrainingoflessthan4hours;6.5%teachers5-15hours;3%teachers16-40hours;and2.5%teachersmorethan40hoursICTrelatedtraining.

• Teacherswere also inquired about their participation in identification of trainingneedsforICTorrespondingtosuchsurvey,5%ofthemrespondedthatitwasdonefromgovernmentside;7.5%saiditwasfromschoolside;and1.5%saidthatitwasfromNGOs.

• The general practice of the teachers for submitting the record or credit of theirtraining is – in the school (43.3% teachers), district office (10.9% teachers), andMinistryofEducation(1.5%teachers).Majorityoftheteachers(51.7%)alsostatedthattheydonotsubmititanywhere.

• Thoseteacherswhosubmittedtheirrecordorcreditofthetrainingperceivedthat–ICTtrainingcreditsarecompulsoryfortheircareeradvancement(11.9%teachers);ICT training credits are considered in career advancement (16.4% teachers); ICTtrainingcreditsdonotaffectcareeradvancement(6%teachers);andsomeofthemdonotknowitsimportance(15.9%teachers).

ResearchandDevelopment

• Thelastsectionofthesurveyexploredontheaccessoftheteachersinschool-leveldata–entryandretrieval.Theresponsesaresummarizedinthefollowingtable:


Table8:Teachers’accesstothenationalEMISResponse Yes NoAccesstoschool-leveldataentrytothenationalEMIS

15.9 84.1

AccesstodataretrievalfromthenationalEMIS 27.9 72.1

• AboveresponsesshowthatnationalEMISisnotgenerallyused.TheremightbevariedreasonsforlessuseofnationalEMISsuchaslackofknowledgehowtoaccess;ornonavailability;orlackofknowledgeoftheirimportance.


3. NationalWorkshoponICTCompetencyStandardsDevelopment

A nationalworkshop on Information and Communication Technology (ICT) CompetencyStandardsDevelopmentwasorganizedon31July–2August2015inGodavari,Nepal.Thethree-dayworkshop,jointlyorganizedbyUNESCOandtheNationalCenterforEducationalDevelopment(NCED),involvedmultiplestakeholders,includingpolicymakers,teachersandexperts.Theworkshopwith35participantswas facilitatedbyJonghwiParkandMelTanfromUNESCOBangkokOffice.TheworkshopbroughttogetheragoodmixofstakeholderswhowereabletoprovidedifferentperspectivesonwhatteacherswouldneedintermsofICTcompetencies.The UNESCO Representative to Nepal, Christian Manhart, in his welcoming address,encouraged efforts to promote capacity building, teacher training and utilizing existingresourcesinNepalicontexttoimplementICTineducation.TheExecutiveDirectorofNCED,KhagarajBaral,inhisopeningremark,furtherexpressedtheimportanceoftheworkshoptoprovideinformationandpracticalaspectsforthedevelopmentofteachers’competenciesbyNCED.Theworkshopservedthebasisinthedevelopmentofteachers’ICTcompetencystandards.NCEDhaddevelopedadraftversionof thegeneralcompetencystandards forteachers in2014. It is intended to guide teacher education, licensing/certification, job induction,performanceassessment,andcontinuingprofessionaldevelopment(CPD)amongteachers.Throughactivediscussionsamongparticipants,itwasagreedthattheNCEDwilldeveloptheICTcompetencystandardsaspartofthegeneralcompetencystandardsforteachers,usinginternational frameworks such as UNESCO ICT CFT, ISTE, and other national standards,whichisacombinationoftheAustralianandtheGeSCi’sapproachesaccordingtoUNESCOBangkok’scasestudy.


Duringgroupdiscussion, theparticipantsweredivided into six groups,withat leastoneNCEDmember per group, and tasked to produce several group outputs from session tosession–fromdomainstocompetencystandardstoperformanceindicators.Through active discussions and group work, the participants identified five priorityareas/domains towards desired competency standards for Nepalese teachers, namely –Content Knowledge (Curriculum); Pedagogy; ICT skills; Learning environment andclassroommanagement;andProfessionalDevelopment.After drafting the first standards and indicators, groups were asked to cross check thestandardsandindicatorsfromothergroupsandrefinethesebasedonthecommentsfromtheUNESCOBangkokteamandtheircolleagues.

Table8:DevelopingCompetencyStandards:ProposedDomains(Session4A–GroupWork)

ProposedDomainsGroup1 Group2 Group3 Group4 Group5 Group6

SubjectContentKnowledge

BasicComputerLiteracy

ContentKnowledge

SubjectContentKnowledge

LearningEnvironment&ClassroomManagement

CurriculumandPedagogicalKnowledge

PedagogicalKnowledgeandSkills

TechnicalManagementTraining

Pedagogy Pedagogy SubjectcontentandPedagogicalKnowledge

EffectiveandsafeLearningEnvironment

Learners’DiverseNeeds

e-ResourcesManagement

LearningEnvironment


LearningEnvironment&Pedagogy

ICTknowledgeandapplication


e-Pedagogy Assistantship

ICT Communication&Collaboration

Communication,collaboration,andcounselling

CommunicationandCounselling

Useofmobileinteaching-learningprocessappropriatetoruralareas

Reflection ProfessionalDevelopment&Ethics

AdministrationandEnvironment

Professionaldevelopment


ProfessionalDevelopment

Awarenesscampaigntostakeholdersforresourcegeneration

ProfessionalConduct

ICTKnowledge&Skills

Table9:DevelopingCompetencyStandards:ProposedPerformanceIndicators(Session4C–Group

Work)

ProposedPerformanceIndicatorsStandards Basic Proficient Distinguished

ContentKnowledge(Curriculum)–Group1§ Knowscurriculumwell(K)

§ Wellversedwiththecontenttobetaught

§ Canspecifycurriculumobjectivesandcontentrelatedtothelesson

§ CantellifICTcanberelevanttothecontent

§ Searchmoreoftherelatedcontentfromtheweb

• Demonstratescapabilitytoblendwebbasedcontentwithlessoncontent

• Co-relateweb-basedmaterialswiththelesson

• DevelopICTbasedmaterialwiththehelpofmodels

• DesignanddevelopICTbasedmaterialforthelesson

• Providesupportandencourageothersteachers

§ Abletocrosscutthecontentwithothersubjects,gradesorlife(K)

§ Askquestionsintheclasshowthecontentisusefultostudentinhis/herlife

• Identifyhowthelessoncontentisrelatedtoothersubjectsandlife(materialsfromwebused)

• Usesvariouswebmaterialstorelatewithothersubjectsaswellasdaytodaylife

• Sharessomemodelsofcrosscutting

§ Usewebbasedmaterials(S)

§ Explore,searchwebandretrieveappropriatematerials

§ LinkthecollectedmaterialswithcontenttobetaughtusingICT

§ Membershipinprofessionalgroupandshareandusematerialsfromexperts

§ Materialsdevelopmentsuitabletotheir

§ Identifysomerelevantwebsiteswhere

§ Developownmaterialsfrom

§ Design,developandsharematerials



subject/contentusingtechnology(S)

instructionalmaterialsfound

theprototypefromtheweb

basedonthecurriculum

§ Orient/trainotherteachers

§ Makestudentslearningmeaningfulandtransferabletodailylife(S)

§ Shareatleast50%ofclasstimewithstudents

§ Lesslectureanduseofcollaborative,reflective,studentscenteredapproaches

§ Useswholeclass,groupandindividualworks

§ Varietyofinstructionalmethodsusingtechnology

§ Alwaysopenandreadytoupdate(A)

§ Listenstotheseniorteachers,trainersandcheckswebtofindoutnewdevelopment

§ Isregularvisitorstotheeducationalwebsandlinksandusesfrequentlyideasandmaterialsfromthere

§ Istheexpertmemberinthewebgroupandopentoprovidefrequentinputthere

§ Positiveandreadytolookfortechnology(A)

§ Seeksinformationonnewdevelopment

§ Keepupdateonnewdevelopment

§ Usesnewdevicesandteachesotheronitsuse

§ Encouragestudentstosearchrelatedcontentandalsoappreciatetheirefforts(A)

§ Positivetowardslesslectureandencouragestudentstosearchadditionalmaterialsandstudy

§ Eagertocreateassignmentsthatrequirestudentstocollectanduseextramaterialsthantextbook

Willingtodesignmodel/projecttoengagestudentstosearchandengagebeyondtextbook

Pedagogy–Group5§ UseICTtoolstosearch,selectandgradelearningmaterialsaccordingtotheneed,interestandlevelofstudents

Introduction&useofICTtools:§ Hardware:Desktop,Laptop,Printer,Projector

§ Software:systemsoftware(OS),application

InstallanduseofICTtools:§ SimpleConnectiveanduseofDesktop,Laptop,Printer,Projector

§ Software:Applicationsoftware(office

InstallanduseofICTtools:§ ProperuseofDesktop,Laptop,Printer,Projector

§ InstallSoftware:OS,Applicationsoftware&Utilitysoftware(Antivirusprogramandother);



software(officePackage)&Utilitysoftware(OSbasedonly)

§ Internet:mail,download,socialnetwork,searchengine

Package)&Utilitysoftware(Antivirusprogram)

§ Internet:mail,Download,socialnetwork,searchengine

Properuseofsoftware;makingICTbasedteachinglearningmaterials

§ Internet:Mail,Upload,Download,socialnetwork,searchengine,Datasecurity,ReuseofloadeddataBlogdevelop.

Pedagogy–Group6§ UseofICTintegratedlearningmaterialsinclassroompractices

§ BecomingawareanduseoftheICTtoolsandtechniquesfortheclassroompractice

§ FrequentlyuseofICTtoolsandtechniquesinrealclassroomsituation,collectionofinteractivedigitallearningmaterialsandtheirproperuse

§ Websearch,designanddevelopinteractivedigitallearningmaterialsintheclassroompracticetogetoptimumlearningachievement

ICTskills–Group2BasicComputerliteracy:§ Canuseapplicationsoftware(Word,Spreadsheet,Presentation,Database,HTML,Qbasicetc.)

§ Canoperatethecomputer

§ Cancreate,rename,savefileandfolders

§ Canusebasicapplicationsoftware(Word,Spreadsheet,Presentationetc.)

§ Cancreate/designsimpledocumentsbyusingofficesoftware.

§ Canusebasicapplicationsoftware(Word,Spreadsheet,Presentationetc.)

§ Canusecomputerinpersonallifeanddailywork

§ Cancreate/designdocumentsbyusingDatabase,HTML,QBASICetc.

Technicalmanagement:§ AbletoInstallapplicationsoftwareandSimpleRepair/MaintenanceofComputers,

§ Caninstallsimpleapplicationsoftware,fontetc.

§ Caninstallapplicationsoftware(Office,PDFReader,antivirusetc.)

§ Canconnectprojectorsand

§ Caninstall/Formatcomputer(InstallSystemSoftware)

§ CandetectsimpleproblemsandRepair/Maintenanceofcomputers



§ Projectorsandmultimediaconnection

multimediapresentation

§ Cancreatemultimediaslidesforeffectiveteachingandlearning

E-resourcesmanagement:§ Abletodownloadusefulmaterialsfromdifferentsitesandsaving.

§ Canuseinternetandabletocheckandsendemails.

§ Candownloaddifferentusefulresourcesandusethem.

§ Canusesocialsites

§ Canuseinternetandabletocheck,sendemailsandcreateemailid.


§ Canusesocialsitesasteaching/learningmaterials


§ Canusesocialsitesasteaching/learningmaterials

§ Useofmobileasteachinglearningprocessappropriatetoruralareas.

§ Canreceiveandsendwritteninformationthroughmobile

§ Cancollect/transferusefulteachinglearningresourcesbyusingmobile.(Pictures,documents,videos)

§ Candownloadusefuldocuments/videosfrominternetanduseittoeffectiveteachinglearningprocess.

ICTskills–Group3Knowledge§ ICTinEducationPolicyawareness

§ 5W&1Hofthee-sourcesandtools

§ Basicknowledgeonhardware

§ Introductory§ What,where,howtoacquiredifferenttoolsande-sources

§ Needassessment,operationandmaintenancerelatedissues

§ Proficiencyonthepolicies

§ Opportunitiesandalternativestoupgradethegoodsservices

§ Nationalandlinkswithnationalpolicies

§ Visioningandmanagingissues

Skill§ EnvironmentsettingwithintegrationofICT

§ OperationSkills–(hardware&Software)

§ Classroomsettingofthemultimediadevices,

§ Proficiencyonplanningand

§ OperatingtheICTplansinschool/Classroomlevel

§ OrganizingICTPDs§ Leadingtheinitiatives



§ Organizationandevaluationofe-resources

deliveringlessons

§ OrganizationandevaluationoftheT/Le-materials

Attitude§ Self-motivation&Integrity

§ Addressingdiverseneedsoflearners

§ AppropriateandethicaluseofICT

§ IdealandPassionate

§ PerformingtheacquiredProfessionalbehaviors

§ Celebratediversityandactaccordingly

§ ActwithhighlevelProficiencystandards

§ Behave,Support&SuperviseasperdefinedprofessionalBehaviors

§ Introducenewsetofstandardsandvalues,linksuchpolicies,executeandlead

ICTskills–Group4§ Conceptandimportanceofinstructionaltechnology

§ Defineandexplaininstructionaltechnology

§ Explainwhytheinstructionaltechnologyisimportant

§ Explaintheprosandconsofinstructionaltechnology

§ Decidewhereandwhentouseinstructionaltechnology

§ Properlyuseofproductivitytools

§ Listoutthedifferentproductivitytoolswhichcanbeusedinteachinglearningprocess.

§ Expresstheproperuseofthesetools

§ Properlyutilizedthesetoolsincollaboration,communicationandexperiencesharing

§ Cancustomizeanddevelopnewtools

§ UseofdifferentICTdevices

§ IdentifydifferentICTequipmentanduse

§ AppropriatelyusedifferentICTequipment(camera,mobile,projector,

§ Updatedaboutlatestdevicesandtechnology



scanner,externalharddriveetc.)

LearningEnvironmentandClassroomManagement–Group6§ Havingknowledge,skillsandattitudetodevelopchild-friendlylearningenvironment

§ Awareandimplementationofnationalframeworkofchild-friendlyschoolenvironmenttoensurechild-centeredteaching-learningpractice

§ Knowledgeandskillofproperutilizationofavailableresourcesforbetterperformanceofthestudents

§ Innovativelycreatechildfriendlylearningenvironmentwiththeutilizationofexistingresources

ProfessionalDevelopment–Group4§ Reflectownexperienceandsharelearning

§ Createprofessionalgroups,join,share

§ Participateingroupactivityandfrequentlyshareidea

§ Createnewideaandleadthegroup

§ Criticalandanalyticalthinking

§ Involveindiscussionandputopinions

§ Applyandshareothersideas

§ Developpeersandstudentsascriticalthinker

§ Inquirybased(updated,creative,innovative...)

§ Abletointroducenewmethods

§ Usenewtechniquesintheclassroom

§ Createnewtechniques

NCEDpromisedtoconsiderthediscussionswhentheyworkmorein-depthonthestandardsdevelopment.TheworkshopwasconcludedwithNCED’spresentationontheactionplanforthe further development of the national ICT competency standards for teachers. It wasagreed among the NCED Task Force and UNESCO Kathmandu that the national ICTcompetencystandardsforteacherswillbefinalizedbeforetheregionalmeetinginOctober2015andwillbeappliedtotheteacherdevelopmentcurriculuminearly2016.Table10:ActionPlanfromNCEDondevelopingtheNationalICTCompetencyStandardsforTeachers

Event Timeline ResponsibleOrganizationFormationoftheworkinggroup August10,2015 NCEDDevelopmentofcompetencystandard

August2015 Workinggroup,UNESCO


ConsultationseminaronthedevelopmentofteacherICTcompetencytobeincludedinTCF

September15,2015 NCED,WorkingGroup,UNESCO

Teachers’ICTcompetencyexpertvalidation

September2015 NCED,Experts,

Discussionsessionforimplementationofteachercompetencies

August-September2015 NCED,UNESCO

On-lineconsultationonreviseddraftstandards

September2015 NCED,UNESCO,Experts,WorkingGroup

Finalization/Approval October2015 MOE,NCEDSeeAnnex A: for the detailed proceedings of thisworkshop andAnnex B: for the list ofparticipantsoftheworkshop.Thefulllistofoutputsfromtheworkshopisavailableatthefollowinglink:http://ictcompetenciesforteachers.wikispaces.com/Nepal+Workshop1


4. Follow-upWorkshoptoFinalizeTeachers’ICTCompetencyStandards

Asafollowuponthepreviousworkshop,theNCEDmembersandtheworkinggroupmeton3–4October2015 inKathmandu todraft the ICTcompetencystandards for teachers inNepal.Theparticipantsreviewedtherecommendations fromthepreviousworkshopandbasedontheTeachers’CompetencyFramework(SeeAnnex C:)developed,theparticipantsdrafted a table of ICT competency standards. The participants also worked on theperformanceindicatorsforthecompetencystandardsontheseconddayoftheworkshop.SeeAnnex D:forthelistofparticipantsoftheworkshop.


TEACHERCOMPETENCYSTANDARDS(DRAFT)

Table11:Teachers'ICTCompetencyStandardsFramework

INFORMATIONANDCOMMUNICATIONTECHNOLOGYCOMPETENCYSTANDARDS

Standards Basic Proficient Distinguished

KnowledgeandskillofICTBeawareofdifferentICTtoolsanddemonstratebasicdigitalliteracy

BecapableofusingcomplexICTtoolsandmanageICTenhancedlearningenvironmentinSchool

LeadandsupportcolleaguesforICTassistedlearning

SelectandutilizeICTintegratedteachinglearningstrategies

BeawareofICTintegratedinstructionalstrategyandUtilizesimpledigitalmaterialsforeffectivelearning.

BlendICTenhancedpedagogyinconventionalmodeofteachingandlearningtoincreaselearningopportunity.

BeamodelforcolleaguessoastodevelopandengagestudentsonICTenhancedlearning.

Developandadaptdigitallearningmaterials

ExploredigitalcontentsandteachingmaterialsanduseICTproductivitytoolstopreparesimplematerials

UseavailableICTtoolstoadaptanddevelopinteractiveanddynamicdigitallearningmaterials

Designanddevelopdigitalmaterialstofacilitatelearning.CollaborateonenhancingICTscompetenciesamongfellowteachers.

Promoteeffectivecommunicationandcollaborationforlearning

FamiliarizewithICTtoolsforeffectivecommunication,selfandcollaborativelearning.

UseICTtoolsandresourceappropriatelyforcollaborativelearning.

Designappropriatelearningplatform(likewiki,blog,andwebsite)andmobilizelearningcommunity.

Assesslearningandprovidefeedback

UsepotentialICTbasedassessmenttoolsandtechniqueinassessinglearningandprovidefeedback

IntegrateICTwithstandardassessmentstrategy,recordkeepingandanalyzingassessmentdata.

DesignICT-enhancedassessmentstrategiesandfacilitateschool-wideimplementation.

BeawareonITpolicyandcontemporarydigitalcultureanddemonstrateinprofessionalpractices

ExhibitawarenessaboutICTineducationandrelatedpolicyprovisionsandissuesoncybersecurity

Analyzecybersecurity,practicesandpromoteresponsibleandaccountabledigitaluse.

Engageinandcontributetoimprovingnationalpoliciesandprofessionalpractices.forsafeandethicaluseofICTineducation.


PERFORMANCEINDICATORS(DRAFT)DOMAIN:INFORMATIONANDCOMMUNICATIONTECHNOLOGY

Table12:Teachers'ICTCompetencyStandardsandPerformanceIndicators

Standards PERFORMANCEINDICATORSBasic Proficient Distinguished

KnowledgeandskillofICT

• WellinformedaboutvariousICTtoolsandknowledgeableaboutfundamentalworking/basicfeaturesofwordprocessors,presentationsoftware,andspreadsheets.

• Abletousewordprocessors,presentationsoftware,andspreadsheetsinprofessionalwork,withminimalsupportfromothers.

• Browseinternetandidentifyrelevanttextdocuments,image,audioandvideomaterials.

• Havebasicknowledgeofcomputerhardware,peripherals(printer,scanner,projector,cameraetc.)andhandhelddevices.

• Usemultimediainpreparingrelevantdigitalgamesandpresentations.

• Searchanduserelevantfreeandopensourceonlinelearningresources.

• Installandrunsoftware,andperformsimpletroubleshootingandmaintenanceworks.

• MaintainITenvironmentintheschool(computers,lab,etc.)

• Showfamiliarityonupdatedwebtechnologyinthecontext.

• PreparecreativeandinnovativelessonsusingavailableICTtoolsandresources.

• Inspireandguideothercolleaguestoperformsuchactivities.

SelectandutilizeICTintegratedteachinglearningstrategies

• Usewordprocessors,andspreadsheettoplanandmanagelessonactivitiesandstudents’records.

• RegularlyuseICTproductivitytoolsandICTenhancedinstructionaltechniques(suchasdigitalstorytelling,simulations,games,animation,videolessonetc.).

• Promoteactive,self-directed,collaborativelearningcultureinschools

• Leadandsupportcolleaguestoplanstudent-centered


• Searchandusesimpleandinteractivedigitallearningmaterialsforinstruction.

• Useselfpreparedsimpledigitalmaterialstocomplementconventionalmodeofteaching.

• Usesubjectspecificeducationalsoftwareforschoolsandotheronlineresources.

• Encouragestudentstoaccesse-libraryandotheronlineresourcestoacquirerelevantinformation.

• Engagestudentsine-learningandICTbasedprojects.

lessonsutilizingICTtoolsandresources.

• DesignanddemonstratecreativeandinnovativeICTenhancedlearningmodules.

• ContributetopromotingICTpedagogyintegrationthroughtrainingsorbyorganizingappropriateeventsinprofessionalcommunity.

Developandadaptdigitallearningmaterials

• Preparesimpledigitallearningmaterialsusingwordprocessors,spreadsheetorpresentationtools.

• Takerealpictures,recordaudioandvideowithdigitalcameraandothermobiledevicesforclassroomuse.

• Identifydownload,editandusefreelyavailableonlineresourcesthatfitintothepurposeofthelesson.

• Developsimpleinteractivedigitallearningmaterialssuchasquiz,games,etc.topromoteselflearning.

• Usegraphictools,simpleaudioandvideoeditingtoolstoadaptexistingdigitalmaterialsforspecificlearningpurpose.

• Useonlinelearningmaterialsand/ormultimediainmanagingblendedlessons.

• Developanduploadonlinelearningmaterialstosharewithprofessionalcommunity.

• Supportcolleaguesindesigningandutilizingdigitallearningmaterials

• CollaborateinpreparingICT-enhancedlearningenvironmentinschool

Promoteeffectivecommunicationandcollaborationforlearning

• Createanonlineaccount/emailIDanduseitforsustainedseriesofemailcorrespondence.

• Usesocialmediaforsharinginformationandmaterials,andprovidingassignments.andotherrelevantexchange.

• Utilizeavailablecloudcomputingtools(suchasGoogle-drive,One-drive,dropboxetc.)forcollaborationamongteachersandpromotetheseactivitiesamongstudents.

• Createwiki,blogorschoolwebsitetoshareeducationalresourcesandinformation.

• Createandcontributetolearninggroupsandteacheronlineforums.

• Utilizeteachernetworktofacilitateexchangeand


• Createstudentforumsanduseitforsharinglocalinformationandpromotegrouplearning.

mainstreamingofgoodICTpracticesinschools.

Assesslearningandprovidefeedback

• Useword-processorsandspreadsheetforassessingstudents’learningandgivingprogrammedfeedback.

• Usespreadsheettoimprovetestconstruction,managingstudentprogress,andanalyzingresults.

• Prepareassessmentdevices(testingandnon-testing)fordiverselearners.

• Usecomputer-basedtestingwidelyforsummativeandformativepurposes.

• Designandpromotecomputer-basedtestingsysteminschool.

• Promoteself/peerassessmentwithautomatedfeedbacksystem.

• EncouragediscussionamongcolleaguesforICTenhancedassessmentsystem.

BeawareonITpolicyandcontemporarydigitalcultureanddemonstrateinprofessionalpractices

• DescribetheintentsandmajorcomponentsandprovisionsofICTinEducationMasterPlan.

• DrawimplicationsforschoolandclassroomlevelITpolicymatters.

• Implementcodeofconductforschoollab.

• Beawareoftheissuesoninformationsecurity.

• Makestudentsawareaboutcybercrimeandrelatedissues.

• Promoteresponsibleuseofdigitalmaterialsandsourcesintheschool.

• Promotetheuseoffreeandopensourceresources.

• MaintainappropriateITpolicyintheschool.

• ContributetothelocalanddistrictlevelforumsforformulatingeffectiveITpolicyfortheschoolcommunity.

• InitiateavoidingpotentialadverseimpactsofICTuseincreativity.

Theteachers’competencystandardsframeworkhasalreadybeennowfinalizedandendorsedbytheMinistryofEducation.


5. HighlightsofKFITRegionalMeeting,Bangkok UNESCOBangkokconvenedaregionalprojectmeetingon27-28October2015tobringtogether

keyprojectstakeholders,internationalexperts,andprojectevaluatorstoshareandreviewtheproject’sprogressinthethreepilotcountries(Nepal,alongwithPhilippinesandUzbekistan),

anddiscussnextsteps.ThecompositionoftheNepalesedelegationtothemeetingisasfollows:

• KhagarajBaral,ExecutiveDirector,NCED

• TulashiPThapaliya,Director,NCED

• DineshKhanal,DeputyDirector,NCED

• TapRajPant,NationalProgrammeOfficer,UNESCOKathmandu

The overall aim of the meeting was to share and review project’s progress including draft

competence framework for teacher and discuss future plans. This was consistent with the

recommendation from the previous KFIT project (“Facilitating Effective ICT-PedagogyIntegration”) that encouragedUNESCOprojects toundergo a formativeproject evaluation to

assisttheprojectteaminreviewingandenhancingtheprojectdesignandobtainthetechnical

inputsfrominvitedexpertsandpractitionerstoprovideoverallguidancetotheprojectteamintermsoffinalizationofcompetencestandardsforteachersincludingpreparationoffuturework

plan.

About 25 participants (including 10 females) that included education experts, government

officials,developmentpartners,UNESCOfieldofficestaffandUNESCOBangkokstaffsattendedthe meeting. The meeting was opened by Gwang-Jo Kim, Director, UNESCO Bangkok. Kim

highlighted on the importance of use of ICT in education and also shared some interesting

practice on ICT in education adopted in other countries in the region. The meeting furtherreviewedtheimplementationstatusoftheprojectdesignandworkplananddiscusstheguiding

frameworkandpilotactivitiesunderKFIT–IIproject.

On the firstdayof themeeting,Nepalpresented itscountryexperienceon in-service teacher

developmentandsharedthedraftICTcompetencystandardsdeveloped.Theexpertsprovidedtheirfeedbackonthecompetencystandardsforitsfurtherimprovement.Fewsuggestionswere

alsoreceivedtosuccessfullyoperationalizethecompetencystandardsthathasbeendeveloped.Nepalalsopreparedacountrylevelworkplanbasedontheframeworkprovidedbyprojectteam

onhowtofinalizeandendorsethedraftICTcompetencystandardandfurtherdisseminatethe

regionalguidebook in the country contextanddiscussionwithkey implementingpartneratcountrylevel.

The findingsof theNepaleseTeachers’ ICTReadinessSurveywerealsopresentedduring themeeting.

SeeAnnex E:forthedetailedproceedingsofthisworkshop.TheoutcomeofthismeetingwillsupportNepaltooperationalizethestandardsbyreflectingtheformulated competency standards in the actual teacher training curriculum or professional


developmentprogrammes,duringthesecondyearofcountryimplementation.(SeeSection6for

theRevised Tentative Project Work Plan.)

As a followup of Regionalmeeting,NCED task force further reviewed the draft competencystandardsand incorporatedappropriate suggestionsand feedbacks receivedduringBangkok

meeting.AmeetingamongallJointSecretarieswithintheMoEsystemwasorganizedtoshare

thefinaldraftcompetencystandardstoobtainfurtherinputsonit.


6. RevisedTentativeProjectWorkPlan

TherevisedtentativeprojectworkplanforsecondyearoftheNepalimplementationofthe

projectisasfollows:

Table13:RevisedprojectworkplanforsecondyearoftheNepalimplementationoftheproject

Activities Timeline OutputsMainactors

1ConductingNepaleseTeachers’ICT

Readinesssurveyonabiggerscale,assuggestedbyNCED

Feb–April

2016

NepaleseTeachers’

ICTReadinessassessed

NCED,TU,

UNESCO

2Organizinganationalworkshopon

designingcompetencybasedtrainingcurricula

March2016Enhancedcapacity

ofTFTmembers

NCED,

UNESCO,TFT

3Designinganddevelopingtraining

curriculaandmaterialsMay2016

Training

curriculumandmaterials

NCED,

UNESCO,TFT

4Organizingcapacitybuildingworkshops

forteachereducators/trainers

May–June

2016

Enhancedthecapacityofteacher

educator

NCED,UNESCO,

TFT

5Organizinganorientationworkshopfor

TEIs

May-July

2016

TEIsorientedontheintegrationof

TCSintoteacher

educationcourses

NCED,

UNESCO,TFT,TEIs

6PilotingoftrainingmoduleinselectedETCs.

May-Sep2016

Pilotconducted

NCED,

UNESCO,

TFT,ETC

7 MonitoringandonsitesupportApril-Sep

2016

Onsitesupport

providedTFT

8Reviewing/assessingtheimplementationofpilotingtoimprove

trainingmodules

Oct-Dec

2016Evaluationreport

NCED,UNESCO,

TFT


AnnexA:WorkshopAgenda:NationalWorkshoponICTCompetencyStandardsDevelopment,31July–2August2015,Godavari 31July2015,Friday(Day1)07:00-08:15 PickupandArrivalattheVenue08:15-09:00 Registration/Breakfast09:00-09:30 OpeningCeremony

• WelcomeAddress(MrChristianManhart,HeadofUNESCOKathmanduOffice)

• OpeningRemarks(MrKhagarajBaral,ExecutiveDirector,NCED)• IntroductionofParticipants• WorkshopOverview(MsJonghwiPark,ProgrammeSpecialist,UNESCO

Bangkok)09:30-10:50 Session1(Overview)

• Nepal’sEducationSectorGoalsandICTinEducationMasterPlan(Mr.DineshKhanal,DeputyDirector,NCED)

• IntroductiontoCompetencyStandardsforTeachers:KeyFactorsinSuccessfullyIntegratingICTinEducation

(MsJonghwiPark,UNESCOBangkok)• Q&A

10:50-11:10 GroupPhoto&Teabreak11:10-13:00 Session2A(Chair:Director,NCED)

UnderstandingTeacherReadinessinNepal• NationalTeacherCompetencyStandardsandTeacher’sProfessional

DevelopmentProgramme(DrTulsiThapaliya,Director,NCED)• Pre-serviceTeacherEducation(DrLekhnathSharma,Tribhuvan

University)• ResultsoftheTeacherReadinessSurvey(DrGaneshBahadurSingh)• Q&A

13:00-14:00 Lunch14:00-15:30 Session2A(Chair:Director,NCED)

ReflectingNationalEducationGoalsintheDevelopmentofTeachers’ICTCompetencies(PresentationbyMsJonghwiPark)GroupWorkModerators:(NCED/MrTapRajPant,UNESCOKathmandu)

15:30-15:50 TeaBreak15:50-17:30 Session3(Chair:Director,NCED)

DiverseApproachestoDevelopingCompetencyStandardsforTeachers


• Threeapproachesfrompromisingcases(MsJonghwiPark,UNESCOBangkok)

• Discussion–whichapproachismostsuitabletoNepal?

17:30-17:40 SynthesisofDay1(MsMelTan,UNESCOBangkok)19:00-

onwards

Dinner

1August2015,Saturday(Day2)09:00-09:15 ReviewofDay1(NCED)09:15-11:15 Session4A(Chair:Director,NCED)

DevelopingCompetencyStandards:Domains(PresentationbyMsJonghwiPark)

- Q&AGroupWork(withteabreakincorporated)Moderators:(NCED/Mr.TapRajPant,UNESCOKathmandu)

11:15-13:00 Session4B(Chair:Director,NCED)DevelopingCompetencyStandards:Standards(PresentationbyMsJonghwiPark)

- Q&AGroupWork(withteabreakincorporated)Moderators:(NCED/Mr.TapRajPant,UNESCOKathmandu)

13:00-14:00 Lunch14:00-15:45 Session4B(cont’d)Standards(Chair:Director,NCED)

GroupWorkModerators:(NCED/Mr.TapRajPant,UNESCOKathmandu)

15:45-16:00 TeaBreak16:00-17:30 Session4C(Chair:Director,NCED)

DevelopingCompetencyStandards:PerformanceIndicators(PresentationbyMsJonghwiPark)

- Q&AGroupWork• Moderators:(NCED/Mr.TapRajPant,UNESCOKathmandu)

17:30-17:40 SynthesisofDay2(NCED)19:00-onwards

Dinner

2August2015,Sunday(Day3)09:00-09:15 ReviewofDay2(MsMelTan,UNESCOBangkok)09:15-10:45 Session4C(cont’d)PerformanceIndicators(Chair:Director,NCED)

GroupWork(withteabreakincorporated)Moderators:(NCED/Mr.TapRajPant,UNESCOKathmandu)


10:45-13:00 Session5(Chair:Director,NCED)GroupPresentationsModerators:(NCED/Mr.TapRajPant,UNESCOKathmandu)Q&A

13:00-14:00 Lunch14:00-15:15 Session6A(Chair:Director,NCED)

LookingForward:SustainingtheMomentum• Buildingasystemtosustainthecapabilitybuildingefforts(MsMelTan,

UNESCOBangkok)• Discussion–howtoset-upandinstitutionalizesuchasysteminNepal?

(Co-chairs:Dr.TulashiPrasadThapaliya,NCED/Mr.TapRajPant,UNESCOKathmandu)

15:15–15:30 TeaBreak15:30–17:00 Session6B(Chair:Director,NCED)

LookingForward:NextStepsModerator:MsJonghwiPark• ActionplanfortheprojectPlan(Mr.DineshKhanal,DeputyDirector,

NCED)17:00-17:30 Closing&Acknowledgements17:30 Departvenue


AnnexB:ListofParticipants:NationalWorkshoponICTCompetencyStandardsDevelopment,31July–2August2015,Godavari

S.NoGroupNo.

Name Organization E-mail

1 1 BabuRamDhungana DeputyDirector,DoE [email protected]

2 1 GaneshBSingh FoE,TU [email protected]

3 1 GobindaPrasadAryal DeputyDirector,NCED [email protected]

4 1 LekhnathSharma TU [email protected]

5 1 ShankarAdhikari UANTOGS [email protected]

6 1 YamNarayanGhimire DeputyDirector [email protected]

7 2 DineshGhimire NFEC [email protected]

8 2 JayaPrasadLamsal DeputyDirector,NCED [email protected]

9 2 MohanPrasadDhakalTeacher,JalapadeviHSS,Dhankuta

[email protected]

10 2 SitaRamKoiralaSeniorInstructor,ETCKavre

[email protected]

11 3KrishnaPrasad

PaudelPhDScholar,KU [email protected]

12 3 LaxmanSharmaConfederationofNepaleseTeacher/NepalNational

TeachersAssociation

[email protected]

13 3 NabinKumarKhadka TechnicalOfficer,NCED [email protected]

14 3 NripaDhwajMagar SectionOfficer,ERO [email protected]

15 3 RenukaAdhikari SectionOfficer,NCED [email protected]

16 4 DineshKhanal DeputyDirector,NCED [email protected]

17 4 GuruPrasadMainali UnderSecretary [email protected]

18 4 KeshavRajGhimire DEOTanahun [email protected]

19 4 PramilaBakhati DeputyDirector,NCED [email protected]

20 4 TilakKunwarConfederationofNepaleseTeacher

[email protected]

21 5 ChiranjiviBaral KathmanduUniversity [email protected]

22 5 DipendraKumarJha ComputerOperator,NCED [email protected]

23 5 NawarajNiroula SectionOfficer,NCED [email protected]

24 5 Tarzanrai DeputyDirector,CDC [email protected]

25 6 DipendraSubedi DeputyDirector,NCED [email protected]

26 6 RajkumarMaharjanPresident,PABSONBhaktapur

[email protected]


27 6 ShomRajKCTrainingCoordinator,ETC

[email protected]

28 6 SushilUpretiICTCoordinator,SOS

[email protected]

29 6 UpendraDahalSeniorInstructor,ETCKathmandu

[email protected]

30 TulashiPThapaliya Director,NCED [email protected]

31 ImaNarayanShrestha Director,NCED [email protected]

32 KhagarajBaral ExecutiveDirector,NCED [email protected]

33 DevinaPradhananga Director,NCED [email protected]

34 JonghwiPark UNESCOBangkok [email protected]

35 MelTan UNESCOBangkok [email protected]

36 ChristianManhart UNESCOKathmandu [email protected]

37 TapRajPant UNESCOKathmandu [email protected]

38 AagatAwasthi UNESCOKathmandu [email protected]

39 PearlyWong UNESCOKathmandu [email protected]

40 AaryaPant UNESCOKathmandu [email protected]

41 NishaShah UNESCOKathmandu [email protected]

42 RamBalakSingh UNESCOKathmandu [email protected]

43 DilliRamRimalDirectorGeneral,DepartmentofEducation

[email protected]


AnnexC:Teacher'sCompetencyFramework(ModifiedDraft)OriginallypublishedinGorkhapatraNationalDaily,dated18September2015,forstakeholderfeedback.

[UNOFFICIALTRANSLATION]

Competency1:ContentKnowledgeHavingsoundknowledgeofsubjecttobetaughttoaddresslearningneedsofthestudents.

• Soundandupdatedknowledgeoftheconcernedsubject

• Knowledgeregardingtheconceptsandprinciplesoftheconcernedsubjectandtheirrelationship

• Knowledgeaboutthestructureofcurriculumofthesubjectanditsoverallaspectsaswellasitsinterrelationshipwithothersubjects

• Knowledgeabouttherelevanceofthesubjectmatterinthelocalcontext

Competency2:PedagogicalKnowledgeHavingsoundknowledgeofteachingandlearningprocessandabilitytoeffectivelytranslatethatknowledgeintoclassroompractice.

• Updatedknowledgeofdifferentmethodsofteachingandlearningandnew

teachingtechniques

• Todeviseteachingplansandstrategiestoattaintheobjectivesofcurriculumand

competencies

• Toselectappropriateteachingmethodsconsideringthenatureofsubjectmatter,

levelofstudentsandindividualdifferences

• Tofacilitateactivelearning,usingappropriateteachingmethodsandmaterials

• Toevaluatedifferentaspectsoflearning,analyzetheresultsandmaketheiroptimumuse,byusingproperresources

• Toapplycontinuousstudentevaluationandofferremedialteaching,ifneeded,toensureleaning

Competency3:KnowledgeaboutChildren/LearnersHavingabilitytoidentifydiverselearningneedsofthelearnersandteachaccordingly.

• Havingknowledgeofphysical,mental,socialandemotionalstatesofthelearnersandtheirrelationshipwithteaching

• Toestimatethepriorknowledgeofthelearnersandconnectittonewlearning

• Toidentifyandrespectlinguistic,socialandculturalnormsandvaluesaswellasdiversityofthelearners

• Toexpectoptimumlearningconsideringthefactthateverychildhasrighttolearnandcanlearn


• Tokeepinformationaboutspeciallearningneedsandabilitiesofthelearnersandaddressthemeffectively

Competency4:LearningEnvironmentandClassroomManagementAbletocreatechild-friendlylearningenvironmentandclassroommanagementforeffectiveteachingandlearning.

• Toensureactiveparticipationcreatingsafe,collaborativeandchallenginglearningenvironment

• Tocreatechild-friendlylearningenvironment,makingpropermanagementofresources,consideringoveralldevelopmentoftheschool

• Toformandmobilizegroupstoensureconstructivelearningofallthelearners.

• Tomaintainsupportandcollaborationandencourageidealbehaviorofthelearnersthroughpositivediscipline

• Toavailthefacilitiesoflibrary,informationtechnologyandotherappropriatemeansandresourcesforresearch-orientedandcreative

learning

• Togivecontinuitytolearning,creatingaconduciveenvironmenteffectivelyeveninadversesituation.

Competency5:CommunicationandCollaborationAbletocommunicateandcollaborateeffectivelywithstudents,guardiansandteachers.

• Tocommunicateeffectivelyforexploration,collaborationandinteraction

• Tocommunicateeffectivelyinordertoencouragethelearnersforlearning,makethesubjectmatterclear,makethemparticipateintheclassroomactivitiesand

offercounselling

• Toexchangeandsharefeedbackandexperiencesamongcolleaguesforprofessionaldevelopmentandpromotionofstudentlearning

• Toconductconsultativemeetingswithparents/guardiansforactiveparticipationoflearnersinteachingandlearning,documentationoflearningoutcomes,and

cooperation

Competency6:ContinuousLearningandProfessionalDevelopmentCommittedtocontinuouslearningandprofessionaldevelopmentbyanalyzingone'sownknowledge,skillsandexperiences.

• Toinvolveincontinuouslearningexploringtheopportunitiesofprofessionaldevelopment

• Toinvolveincontinuousimprovementprocessandreflection

• Tobefamiliarwiththestudiesandresearchescarriedoutintherelatedfieldandcarryouttheactionresearchforlearningimprovement

• Tocontributetoprofessionaldevelopmentthroughinnovationandcreativityinpracticesandbehaviorwithmutualcooperationandcollaboration


Competency7:LegalBasesandProfessionalConductAbletodischargedutiesandresponsibilitiesdemonstratingidealprofessionalconductinaccordancewithexistinglawsandprovisionsaswellassocialvalues.

• Torespectandtrusttheirprofession,exhibithighmoralconductandgain

publicconfidence

• Todemonstrateidealbehaviouraspertheexistinglegalprovisionsand

directives.andtakeresponsibilityofone’sownactionsandpractices

• Tobefairandrespectfultoallchildrenconsideringtheprofessionalethicsand

codesofconduct,andbecommittedtotheoverallwelfareofthechildren

• Todemonstratetolerancetowardssocialnormsandvalues,andlocalcultures

anddifferencesofopinionsandbeliefs

• Toremainawareoftheuniversalvaluesrelatedtoeducation(HumanRights,

ChildRights,EducationasaFundamentalRight,EducationforAll,etc.)andactaccordingly

Competency8:InformationandCommunicationTechnologyAbletomakeuseofinformationandcommunicationtechnologyforeffectiveteachingandlearning

• Toselectandutilizeintegratedlearningstrategiesofinformationandcommunicationtechnologytofacilitateeffectivelearning

• Todevelopdigitalmaterialsandmakeuseofavailablematerialsaccordingtotheneedsofthelearners

• Tomakemutualcommunicationandcollaborationamonglearnersthroughthemeansofinformationtechnologyeffectiveforself-learning

• Touseinformationandcommunicationtechnologyforlearningassessmentandfeedback

• Tobeacquaintedwitheducationalactsandprovisionswithregardtoinformationandcommunicationtechnologyandadvancementindigitalculture,and

demonstratetheprofessionalbehaviouraccordingly


AnnexD:ListofParticipants:Follow-upWorkshoptoFinalizeTeachers’ICTCompetencyStandards,3–4October2015,Kathmandu S.No Name Organization E-mail

1 TulashiPThapaliya Director,NCED [email protected]

2 GaneshBSingh FoE,TU [email protected]

3 LekhnathSharma TU [email protected]

4 LaxmanSharma

ConfederationofNepalese

Teacher/NepalNationalTeachersAssociation

[email protected]

5 NabinKumarKhadka TechnicalOfficer,NCED [email protected]

6 DineshKhanal DeputyDirector,NCED [email protected]

7 DipendraSubedi DeputyDirector,NCED [email protected]

8 AagatAwasthi UNESCOKathmandu [email protected]

9 TapRajPant UNESCOKathmandu [email protected]

10 KhagarajBaral ExecutiveDirector,NCED [email protected]


AnnexE:WorkshopAgenda:KFITRegionalMeeting,27–28October2015,Bangkok27October2015,Tuesday(Day1)08:30-09:00 Registration09:00-09:30 OpeningCeremony

• WelcomeAddress(MrLibingWang,UNESCOBangkok)• OpeningRemarks(MsSung-EunLee,MinistryofEducation,

RepublicofKorea)• MeetingOverview(MsJonghwiPark,ProgrammeSpecialist,

UNESCOBangkok)• IntroductionofParticipants

09:30-10:00 Session1• Progressreport:the“SupportingCompetency-Based

TeacherTrainingReformstoFacilitateICT-PedagogyIntegration”Project(MsJonghwiPark,UNESCO)

• Q&A10:00-10:20 Coffee&Teabreak10:20-11:20 Session2A:Uzbekistan’sExperience(In-serviceteachers)

Chair:MsMaryHooker,GeSCI• Background

• Findingsfromtheteacherreadinessassessment

• Processandkeyplayers

• Draftcompetencystandards

• Challengesandresolutions(ifany)

• Nextsteps(furtherproceduresforendorsement)

• Q&A

11:30-12:30 Session2B:Philippines’Experiences(Pre-serviceinitialtraining)Chair:MrGeoffRomeo,AustralianCatholicUniversity• Background






• Q&A

12:30-13:30 Lunch


13:30-15:00 Session2C:Nepal’sExperiences(In-serviceteacherdevelopment)Chair:KERIS• Background






• Q&A• Synthesisofthethreecases

15:00-15:30 Coffee&Teabreak15:30-17:15 Session3:CountryGroupWork:Reflection

GroupModerators:Mr.BakhtiyorNamazov,Mr.TapRajPant,MsDonnaLampa• Toreflectwhattheylearnedfromtheothercountriesaswellas

experts

• Todiscussanynecessaryrevisionsoradditionalactivities

leadinguptotheofficialendorsementofthecompetencystandardsbyDec2015

• Toreportback(10minpresentationeachstartingat16:30)• Q&A

18:00-onwards DinnerReception 28October2015,Wednesday(Day2)09:00-09:10 ReviewofDay1(MelTan)9:10-11:00 Session4:Operationalizationofthestandards–Incorporating

thestandardsintotheteachertrainingcurriculumChair:MrTonyBrandenburg,ISTE• Australia(MrGeoffRomeo,AustralianCatholicUniversity)• Korea(KERIS)• GeSCi(MsMaryHooker,GeSCI)• Q&A

11:00-11:15 Coffee&Teabreak11:15-12:30 Session5ACountryGroupWork:ActionPlan

Moderators:GroupModerators:Mr.BakhtiyorNamazov,Mr.TapRajPant,MsDonnaLampa(TBC)


• Todiscusstheoverallplanfor2016tooperationalizethestandards(mainlyincorporatingthestandardsintotheteacher

trainingcurriculumorprofessionaldevelopmentprogramme)

• Toidentifykeyplayers(e.g.nationalTEIsortrainingproviders/agencies)anddivisionoflabor

• Tothinkthroughnecessaryproceduresandrequiredsupportstoachievethegoal

• Todeveloptime-boundedactionplans12:30-13:30 Lunch13:30-15:00 Session5BPresentationofActionPlans

Chair:MsLayChengTan,UNESCOBangkok• Uzbekistan• Nepal• PhilippinesOpendiscussionwithexpertsandprojectteam

15:00-15:15 Coffee&Teabreak15:15-16:45 Session6ProjectProgressEvaluation

RecommendationsfromtheExternalEvaluator(ProfCherPingLim)RecommendationsfromtheExpertCommittee(MrTonyBrandenburg)SummaryofMeetingResults(MsJonghwiPark)DiscussiononPilotCountryImplementationsandNextSteps

16:45-17:00 Closing&Acknowledgements

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