POLICY ISSUES IN TEACHER TRAINING: PERSPECTIVES AND STRATEGIES FOR SOUTHEAST ASIA Arief S Sadiman SEAMEO Secretariat

1. POLICY ISSUESIN TEACHER TRAINING: PERSPECTIVES AND STRATEGIES FOR SOUTHEAST ASIAArief S SadimanSEAMEO Secretariat

2. PRIORITYIMPROVING QUALITY OF HUMAN RESOURCE EDUCATION AND TRAINING

3. PROBLEMPROVIDING GOOD QUALITY EDUCATION AND TRAINING TO ALL CHILDREN AND CITIZEN QUANTITY & QUALITY OF TEACHERS

4. GENERAL POLICY Improving quality education Expanding access to learning opportunity IMPROVEMENT OF TEACHERS’ & TEACHING-LEARNING PROCESS QUALITY

5. USE OF ICT IN EDUCATION AND TEACHING-LEARNING ACTIVITY • Increasing numbers of ICTs professionals; • Creating an ICTs literate workforce and citizenry; • Teaching ICTs literacy and informatics in schools; and • Using ICTs in schools to enhance teaching and learning and school management

6. APPROACHES TO PRE-SERVICE TEACHER EDUCATION • Full time certificate/diploma/undergraduate degree based training in purpose built institutions of faculties of education within HE institutions; • Full time postgraduate training in faculties of education in HE institutions; and • Direct entry as teachers with some intense initial training,local mentoring and supervision supported by DE materials and in-service leading to subsequent certification

7. CATEGORIES OF IN-SERVICE TEACHER EDUCATION • Formal courses or processes to upgrade the qualifications of existing teachers (2-3 or 3-4 years of training); • Formal in-service programmes or processes to support the reform or revision of national curricula; • General in-service programmes on a wide range of areas relevant to career development system strategic directions or local needs; and • Informal and formal in-service activity within schools

8. BRUNEI DARUSSALAM • A Master Plan for ICT in Primary and Secondary Education was developed in 2000. It includes providing professional skills development for students and teachers and development of physical and technological infrastructure to support ICT development. • ICT department of the MOE was established in 2001 • Use of ICT in teacher education at SHBIE

9. CAMBODIA • Localized teacher training based at the school or school cluster; • Since 1995 conduct primary school in-service teacher training by distance, under Distance Learning Education Project

10. LAO PDR • Professional support system given to teacher in the use of new curriculum; • Conduct in-service training based on cluster school; • Conduct teacher Upgrading Programme to improve the quality of unqualified teachers at district level through Teacher Upgrading Center in 11 provinces

11. INDONESIA • Development of Nusantara 21 (Information Path Highway) • Conduct of pre and in-service teacher training programmes for primary and secondary education; • Use of Distance Learning approach and ICT in delivering the program; • Promote the use of ICT as an integral part of T-L in the classroom

12. MALAYSIA • 4 Over-arching initiatives: - The MSC Project - The National Information Technology Agenda - The K-Economy Master Plan - The skilled HRD Plan • Integrate the use of ICT in teacher training programmes • Conduct ICT projects in schools ( Smart School, Computers in Education Project) • Computerisation Programmes for primary and secondary schools

13. MYANMAR • Use of technology and promotion of quality education as two of 6 Focal Areas of their 30-Year Education Plan • Holding Nationwide Seminars on Promotion of Basic Education (incl. Teacher Upgrading)

14. PHILIPPINES • Establish Centers of Excellence and Centers of Development, in all disciplines , incl. Teacher Education • Integrate the use of ICT in pre-service teacher training • Promote the use of iCT as an integral part of T-L process

15. SINGAPORE • Piloted Thinking Schools, Learning Nations in 1996 to foster thinking skills in schools; • Set up IT Network in schools • Conduct teacher training in using ICT in T-L process • Developed IT Master Plan in education and provided infrastructure to support the use of ICT • Networked all schools in the country

16. THAILAND • National IT – 2010 Master Plan to transform Thai society into the K-based economy, with 5 prominent flagships (e-Gov,e-Comrc,e-Industr, e-Educ, and e-Society) • National ICT for Education Master Plan 2001-05, focusing on the development and use of ICT s tools for learning reform. • Development of National Network (EdNet) • Conduct teacher traning in Computer literacy • Provision of hardware and software

17. VIETNAM • MOET Action Plan on integratin of ICT into T-L process (2001-2005) • Connect all institutions through a nation-wide IT network, initially targeting the Ministry, teacher training colleges and universities • Develop curriculum for ICT for primary and lower secondary schools • Integrate the use of ICT into primary and secondary teacher training curriculum and practices

18. ISSUES RELATED TO THE USE OF ICT • ICT is a tools , means not the end • Education lead not technology lead • Over expectation • Effectiveness and Efficiency • Human ware who will make the different, not hardware or even software • Changing role of teacher and student • Transfer of technology, sustainability

19. REQUIRED TEACHER COMPETENCIES Teachers need to have the confidence and competence to: • Recognize their role in the introduction of ICT in T-L process; • Use appropriately a wide range of technology and resources to enhance student learning; • Develop, when necessary, their own ICT skills and relevant ICT skills of their students; • Reflect critically on their use of ICT for T-L and professional use; and • Appreciate the necessity of continued professional learning about the potential and possibilities of ICT to enhance student learning

20. STRATEGY To impact on student learning teacher training & professional development activity need to be : • Connected to & derived from teacher’s work with their students (classroom based); • Be sustained, ongoing and intensive, supported by peers and school leaders. It should be group rather than individually focused training and including the networking of teachers; • Include collective problem solving around specific probems of practices; • Integrated into the larger framework of teacher career regulations and incentives; and • Responsive to social and educational priorities at both national and local level.

21. ESSENTIAL REQUIRED COMPONENTS • Governance (policies,curriculum frameworks, examination, management) • Infrastructure (physical equipment,operating systems, networking, software, architecture of classrooms) • Applications (curriculum uses) • People (skills, training and development programmes, community expectations and readiness)

22. TARGETING TEACHER DEVELOPMENT • Existing teachers • Head of departments, units or division in schools School leaders • Supervisors at province, district, sub-district level • Curriculum, textbook, software and examination developers • Developers of professional development programmes and materials • People who deliver the various professional development programmes to teachers • Teacher educators who work in pre-service teacher education programmes.

23. Training helps teachers transform lifeless equipmentinto useful tools. Creating high tech educational tools without trained teachers to use them would be as useless as creating a new generation of planes, without training pilots to fly them.

24. THANK YOU