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IT DEPLOYMENT AS A TOOL FOR RAPID TRANSFORMATION OF EDUCATION AND CAPACITY BUILDING

IT DEPLOYMENT AS A TOOL FOR RAPID TRANSFORMATION OF EDUCATION AND CAPACITY BUILDING. Federal Ministry of Education. by UWEM ASOMUGHA ICT DEPARTMENT, FME At Nicon Luxury Hotel, Abuja 30 th June 2011. This Presentation is in 7 Sections: Presentation Objectives Introduction

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IT DEPLOYMENT AS A TOOL FOR RAPID TRANSFORMATION OF EDUCATION AND CAPACITY BUILDING

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  1. IT DEPLOYMENT AS A TOOL FOR RAPID TRANSFORMATION OF EDUCATION AND CAPACITY BUILDING Federal Ministry of Education by UWEM ASOMUGHA ICT DEPARTMENT, FME At Nicon Luxury Hotel, Abuja 30th June 2011

  2. This Presentation is in 7 Sections: Presentation Objectives Introduction The Nigerian Education System The New Education System High Points of the National Policy on ICT in Education Next Steps Conclusion OUTLINE OF PRESENTATION

  3. Share with you the importance of IT in education and where we are with regards to harnessing the huge potentials of IT as a tool for transforming education in Nigeria. Identify challenges facing the development and deployment of IT in education. Identify critical success factors and chart a way forward towards meeting the demands for the human capital required for the attainment of the National Vision. PRESENTATION OBJECTIVES

  4. INTRODUCTION 1

  5. INTRODUCTION • Knowledge has become the major driver of national development and a critical determinant of competitiveness in the world economy. • Thus, countries all over the world are making the attainment of qualitative education a key priority as indicated in the Millennium Development Goals (MDGs) and the Education For All (EFA) goals.

  6. INTRODUCTION • MDGs, which was adopted by 192 United Nations Member States and at least 23 International Organisations, has as one of its goals, achieving universal primary education by the year 2015 • EFA addresses, among others, improvement in the quality of education in all its aspects, aiming for a situation where people achieve excellence, and the promotion of lifelong learning.

  7. INTRODUCTION (contd) • Attainment of qualitative education has been found to depend largely on the introduction of IT into the educational system. • Empirical evidence reveals a correlation between the use of IT, particularly, computer technologies, and positive academic outcomes, higher test scores, better understanding of abstract concepts and better attitude towards schools.

  8. INTRODUCTION (contd) • Other studies on the use of computers in the classroom have revealed that IT offers the greatest support to the most disadvantaged students e.g. indigent, low-achieving students and students with disabilities. \ • Reaping the benefits of IT in education depends largely on the ability of a nation to establish the most conducive education environment for using IT.

  9. INTRODUCTION (contd) • This environment is determined by putting in place a policy to guide the development and deployment of IT in education.

  10. The Nigerian Education System 2

  11. Organisation • Education in Nigeria is on the Concurrent Legislative List, which makes it a shared responsibility of the Federal, States and Local Governments. • The Federal Ministry of Education is responsible for laying down national policies and guidelines for uniform standards at all levels of education in Nigeria

  12. LEVELS OF EDUCATION Sub-Sector Description ECCDE/ Basic • 3 years Early Childhood Care and Education (ECCE) • 6 years Primary Education • 3 years Junior Secondary Education • Adult and Non-Formal Education including education of the nomads, migrant children, mass literacy and other disadvantaged groups Post-Basic • 3 years Senior Secondary • 3 years Technical Education • Continuing education in Vocational Enterprise Institutions (VEIs) Tertiary • Innovation Enterprise Institutions (IEIs) • 3 years Colleges of Education • 2/4 years Polytechnics/Monotechnics • 4+ years Universities 11

  13. IT Penetration in the Nigerian Education Sector • While there is no comprehensive statistics on the level of IT penetration in the education sector, it is safe from observable evidence, to say that the tertiary level appears to have the highest rate followed by the secondary level. There is also more penetration in the urban than in the rural. • At the Federal level, there is a 100% penetration at the tertiary and secondary levels with regards to availability but not adequacy of requisite infrastructure and connectivity.

  14. IT Penetration in the Nigerian Education Sector • At the Federal level, the focus so far has been on: • Policy development and setting of standards • Provision of IT infrastructure and services • Human capacity development • Curriculum development and review • Borderless access to learning and learning expertise • Data harmonization and availability; and • Coordination of IT development and deployment in the education sector

  15. Challenges facing IT Deployment in the Nigerian Education System • Although a lot is being done to change the face of education in Nigeria, within the context of IT, the mode of education delivery still remains mostly traditional and face-to-face with the teacher as the source of knowledge. E-learning is still at an inchoate stage.

  16. Challenges facing IT Deployment in the Nigerian Education System (contd) • There is a highly insufficient pool of IT teachers and administrators in the education sector. The few IT staff available were trained using formal and traditional modes of education delivery, have little exposure to new and emerging trends and are therefore mostly not at the cutting edge of IT innovation.

  17. Challenges facing IT Deployment in the Nigerian Education System (contd) • Pre-service teachers are also being trained using the traditional approach. • There is a dearth of IT infrastructure including bandwidth and power problems especially in institutions in rural areas. • Inequities in IT deployment between urban and rural schools and between public and private schools with regards to availability of IT personnel and resources.

  18. Challenges facing IT Deployment in the Nigerian Education System (contd) • The curricula generally have not been digitized and IT curricula at various levels are mostly obsolete in view of the highly dynamic nature of IT. In addition, integration of IT into existing curricula is barely in its infancy.

  19. The New Education System 3

  20. The New Education System • IT has reshaped the educational system in favour of a more ubiquitous, engaging and peer-based learning approach. • Several countries have already embraced the new paradigms of education delivery that IT has introduced.

  21. Features of the New Education System • The features of the new system include: • Greater emphasis on the learning rather than on the teaching; getting away from information stuffing and realizing the value of direct understanding and engagement, discovery work, exploration, opportunity to make lots of mistakes and interaction with experts and peers.

  22. Features of the New Education System • The role of the teacher has changed from the source of knowledge to that of a guide, a coach, an adviser and facilitator and the learner has transformed from a passive actor to an active leader in his personal life-long learning path. • Ease of access to a great wealth of information. • Networking and teamwork with other learners of similar interests irrespective of age, location or experience.

  23. The New Nigerian Education System • In order to ensure relevance with global educational paradigms the National Policy on Information and Communication Technologies (ICT) in Education was developed and approved for use in the country. The policy focuses on: • increasing access through distance learning to ensure inclusion of all citizens;

  24. The New Nigerian Education System • enabling a knowledge network for students/learners facilitated by the use of IT for timely transmission of information and knowledge; • training teachers and trainers and provision of opportunities to complement on-the-job training and continuing education for teachers/trainers;

  25. The New Nigerian Education System • broadening the availability of quality education materials through effective use of network technologies for the design of curricula that best meet the needs of the students/learners; and • enhancing the efficiency and effectiveness of educational administration and policy for improved quality of administration .

  26. High Points of the National Policy on ICT in Education 4

  27. VISION AND MISSION STATEMENT • Vision • ICT-furthered Education – engaging, enriching, empowering, and enabling. • Mission • To meet the human resource requirements of the nation for attaining and enhancing sustainable socio-economic development, global competitiveness as well as the individual’s ability to survive in a contemporary environment.

  28. OBJECTIVES OF IT IN EDUCATION • To facilitate the teaching and learning processes. • To promote problem-solving, critical thinking and innovative skills. • To promote life-long learning. • To enhance the various teaching/learning strategies required to meet the needs of the population. • To foster research and development.

  29. OBJECTIVES OF IT IN EDUCATION (contd) • To support effective and efficient education administration. • To enhance universal access to information. • To widen access to education and the range of instructional options and opportunities for any where, any time, any pace and any path learning.

  30. POLICY THRUST • Government shall: • build and encourage the development and sustenance of the IT manpower required to achieve an IT-furthered education; • establish and sustain a common IT infrastructure platform for education and encourage the development of a National Education and Research Infrastructure (NERI); • ensure and encourage IT Research and Development (R&D);

  31. POLICY THRUST (contd) • engage in and encourage regular stakeholder consultations, sensitization of the learning community, public awareness and inter-governmental relations to achieve a broad-based consensus on IT in education; • provide appropriate legal, regulatory and security framework to ensure that IT in Education and the conduct of related activities are focused on achieving IT-furthered Education; and

  32. POLICY THRUST (contd) • adopt creative financing models for IT in Education.

  33. Next Steps 5

  34. Next Steps • Printing and circulation of copies are on-going. • The development of the Implementation Strategy for the policy has been approved. Work will commence in July 2011 • Implementation

  35. Critical Success Factors • Strong visionary leadership and political will • Adequate funding • Highly qualified IT professionals • Effective change management strategy • Effective programme management and coordination • Appropriate legal and regulatory framework

  36. Critical Success Factors • Societal appreciation of the need for IT in Education development • Education and training of the inservice and pre-service teachers • Effective monitoring and evaluation

  37. Conclusion IT has been proven to be the tool for rapid transformation of education and capacity building. However, there are many challenges that must be tackled before the advantages of IT can be fully harnessed. Success in this endeavour depends on the involvement and contribution of all stakeholders to this common goal.

  38. Thank You and God Bless School

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