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ICT FOR EDUCATION IN LATIN AM E RICA AND THE CARIBBEAN Risks and Opportunities

Explore the risks and opportunities of ICT policies in LATAM and the Caribbean region, focusing on access, quality, social inclusion, and efficiency in education systems. Learn about the progress, challenges, and reflections presented at the ECOSOC Annual Ministerial Review for 2011.

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ICT FOR EDUCATION IN LATIN AM E RICA AND THE CARIBBEAN Risks and Opportunities

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  1. ICT FOR EDUCATION IN LATIN AMERICA AND THE CARIBBEAN Risks and Opportunities Daniela Trucco Horwitz Social Development Division, ECLAC Regional Preparatory Meeting ECOSOC Annual Ministerial Review for 2011 May 12 - 13, 2011, Buenos Aires, Argentina G

  2. Presentation Content • ICT policies and education in the region • State of progress in the region • Towards an integral perspective • Contributing to quality of education • Fostering social inclusion • Contributing to educational system efficiency • Final Reflections

  3. 1. ICT Policy and Education in the Region Source: Prepared on the basis of ECLAC data, Survey on ICT education policy and practice. Scale: 1 = No, but policy and programs are being designed; 2 = No, it has only some ICT initiatives; 3 = No, but a number of national ICT initiatives are underway; 4 = Yes, but the definition document is in the development phase; 5 = Yes, it has been published.

  4. 1. ICT and Education Policies in the Region LATIN AMERICA AND THE CARIBBEAN (17 COUNTRIES): PERCENTAGE OF COUNTRIES THAT EXPLICITLY INCORPORATE THE FOLLOWING GOALS IN THEIR ICT IN EDUCATION POLICY Source: Prepared on the basis of ECLAC data, Survey on TIC in education policy and practice.

  5. 2. State of Progress in the region: very unequal access in the home LATIN AMERICA AND CARIBBEAN (9 COUNTRIES) AND OECD: PERCENTAGE OF 15 YEAR OLD STUDENTS WHOSE HOMES POSSESS AT LEAST ONE COMPUTER, BY SOCIOECONOMIC AND CULTURAL QUARTILE 2009 Source: ECLAC, drawn from special processing of microdata culled from PISA 2009 testing.

  6. 2. State of Progress in the Region Access in the most-equitable schools LATIN AMERICA AND THE CARIBBEAN (9 COUNTRIES) AND OECD: PERCENTAGE OF 15 YEAR OLD STUDENTS WHOSE SCHOOL CENTERS POSSESS AT LEAST ONE COMPUTER FOR ACADEMIC USE SEGÚN CUARTIL SOCIOECONOMICO Y CULTURAL, 2009 Source: ECLAC, on the basis of special processing of microdata from PISA 2009 testing.

  7. 2. State of Progress in the Region – Uses

  8. 2. State of Progress in the Region • The school center plays an important role in access – closing the gaps • BUT – THE USE made of those computers matters • The type of exposure to technology • Less availability for use in the school center • Oriented as a tool for integral uses and benefits

  9. 3. Towards an integral perspective • The incorporation of ICT in the schools must be addressed from an integral perspective. • The key aspects that must be addressed are: • Access (computers, connectivity) • Use (frecuency, place, models) • Competencies (teachers, students, school directors) • Content (portals, educational software, applications)

  10. 4. Contributing to quality of education • For ICT to contribute to improvement of education quality, certain challenges must be addressed. • These include: • Training of teaching staff in pedagogical use of ICT • Definition of ICT curriculum integration model • Availability of digital educational content

  11. 5. Fostering social inclusion • ICT in education programs must foster social inclusion by reducing the current social gaps and preventing the generation of new differences. • This means: • Reducing overlapping gaps (access, usages andskills) • Harness ICT to achieve better educational results for all

  12. 6. Contributing to education system efficiency • ICT must also be used to improve school management. • The expectation is that the potential of ICT be harnessed on three different levels: • Educational System (greater transparency, monitoring) • School (training management staff) • Curriculum management in the classroom

  13. Final Reflections • Integral and long-term policy – ICT are not a shortcut • Consideration of a model that is adequate for the needs and possibilities of each country– ECLAC Good Practices Study • Skill training is essential: training for initial teachers • Development of indicators and records for monitoring progress

  14. Thank you for your attention Social Development Division Economic Commission for Latin America and the Caribbean (ECLAC) http://www.cepal.org/dds/

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