ICT in Secondary Education for the Knowledge Economy: Global Perspectives

1. ICT in Secondary Education for the Knowledge Economy: Global Perspectives Seminar on Growth Strategies for Secondary Education in Asia Malaysia Mae Chu Chang, Lead General Educator The World Bank

2. ICT in Education for Secondary Education Secondary Education: Transition to world of work Further education and lifelong learning Why ICT? ICT as a skills requirement for the knowledge economy ICT as a tool to enhance knowledge economy skills

3. Characteristics of a Globalized Knowledge Economy • Rapid and continuous change • Susceptible to global movements of capital • Function of global trading agreements • Quality as important as price • Organizational changes at firm level • Short job tenure in competitive sectors • Fundamentals of macro stability, openness, competition, good governance

4. Acceleration in technology advancement (especially ICT) Proliferation of ICT at work ICT-led productivity gain in some OECD countries (most notably in the US) Technology-related Characteristics in the Global Knowledge Economy

5. The Networked Readiness Index (NRI) 2003-2004 (WEF) • Environment • Market environment • Political and regulations • Infrastructure environment • Readiness • Individual readiness • Business readiness • Government readiness • Usage • Individual usage • Business usage • Government usage

6. Digital Access Index (DAI) - ASEAN Countries • Five factors in the index • Infrastructure • Affordability • Knowledge • Quality • Usage • Knowledge, one of the key factors for effective use of ICT, is based on HDI Index

7. Change in Types of Work • ICT taking over manual and routine works and shifting people towards knowledge-based jobs in some OECD countries • Changing demands for competencies and skills of workers • Increasing demand for graduates from tertiary education (comparative advantage in performing high skilled non-routine work) • Increasing relative earnings of workers with ICT skills • Upper secondary education becoming a minimum requirement for lifelong learning

8. Competencies and Skills Required in the Knowledge Economy • Acting autonomously • Using tools interactively • Functioning in socially heterogeneous groups • Literacy • Skills in international languages • Mathematics and science • Knowledge and participation in civil society

9. Learning in the Knowledge Economy

10. What Do Research Say About the Impact of ICT on Education Outcomes? • The research on the ICT in education indicates the mixed results on the overall learning outcomes. • Provision of computers alone has no effect on learning (e.g., TIMSS, PISA, Becta). • Learning achievement is a complex process involving policies, human factors, organization of instructional time, teaching/learning strategies etc. • ICT that are designed and used to develop specific skill (e.g., problem solving) showing some effect on acquisition of this skill, but good software of this kind of use still very limited. • Teachers’ subject and pedagogical knowledge to incorporate ICT indicating some positive effect on learning outcomes

11. National Vision and Strategy • Top-level commitment and leadership • ICT in education has to be linked to national ICT policies • Case of Jordan: King’s vision of Jordan as ICT hub of Middle East • King convened a Forum for the Future of Education, attended by Ministers, top level officials, parliamentarian, 1/3 private sector/NGOs-national consensus

12. Comprehensive strategy in Jordan • Education reform for the knowledge economy from pre-school to upper secondary education: infrastructure, curriculum, teacher training, management structure-the largest Education Reform for KM in Middle East • Ministry of ICT deregulated Jordan telecom, broadband for whole country

13. ICT Infrastructure: H/W, Connectivity

14. Curriculum, Content Development and Teacher Training • Three types of curriculum related to ICT in education (SITES) • Learning about ICT • Learning with ICT • Learning through ICT • Content development is a key for the integration of ICT in teaching and learning • Teacher’s ability to integrate ICT is a must

15. ICT in the Curriculum

16. Teacher-Related Obstacles in Integrating ICT in Teaching and Learning

17. Teacher training on ICT use in education

18. ICT and Management-Emerging Issues • The use of ICT in improving efficiency of educational management • Use of ICT in education requires changes in management (attitude and structure of educational systems) • In developing countries, the Ministry of Education has generally the largest number of civil servants after the military

19. The Roles of the World Bank and Activities • The arrival of the Knowledge Economy • Introduction of ICT inevitable • ICT investment is a major investment requiring comprehensive strategy and plan • Developing countries can leap frog and benefit from new technologies

20. The Roles of the World Bank and Activities • Visioning and strategy development • Technical assistance for global best practices and to avoid early mistakes • Support consensus building through conferences and workshops • Assist client countries to develop feasible action plan and integrate various pilot projects within a comprehensive framework • Provide extensive analytical work • Technical Assistance through project preparation • Long-term financing for implementation • Generate donor supports and partnership with private sector