Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers: A Case Study
Time and again, the central role of teachers in facilitating quality learning has been emphasized. In fact, the Education 2030 Agenda emphasizes the need to increase the number of competent and qualified teachers. In this regard, Member States need to equip teachers with the necessary competencies through quality teacher training and continuous professional development. It is necessary for governments to establish teacher competency standards and qualification frameworks that will assist in preparing and providing comprehensive and innovative teacher education curricula, pedagogies and tools that respond to new teaching-learning paradigms.
In line with this, UNESCO Bangkok presents the publication entitled “Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers: A Case Study”, as one of the major outputs of the “Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration” Project, with support from the Korean Funds-in-Trust.
The case study consists of four exemplary cases that took different journeys to a common goal, ranging from integrating ICT into the overall national Teacher Standards and comprehensive career path (Australia), to closely involving teachers and practitioners in the process of competency modelling (Korea), to encompassing different groups of experts to review and determine a national framework (China), and to a partnership-driven pilot project to contextualize the UNESCO ICT-CFT (GeSCI). This publication provides step-by-step references for countries or organisations that wish to develop and implement relevant competency-based teacher training and development within their respective contexts.
The detailed accounts assisted the UNESCO Bangkok team in providing technical assistance to the project’s pilot country implementations, i.e. development and implementation of ICT competency standards for in-service teachers in Nepal and Uzbekistan, and for undergraduate teacher education in the Philippines. The processes and tools employed by these pilot country implementations will be likewise be shared in a future publication.
Download the publication (pdf, 1.8MB)
Published in 2016 by the United Nations Educational, Scientific and Cultural Organisation
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© UNESCO 2016