INFORMATION AND COMMUNICATION TECHNOLOGY POLICY IN THE EDUCATION SECTOR: IMPLICATIONS TO THE TEACHER EDUCATION CURRICULUM IN UGANDA
- 1. INFORMATION ANDCOMMUNICATIONINFORMATION ANDCOMMUNICATION TECHNOLOGY POLICY IN THETECHNOLOGY POLICY IN THE EDUCATION SECTOR: IMPLICATIONSEDUCATION SECTOR: IMPLICATIONS TO THE TEACHEREDUCATIONTO THE TEACHEREDUCATION CURRICULUMIN UGANDACURRICULUMIN UGANDA By Ndawula Stephen (PhD), Educational Technology, Kyambogo University
- 2. OutlineOutline • Background • The concept of TeacherEducation • The Concept of Information and Communication Technology • Relevant ICT Policies in the Education Sector • Implication of ICT Policies to the Teacher Education Curriculum
- 3. Uganda is a developing country with a population of about 35 million The Uganda system of education is based on an initial 7yrs of primary education, 4yrs Ordinary Level Secondary , 2yrs Advanced Level Secondary, after which to tertiary /higher institutions. At independence, Uganda had one of the best higher education systems in Africa; a factor that attracted many students from her neighboring countries(Namukasa et al). Uganda suffered an economic setback that began during the (1971-1985) that was characterized with political turmoil. In 1987 the government, embarked on an economic recovery program aimed at reducing poverty by restoring education
- 4. What is ICT?What is ICT? Information and communication technology (ICT) is defined as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information (Blurton, 2002).These technologies include computers, the Internet, broad- casting technologies (radio and television), and telephony.
- 5. "All formal and informal activities and experiences that help to qualify a person to assume the responsibility as a member of the educational profession or to discharge his responsibility most effectively, Dictionary of education, as sighted by Sajith (2011). In the context of this presentation, teacher education refers to professional education of teachers towards attainment of attitudes, skills and knowledge considered desirable so as to make them efficient and effective in their work in accordance with the need of a society at any point in time (Osuji, 2009).
- 6. TeacherTraining Institutions (TTIs) in UgandaTeacherTraining Institutions (TTIs) in Uganda Uganda has both public and private TTIs where teacher training ranges from oECD Programs oGrade III certificate oDiplomas oBachelors degree oPostgraduate Programs oOthers (e.g. Proficient programs- CTEP)
- 7. Qualified Profession al Teacher Pre-service teacher education Offered to someone who has joined the course to become an educator but has not yet completed training to be a teacher. Pre-service teacher occurs before teachers enter the profession and/or take up employment in a range of different education institutions (UNESCO, 2011). In-service teacher education Received by already qualified teacher. It includes all the fields of staff developments training such as, orientation, refresher courses, workshops and seminar pertaining to pedagogy (Nansamba & Nakayenga, 2003) Teacher Education
- 8. The National ICT policy and Origin The adaptation of ICT in Education in Uganda is a result of the United Nations and the Millennium Development Goals MDGs announced at its fifty-fifth general assembly. The developing countries had to reach certain standards by 2015. Target 18 asserts “In co-operation with the private sector, make available the benefits of new technologies, especially information and communications.” This is measured by the number of computers, cell phones or telephones per 100 persons (United Nations, 2000 and infoDev & ITU, 2011). The 2003 report of the sub-committee on ICT and Governance presented at the Third Meeting of the Committee on Development Information (CODI III) encouraged African countries, to complete their national ICT policies. Uganda being a signatory to the MDG had to abide by putting in place the national ICT policy framework in 2003 (Torach et. el, 2009).
- 9. The National ICT Policy DevelopmentThe National ICT Policy Development • The national ICT policy development process in Uganda initiated in 1998, came out with the national ICT policy framework that was approved in 2003 (Uganda Ministry of Works, Housing & Communications, 2003) http://www.researchictafrica.net/countries/uganda/2003_Uganda_National_ICT_Policy_Fra . • Among others, the policy recognized the strategy to incorporate ICT in educational curricula and provide for equitable access by students at all levels (Uganda Ministry of Works, Housing and Communications, 2003). • The policy also observed that Ministry of Education and Sports was in process of formulating an ICT Policy for Education that it hopes to adopt so as to drive ICT training in schools and other institutions under its mandate.
- 10. Educational ICT Policy (2006) a) Review curricula at primary, secondary and tertiary levels in order to improve the quality of education and introduce new learning methods; b) Improve the level of investment of educational ICT equipment, software as well as broadband connectivity of primary, secondary and tertiary institutions; c) Impart teachers with the necessary ICT skills in order to enable them use ICTs in the teaching and learning process; d) Establish educational networks for sharing educational resources; e) Promote the growth and implementation of e-learning; and f) Create opportunities and providing assistance for the disadvantaged, people with special needs, women and the youth to acquire ICT skills.
- 11. Implications of ICT Policy to Teacher Education curriculum in Uganda •Adequate government budgetary supplement to Teacher Education •Need to review TTIs curriculum to include ICT areas. •Providing the necessary infrastructure e.g comp labs, studios, workstations. •Developing ICT policy at TTI level; at the moment KyU has developed one •Continuous staff training is a key to achieving modern ICT skills. It is therefore necessary for the academic staff and TTIs to emphasize ICT staff refresher programs. •TTIs in Uganda should explore collaboration and linkages with reputable institutions and organizations abroad. •TTIs in Uganda should also expand the area of income generation for sustainability of ICT. Uganda needs to find more local sources of funding e-media at TTIs, as a supplement to the foreign aid. •Need for a strategy to provide student teachers with PCs at subsidized prices. •Students’ loan schemes can also be initiated to enable students acquire personal computers. •
- 12. Implications (Cont..)Implications (Cont..) • Need to sensitize students develop positive attitudes toward the e-technology. • Primary and secondary schools to engage their students into a variety of ICT approaches in the academia to prepare them for feature adaptation of ICT at TTIs. • ICT teaching syllabus be developed to standardize the teaching of in all TTIs. • ICTs to be available to all students during the classroom. • Mode of assessment be revisited. • Delivery of in service teacher education be more of ICT approach. • Regular Power supply; since most of the gadgets are power driven (generators, solar, ).
- 13. Though there are challenges in having ICT supported teacher education in Uganda, there is much hope for success. The presenter commends efforts of some TTIs that adopting an ICT approach to their curriculum despite the constraints. Thank you!!