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ECOWAS eLearning Programmes A Proposal

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ECOWAS eLearning Programmes A Proposal Powered By Docstoc
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   Background information
   General education situation
   Needs to Address
   Rescue measures
   Highlights of the status report of TVET
   Highlights of recommendations for TVET revitalization
   Unified Format for Learning Teaching and Training
    Materials (LTTM)
   Training of Trainers
   ECOWAS Policy Implementation Documents
   The Way Forward
   Partnerships




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   Established by our founding fathers on
    28th of May 1975, in Lagos, Nigeria
   Composed of 15 West African Countries (8
    Francophone, 5 Anglophone & 2
    Luxophone countries).
   With a population of 290 million in 2008
   Accounts for 4.6% of the world population
    and over 40% of that of sub-Saharan Africa
   Land area (5,110,914 km2), stretches from
    the Cape Verde archipelago in the West to
    Nigeria in the East.
   Therefore the most populated Regional
    Community in the Continent
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The Vision of ECOWAS towards an ECOWAS
Peoples as against ECOWAS of States is to
achieve “A region without borders in which
the populations can access and are able to
Harness its abundant resources by creating
Opportunities for the population and
  sustainable environment”.
   Equality and Interdependence
   Inter-state Co-operation
   Solidarity and collective self-reliance
   Harmonization of Policies and Programmes.
   Non-aggression
   Regional Peace, Stability and Security
   Peaceful Settlement of Disputes
   Respect, Promotion and Protection of
    Human Rights
   Promotion and Consolidation of Democracy
    and Good Governance
   Accountability, Economic and Social Justice.
To promote cooperation and integration,
leading to the establishment of an Economic
and Monetary Union in West Africa in order to
raise the living standards of its people,
ensure economic growth, foster relations
among Member States and contribute to the
progress and development of the African
Continent.
   Need to recall the general education situation
    in Africa – Low enrolment, retention and
    completion rates
   High adult illiteracy rate (about 39.7% against
    average of 23.4% for developing countries)
   Twin problems of quality and cost of education
   Gender disparity
   High teacher-pupil ratio




                                                      8
   High population of youths (about 60%)
   Long distances from school
   Wide disparities between member states as well
    as between rural and urban areas.
   Inadequate infrastructure –ICT and others
   High teacher-pupil/student ratio
   Outmoded teaching materials
   Exclusion of people in difficult circumstances
   High cost of education-gradually becoming the
    preserve of the rich
   Unemployment of school leavers

                                                     9
   Extension of education and training
    facilities with a bias on ICT facilitated
    learning as a means of providing skills,
    removing     ignorance      and   causing    a
    participation in the information society
   Inclusion of the disadvantaged population
   Improvement of quality of education
    through     qualified    teachers, improved
    teaching and learning materials and
    provision    of     learning    and   training
    opportunities
   Education to meet the socio-economic
    needs of the learners and the larger society
                                                     10
   Priority Areas including TVET adopted by the
    First Conference of Ministers of Education in
    2002
   Adoption of e-Learning as a further priority
    by the Second Conference of ECOWAS
    Ministers of Education in 2004
   Inauguration of a regional e-Learning Task
    Force by the President of ECOWAS
    Commission in 2006
   Survey of e-Learning in 2008

                                                    11
   Renewed commitment in 2009 of the Third
    Conference of Ministers of Education and the
    36th Ordinary Session of ECOWAS Heads of
    State and Government to the promotion of
    TVET
   Regional consultation that prepared a status
    report and made recommendations for
    revitalizing TVET in collaboration with
    UNESCO-BREDA and other relevant UN
    agencies and their allies
   Inauguration of Inter Agency Task Team of
    TVET partners
                                                   12
   Identification, acknowledgement and
    adoption of the outcome of over 10 years of
    Collaboration between the government of
    Nigeria and UNESCO on online development
    and revision of TVET curriculum and Teaching
    and Learning Materials
   Development of regional e-learning Policy
    Statement in 2010
   Inauguration of the ECOWAS Committee of
    Resource Persons for the revitalization of
    TVET through e-learning
                                                   13
   All over West Africa, millions of young people
    leave primary and secondary school without
    any practical or employable skills to enter the
    labour market or the ability to earn an income
   The major challenges relate to a socio-
    economic environment that is characterised
    by slow economic growth, high population
    growth, and a growing number of poorly-
    educated and unskilled job-seeking school
    leavers
   Ratio of theory in teaching higher than
    practicals
                                                      14
   Over the past couple of years, some countries
    have taken steps to streamline and
    harmonize their TVET delivery systems by
    enacting appropriate laws and regulations.
    However progress is slow
    TVET in most ECOWAS countries still suffer
    from inadequate financing, poor
    management, inadequate qualified teachers,
    weak organisational structures
    marginalization and limited use of ICT in the
    delivery processes
   lack flexibility, relevance and responsiveness
                                                     15
   TVET teachers and practitioners do not derive
    adequate socio-economic benefit from their
    services
   Recruitment of qualified TVET teachers
    cannot match the better remuneration
    packages offered by industries
    One possible strategy to improve the
    practical skills and retain the services of
    qualified teachers is to arrange periodic
    upgrading courses and enterprise-based
    internships for those at post
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   Curriculum and Learning Materials
    development and revision
   Development of Regional and National
    Qualifications Frameworks
   Establishment of regional observatories
   Promotion of apprenticeship and skills
    training programmes
   Technical Teacher Training and the Training
    of Trainers
   Integration of ICT and entrepreneurship
    education into TVET
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   The availability of curriculum development
    experts, skilled instructors and competent
    teachers with workplace experience is central
    to the acquisition of employable skills by all
    categories of learners.
   After series of consultation, ECOWAS experts
    adopted the outcome of decades of
    collaborative efforts with developing
    countries like Nigeria, Ethiopia, Libya,
    Djibouti, Bahrain and Iraq to adapt existing
    practice in Member Statesto the unified
    format for curriculum and learning materials
    development and revision                         18
   The seven columns format which combines
    all the elements required in curricula are
    developed using Gloom’s taxonomy of
    knowledge comprehension, application,
    analysis, synthesis and evaluation
   Competency Based Contents
   General Objectives of subjects reflecting the
    Job description or Occupational Standards
   Specific Learning Outcomes
   Time allocation and breakdown by weeks
    (e.g. Semester:15 weeks)
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   Detailed Specific Learning Outcome;
    Suggested Teacher Activity; Required
    teaching and training Resources for both
    practicals and theory
   Assessments Guidelines
   40-60% Practical Contents
   Includes Entrepreneurship and starting small
    projects
   Integrated ICT in all subjects as well as basic
    ICT training.

                                                      20
   Simple Layout
   Time Allocation for each learning outcome
   Clear Coordination and harmonisation of
    Theory-Practical
   Readily Converted to Textbook -List of
    Contents
   Horizontal & Vertical coordination for al
    subjects
   Promotes learner competency and
    employability

                                                21
   Easy Quality Assurance on Implementation
   Identifies resources and equipment
   Provides Guidelines for Assessments
   Affords the teachers opportunity of
    contributing to curriculum revision
   Handy for coordination and harmonisation at
    national and regional levels
   flexible and adaptable to existing curricula in
    Member States
   Promotes the use of animations

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   This entails the development or revision of
    Learning, Teaching and Training Materials
    (LTTM ) indicating generic features for all the
    programmes e.g cover Page with
    appropriate photos, list of Contents, weekly
    Content, activities, references
   First edition of LTTM will be ready for use by
    teachers and students after being reviewed (Peer
    Review) and edited for consistency
   All documents preferably converted to PDF and
    Compiled on CDs

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   Best to upload to a dedicated Website using
    open source platform
   Evaluation and Revision
   Once implementation of the curricula and the
    use of LTTM commence, feedback from TVET
    institutions, Teachers and students regarding
    suggestions for improvements, new material
    to be added, and possible inclusion of
    Animation and Multimedia should be
    collected and analysed.


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   Role of the teachers remains that of:
   Developing detailed Personal Lesson Plan &
    Material
   Adding Examples & Other Supplementary
    Material
   Adding practical exercises & Activities
   Introducing Animation & Multimedia




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   8 sessions of TOTs were organized for
    240 teachers and administrators in
    2010

   16 Sessions for 480 Participants
    planned for 2011- 2 sessions for 60
    already conducted



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   PIDs developed from the ECOWAS e-learning
    Policy Document for the promotion of TVET
    delivery and entrepreneurial skills in Member
    States
   Though still undergoing adoption procedure
    include:
   Cyber Corps
   Community Colleges Concept
   Technical and Vocational Skills and
    Entrepreneurship Development
   Career and Professional Development for the
    Public Service                                  27
   Excellence in E-Learning Awards
   Career and Professional Development in the
    Private Sector
   ICT Entrepreneurship Development
   E-learning Content Development Training
   All these projects are designed to be
    implemented through e-learning bearing in
    mind critical success factors such as
    electricity supplies, high cost of bandwidth,
    infrastructure and general resistance to
    modern technologies.
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   Adoption of the PS and PIDs by members of
    Ministers in charge of Education, ICT and Labour
    in September 2011
   Vetting by ECOWAS Parliament
   Resource Mobilization
   Establishment of Coordination mechanism
   Actual implementation of the PIDs
   Monitoring and Evaluation
   Implementation of the ECOWAS Roadmap for
    TVET Revitalization


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   ECOWAS acknowledges the fact that the
    peculiarities of the challenges confronting e-
    Learning in the region requires divers
    partnerships and collaboration among key
    stakeholders
   ECOWAS acknowledges and appreciates
    exiting     collaboration     with     national
    governments, UNESCO and other Sister
    organizations and their allies, COL, ACCC, EU,
    ADB, the Private Sector, NGOs and donor
    organizations

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    THANK YOU
JE VOUS REMERCIE
MUITO OBRIGADO

				
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