Innovation in Education Dr. Svenja Falk

Transcription

Innovation in Education
Dr. Svenja Falk
Accenture Research, Senior Director for Asia Pacific,
Adjunct Professor for Political Communication, International University
Bruchsal
Copyright © 2009 Accenture All Rights Reserved. Accenture, its logo, and High Performance Delivered are trademarks of Accenture.
Accenture Research
Agenda
The Innovation Ecosystem
Benchmarking ICT Adoption
Good Practice Case Studies
Key Strategic Questions for India
Copyright © 2009 Accenture All Rights Reserved.
2
Accenture Research
Innovation in education is fundamental to
a country‘s competitiveness and global
equality.
 Education as a key catalyst
to achieve Millennium Goals
 Maintain competitive
advantage
 Addressing the demographic
shift
 Introduce life-long learning to
ensure employability
Education
Sector
 Capitalizing on the
demographic dividend
 Access to opportunities in
the global knowledge
economy
Emerging
Markets
Developed
Markets
Key drivers for Innovation
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Accenture Research
The innovation ecosystem in Education is
based on synergies of private and public
entities.
Education Ecosystem
Government, e.g.
NGOs, e.g.
Innovation
Multilaterals,
e.g.
Corporates, e.g.
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Accenture Research
Agenda
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Accenture Research
We have identified six indicators to
compare countries practices.
…
Key Performance Indicators in Secondary Education
Importance of ICT?
- Under ministers sponsorship, is policy formulation underway?
Structured Approach?
- Is there a strategy in place to apply ICT to secondary education?
Infrastructure in place?
- How is the level of access to PCs/
internet penetration in secondary schools?
Teacher training?
- Is there a program for teacher training with focus on ICT?
Integration into curriculum?
-What is the degree of integration of ICT into the curriculum?
.
Piloting innovative technologies? -Are innovative technologies piloted or adopted?
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Accenture Research
Singapore and Korea are ahead of the
curve.
Benchmarking IT Adoption
Country
India
China
Brazil
Russia
Singapore
Korea
KPI
Leadership
Sponsorship?
Strategy in Place?
Internet Access in
Schools?
Program for ICT teacher
training?
Integration of ICT into
Curriculum?
Piloting innovative
technologies?
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Accenture Research
Example: Master Plan Korea
1996 ~ 2000
vision
Initial Infra
Stage
1987 ~ 1995
Computer Ed
opportunity
(ICT Literacy)
Infra Structure
(World Class ICT
environment)
Characteristic
Computer Education
Stage
•Introduction &
expansion of
computer
education in
curriculum(K-12)
•Teacher training
Program
•CAI program
•Comprehensive
Support by
Government
• ICT infrastructure
in all schools
- 1 PC : 1 teacher
- Internet access
to classrooms
• Education
information
service system :
EDUNET
• ICT literacy
education
Computer Education
Master Plan I
Plan© 2009 Accenture All Rights Reserved.
Copyright
ICT Utilization
Stage
e-Learning
Stage
u-Learning
Stage
2001 ~ 2003
2004~2005
2006 ~ present
ICT Integration
(Enhance effect
& Quality of
Education)
e-Learning
(Realize
Education
Welfare)
HRD
(World-class
educational
competitiveness)
• Cyber Home
Learning System
• EBS video
streaming content
• KEM as
guideline on
Korean educational
metadata for ERS
•Digital Textbook
• Future education
R&D
- u-Learning/u-Class
- Augmented reality
contents
• Content
development &
distribution
- Standardization
- Education
Resources
Sharing (ERS)
Environment
• Teaching &
Learning Center
• e-Administration
NEIS
• Teacher training
for ICT use
Master Plan II
• ICT integrated
curriculum
• Ed Information
disclosure system
• ECSC
• Global Partnership
for ICT in
Education
Master Plan III
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Accenture Research
ICT tools are widely used in secondary
education, but only Singapore and Korea
do in an integrated way.
Sample of ICT Tools in Secondary Education – non exhaustive
India
• Radio
Programs
• Computer
Assisted
Learning
Centers
• Multi-media
CD‘s
• Village
Telecentres/
Kiosks
• Computer
on Wheels
• Broadcasting via
Satellite
China
Brazil
Russia
Singapore
• Computer
Labs
•Broadcasting
via Satellite
• Online
Course
Warehouse
• Distant
education
programs
• Multimedia
• CD-Roms
• Computer
on Wheels
• Shared
elearning
platforms
• TV School
• Digital
Library
• Educational
Software
• Computer
Labs
• Information
Services
• Information
Services
• Computer
Radio
• elearning
platforms
• Computer
on Wheels
• Computer
Labs
• Open
source &
open
contentsInfor
mation
Services
• personalized learning
devices
• interactive
software and
digital content
• gaming,
programming
tools, 3D
Modelling
& animation
• Web 2.0
Korea
• Whiteboards
• Digital
Textbooks
• Digital
Library
• Cyber Home
Learning
Content
• Web 2.0
based
integrated
Education
Information
services dor
student,
teacher &
parents
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Accenture Research
Agenda
Best Practice Case Studies
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Accenture Research
The success of Shiksa is based on a
collaborative PPP.
India: Project Shiksha
Case Study Description
Name
Project Shiksha
Founded
2003
Location
10 States across India
Founder
MOU between Microsoft and 11 State Governments
Objective
ICT capacity building for teachers and pupils
Benefits
Impacted 10 million students
Trained Teachers in over 1400 schools across India
Investments
$ m 20 + employee time
Footprint
Microsoft launched project Shiksha in 2003, wherein Microsoft
collaborated with 10 states to set up 11 academies where ICT training
would be imparted to teachers and students
Key Sucess Factors


Building a network of Academies across 10 states, facilitating centralized teacher training
Enlarging the reach of the project by collaborating with institutions like Jawahar Navodya Vidyalayas (JNV’s), Kendriya Vidyalaya
Sangatan (KVS), Madrasas and various government schools
 Building partnerships with state and local authorities such as the District Institutes for Education and Training (DIET)
 Fixing targets across timelines and achieving them- The target of reaching out to 80,000 teachers by December 2008, was met with a
250% surplus a year ahead of schedule
Source : UNESCO Bangkok, iGovernment, India
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Accenture Research
The success of the UNESCO initiated
project is build on global/ local synergies.
China: Bridging the Within Country Digital Divide in Education
Name
Improving Education in Western China through the
innovative use of ICT
Founded
2003-2006
Location
Gansu, Qianghai, and Ningxia/Guizhou, China
Founder
UNESCO Coordination
Objective
Reduce the digital divide between developed
western and under developed eastern regions
Benefits
Implementing practical models that will work in
disadvantaged schools and communities
Investments
na
Footprint
Initiated by UNESCO: aims at creating a conducive policy environment
to implement educational changes supported by ICTs, creating the
necessary human infrastructure network by creating learning centers,
creating different ICT policies for different environments
Key Success Factors
 Phased implementation of the project over 3 years
 Working with local bodies and school authorities in disadvantaged divisions in order to achieve the goals of equal access and Inclusiveness
 Identifying key areas for development such as in- service training for headmasters and teachers and curriculum renewal
Source : UNESCO Bangkok
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Accenture Research
The success of the Government
sponsored program is based on the
principle of systematic skill –transfer.
Brazil: The National Information Technology Programme in Education
Name
The national Information Technology Programme in
Education
Founded
1997
Location
Brazil
Founder
Ministry of Education, Brazil
Objective
To promote the use of ICTs as pedagogical tools in
fundamental and secondary education
Benefits
ICT labs, where teachers already skilled in ICT tools
train other teachers, who in turn train students
Investments
NA
Footprint
The MEC, Brazil set up ICT labs in order to train teachers, who would in
turn use their skills while teaching. Results included setting up 4931
labs in 1853 municipalities, benefiting 250,000 teachers and 7 million
students
Key Success Factors
 Filtered Approach- skilled teachers training other teachers, who in turn implement lessons in their courses and teaching
 Creation of labs and ICT centers, which can serve to centralize teaching
 Optimal utilization of resources and an innovative method to spread the use of ICT training
 Partnerships with local and state authorities to achieve widespread implementation
Source : The use of ICT’s in Education : The Brazilian Experience
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Accenture Research
Agenda
The Education Innovation Ecosystem
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Accenture Research
ICT tools are more likely to unfold their
innovative capacity if applied in a
strategic way.
Key Questions for India
Identify the need
• What is the main objective to
promote the use of ICT, e.g.
literacy, capacity building,
bridging the digital divide,
advancing specific skills like
math etc…?
• Which ICT tools are most
appropriate to meet that
need?
Start simple and demand
driven
Identify the ecosystem
• Who is involved in
promoting, implemeting and
delivering the usage of the
appropriate ICT tools?
Identify the right strategy
• What should be the key
thrusts of your strategy to
integrate ICT in secondary
schooling?
• What regulations/ processes • What is the right timing and
need to be addressed?
milestones?
• How can coordination be
• How and when should you
ensured and who should
assess outcomes?
have authority/ responsibility
over it?
Identity and coordinate with
ecosystem
Formulate strategy and
identify outcomes
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Innovation in Education Dr. Svenja Falk

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