|
Information Technology in Education
|
|
This link will take you to the general policy statement: Policy Statement and Strategies Here are some quick links to the various "Statements and Strategies": 1...2...3...4...5...6...7...8...9...10...11...12...13...14...15...16...17...18...19...20...21...22...23...24 25...26...27...28...29...30...31...32...33...34 Throughout the world, information and communications technology (ICT) is changing the face of education. Two fundamental and complementary factors are at work. First, ICT is changing the nature of work and the workplace, and education systems must respond to this. The so-called "knowledge revolution", combined with economic globalization, create conditions which strongly reward those countries that focus growth on knowledge-based industries. A prerequisite for this is an educated labour force of computer-literate individuals who themselves understand and can harness the power of the ICT revolution. More generally, every citizen in this and the next generation will need to have a high "comfort level" with technology to live in and contribute to a society increasingly part of an interdependent "wired world". So ICT is changing the objectives of education. Second, ICT provides educators with a powerful new tool to enhance the learning opportunities for students and the professional development opportunities for teachers. Thus ICT is also changing the methodologies through which educational services are delivered. But, like all, powerful tools, ICT can do as much harm as good. Bad pedagogy implemented on a computer may have its harmful effects multiplied many fold by the power of the technology. Educational leaders and planners thus bear a heavy responsibility to ensure that the introduction of ICT into the classroom is managed with great care so that the very real benefits are realised efficiently and effectively, while the dangers are eliminated, or at least minimised. Careful planning, in the context of a long-term educational vision, is therefore essential. Moreover, the introduction and sustainability of ICT in the education system is expensive. The capital cost of the equipment needed to begin the process is obvious. Not so well understood is the high level of new recurrent costs that effective use of ICT requires on a continuing basis. The central focus
of ICT in education is on the use of the computer. In this
context the computer, as a piece of hardware animated by
a variety of software packages, must be viewed as a multi-purpose
device whose educational applications include:
Curriculum,
Training & Instruction Statement 1: The MOE will ensure that students at all levels are computer literate as defined in the national curriculum guidelines, and acquire, through integration of ICT into the curriculum, the skills outlined in the national curriculum guidelines. Strategy 1:
Integrate ICT into the curricula with the aim of ensuring
that all school leavers are computer literate. |
| Activities | Identifiable Actors | Expected Results |
|
1.1 Examine
critically the existing curriculum with the view of
continuing programmes and practices that have proven
to produce positive results and eliminating or enhancing
through ICT those that are not as effective.
|
Curriculum
Specialist, Students, Education Technology Consultants,
Teachers. |
i. The identification and consequent widespread implementation of programmes and practices that produce positive results ii. The introduction of promising techniques that is enabled by ICT. iii. Secondary
school graduates with internationally recognised ICDLs
that certify that they have knowledge of the basic
concepts of IT and are able to use a personal computer
and common computer applications at a basic level
of competence. iv. Clear
guidelines that ensure that students in the education
system at the same level of competencies and can be
transferred to a different class or school with very
little difficulty. |
| Activities | Identifiable Actors | Expected Results |
| 5.1.Provide
training college with specific information on the general
ICT skills and the subject specific skills required
for entry into the teaching service. 5.2 Encourage the review of existing teacher training programmes in order to determine the changes necessary to prepare teachers for the reformed education system. 5.3. Contribute some of the resources required by the training colleges to: (a) include a compulsory ICT literacy course in the teacher training programme, and (b) make the necessary changes to other courses so as to assist teachers in effectively utilising ICT in other subject areas. 5.4 Assist in seeking resources (financial, expertise, equipment) required to revise the teacher training programme. 5.5.Develop distant education and part-time programs for in-service teachers. 5.6. Promote the enrolment in the above mentioned programmes 5.7 Provide rewards and incentives, similar to those described in Policy 3, to teachers who have advanced significantly |
Policy
Makers - MOE, Teacher Training Colleges. Teacher Education Institutions, Computer Training Institutions. |
i.
Graduate student teachers or qualified teachers (under
the revised programme) with minimum requirements, in
terms of ICT skills, for entry into the teaching service. ii. Qualified teachers (under the revised programme) who are comfortable with the use of ICT in the learning environment. iii. Qualified teachers (under the revised programme) who can serve as pioneers in the use of ICT in their schools and can impart some of their knowledge to other teachers. iv. Some of the cost of training in-service teachers being offset by the peer-to-peer training. i. Widespread use of ICT in the learning environment. ii. Better understanding of the extension of the role of the teacher to include facilitator in the learning process; organiser and distributor of information; mentor; and aspirators. iii. Greater efficiency in performing administrative and other non-teaching functions in which the teachers' ICT skills can be utilised. |
| Activities | Identifiable Actors | Expected Results |
| 7.1.
Establish objectives, learning outcomes at various levels
and in various subjects and devise methods of assessing
whether or not these outcomes were achieved. 7.2. Conduct research on the educational advantage of emerging technologies. 7.3. Adopt technology that supports the different modes of learning. 7.4. Encourage the sharing of experiences (lessons learnt and best practices) in relevant meetings and fora. |
Curriculum Specialists, teachers. | i.
Students who graduate from the school system with higher
order skills and competencies. ii. Students who are able to handle or operate in complicated, dynamic and ambiguous situations. iii. A more advanced and productive society. |
Statement 8: The MOE will ensure that ICT is used in the classroom to address the individual needs of students.
Strategy 8:
Utilise ICT in the classroom to address the individual needs
of students.
Activities Identifiable Actors Expected Results
| Activities | Identifiable Actors | Expected Results |
| 8.1.
Develop instructional methods or modify existing ones
in order to ensure that they meet the needs, interests
and learning styles individual students. 8.2. Explore the use adaptive technologies for special needs students (e.g. visual, hearing, and physically impaired). 8.3. Establish special programmes for students with learning disabilities and for students who are gifted or talented. |
Curriculum
officers Special Education Teachers ICT Unit |
i.
More student controlled learning. ii. Better monitoring of individual student's progress. iii. Increase in access to technology and its benefits for special needs students. iv. Increase in students' engagement and motivation (including those who are at the extreme ends of the learning ability spectrum). |
Statement #9: The MOE will provide the opportunity for fostering the creative capacity of students and teachers in the development of multimedia educational software.
Strategy 9:
Foster creativity in the development of multimedia software.
Activities Identifiable Actors Expected Results
| Activities | Identifiable Actors | Expected Results |
| 9.1.
Encourage the attendance of key personnel in conferences,
expositions, etc. in order to discover the potential
of ICT in education and the areas in which they and
other individuals can be creative. 9.2. Organise competitions and technology fairs, with attractive prizes, to showcase the multimedia products developed by teachers and students. 9.3. Provide focused training to teachers and students who demonstrate the aptitude to develop quality products. 9.4. Seek endorsement of quality products by reputable institutions (e.g. ISTE and SPA). 9.5. Provide and seek financial assistance for the marketing and sale of good products internationally. |
IT Department, Curriculum Specialist, Students, Teachers. | i.
Increase in availability of indigenous courseware. ii. Less reliance on foreign software with contact that is not culturally relevant. iii. Revenue generated from the sale of locally produced software. |
Statement #10: The MOE will ensure that training of teachers in computer literacy and the educational uses of ICT will precede the introduction of equipment into the classroom.
Strategy 10: Provide appropriate training to teachers before they attempt to introduce any ICT tools in the classroom.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 10.1. Include
professional development as a criterion to be considered
in the procurement of educational technology that must
be used by teachers. 10.2. Make available training material on the national education Intranet. |
Policy Makers-MOE,
IT Department, Principals, IT Suppliers.
|
i. Increase
in teachers' level of confidence in the use of the specific
technology. This confidence is likely to be transferred
to students. ii. More effective use of technology in teaching and learning. |
Statement #11: The MOE will ensure that control mechanisms will be put in place to prevent access to profane or obscene material and undesirable sites on the Internet.
Strategy 11:
Prevent access to obscene material and undesirable sites
on the Internet.
Activities Identifiable Actors Expected Results
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 11.1.
Formulate and include, in the acceptable use of technology
regulations in each educational institution, clear statement
on the use of the Internet . 11.2. Install at all educational institutions appropriate technology that restricts access to undesirable sites. 11.3. Conduct educational programmes to inform students, teachers, and parents of the benefits and dangers of the Internet and the appropriate action that can be taken to restrict access to inappropriate material. |
IT Department, Principals, Teachers. | i.
Reduction in students' exposure to inappropriate material. ii. Greater use of the Internet for class activities and research. |
5.2. Planning and Administration of ICT Initiatives
Statement
#12: The MOE will implement various information systems
that can be integrated to strengthen
Administration at all levels in the education system.
Strategy 12:
Acquire and implement various easily integrated information
systems.
Activities Identifiable Actors Expected Results
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 12.1.
Conduct research on and evaluate various types of information
systems and applications that are used in education
administration. 12.2. Acquire or develop suitable information systems such as: 12.3. Executive Support Systems (ESS) and Decision Support Systems (DSS) for strategic decision making. 12.4. School or education management information systems (EMIS) for registration, attendance, budget and inventory control, and processing of examination grades. 12.5. Office automation systems (OAS) for word processing, electronic mail and scheduling appointments. 12.6. Implement the information systems acquired or developed using the most suitable configuration. 12.7. Provide the appropriate training to teachers, principals and officers at all levels of the education system. |
Software Suppliers, Software Developers, Representatives from all levels of administration, Principals, Teachers. | i.
Informed decision-making or decision based on factual
data rather than gut feeling. ii. Availability of online data that can be used for research purposes. iii. Enhancement in the quality of work being produced by officers. iv. Increase in the efficiency of performing routine administrative functions. v. Less time being spent by teachers in undertaking administrative or non-teaching tasks leaving more time to be spent with students. |
Statement #13: The MOE will work with stakeholder groups to develop strategies to deal with issues such as: licensing; intellectual property rights; use of software; disposal of used computer equipment; and security and privacy of personal data.
Strategy 13:
Address appropriately legal and ethical issues such as:
licensing; intellectual property rights; use of software;
disposal of used computer equipment; security; and privacy
of personal data.
Activities Identifiable Actors Expected Results
| Activities | Identifiable Actors | Expected Results |
| 13.1.
Establish a legal and ethical committee. 13.2. Develop regulatory framework and policy guidelines for (i) the acquisition, use and distribution of software; (ii) the acceptable use of online information resources; (iii) access and publication of data on students; and (iv) the proper disposal of computer equipment. 13.3. Conduct public awareness programmes to sensitise all concerned on the above issues and the associated regulations. |
Solid Waste Authority, legislature. | i.
Reduction in the illegal acquisition and distribution
of software. ii. A thriving educational software development industry. iii. The protection of students' rights to privacy. iv. Reduction in health hazards that may result from the inappropriate disposal of computer equipment. |
Statement #14: The MOE will ensure the establishment of the necessary infrastructure to facilitate the installation of ICT within the education system.
Strategy 14:
Establish the necessary infrastructure to facilitate the
installation of ICT within the education system.
Activities Identifiable Actors Expected Results
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 14.1.
Undertake assessment of the physical and learning environment
in all educational institutions including the MOE in
order to determine the technical infrastructure requirements. 14.2. Develop standards specifications for appropriate construction of new educational institutions. 14.3. Develop a phased plan for retrofitting existing institutions to support technology-enriched learning environment. 14.4. Execute the plan developed. |
Engineering
committee, MOE, funding agencies.
|
i.
A clear articulation of the needs of each institution
in terms of technical infrastructure. ii. Very little disparity in the physical plant of various educational institutions. iii. Improvement in physical environment (e.g. security, students' workspace, adequate electrical outlets and network points). iv. More conducive learning environments (suitable furniture, lighting, etc.). v. Less costly future school ICT projects that funding sources might find more palatable and principals might find more manageable. |
Statement #15: The MOE will work with stakeholder groups to establish procurement guidelines and procedures for the acquisition of ICT equipment, peripherals and accessories.
Strategy 15: Establish procurement guidelines and procedures for the acquisition of ICT equipment, peripherals and accessories.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 15.1.
Develop clear guidelines for the procurement/acquisition
of equipment and software. 15.2. Conduct workshops/seminars to explain the procurement/acquisition guidelines to relevant individuals in the education system as well as suppliers and donors. |
IT Department, Accounts Departments, Principals, Suppliers, Donor Agencies. | i.
Awarding of contracts being done in a transparent and
impartial manner. ii. Reduction in the wastage of funds that could result from the purchase of inappropriate equipment by individuals who do not have adequate technical knowledge. iii. More caution being exercised in accepting donated used equipment and reduction in the negative consequences of doing so. |
TOP
Statement #16: The MOE will establish protocols for the identification and selection of appropriate software for use in instruction at all levels of the education system.
Strategy 16: Identify, evaluate and select appropriate software for use in instruction at all levels of the education system.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 16.1.
Establish teams/committees for evaluating software in
various subject areas. 16.2. Adopt (OERU-developed) standardised instruments for software evaluation and set up procedures that must be adhered to before introducing software in the learning environment. 16.3. Conduct awareness campaigns to sensitise principals and teachers on the process of evaluation and selection that must followed before using software in the learning environment. 16.4. Tap into the resources that provide guidance such as Software Publishers Association, Educational Products Information Exchange (EPIE). 16.5. Make available online (through the national education Intranet) actual evaluated and approved software or information relating to approved software titles. |
Teachers,
students, curriculum specialist, examination officers. Teachers, students, curriculum specialist, examination officers, Educational Technology Consultants. OERU, MOE's Software Evaluation committee. |
i.
Reduction in the indiscriminate use of instructional
software in the learning environment. ii. Decrease in the tendency to acquire software illegally. iii. Decreasing damaging effects of using software with inaccurate content and poor pedagogical techniques. |
Statement #17: The MOE will establish mechanisms that foster collaboration between the private sector and educational institutions in the implementation ICT initiatives.
Strategy 17: Foster collaboration between the private sector and educational institutions in the implementation ICT initiatives.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 17.1.
Encourage programmes such as adopt-a-school, adopt-a-business,
and donations of computers. 17.2 Provide special concessions to businesses that fund ICT project in schools. |
Principals,
CEO or representative of business. Cabinet, Inland Revenue, Policy Makers at the MOE. |
i.
School benefiting not only from the financial assistance
provided by businesses from the technical knowledge
and expertise of individuals who have extensive experience
in a wide-range of uses of ICT in businesses. ii. Businesses benefiting from reciprocal gestures from their beneficiaries e.g. educational institutions can supply their donors with products and services free of charge or at reduced rates. |
Statement
#18: The MOE will establish rules and procedures for
the acceptable use of ICT in all areas of the education
system.
Strategy 18: Establish rules and procedures for the
acceptable use of ICT in all areas of the education system.
|
Activities
|
Identifiable
Actors
|
Identifiable
Actors
|
| 18.1.
Conduct research on rules and procedures for acceptable
use of ICT in education in other regions and develop
similar rules specific to education systems in the OECS. 18.2. Conduct awareness programs on acceptable use of ICT in educational institutions. 18.3. Incorporate guidelines for acceptable use of ICT into School Rules and into policies in other parts of the education system. |
i.
Reduction in the use of technology for unauthorised
non-educational purposes such as commercial use and
political lobbying. ii. Reduction in deliberate attempts (such as spread of viruses) to disrupt the operation s of computer systems. iii. Increase in system security and in the prevention of access to personal information. iv. Individual rights to privacy protected. v. Reduction in plagiarism and copyright infringement in respect to online material. |
Statement # 19 The MOE in collaboration with other stakeholders will adopt a common set of standards for hardware and software for use in the education system.
Strategy 19: Adopt a common set of standards for hardware and system architecture for use in the education system.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 19.1.
Develop a comprehensive set of standards for the various
pieces of hardware and software that are likely to be
used in the education system. 19.2. Conduct awareness programmes to ensure that individuals responsible for acquiring equipment, principals, suppliers and donors are informed of these standards 19.3. Publish information relating to these standards on the national education Intranet. 19.4. Review these standards periodically, at least once a year. |
Engineering committee, curriculum reform committee, bureau of standards. | i.
Little disparity in the technology available in various
educational institutions. ii. Reduction in (a) the acceptance of obsolete or near obsolete equipment and (b) the efforts expended in disposing such equipment. |
Statement #20: The MOE will assist every school to develop a Technology Plan, which would act as a guide for that school's integration of ICT into its curriculum.
Strategy 20: Facilitate the development of a Technology Plan at every school.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 20.1
. Encourage the formation of school ICT leadership and
implementation teams. 20.2 . Develop clear and practical guidelines for the preparation of the school plan. 20.3 . Provide training in the development of technology plans to members of the school ICT leadership and implementation teams. 20.4 . Endorse the plans that are developed by schools and ensure that these plans are inline with the national plan. 20.5 . Monitor the progress of the implementation of the technology plan in each school. |
MOE, Principals, School Leaders, Education Technology Consultants. | i.
Effective coordination and management of the ICT deployment
process in schools. ii. ICT in Education Steering Committee and the IT Department of the MOE being relieved of managing school-level projects and being able to focus more on national projects. iii. School having a sense of ownership of projects and therefore being more committed to their success. |
Statement # 21: The MOE will ensure that all educational institutions are linked in a secure network that will be used for various purposes: such as administration, communication, lesson sharing.
Strategy 21: Establish a secure network encompassing all educational institutions.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 21.1
. Conduct an assessment of existing networks within
the education and how they can be interlinked. This
can be done as part of activity 27.1. 21.2 . Prepare a detailed design of a cost effective, equitably distributed and secure national network. This design must take into consideration various communication technologies such as fibre optics, wireless, cable, existing public telephone wiring. 21.3 . Prepare a phased plan for installing the network. 21.4 . Execute the plan. |
IT
Department, Engineering Committee, ICT in Education
Steering Committee. IT Department, Engineering Committee, ICT in Education Steering Committee, Network Service Providers. |
i.
Easy and cost effective access to leading online libraries
and educational resources available locally, regionally
and internationally. ii. The availability of a medium that facilitates greater collaboration and sharing of resources, information and ideas among educators, students, parents and other stakeholders. iii. Access to online learning opportunities (that have little restriction in terms of time and place of learning). This is particularly valuable to in-service teachers. iv. Efficient and timely distribution of education management information. |
Statement #22: The MOE, cognizant of the potential of bodily harm that users may be exposed to after the prolonged use of computers, will ensure that standard ergonomic principles are adhered to, including the proper design of computer workstations.
Strategy 22: Acquire and install furniture and equipment that comply with standard ergonomic design principles.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 22.1.
Compile and disseminate among all computer users (including
teachers and students) in the education system information
pertinent to ergonomics and Cumulative Trauma Disorders
(CTDs). 22.2. Develop detailed and clear specifications for the design of furniture and equipment that the MOE considers to be acceptable. 22.3. In the procurement of equipment and furniture ensure that suppliers are aware of the specifications developed by the MOE. |
Ministry of Health, IT Department. | i.
Reduction in CTDs among computers users, and in the
associated consequences such as costly medical bills
and increase in absenteeism. ii. Avoidance or reduction in contention between the MOE and suppliers that could result from the supply of equipment or furniture that were not considered to be ergonomically designed. |
Statement #23: The MOE will work with educational institutions to make available the facilities, equipment and personnel to permit equitable access to ICT for all students.
Strategy 23: Facilitate equitable access to ICT for all students.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 23.1
Establish targets for student and community access to
ICT. 23.2. Develop regulatory framework to address access constraints. 23. 3 Enhance existing and establish new community technology centres. |
Policy
Makers at MOE, Administrators of Educational Institutions,
Cabinet, Attorney General's Office. Policy Makers at MOE, Administrators of Educational Institutions. |
i.
Access to ICT by economically disadvantaged students
after school hours. ii. Students with no computers at home being equally comfortable with ICT in the classroom as those who have computers at home. |
Statement #24: The MOE will adopt a standard suite of productivity tools as the general-purpose software package for all computers used in the education system.
Strategy 24: Adopt a standard suite of productivity tools as the general-purpose software package for all computers used in the education system.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 24.1.
Investigate the most commonly used tools currently on
the market. 24.2. Develop clear guidelines for incorporating these tools into the curriculum. 24.3. Provide the necessary training to teachers. 24.4. Review the relevance of these tools at least once every year or as the need arises (with the introduction of new products or new versions of products). |
i.
Students to are better prepared to enter the working
environment. ii. More productive working environments. iii. Reduction in budget allocated by businesses to train new recruits. iv. Greater responsiveness to developments and changes in ICT. |
Statement # 25: The MOE will assign the responsibility for all ICT resources on the school premises to Principals and will assist them in undertaking that responsibility.
Strategy 25: Assist Principals in undertaking responsibility for all ICT resources on their school premises.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 25.1
Develop or purchase and implement a database application
to keep records of all hardware and software (including
licensing information) acquired centrally by the MOE
or separately by individual institutions. A computerized
maintenance management system (CMMS) may provide this
functionality. 25.2 Provide training in the use of the applications. 25.3 Conduct audits from time to time. |
IT Department, Principals and Vice-Principals. | i.
Greater accountability for ICT resources available in
schools. ii. Reduction in the illegal possession of software. iii. Principals being more vigilant in reducing misuse, theft, and poor maintenance of equipment. |
5.3 Assessment, Support and Sustainability of ICT Initiatives
Statement #26: The MOE will seek financial or other assistance and make the necessary budgetary provisions (in collaboration with other stakeholders) for the planning, implementation and sustenance of ICT systems.
Strategy 26: Seek financial or other assistance and make the necessary budgetary provisions for the planning, implementation and sustenance of ICT systems.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 26.1.
Seek funding and other forms of assistance from various
organisations. 26.2. Facilitate attendance at meeting and conferences at which personalised (face-to-face) contact can be made with key personnel from funding agencies. 26.3. Establish partnership programs such as 'partners-in-progress', 'adopt-a-business', and 'adopt-a-school'. 26.4. Encourage fund raising activities. |
Minister for Education, Permanent Secretary, IT Department, Planning department, Principals, Teachers, and Parent Associations. | i.
More funds available for (a) increasing the availability
of technology; (b) upgrading ICT capacity/skills of
teaching and administrative staff; and (c) enhancing
learning environment. ii. Increase in the likelihood of success of various projects in which assistance such as the professional expertise of experienced individuals is utilised. iii. Greater motivation and eagerness being displayed by individuals responsible for managing ICT projects instead of the usual frustration of having to manage project with limited resources. |
Statement #27: The MOE will adopt an explicit strategy for technical support (including preventative maintenance), in order to service efficiently the needs of all users and computers in the education system.
Strategy 27: Decentralise technical support services.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 27.1
. Identify individuals in the school system who have
the potential to serve as technical resources. 27.2 . Examine the workload of these individuals with the view of reducing other responsibilities. 27.3 . Provide necessary training to the individuals identified. 27.4 . Compile a list of reputable technical service providers who can serve schools in their community. |
Principals, Teachers, IT Department, Personnel Department. | i.
More efficient resolution of technical problems. ii. Equipment being non-operational for shorter periods resulting in a decrease in loss of productivity. iii. Savings realised from the decrease in the need to hire external technicians. iv. Greater willingness to adopt the technology due to individuals having more confidence that they are likely to receive assistance and support in the event that they encounter a problem. |
Statement #28: The MOE will encourage educational institutions to make available, with effective monitoring, ICT facilities to the community. Further, the Ministry will endorse the use of revenue generated from these facilities for maintenance, upgrade and sustenance, as long as the revenue generating activities do not compromise access and the quality of services to the students.
Strategy 28: Facilitate the use of ICT by the community and the generation of revenue to maintain equipment.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 28.1
. Consider the introduction of non-discriminatory cost
recovery mechanisms for public access to computers installed
in schools. 28.2 . Ensure that Principals account for the use of revenue generated 28.3 . Undertake community awareness programs on the benefits of acquiring ICT skills. |
Principals, teachers. | i.
Increase in public access to ICT. ii. Decrease in the likelihood of schools becoming digital graveyards due to poor maintenance of computer equipment. |
Statement #29: The MOE will collaborate with educational Institutions to decide on the optimal configuration that can be used in classroom/library/lab for learning and instructing with ICT.
Strategy 29: Select and implement the optimal configuration that can be used in classroom/library/lab for learning and instructing with ICT.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 29.1.
Conduct research on the experience of others in the
use of various configurations. 29.2. If necessary pilot various configurations in order to determine which one is most practical and effective. |
IT Department, Education Technology Consultant, Engineering Committee, Teachers. | i.
Increase in feasibility in incorporating the use of
computers in lessons. ii. Teacher being more willing to utilize the computers in their lessons because they are not frustrated by the extensive time and effort that would be required to organise students if the set-up was poor. iii. Average length of computer access time per student being optimal. |
Statement #30: The MOE will ensure that the ICT in Education programme is relevant to the needs of all stakeholders.
Strategy 30: Ensure that the ICT in education programme is relevant to the needs of all stakeholders.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 30.1. Include
representatives of various stakeholders in the ICT in
Education Steering Committee and other committee in
the planning team. 30.2. Conduct a comprehensive needs assessment to determine the needs of all stakeholders. 30.3. Conduct extensive consultation with stakeholders in order to ensure that their interests are reflected in this national strategic plan. |
MOE, Other Government Agencies, Business Corporations. | i. Valuable
input to the planning process from individuals who have
extensive experience and expertise in a wide-range of
uses of ICT. ii. From the stakeholders' perspective, a better understanding of the issues involved in the integration of ICT in education and constraints faced by educational institutions. iii. A greater sense of ownership and willingness to support ICT initiatives and consequently increase in the availability of ICT in educational institutions. |
Statement # 31: The MOE will adopt a partnership approach with stakeholders in order to finance the initial investment and recurrent expenses associated with the use of ICT in education.
Strategy 31: Share the cost of investment and recurrent expenses associated with the use of ICT in education.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 31.1 Develop
co-operations or work cooperatively in negotiating contracts
with major suppliers. Co-operations can be established
at various levels e.g. inter-institutional, national,
bilateral or inter-national, and regional. 31.2 Work co-operatively in other areas e.g. policy/ strategy formulation, research and development, human resource networking, train-the-trainer programmes. 31.3 Conduct public relations programmes to highlight the benefits of ICT in education and the various ways in which the community, business, professional associations and individuals can help. |
i. Greater
bargaining power in dealing with suppliers and therefore
ability to negotiate relatively more attractive and
affordable prices. ii. Reduction in the budget required for areas such as professional development, and research and development, etc. iii. Savings realised as a result of various forms of contributions made by the community, business, associations and individuals e.g. free labour, materials and ideas. |
Statement #32: The MOE will explore all possible options of procuring computer systems given due consideration to the upgrading, maintenance and eventual replacement of these systems.
Strategy 32: Adopt a prudent approach in the procurement of computer systems.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 32.1. Ensure
that written agreements are signed between the MOE and
suppliers that are awarded contracts. 32.2. Compile a list of authorised suppliers and update that list regularly to exclude suppliers who have breached previous agreements with the MOE. 32.3. Explore options such as leasing equipment for a fixed period with the leaser having full responsibility for the maintenance of the equipment being leased. 32.4. If feasible, award contracts for complete solutions (hardware, software, professional development and maintenance) to the same vendor. |
i. A higher
level of integrity being displayed by suppliers. ii. Greater satisfaction with the goods and services received by the MOE, schools, etc. iii. Reduction the maintenance workload of in-house staff, and consequently, either a need for fewer technical employees or more efficiency in addressing other technical problems. iv. Prevention of one vendor blaming another and evading its obligations in cases where various components of the solution are provided by different vendors. v. Increase in the likelihood of securing financing for maintenance if it is included in initial purchases. It is usually easier to obtain funds for initial purchases than for subsequent maintenance. |
Statement # 33: The MOE will
devise a strategy for minimising the cost of maintaining
ICT (hardware and software) throughout the education system.
Strategy 33: Minimise the cost of maintaining ICT in the education system.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 33.1.
Develop training policies and programs to ensure ICT
resources are properly utilised and maintained. 33.2. Perform preventive maintenance at scheduled times and predictive maintenance as the need arises. 33.3. Train individuals from each school to perform basic troubleshooting and minor repairs 33.4. Consider, in the procurement of equipment, contracts that include a warranty package and special training. 33.5. Implement a computerised maintenance management system (CMMS) to maintain a service log on each piece of equipment (include date of service, problems, date of next service, individual who performed service). |
i.
Increase in longevity of equipment. ii. Decrease in the need and the cost associated with the replacement of computer equipment and components. iii. Decrease in the need to contract the services of external technicians and in the cost associated with doing so. iv. Reduction in interruptions in the work of computers users, and consequently in the loss of productivity due to downtime of equipment. |
Statement #34: The MOE will establish appropriate mechanism for educators to undertake research and to evaluate the impact of ICT in the education system.
Strategy 34: Encourage and support the research on and evaluation of the impact of ICT in the education system.
|
Activities
|
Identifiable
Actors
|
Expected
Results
|
| 34.1.
Seek funding and encourage participation in workshops,
training programmes, and relevant forums on the evaluation
of the impact of ICT in education. 34.2. Acquire information pertaining to evaluations done in other countries, regions, etc. 34.3. Publish research findings in education reports and annual Education statistical Digest. |
The realization and development of these skills in the early
levels of the public educational system must see the involvement
of the following elements at the school level.
| Home | Information and Services | Children | Adults | Education | About Us | Contact Us |
| Author:- | Dr. A. Josiah | Copyright © | 2004 | Antigua Public Library | Date last updated:- | August, 2005 |
| Site designed by: S. Osborne / N.Haripersaud | Initial design date: May 2004 |