IICBAs Role in the Implementation of the MEd in ICT in Education

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IICBAs Role in the Implementation of the MEd in
ICT in Education

• By
• Awol Endris
• WITFOR 2007
• 22-24 August 2007
• Addis Ababa, Ethiopia

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Brief Remarks on IICBA

• Established by UNESCO in 1999
• Mandated to work on teacher education
• Stress on capacity building of TEIs
• Rely on distance mode of delivery
• Focus on pedagogy of math and science and ICT in
  education
• Support sub-Saharan African countries

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Organization

• Headquarters in Addis Ababa, Ethiopia
• Two nodes
• Pretoria, South Africa (for Southern Africa)
• Dakar, Senegal (for West and Central Francophone
  Africa)

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IICBAs Capacity Building Framework

• Creating partnership with institutions offering
  DE
• Collaborating with targeted TEIs to identify
  need
• Signing agreements with TEIs to assure
  sustainability and program integration
• Providing minimal support once program integrated

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Rationale for Launching M.Ed. in ICT in Education

• Training a sizable cadre of ICT in Education
  professionals for programme integration in
  partner institutions
• Assisting partner institutions build the capacity
  (human material) to run own programmes
• Ensuring the sustainability of programmes through
  programme integration

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Potential of ICTs in Education

• Expanding educational opportunities
• Increasing efficiency
• Individualizing instruction
• Assisting in decreasing teacher workload
• Facilitating skill formation
• Sustaining lifelong learning

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Content Providing DE Institutions - M.Ed. in ICT
in Education

• University of Pretoria
• MEd in ICT in Education (Ethiopia, Uganda, Ghana,
  Sudan)
• University of Montreal (Canada)
• MEd in ICT in Education (Burkina Faso, Cameroon,
  Senegal)

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Project Implementing Partner Institutions - M.Ed.
in ICT in Education

• Addis Ababa University
• Sudan University of Science Technology
• Makarere University
• University of Cape Coast

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Modalities of Training

• Core courses supplied by content offering
  institution
• Face to face tutorial in the form of academic
  counseling provided periodically
• Independent project work on education related
  problem

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Enrollment

• University of Pretoria
• MEd in ICT in Education Ethiopia 20 (12
  graduated) Uganda 25 Ghana 12 Sudan 12
  (all graduated) Total 69

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Enrollment

• University of Montreal
• MEd in ICT in Education
• Burkina Faso 20
• Cameroon 30
• Senegal 20 Total 70

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Lessons and Challenges

• High attrition in some programs
• Donor conditionality in utilizing funds
• Failure of TEIs to integrate programs
• Lack of student support by DE institutions in
  some programs
• Accreditation issues
• Insufficient funding to scale up successful
  programs

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Thank you