REPLAY IN ENGLISH, FRENCH AND SPANISH.

In Latin America and the Caribbean, UNESCO and Blackboard Academy, though funding and coordination by way of the German: Society for International Cooperation (GIZ) and the University of the West Indies, Caribbean Center of Educational Planning (UWI-CCEP), respectively, have joint efforts to improve teacher training in digital skills through three main components. First, in the Caribbean the project is based on a train-the-trainer model with resources to a self-sustained professional development program. The second component is in Peru, where the project aims to support the development of quality distance education for migrants and refugees, mostly from Venezuelan displaced families. The third component aims to scale up at a global level by connecting with other strategies to reinforce this programme.
 

This webinar will feature key elements of the project in the Caribbean to draw lessons from the regional experience and highlight the need and unpack the complexities of teacher training on the pedagogical use of ICTs. That experience will work as a starting point to connect the challenges of teacher training on ICTs at a global level, referencing the different needs and strategies implemented on ICTs.

Objectives:

• Showcase key lessons and opportunities from the train-the-trainers project in the Caribbean.
• Highlight the need and complexities of teacher training on the pedagogical use of ICTs drawing lessons from different experiences and the train-the-trainers project in the Caribbean.
• Explain the UNESCO ICT competency framework; exploring the 6 areas to be addressed and its different levels by emphasizing the relevance of developing ICT skills on teachers throughout their career.
• Showcase the mapping of ICT competencies offered to teachers by teacher training course elaborated by the teacher development section at UNESCO HQ.
• Share experience on teacher training on ICTs in the different countries in the Caribbean and with regional organizations such as CARICOM, Organization of Eastern Caribbean States (OECS), and explore the possible synergies with other strategies on a global level (for example from the Global Teacher Campus).
• Share experiences with Abuja office as a similar teacher training project with Blackboard is being developed.

Agenda:

Photo credit: UNESCO Kingston

REPLAY IN ENGLISH, FRENCH AND SPANISH.

In Latin America and the Caribbean, UNESCO and Blackboard Academy, though funding and coordination by way of the German: Society for International Cooperation (GIZ) and the University of the West Indies, Caribbean Center of Educational Planning (UWI-CCEP), respectively, have joint efforts to improve teacher training in digital skills through three main components. First, in the Caribbean the project is based on a train-the-trainer model with resources to a self-sustained professional development program. The second component is in Peru, where the project aims to support the development of quality distance education for migrants and refugees, mostly from Venezuelan displaced families. The third component aims to scale up at a global level by connecting with other strategies to reinforce this programme.
 

This webinar will feature key elements of the project in the Caribbean to draw lessons from the regional experience and highlight the need and unpack the complexities of teacher training on the pedagogical use of ICTs. That experience will work as a starting point to connect the challenges of teacher training on ICTs at a global level, referencing the different needs and strategies implemented on ICTs.

Objectives:

• Showcase key lessons and opportunities from the train-the-trainers project in the Caribbean.
• Highlight the need and complexities of teacher training on the pedagogical use of ICTs drawing lessons from different experiences and the train-the-trainers project in the Caribbean.
• Explain the UNESCO ICT competency framework; exploring the 6 areas to be addressed and its different levels by emphasizing the relevance of developing ICT skills on teachers throughout their career.
• Showcase the mapping of ICT competencies offered to teachers by teacher training course elaborated by the teacher development section at UNESCO HQ.
• Share experience on teacher training on ICTs in the different countries in the Caribbean and with regional organizations such as CARICOM, Organization of Eastern Caribbean States (OECS), and explore the possible synergies with other strategies on a global level (for example from the Global Teacher Campus).
• Share experiences with Abuja office as a similar teacher training project with Blackboard is being developed.

Agenda:

Photo credit: UNESCO Kingston

REPLAY IN ENGLISH, FRENCH AND SPANISH.

In Latin America and the Caribbean, UNESCO and Blackboard Academy, though funding and coordination by way of the German: Society for International Cooperation (GIZ) and the University of the West Indies, Caribbean Center of Educational Planning (UWI-CCEP), respectively, have joint efforts to improve teacher training in digital skills through three main components. First, in the Caribbean the project is based on a train-the-trainer model with resources to a self-sustained professional development program. The second component is in Peru, where the project aims to support the development of quality distance education for migrants and refugees, mostly from Venezuelan displaced families. The third component aims to scale up at a global level by connecting with other strategies to reinforce this programme.
 

This webinar will feature key elements of the project in the Caribbean to draw lessons from the regional experience and highlight the need and unpack the complexities of teacher training on the pedagogical use of ICTs. That experience will work as a starting point to connect the challenges of teacher training on ICTs at a global level, referencing the different needs and strategies implemented on ICTs.

Objectives:

• Showcase key lessons and opportunities from the train-the-trainers project in the Caribbean.
• Highlight the need and complexities of teacher training on the pedagogical use of ICTs drawing lessons from different experiences and the train-the-trainers project in the Caribbean.
• Explain the UNESCO ICT competency framework; exploring the 6 areas to be addressed and its different levels by emphasizing the relevance of developing ICT skills on teachers throughout their career.
• Showcase the mapping of ICT competencies offered to teachers by teacher training course elaborated by the teacher development section at UNESCO HQ.
• Share experience on teacher training on ICTs in the different countries in the Caribbean and with regional organizations such as CARICOM, Organization of Eastern Caribbean States (OECS), and explore the possible synergies with other strategies on a global level (for example from the Global Teacher Campus).
• Share experiences with Abuja office as a similar teacher training project with Blackboard is being developed.

Agenda:

Photo credit: UNESCO Kingston

Background

Issues of availability of and access to educational technologies, e.g., software and hardware, became pronounced when in-person classes were suspended and instructions were being delivered remotely. Headlines like “schoolchildren climbing trees to get signal for online classes” or “students trekking hills and mountains to attend online classes” filled newspapers during school closures due to COVID-19 pandemic. Teachers too were put in the spotlight of such news, particularly those who are teaching in disadvantaged schools.

These disadvantaged schools are at the lower end of disparities when it comes to access to ICT and digitalization. The pandemic heightened the digital divide that is contributing to the education crisis, half of the total number of learners – some 826 million students –  do not have access to a household computer and 43% (706 million) have no internet at home.

Objectives 

The 2021 High- Level Forum on Teacher Competencies in the Digital Revolution hosted by the Teacher Task Force, SEAMEO and UNESCO IITE aims to:

• Examine the solutions proposed by governments, teachers and school leaders to ensure learning continuity;
• Discuss national and regional solutions and an action agenda to address the barriers to inclusive education and digital divide;
• Share innovations during the pandemic in promoting learning continuity in disadvantaged schools that can be replicated or scaled up;
• Discuss policy reforms to enhance teacher competencies in the digital age.

The event will discuss practices to support teachers in implementing remote and virtul education in disadvantaged settings on three breakout rooms.

Expected outcomes

At the end of the High-Level Forum, the following outputs will be shared:

• An Action Agenda on improving teacher competencies in the digital revolution
• Collection of good teaching practices of new normal pedagogies and innovation for reaching the unreached and disadvantaged learners
• Collection of open educational resources on teaching tools for the marginalized learners

Participants and structure of the meeting

The High-Level Forum will invite members of the International Task Force on Teachers for Education 2030 and High Officials from SEAMEO Member Countries, Associate Member Countries, Affiliate members and SEAMEO Schools Network.

***

Registration link coming soon, please contact Ms. Rhea Rabin (rhea@seameo.org) and Ms. Uyen Ho Thuc Nguyen (jolin@seameo.org) for further details.

Photo credit: SEAMEO

Background

Issues of availability of and access to educational technologies, e.g., software and hardware, became pronounced when in-person classes were suspended and instructions were being delivered remotely. Headlines like “schoolchildren climbing trees to get signal for online classes” or “students trekking hills and mountains to attend online classes” filled newspapers during school closures due to COVID-19 pandemic. Teachers too were put in the spotlight of such news, particularly those who are teaching in disadvantaged schools.

These disadvantaged schools are at the lower end of disparities when it comes to access to ICT and digitalization. The pandemic heightened the digital divide that is contributing to the education crisis, half of the total number of learners – some 826 million students –  do not have access to a household computer and 43% (706 million) have no internet at home.

Objectives 

The 2021 High- Level Forum on Teacher Competencies in the Digital Revolution hosted by the Teacher Task Force, SEAMEO and UNESCO IITE aims to:

• Examine the solutions proposed by governments, teachers and school leaders to ensure learning continuity;
• Discuss national and regional solutions and an action agenda to address the barriers to inclusive education and digital divide;
• Share innovations during the pandemic in promoting learning continuity in disadvantaged schools that can be replicated or scaled up;
• Discuss policy reforms to enhance teacher competencies in the digital age.

The event will discuss practices to support teachers in implementing remote and virtul education in disadvantaged settings on three breakout rooms.

Expected outcomes

At the end of the High-Level Forum, the following outputs will be shared:

• An Action Agenda on improving teacher competencies in the digital revolution
• Collection of good teaching practices of new normal pedagogies and innovation for reaching the unreached and disadvantaged learners
• Collection of open educational resources on teaching tools for the marginalized learners

Participants and structure of the meeting

The High-Level Forum will invite members of the International Task Force on Teachers for Education 2030 and High Officials from SEAMEO Member Countries, Associate Member Countries, Affiliate members and SEAMEO Schools Network.

***

Registration link coming soon, please contact Ms. Rhea Rabin (rhea@seameo.org) and Ms. Uyen Ho Thuc Nguyen (jolin@seameo.org) for further details.

Photo credit: SEAMEO

The forum aims to: 

• Introducing recent trends in education and the future of education 
• Introducing the great changes in teaching and learning processes of the future 
• Discussing the impact of technology on the future education. 
• Presenting international experiences about future education. 
• Defining  role of principal as a leader and teacher's role in future education and what are the competencies that must be provided. 
• Identify future education environments. 
• Defining  the role of innovation, creativity and entrepreneurship in education 

Consult the detailed programme.

Registration link.