Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

ENLACES: Transformative Educational Policy for the Latin American and Caribbean Region

This capstone paper explores ENLACES, the Latin American and Caribbean Meeting Space for Higher Education, or in Spanish, Espacio de Encuentro Latinamericano y Caribeño de Educación Superior (ENLACES). In the same fashion that the UNESCO-Bologna Accords gave rise to the European Higher Education Area, so, too, did the UNESCO-International Institute for Higher Education in Latin America and the Caribbean give rise to ENLACES. ENLACES is an evolving, transformative education policy that promotes the region’s integration and internationalization of higher education through collaborative means. This paper explores the region’s educational environment during the twentieth and twenty-first centuries that led to the creation of the ENLACES, presents a stakeholder analysis of the policy, examines its goals, objectives, and strategies of implementation, and evaluates its strengths and weakness. Records from regional and global conferences are the primary sources for this policy analysis

Enlaces’ In-service Teacher Training Strategies: A Review of Critical Features

This paper presents a concise overview of the major landmarks in the teacher-training strategies and goals that have been implemented in the Enlaces program, how these evolved over its first decade of operation, and the lessons that we believe could be learned from that experience. Greater emphasis will be given to the early years since, in the author's view, what was done then, and how it was done, illustrated the zeal which to a great extend, facilitated the subsequent growth and success of the program.This paper presents a concise overview of the major landmarks in the teacher-training strategies and goals that have been implemented in the Enlaces program, how these evolved over its first decade of operation, and the lessons that we believe could be learned from that experience. Greater emphasis will be given to the early years since, in the author's view, what was done then, and how it was done, illustrated the zeal which to a great extend, facilitated the subsequent growth and success of the program

Enlaces’ In-service Teacher Training Strategies: A Review of Critical Features

This paper presents a concise overview of the major landmarks in the teacher-training strategies and goals that have been implemented in the Enlaces program, how these evolved over its first decade of operation, and the lessons that we believe could be learned from that experience. Greater emphasis will be given to the early years since, in the author's view, what was done then, and how it was done, illustrated the zeal which to a great extend, facilitated the subsequent growth and success of the program.This paper presents a concise overview of the major landmarks in the teacher-training strategies and goals that have been implemented in the Enlaces program, how these evolved over its first decade of operation, and the lessons that we believe could be learned from that experience. Greater emphasis will be given to the early years since, in the author's view, what was done then, and how it was done, illustrated the zeal which to a great extend, facilitated the subsequent growth and success of the program

Achievements during the 90's of Chile's ICT in Education Program: an International Perspective

This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed the guidelines of the international SITES M1 study, sponsored by the IEA. In general terms, the results presented in this report place Chile in quite a good position in the international ranking with respect to several indicators related to ICT in education, especially in teacher training. Moreover, on many indicators Chile's results are similar or even better than the ones shown by developed countries such as Japan, Italy and France. Also, they show some challenges related to the provision of infrastructure (hardware) and ICT resources (software), particularly in primary education. Finally, they show opportunities for deepening further the instructional use of ICT in schools.This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed the guidelines of the international SITES M1 study, sponsored by the IEA. In general terms, the results presented in this report place Chile in quite a good position in the international ranking with respect to several indicators related to ICT in education, especially in teacher training. Moreover, on many indicators Chile's results are similar or even better than the ones shown by developed countries such as Japan, Italy and France. Also, they show some challenges related to the provision of infrastructure (hardware) and ICT resources (software), particularly in primary education. Finally, they show opportunities for deepening further the instructional use of ICT in schools

Achievements during the 90's of Chile's ICT in Education Program: an International Perspective

This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed the guidelines of the international SITES M1 study, sponsored by the IEA. In general terms, the results presented in this report place Chile in quite a good position in the international ranking with respect to several indicators related to ICT in education, especially in teacher training. Moreover, on many indicators Chile's results are similar or even better than the ones shown by developed countries such as Japan, Italy and France. Also, they show some challenges related to the provision of infrastructure (hardware) and ICT resources (software), particularly in primary education. Finally, they show opportunities for deepening further the instructional use of ICT in schools.This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed the guidelines of the international SITES M1 study, sponsored by the IEA. In general terms, the results presented in this report place Chile in quite a good position in the international ranking with respect to several indicators related to ICT in education, especially in teacher training. Moreover, on many indicators Chile's results are similar or even better than the ones shown by developed countries such as Japan, Italy and France. Also, they show some challenges related to the provision of infrastructure (hardware) and ICT resources (software), particularly in primary education. Finally, they show opportunities for deepening further the instructional use of ICT in schools

Creación de cursos adaptativos en TANGOW mediante tareas, reglas y elementos multimedia

En este artículo se describe, en términos generales, el proceso de diseño de un curso adaptativo accesible a través de Internet mediante el sistema TANGOW. En este proceso de diseño se establece una clara separación entre la estructura del curso, para cuya construcción se utilizan tareas y reglas docentes, y la asociación de contenidos a esta estructura. A continuación se analizan los distintos tipos de adaptación que pueden definirse durante el diseño de un curso entre las que se incluyen la adaptación en función del perfil del estudiante, las dependencias teóricas y prácticas entre tareas y la creación de distintas versiones de un mismo fragmento de contenido. Se describen, también, distintas aproximaciones metodológicas que facilitan la labor de di-seño de cursos adaptativos. El artículo termina con algunas conclusiones y trabajo futuro.Este trabajo ha sido financiado por la Comisión Interministerial de Ciencia y Tecnología (CICYT), con los números de proyecto TEL97-0306 y TEL1999-0181

Teachers’ interactions in a virtual learning environment: A comprehensive approach

The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative.The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative

World Links for Development Program in Latin America: An Insight on Internet in the Classroom

The World Links for Development (WorLD) program, initiative launched by the World Bank in 1997, has assisted developing countries in bridging the “digital divide”, by providing schools and Ministries of Education with the necessary technologies, skills, and educational resources to prepare their youth to participate in the global knowledge economy. This article presents the WorLD program experience in the Latin American region. Special attention is given to the description of the components at the core of the WorLD program, its Teacher Professional Development Program in the use of the Internet in the Classroom.The World Links for Development (WorLD) program, initiative launched by the World Bank in 1997, has assisted developing countries in bridging the “digital divide”, by providing schools and Ministries of Education with the necessary technologies, skills, and educational resources to prepare their youth to participate in the global knowledge economy. This article presents the WorLD program experience in the Latin American region. Special attention is given to the description of the components at the core of the WorLD program, its Teacher Professional Development Program in the use of the Internet in the Classroom

Teachers’ interactions in a virtual learning environment: A comprehensive approach

The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative.The goal of studying interactions in online environments is to know the kind of interactions which take place in discussion forums. This article contains the results of an exploratory, descriptive research that analyzes, with both quantitative as well as qualitative approaches, a virtual learning environment for comprehensive teacher training in their whole: the course, the platform, the tutor’s role, the exchanges between the tutor and the participating teachers in the discussion forum, analyzing those exchanges, to whom they are addressed and their collaborative or personal natures. Regarding this experience, the results show a positive evaluation for the course, the tutor’s role and the platform; as to the interventions which arise between the tutor and the participants in an interactive context, at the beginning, the participants’ interactions are personal, though, little by little, they become more collaborative