Category: News

The Coalition forges partnership with Putera Sampoerna Foundation for the development of Teacher Learning Centres in Indonesia

The Coalition is partnering with Putera Sampoerna Foundation to document and improve the process of developing Teacher Learning Centres (TLCs) as the hub for TPD@Scale in Indonesia. Established in a kabupaten or regency (equivalent to a municipality), the TLC is a systematic and structured independent learning organization managed by teachers under the supervision of the local government. The TLC is able to plan, develop, and initiate programs to strengthen teacher competencies and build a robust professional learning community. Each TLC is intended to serve between 15,000 to 18,000 teachers in the regency. To date, the Foundation has built and supports nine TLCs in Surabaya, Lumajang, Pasuruan, Karawang, Bojonegoro, Tuban, Kudus, Gowa, and Musi Banyuasin.

Gusman Yahya, Director of Putera Sampoerna Foundation – School Development Outreach, explains that the TLC is built with the purpose of uplifting teachers’ professionalism on a larger scale and at affordable cost, “The partnership with the Coalition is expected to help strengthen and improve the effectiveness of the TLC in solving the challenges of teacher access to professional development. We are hoping that the TLC can be one of the alternative models for deploying teacher professional development effectively and efficiently, and that it can be replicated in other areas in Indonesia, as well as become adopted by other countries facing the same challenges.”

The collaboration with the Coalition will explore ways of scaling the TLC model to more regencies across Indonesia. For this study, Dr. Cher Ping Lim, Chair Professor of Learning Technologies and Innovation of the Education University of Hong Kong, poses several questions on equity, quality, and efficiency. “How do you achieve effectiveness of the program with respect to the impact on teacher practice? How do you bring this teacher professional development to scale? How can the system be replicated without losing quality?”

Planning for the project will begin later this year. Implementation is set for mid-2019.

About Putera Sampoerna Foundation
Established as a social organization, the Putera Sampoerna Foundation (PSF) aims to assist in the development of Indonesia as a nation through education. In 2015, the organization was transformed into the first social business in country, where it has been working with partners and donors to make quality international education available to the greater Indonesian population.

Under PSF is Sampoerna University, which hosts the Putera Sampoerna Foundation School Development Outreach (PSF-SDO). The TLCs are a project of the SDO, which offers education development services to improve the quality of schools and provide larger access to teacher professional development. SDO facilitates collaboration between corporations and governments in solving the education challenges in Indonesia.

The Coalition participates in the Global Symposium on ICT in Education 2018

The Korean Ministry of Education and the Korea Education and Research Information Service (KERIS) jointly hosted the Global Symposium on ICT in Education 2018 from September 11 to 13 in Seoul. Organized in partnership with the UNESCO Asia Pacific Regional Bureau for Education and the Coalition, the event’s theme was “Teaching in the 21st Century: Enhancing Teacher ICT Competencies.”

GSIE started in 2007 and is held every year. It aims to find ways to solve educational inequalities and information gaps in developing countries through the introduction of ICT interventions. This year, more than 70 ICT in education experts from around the world, including educational policy makers from 30 developing countries (such as Bangladesh, Cambodia, Ghana, Guatemala, Indonesia, Laos, Nepal, Paraguay, Peru, Serbia, and Uzbekistan, among others) participated in the discussion. A variety of issues were covered, including teacher ICT competency policies, communities of practice for teachers, and continuing professional development for teachers, all of which focused on strengthening the ICT capacity of teachers in the era of the Fourth Industrial Revolution.

Choi Eun-ok, Director General of the Ministry of Education said, “In order to foster creative talents in the era of the Fourth Industrial Revolution, the role of teachers who have the skills to utilize technology is a key factor in all nations.”

The Coalition gave two presentations at the symposium. Dr. Cher Ping Lim, Chair Professor of Learning Technologies and Innovation of the Education University of Hong Kong, spoke of the work of the Coalition and described a blended learning model for teachers in the Philippines — the Early Language, Literacy, and Numeracy (ELLN) Digital project — that will be one of the TPD@Scale models included in a collective case study being developed by the Coalition.

Preliminary findings from the Coalition’s landscape review of TPD@Scale in the Global South were also presented by Project Leader Dr. Tony Lelliott of the Johannesburg-based think tank Saide. Dr. Lelliott highlighted pedagogy, learning design, and integration as critical in any technology intervention. Apart from infrastructure constraints, issues surfaced by the review so far include difficulty in evaluation, tensions between pedagogy and sustainability or scalability, diverse contexts and the need for customization, and time-dependent interventions. The symposium was also an opportunity for the landscape review team to engage with representatives from ministries of education of Global South countries to gather information on past and current TPD@Scale efforts as well as solicit inputs on their priorities, knowledge and capacity building needs, and key challenges related to scaling in their respective countries. These consultations are an integral part of the landscape review methodology and the research agenda-setting that follows.  

“Given the valuable knowledge and deepened experience of the Coalition in the field of teacher professional development that goes beyond borders, our partnership with the Coalition has been essential in further observing our own global outreach strategies together with all of the nations present at this year’s symposium, which was specifically focused on enhancing teacher ICT competencies in the 21st century,” said Mr. Jongwon Seo, Chief of the Global Cooperation Division of KERIS.

The Coalition and the Cambodia Directorate of Higher Education co-host TPD@Scale workshop for local universities

The Coalition and the Cambodia Directorate General of Higher Education (DGHE), Ministry of Education, Youth and Sport conducted a TPD@Scale workshop for local universities on August 30, 2018 in Phnom Penh. The workshop combined a needs and situational analysis of teaching capacity in Cambodia higher education, an assessment of the state of faculty development in Cambodian universities, and initial steps in co-designing a TPD@Scale program for local higher education institutions. This initiative on teacher professional development (TPD) forms part of a larger DGHE program to be funded by the World Bank.

In his opening remarks, Dr. Nith Bunlay, DGHE Deputy Director General emphasized the importance of TPD at scale in ensuring quality, relevance, and access to higher education, “The survival and competitiveness of a university depends on how ICT is used in administration, teaching, and learning.”

Dr. Cher Ping Lim, Chair Professor of Learning Technologies and Innovation of the Education University of Hong Kong, gave an overview of the work done by the Digital Learning for Development Network on TPD@Scale. “We want to ensure that the quality is the same across universities in Cambodia,” said Dr. Lim. “Once we have quality and access, there is always the issue of cost-effectiveness. Are we able to keep costs reasonable as we improve access and maintain quality?”

The workshop was attended by senior DGHE officials and senior and middle management from the Royal University of Phnom Penh, Royal University of Agriculture, Institute of Technology of Cambodia, Svay Reing University, Battambang University, Chea Sim University of Kamchaymear, University of Heng Sarin Thbongkhmum, National Institute of Posts, Telecommunications and ICT, Mean Chey University, Paññāsāstra of Cambodia, University of Cambodia, Western University, and Phnom Penh International University.

The Philippines launches TPD@Scale

The Philippine Department of Education (DepEd) launched TPD@Scale Philippines on August 28, 2018 with a workshop for regional and division field offices on the program’s inaugural blended learning course for teachers called ELLN Digital. “ELLN” is short for Early Language, Literacy and Numeracy; “Digital” refers to the blended learning design of the course, a combination of guided independent study using multimedia courseware, classroom application and reflection, and face-to-face co-learning in school-based learning communities. The course, intended for K to 3 teachers, covers the fundamentals of teaching reading and arithmetic in the early grades.

Over 120 chief education supervisors and curriculum implementation chiefs from all over the country gathered in Quezon City to prepare for the national roll-out of ELLN Digital to over 300,000 teachers in more than 38,000 schools by November of this year.

“The Department is committed to ensuring improved student performance nationwide. And the key to this is sustained high-quality teacher professional development,” says Rosalina J. Villaneza, Chief Education Program Specialist, Bureau of Learning Delivery-Teaching and Learning Division.

ELLN Digital was piloted in 2016-2017 with over 4,000 teachers in 240 schools nationwide. The pilot was a collaboration between DepEd and the Foundation for Information Technology Education and Development (FIT-ED), with funding support from the United States Agency for International Development through the Philippine-American Fund. FIT-ED is the Secretariat of the Coalition.

“DepEd takes very seriously the need to provide all their teachers with high quality professional development opportunities in a cost-effective and timely way,” says Victoria Tinio, Executive Director of FIT-ED and Coalition Secretariat Director. “They are alert to the challenges of serving a teaching force that’s over 600,000 strong, and are keen to innovate with technology to address these challenges while keeping to the principles of effective adult learning. DepEd will be an important part of the Coalition, generating valuable lessons for other countries in scaling TPD in diverse, often constrained environments.”

DL4D and the TPD@Scale Coalition for the Global South launch study on “Using technology to accelerate teacher professional development towards achieving SDG 4”

Digital Learning for Development (DL4D) and the TPD@Scale Coalition for the Global South has begun a two-part study on “Using technology to accelerate teacher professional development towards achieving SDG 4” comprising of a landscape review of teacher professional development at scale (TPD@Scale) in the Global South and the formulation of a research agenda to inform governments and implementers on the uses of information and communication technologies (ICT) to advance equitable, efficient, and quality TPD@Scale. The study is being jointly funded by Canada’s International Development Research Centre (IDRC), the United Kingdom’s Department for International Development (UKAid), and the United States Agency for International Development (USAID). These three institutions are members of the Mobiles for Education Alliance and this publication will join the series of landscape reviews jointly designed by Alliance members.

Saide, a non-governmental organization based in Johannesburg, has been chosen to lead the study. Tony Lelliott, Alan Amory, and Tijani Fatimah Yetunde will be Co-Principal Investigators.

The landscape review will provide a comprehensive overview of the state of ICT-mediated TPD on a large scale for primary and secondary education teachers across the Global South. While much is known about the principles of effective TPD, there is significantly less research on models in developing countries that use ICT in some way to apply these principles at scale. The review will also seek to understand the key principles and components of design, development, and deployment of large-scale, ICT-mediated TPD programs in developing country contexts by examining both successful and less successful cases.

The research agenda will prioritize research questions relevant and actionable for governments and implementers interested in employing proven TPD@Scale models and techniques. The development of this agenda will draw from the activities of and insights from the landscape review.

Established in 1992, Saide conducts projects throughout South Africa and sub-Saharan Africa. It is committed to the process of transformation of education and training so as to increase equitable and meaningful access to knowledge, skills, and learning through the adoption of open learning principles, distance education methods, and educational technology.

Using technology to accelerate teacher professional development towards achieving SDG 4: Landscape review and research agenda

Project period: June 2018 to February 2019
Project site/s: All regions
Administration: DL4D, TPD@Scale Coalition for the Global South
Funding: IDRC, UKAid, USAID

A landscape review of teacher professional development at scale (TPD@Scale) models across the Global South will be conducted and a research agenda developed to inform governments and implementers in the Global South on the uses of information and communication technologies (ICT) to advance equity, quality, and efficiency in teacher professional development.

The term TPD@Scale as used here derives from learning at scale or L@S, referring to large-scale, ICT-mediated learning environments that engage large numbers of learners, remotely and/or face-to-face, with limited expert intervention. The MOOC (massive open online course) is the most well-known variant of L@S, but other forms exist and are emerging: open courseware, intelligent tutoring systems, learning games, and a variety of peer learning networks and collaborative communities. TPD@Scale focuses on teachers as learners and as part of a professional learning community that engages in continuous teacher professional development, from pre-service teacher education to induction to in-service teacher education. Informed by the principles of effective TPD and depending on the particular contexts of the teachers, teacher education institutions, and schools, approaches to TPD@Scale may be “blended,” combining online and offline methods, modalities, resources, and activities when and where appropriate.

The landscape review will provide a comprehensive overview of the state of ICT-mediated teacher professional development at large scale for primary and secondary education teachers across the Global South. While much is known about the principles of effective teacher professional development, there is significantly less research on models in developing countries that use ICT in some way to apply these principles at scale. The review will also seek to understand the key principles and components of design, development, and deployment of large-scale, ICT-mediated teacher professional development programs in developing country contexts by examining both successful and less successful cases.

The research agenda will prioritize research questions relevant and actionable for governments and implementers interested in employing proven models of TPD@Scale. The development of this agenda will draw from the activities of and insights from the landscape review.Read More