Officials from Southeast Asian countries share best practices and progress made through the use of ICT in education.
MANY
believe that Information and Communications Technology (ICT) offers
poorer countries a chance to catch up with their richer counterparts and
level the education playing field.
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The greater use of ICT will enable more countries to provide quality education to their citizens.
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Unesco views ICT as a delivery medium that enables inclusion to those who have yet to access education.
“Due
to the prohibitive costs in building and maintaining new schools, it is
impossible for developing countries to meet increasing demands for
quality education using the traditional pattern,” said the head of the
ICT unit at Unesco, Bangkok, Dr Miao Fengchun. “New media and new models
are needed if education for all is to be achieved.”
ICT offers
an affordable and sustainable solution for children in remote regions.
As examples, Dr Miao cited the use of multi- media learning packages in
schools that lack sufficiently-trained human resources, and community
learning centres in China and India.
Dr Miao was speaking in
Kuala Lumpur recently at an ICT conference and exhibition held in
conjunction with the 43rd Southeast Asian Ministers of Education
Organisation’s (Seameo) council conference and the third Asean Education
Ministers Meeting.
The conference featured 37 speakers.
Seameo member countries such as Malaysia, Singapore, Thailand, Brunei, Laos, Cambodia, the Philippines and Indonesia took part.
In
his opening address, Education Minister Datuk Seri Hishammuddin Tun
Hussein said governments alone could not cope with imparting ICT
knowledge and that smart partnerships should be formed.
“Teaching
methods and educational goals have to be geared towards producing
individuals who will work at developing their capabilities throughout
their lives.
“It should equip students with the skills to seek
information on their own, the ability to use technology to gain
knowledge and to advance their skills,” he said.
Why ICT matters
In
his plenary session paper, Dr Miao gave an overview of efforts to
integrate ICT in teaching and learning at a macro level by countries in
Asia Pacific.
He said the overall goal of the ICT in Education
Programme at Unesco was to help member states harness the potential of
ICT to achieve quality education for all in the region. Without
education for all and quality learning as the goal, the adoption of ICT
in education would just be “an aimless and endless digitalisation
gimmick”.
He noted that mobile phone technology and US$100
(RM320) computers were lowering the barriers to digital inclusion. But,
he asked: “Were these vendor-driven or education-oriented?
“Due
to the prohibitive costs of building and maintaining new schools, it is
impossible for developing countries to meet increasing demands for
quality education using the traditional pattern.
“New media and new models are needed if education for all is to be achieved,” Dr Miao said.
Dr
Tinsiri Siribodhi, deputy director with the Seameo secretariat, also
spoke about the implementation of ICT in member countries.
She said that although resources were scarce in many countries, this should not be a barrier to ICT use.
“Success is not about the number or ratio of computers to students.
“Rather it is measured by what a teacher can do with limited resources to achieve maximum results.”
Making progress
Wide
variations exist in the use of ICT among the Southeast Asian countries.
While Thailand and the Philippines have achieved remarkable progress,
poorer nations like Cambodia and Laos still lag far behind.
About
80% of all schools in Thailand have Internet access, which is delivered
through dial-up, leased lines and satellite. And 55.3% of schools have a
ratio of 20 students to one computer.
“Since 2005, only leased
lines and satellites have been installed at institutions,” said
Keartisak Sensai from the Education Ministry in Thailand.
“Besides
allocating budgets to set up the network systems and computers, the
ministry also provides funds for resources to support the teaching and
learning environment.”
Elmer M. Guizano from the Department of
Education in the Philippines spoke about initiatives taken by the
department to use ICT to broaden access and improve the quality and
efficiency of basic education services.
“Technology plays a major
role in creating a new and improved model of teaching and learning,
where education happens anytime and anywhere,” he said.
Over
100,000 ICT teachers had been trained through strategic partnerships and
resource mobilisation between the public and private sectors in the
Philippines.
Many obstacles
Recently, through a
collaborative project with Waseda University, Japan, three public
schools, local government units and a marine sanctuary in Bantayan
Island, Cebu, were provided with a wireless transmission network.
“The recipient schools can now be a model of inter-island E-learning in the Philippines,” Guizano said.
In Laos, computers are used mainly for short-term courses and for the subject itself at technical and vocational institutions.
“Only
computer teachers use power point to prepare overhead projector
transparencies. In most cases, there is no Internet or e-mail access in
these institutions,” said Soulikhamkone Sisoulath from the Education
Ministry in Laos.
He acknowledged that there was a lack of ICT
infrastructure, knowledge base, financial resources and awareness of ICT
use in the country. However, there are plans to build a Wide Area
Network between selected technical and vocational institutions.
In
Cambodia, a lot of catching up is needed to bring youths into the
digital age and produce a technologically literate, productive and
critical-thinking workforce for the country.
“A national ICT
policy, which is about to be approved by the National Assembly, espouses
the need to use free and open source software,” said Sombath Eath from
the Cambodian Education, Youth and Sports Ministry.
The ministry
was sourcing for educational content from other countries, which could
be translated into the Khmer language, she added.
Electricity is another problem – a few high schools have to use generators or solar power to run their computers.
“The
country needs about 20,000 computers to reach a ratio of one computer
for every 20 students in high schools. They have to be low power
consumption computers, otherwise the ministry will not be able to afford
the electricity cost,” Sombath said.
by, SIMRIT KAUR@thestar