Special Report on Education across the Commonwealth

SPECIAL REPORT ON EDUCATION ACROSS THE COMMONWEALTH (Ontario Institute of Technology - UOIT, Grenada Ministery for Education and Human Resource Development, Republic of Cyprus Ministery of Education of Culture)

Published by Henley Media Group Ltd in association with the Commonwealth Secretariat

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People at the Heart of Development Special Feature by University of Ontario Institute of Technology (UOIT)

Sharing e-pedagogy skills across the Commonwealth through teacher education As new forms of digital technologies become available across Commonwealth nations, teacher-training colleges and faculties of education are working to find cost-effective and pedagogically-sound approaches to enable pre-service and in-service teachers to become skilled in e-pedagogies. The authors argue that technology-centric teacher education programmes can model a powerful pedagogy that enables 21st century learners to develop information literacy, critical thinking and problemsolving skills. With the help of government, NGO and private sector funding, partnerships should be established among teacher education institutions across the Commonwealth to share e-learning expertise and resources and to increase the rate at which digital pedagogies can be made available to all teachers.

The benefits of e-learning for Commonwealth teachers and students Early-adopting nations of information and communications technologies (ICT) in education have seen significant benefits to their students. Students improve their literacy skills as they research topics online by using web browsers, Wikipedia, and other web-based learning resources. They improve their numeracy skills by using virtual reality simulations and video games to solve mathematical and physics problems, and employ electronic microscopes and probeware to conduct biology experiments. By using their cell phones as digital cameras, students gather photographic images and video clips with which they create photo stories and PowerPoint presentations, and then, through email, blogs, and websites, they build their global awareness and intercultural communication skills by sharing their knowledge with peers in other countries. Early-adopting nations have also learned that digital pedagogy must not only be engaging but that it must also be applied to building students’ deep understanding. Digital pedagogies should encourage learners to move beyond memorisation to critical thinking and analysis.

The Commonwealth Heads of Government Meeting 2009

The challenges of e-learning in Commonwealth contexts In an era where much of the world’s capital is created by the knowledge economy, it is imperative that teachers be given the tools they need to prepare their students to thrive as knowledge workers. Technology-centric teacher education partnerships can be designed to share expertise and reduce costs. A small percentage of the 1.9 billion people who live in Commonwealth nations have touched a computer or used a cell phone, and far fewer have had the opportunity to use these learning tools in schools. Ghana has 38 teacher training colleges of which 12 have computer labs, but this is changing. With the help of an organisation called Digital Links, another nine teacher training colleges in Ghana are now receiving computer labs. In the Singapore Declaration of Commonwealth Principles (1971), the signatory partners state that “we believe that our multinational association can expand human understanding and understanding among nations; assist in the elimination of discrimination based on differences of race, colour or creed; maintain and strengthen personal liberty; contribute to the enrichment of life for all, and provide a powerful influence for peace among nations.” The Declaration also commits the member states to eradicating poverty.

Many organisations in the Commonwealth are already making progress toward achieving the goal of providing

People at the Heart of Development

e-learning opportunities to teachers at reduced costs.

For instance, the Open Swahili Localization Project in Tanzania has provided Jambo OpenOffice software without charge to replace the Microsoft Office suite.

Kenyatta University’s African Virtual University, the Open Knowledge Network, and Africa Online’s Telecenters are all examples of organisations that are attempting to provide e-learning capabilities to Commonwealth teachers. Accessing open source resources should be the right of all school children around the planet.

Through co-operative ventures among Commonwealth partners, that right to learn from the resources of the internet can become a reality for millions of students.

How to infuse e-learning approaches into teacher education The instructors and professors at the University of Ontario Institute of Technology (UOIT) in the Faculty of Education share a research interest and expertise in the use of digital technologies in education. All of the teacher training courses model a techno-centric pedagogy. Key teacher education programme skills include information, media and technology skills. These skills are modelled in the instructors’ pedagogical approaches. We use Adobe Connect to teach our Master of Education in Digital Technology courses and WebCT to teach teacher pre-service and in-service courses. We are building a Collaborative Online Learning Environment (COLE) which is a variation of the Moodle platform. UOIT’s expertise is in e-pedagogy with courses such as digital literacy, online technology in education, e-learning, and learning tools.

These courses are available via the internet to students around the world. Our professors have conducted research and taught courses in Europe, Asia, Africa, Oceania, and South America. As an institution, we have much we would like to share with interested partners in Commonwealth countries.

Recommendations for adopting UOIT’s Mobile Learning Model in the Commonwealth The UOIT teacher education model is adaptable to different cultural and social contexts across various Commonwealth settings. It encompasses preservice and in-service teachers using wireless laptop technology that they can take into their classrooms in order to engage their students in e-learning activities online.

Teachers who take part in UOIT programmes and who have web access in their classrooms have been able to expose their students to the ever-expanding resources on the internet, such as visual art and historical artefacts from galleries and museums around the world; Google Earth and GIS software for Geography; and endless possibilities for their students to explore the latest information in the sciences, arts, and social sciences. In technology-rich classroom environments, UOIT teachers are using the interactive capabilities of wireless laptop computers, cellphones, and other

mobile learning tools. They find that their roles as teachers have evolved as a result of their studies at our Faculty of Education.

E-pedagogy at UOIT does not rely upon the traditional, transmission-style approaches such as lecturing.

Instead, we employ constructivist approaches such as group work, discovery learning, and independent research projects. Problem-based learning, rather than rote memorisation, will be the norm in the virtual classrooms of the 21st century. Students’ learning transactions with peers and with multimedia texts enable them to exercise their multiple intelligences. In the 21st century, when intercultural communication is an essential educational goal, digitally literate, millennial generation students will be able to share their ideas about the future of their world with global peers. Their learning will be both culturally-specific and crossculturally relevant.

The UOIT teacher education model is adaptable to different cultural and social contexts across various Commonwealth settings.

The Faculty of Education at UOIT is eager to share our e-learning expertise with colleagues in other Commonwealth nations and to build partnerships for global teacher education. We encourage our counterparts at Faculties of Education throughout the Commonwealth to take up the challenge of working together across cultures and nations to meet the needs of the millennial generation students in our schools.

This article was written by Jim Greenlaw, Francois Desjardins, and Lorayne Robertson at the Faculty of Education, University of Ontario Institute of Technology (UOIT).

Jim Greenlaw is the Dean of the Faculty of Education at the University of Ontario Institute of Technology (UOIT) in Canada.

He is also currently a member of the International Association of Universities’ Expert Reference Group on Higher Education and Education for All. Dr Francois Desjardins is the Associate Dean of Education at UOIT. He has taught Masters of Education students throughout northern Africa via the internet.

Dr Lorayne Robertson is the Director of Bachelor of Education Programmes at UOIT. She has conducted research and provided professional development opportunities to teachers in Singapore, Jordan, Malaysia, and Korea.

University of Ontario Institute of Technology (UOIT) is located in the greater Toronto area. At UOIT’s Faculty of Education, e-learning and digital pedagogy are the focus of all courses and research.

Faculty of Education University of Ontario Institute of Technology 11 Simcoe St N, PO Box 385 Oshawa, Ontario, Canada, L1H 7L7 Tel: +1 905 721 8668 Ext. 3687 Email: jim.greenlaw@uoit.ca Website: www.education.uoit.ca

Republic of Trinidad and Tobago, 27-29 November 2009

People at the Heart of Development Special Feature by Hon. Franka Alexis-Bernadine Minister for Education and Human Resource Development, Grenada

New initiatives in education in Grenada, Carriacou and Petite Martinique The tri-island state of Grenada, Carriacou and Petite Martinique, like much of the Caribbean region, has a rich history in education, typified by change. From the early years as a colonial society through to modern times, education has been characterised by tremendous technological advancement, and is viewed both as a vehicle for poverty alleviation and an avenue for personal development and social mobility.

° Inadequate financing for education and human resource development.

The Government of Grenada established the legal basis for the development of education in Grenada by the Education Act (2002), a recent improvement on the Education Act of 1976. This recent Act gives the Minister for Education responsibility for education at all levels in the state, and, in addition, for assisting with the co-ordination of non-formal education. As in other countries of the sub-region of the OECS (Organization of Eastern Caribbean States), the education sector comprises four principal levels: Pre-school; Primary; Secondary; and Tertiary, Adult and Continuing Education. Both government and private institutions exist at all levels.

° Equality in accessing educational opportunities

Critical issues A situation analysis of the education sector conducted over the last few years has identified a few key areas of focus, in relation to the Government of Grenada’s development priorities. The Strategic Plan for Educational Enhancement and Development (SPEED II) 2006-2015, a product of that educational sector analysis, has brought into sharp relief the following critical issues: ° Access to and participation in education for all persons ° Unsatisfactory levels of achievement of school-age students and the quality of educational opportunities afforded to all ° A disparity between the school curriculum and the expectations of employers in the world of work and the requirements for citizenship ° Limited involvement of the private sector in education ° Inadequate structures for the management and administration of the education sector The Commonwealth Heads of Government Meeting 2009

Plans for the future In light of the issues that impact on the education sector in Grenada, the Ministry of Education is moving ahead with a comprehensive plan of action. Ongoing emphasis into the future is therefore geared towards achieving the following: ° Improving the quality at all levels within the education system ° Providing education that is relevant for the world of work ° Increasing partnerships between the education sector and the private sector ° Improving the management and administration of the education sector ° Ensuring the sustainable financing of education in Grenada.

In addition, through its policy for human resource development, the Government of Grenada seeks to do the following: ° Promote sustainable development

social

and

economic

° Reduce unemployment ° Enhance the quality of its human resource base, and ° Position Grenada to be more competitive at the regional and international levels.

Improving access: Given that over a quarter of primary school leavers cannot be accommodated at the secondary level, the Ministry of Education has made a deliberate move to expand access to secondary education, with an ultimate long-term target of Universal Secondary Education (USE). Not only is this area being addressed, but also the need to ensure that all students have access to similar educational opportunities islandwide. This will ultimately be done by the continuation of the rebuilding efforts following devastation of over 85 per cent of the school stock as a result of Hurricane Ivan in 2004 and Hurricane Emily in 2005. Despite the fact

People at the Heart of Development

School destroyed

by Hurricane Ivan, 2004.

Restoration of school facility, 2008, following the disaster.

that there has been some progress in this regard, the rebuilding and rehabilitation of schools still remains a great challenge. In light of this, urgent financing is required to continue the rehabilitation and rebuilding efforts.

Improving the quality of education: Educational statistics, as well as anecdotal information, have confirmed that many of our nation’s children exit the school system without acquiring the necessary knowledge and skills, as outlined in prescribed curricula. This phenomenon is especially prevalent in the compulsory areas of Mathematics and English. In light of this challenge, the Ministry of Education intends to radically improve the quality of education and achievement of students. To achieve this end, the monitoring mechanisms which are presently used within the system will be focused more on the improvement of inputs, outcomes and processes.

Education and the world of work: It is equally important that the Government of Grenada provides an education that is useful to both the individual and the wider society. To this end, the Ministry is moving ahead with a process of refocusing a traditionally academic curriculum, and is placing great emphasis on the personal development of all students. The refocused curriculum consists of three major strands: personal development, academic development and technical skill development, each with equal weighting. The personal development strand will see the inclusion of a compulsory life skills programme, with an emphasis on virtues/values education at the primary level, and a targeted anger management and conflict resolution course at the secondary level. Other soft skills that make for the crafting of a ‘good citizen’ are also included in this programme. Additionally, technical and vocational education and training within the formal school setting will be given greater importance. It is the plan of the Ministry that all children leaving the formal school system should be both functional and literate.

Improved management of the education sector: In an effort to ensure that the challenges described previously are addressed, a paradigm shift in the management of the education sector has become imperative. To support this, the Ministry of Education intends to focus more on what are really its main tasks: policy formulation; setting standards; quality monitoring and evaluation; and providing the required materials and human resources needed to support the system.

In addition, the Ministry will move ahead aggressively with its teacher training initiatives.

The sustainable financing of education in Grenada: The issue of finding sustainable means of financing education is not unique to Grenada as a developing country. In light of this, the Ministry intends to develop an inclusive framework for the financing of its education sector. As a first step towards this end, the Ministry for Education and Human Resource Development will seek to improve relations between itself and its various stakeholders. This has become an urgent requirement.

Honourable Franka Alexis-Bernardine took the oath of office on 12 July 2009 and became the new Minister for Education and Human Resource Development. At that time that she made a personal commitment to point the education sector towards a more balanced and holistic approach with an emphasis on personal development and technical skills and enhanced opportunities for every individual.

Born in Grenada in the 1950s, Mrs Bernardine received her early education in the traditional manner of the day. Successful A levels allowed her the opportunity to enter the second year at the University of the West Indies, Mona, Jamaica where she read for a Bachelors degree in Zoology, minoring in Chemistry, and to continue to a Master of Science Degree in Zoology in the area of Ethnology. Her professional career in education and administration has spanned some 30 years, during which she has worked in the education systems of the Bahamas, Barbados, Jamaica and Grenada.

She has lectured at the tertiary level in Zoology at both the UWI, Cave Hill Campus, Barbados (1978-1982) and at St George’s University, Grenada (1995-2003). In addition, Mrs Bernardine has given unstinting service to the non-governmental sector in Grenada in the development of curricula for young drop-outs from the formal education system. At the national level, she held the unique position of advisor to the Grenada Government in Science and Technology for four years. Within the recent past she has worked with the government of the USA in the capacity of Programme Manager, and later Associate Peace Corps Director for Grenada and the Eastern Caribbean (1999-2008).

As a non-traditionalist, she brings a contemporary vision and much-needed change to the education sector.

The Ministry of Education and Human Resource Development The Government of Grenada The Botanical Gardens, Tanteen, St George Grenada, West Indies Tel: +1 473 440 2737 | Fax: +1 473 440 6650 Website: www.grenadaedu.com

Republic of Trinidad and Tobago, 27-29 November 2009

People at the Heart of Development Special Feature by Andreas Demetriou Minister of Education and Culture, Republic of Cyprus

University education and research in Cyprus: state policy for development, selfdependence and excellence The rapid expansion of university education is a global phenomenon. It is a new stage in the process of expanding access to education to the wider population. This expansion initially started with access to primary education, followed by access of the wider population to secondary education in the mid-20th century.

The expansion of tertiary education, as it is currently under way, is a fundamental aspect of modern society – a society that is knowledgebased and made up of people with advanced scientific and technological skills. Moreover, the ever-changing, complex and open democratic societies of our times require citizens with knowledge, critical ability and creativity, in order to be in a position to make decisions and act effectively in an environment characterised by the multiplicity of choices and overflow of information.

In Cyprus the percentage of pupils proceeding to higher education from secondary education has reached 75 per cent, which is one of the highest worldwide.

This is a very positive development for Cypriot society.

However, this development is the product of distorted analysis, since higher education in Cyprus has not met the needs of our society. As a result, our state universities cover only 25 per cent of the demand while more than half of our students are studying overseas.

Student migration has enormous consequences for society and the economy. At an estimated cost of â‚Ź160 million per annum for the national economy, student migration amounts to approximately the budget of our three state universities. In addition, student migration means that approximately 15,000 young students move abroad and at the same time take with them their vigour and their concerns and any other personal contribution they could have made to the social, political and cultural dynamism of Cyprus.

A commonly used argument is that studying abroad is something positive, because in this way knowledge and expertise are introduced to Cypriot society, The Commonwealth Heads of Government Meeting 2009

Cyprus University of Technology.

leading to a positive outcome for our social and economic development. This interpretation is flawed.

Studying abroad is not sufficient for the systematic introduction of knowledge and expertise to a country.

At an estimated cost of â‚Ź160 million per annum for the national economy, student migration amounts to approximately the budget of our three state universities.

Although, as mentioned above, thousands of our citizens study abroad, Cyprus itself has not excelled in science and innovation. The hubs of knowledge and innovation in a country are its own universities and research centres which can assimilate, transmit, promote and systematically enhance knowledge and innovation. Following the establishment of universities and research centres, Cyprus has started to have a presence in these areas. Besides, with a complete and internationalised system our students may be exposed to the international experiences they seek.

We still have a long way to go, as we, as a society, should aim to attract at least 90 per cent of our

People at the Heart of Development

for problem-solving in a society. This requires courage and vision on our part to invest in research at a time of a global financial crisis that will inevitably enable us to emerge from it stronger.

The changes we are working towards today are quickly moving us in this direction.

University of Cyprus.

higher education graduates to choose Cyprus for their studies. This would mean increasing the number of positions for undergraduates twofold at the Universities of Cyprus, amounting to almost 10,000 more places. The increase in the number of places should also be expected to lead to a high increase of the annual government spending on education.

However, Cyprus’s economy will benefit from such a move, since the government spending will be circulated within the national economy rather than to cover the cost of studying abroad.

Moreover, we should exercise a more aggressive and imaginative policy in attracting graduate students from abroad, being aware of the current tendency for self-sufficiency of most countries in the field of undergraduate education. In fact, the policy which is currently held by the Ministry of Education and Culture aims to increase the number of foreign students of a high standard.

To achieve these objectives the following are required: 1. Commitment by society to provide the necessary resources to meet the needs explained above – namely, an increase in government spending on higher education and research in order to acquire the necessary staff and infrastructure that are currently lacking. The policy of this government is steadily moving in this direction.

2. The courage to enable and reinforce our institutions, public and private, to offer high quality undergraduate and postgraduate study programmes capable of competing with the best study programmes offered in Europe, the United States and Australia. To this end flexibility in curriculum development as well as in the institutional framework defining the operation of universities and research institutes is required.

A legal framework that unifies the field of higher education and research in Cyprus is also necessary in order to provide the flexibility to compete and mainly to co-operate on an equal basis with top international institutions. We have already completed the preparation of this new legal framework.

3. A n efficient funding system for research and innovation capable of supporting theoretical and applied research to meet the strictest international standards. Adequate funding for research leads to great financial and social gains because it rapidly converts to wealth, power, and an effective basis

Our national interest may be served dynamically and effectively with the establishment of a strong system of academic and research institutions capable of competing with the best in Europe.

4. Political co-operation with other countries in order for Cyprus to take up a strong position on the international map of higher education and research.

For example, we could transform ourselves into the gateway for university research in our region.

We could also transport our expertise gained in this exercise to other countries wishing to set up universities. The exchange visits that already take place between Ministers of Education within Europe, the Commonwealth and elsewhere, including China, and the signing of co-operation agreements, show the government’s clear intention to fulfil this aim.

Our national interest may be served dynamically and effectively with the establishment of a strong system of academic and research institutions capable of competing with the best in Europe in top quality education and research, leading to further research funding and commercial return. Moreover, international students may one day become important political, financial and cultural figures in their own countries. This is our duty, as an independent member state of the European Union, towards Europe, the Commonwealth and the world as a whole.

Andreas Demetriou is a Professor of Psychology at the University of Cyprus and currently the Minister of Education and Culture of the Republic of Cyprus. He served as Vice-Rector and Acting Rector of the University of Cyprus (1999-2002) and as the founding President of the Cyprus University of Technology (2004-2008). A fellow of the International Academy of Education, he is currently an associate editor of the British Journal of Educational Psychology and a member of the editorial board of many journals in developmental psychology.

His research focusing on cognitive development has been published in many leading journals and books, including the Monographs of the Society for Research in Child Development.

With his colleagues, he has proposed a comprehensive theory of cognitive development which attempts to integrate into a common model the cognitive, developmental, and differential approaches to intellectual development. Currently he is working on the integration of this work with brain development.

Republic of Trinidad and Tobago, 27-29 November 2009

CREDITS Henley Media Group Ltd.

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