ELearning Uganda 2015: developing skills for 21
s t
century
Ministry of Education, Science Technology & Sports
P a g e |1
Makerere University Business School
ELearning Uganda 2015 post event Report
July,11, 2015, Makerere University Business School
Organizer
Partners
ASSHU
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e |2
Executive Summary The post event report of elearning Uganda 2015 features presentations of the ICT in education experts, headteachers, speeches of Ministry of Education, science, technology and sports officials, reports from elearning Africa conference, proposals for action along with a brief summary of what was said and discussed as well as photographs of activities which took place.
education sector. And specifically for the government and development partners to consider funding the challenging areas we have encountered.
In the first place, this Seminar aimed at facilitating sharing of experiences from the eLearning Africa conference thereby to create lasting benefit to Uganda.
Highly motivated, passionate and inspirational ICT experts were invited to speak to the headteachers. For the first time we got presentations from the headteachers themselves namely Owek. Nakatte Kikomeko, Headteacher Trinity College Nabbingo and ASSHU National Chairman; Sr. Clare Migisha, headteacher, Iceme Girls SS and founder of the first Digital Inclusion centre in Northern Uganda; Mrs. Olive Kyohere, Headteacher Luzira SS/ASSHU Secretary General; and Mrs. Regina Laboke, Principal, Mount of Olives College Kakiri. All their presentations were so insightful to the participants. Some of them had presented at the elearning Africa conference in Addis-ababa
Second, to evaluate on the proposals for action in developing e-learning in Uganda that were made in 2014; to empower Ugandan school administrators with ICT basic skills and understand the growing importance of ICT throughout the educational system of Uganda.
We therefore wish to thank Dr. Rose Nassali Lukwago, the Education Ministry permanent secretary for supporting the idea of elearning Uganda, Mrs. Valerie Wood-Gaiger MBE, for her wisdom, all head teachers who helped by funding and attending this seminar; sharing their experiences and challenges.
The seminar was held on a costsharing model between KAWA (www.kawa.moes.ug), Makerere University Business School (www.mubs.ac.ug) and the Association of Secondary School Headteachers Association of Uganda (www.asshu.moes.ug). Each delegate contributed 50,000/= (Fifty thousand shillings) to cover the seminar costs.
Head Teachers were targeted because they are the school overseers. Gaining their support in implementing ICT in their schools will have a positive effect on all educational establishments throughout the country. Our other aim was to create a communication platform which would enable a better understanding within the development community of the opportunities and the challenges of using ICT throughout the
We would like to thank you for your participation at elearning Uganda 2015 and very much look forward to working with you again next year.
Warmest regards,
Moses Wamanga Executive Director, KAWA Uganda
ELearning Uganda 2015: developing skills for 21
s t
P a g e |3 Speakers
century
•
• •
Figure 1: Trinity College Nabbingo hosted the Seminar
Theme:
“Taking Action to enrich tomorrow.” Attendance 293
“the cost of books for a 4-year secondary education in Africa is $200-$400; books which provide an inflexible curriculum that cannot easily be updated. Whereas with e-readers, students spend less than $100 and can access hundreds of books from one device: dynamic content.” Accenture from Elearning Africa Report 2014
• • • •
•
“Education is the key to Africa’s future and, if it is to do what is expected of it, technology has to be at the heart of it”, Dr. Aida Opoku Mensah, Nigeria.
• •
•
193
•
Headteachers
•
“All learning Requires technology, all technology requires learning,
•
Wamanga Moses, KAWA Uganda
•
”
“In the new world of work, unemployment is high, yet skilled and talented people are in short supply” The Economist
•
•
Prof. Jude Lubega, deputy Vice Chancellor, Uganda Technology and Management University– (Keynote speaker) Owek. Nakatte Kikomeko, ASSHU/Tricona; Dr. Sylvester Rwaka AdyeriKAWA CPD Director Sr. Clare Migisha-Speaker from elearning Africa Conference Mr. Allan Kakinda, IEARN/ eLearning Africa, Uganda Gilbert Siima, ICT Curriculum Expert NCDC Mrs. Olive Kyohere, Headteacher Luzira SS Mr. Livingstone Kegode, Director HIP Africa, Nairobi Kenya Florence Okullo, Higher Education Dept, MoESTS Harriet Kagezi, teacher education dept. MoESTS Cletus Asare, Executive director, Advocate 4 Youth Uganda Valerie Wood Gaiger MBE. KAWA, Learn with Grandma Charles Olupot, Director MUBS ICT Centre; Alfred Okello, Headteacher Lango College and ASSHU 1st Vice chairman Regina Laboke, Principal Mt. of Olives College Charles Muweesi, Trinity College Nabbingo Moses Wamanga Executive Director KAWA Uganda.
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e |4
Mission Forming a network for working together to digitally develop our institutions and regions so that more people can benefit from the educational and Economic benefits ICT offers,
Elearning Uganda 2015 Agenda TIME
ACTIVITY
PRESENTER(S)
8:00-9:00am 9:30-10:00am
Arrival and registration Education in the 21st century: Taking action from the 1st elearning Uganda conference. Overview of the 10th elearning Africa conference: Taking action to enrich tomorrow
KAWA Owek. Chotilda Nakatte, Chairperson ASSHU • Mr. Allan Kakinda, IEARN/ eLearning Africa, Uganda • Sr. Clare Migisha-Speaker from elearning Africa Conference Dr. Sylvester Rwaka Adyeri- KAWA CPD Director Mrs. Grace Baguma-Deputy Director NCDC YAMMIES SNACK HOUSE Mrs. Olive Kyohere, Secretary ASSHU/Headteacher Luzira SS
10:00am - 11:00am
11:00-11:20am
Elearning Africa report 2015
11:20-11:50pm
Technology as a means of promoting teacher professional development TEA BREAK ICT as a key innovation in the implementation of Universal Secondary Education in Uganda Introducing Global elearning network
11:50-12:20pm 12:20-12:40pm
12:40-1:00pm 1:00-1:30pm 1:30-2:30pm 2:30-3:00pm 3:00-3:45pm
Improving Human dignity through Youth Empowerment LUNCH Interactive Courseware for Continuous Professional Development in Uganda Barriers preventing effective use of ICT in the classroom and how to overcome them
3:45-4:00pm
Integrating intergenerational learning in schools through ICT
4:00-4:15pm
Utilization of ICT in day to day administration Keynote Address: Emerging Trends for Education
4:15-4:30pm
4:30-4:45pm
Speech by the guest of Honour, Graduation and Award of certificates
Mr. Livingstone Kegode, Director HIP Africa, Nairobi Kenya Mr. Asare Cletus, Advocate For Youth Organisation - Ghana YAMMIES SNACK HOUSE Mr. Wamanga Moses, Executive Director KAWA Mrs. Regina Laboke (Session Chair) Florence Okullo, Higher Education Dept, MoESTS Harriet Kagezi, Official from MoESTS Mr. Muweesi, Trinity College Nabbingo Mrs. Valerie Wood Gaiger, MBE, KAWA Patron & Founder Of Learn With Grandma-UK Professor Waswa Balunywa, Principal Makerere University Business School Professor Jude Lubega, Deputy Vice Chancellor, Uganda Technology and Management University Dr. Nassali Lukwago, Permanent Secretary Ministry of Education, Science, Technology and Sports.
ELearning Uganda 2015: developing skills for 21
Opening remarks
s t
century
P a g e |5
The seminar started at exactly 09:40 am with a prayer led by Sister Teddy Nakyanja, a teacher from Trinity College Nabbingo. Dr. Sylvester Rwaka Adyeri, Dean, School of Education, Mountains of the Moon University (www.mmu.ac.ug), KAWA CPD Programme Director and owner of Mubende High School welcomed everyone to the Seminar. Read the seminar objectives and programme of the day and emphasised the aim of the Seminar as to share what we have learnt about technology in education from the main elearning Africa Conference with Headteachers, District Education officers and others from all over Uganda, who may not have been able to attend it and make Positive plans for the future. He quoted from the e-learning Africa report – that “our continent continues to be poor and suffers from all the social, economic, and political pathologies that so often accompany poverty. Clearly the escape from poverty will require transformation of all our basic institutions: our economy, work ethics, our culture”.
Dr. Sylvester Rwaka Adyeri, Dean, School of Education, Mountains of the Moon University, KAWA CPD Programme Director
He recognised and introduced the seminar organisers as Moses Wamanga, Peter Matsanga, Charles Olupot, Sr. Clare Migisha and the whole KAWA Team. To demonstrate that all regions of Uganda were represented he called upon participants from different regions to stand up for recognition and congratulated all; especially those who had made very long journeys, to attend the seminar. Later he called upon Ms Chotilda Nakate Kikomeko, the head teacher Trinity College Nabbingo to make her presentation. Sister Clare Migisha, Dr. Sylvester Rwaka Adyeri, Moses Wamanga and Peter Matsanga being recognised as key organisers of the event
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e |6
Education in the 21st Century: Action Oriented Leadership A presentation by Owek. Chotilda Nakatte
The chairperson of the national headteachers’ Association (ASSHU) and headteacher of Trinity College Nabbingo welcomed participants to the conference. She gave the background to the elearning Uganda network that started in 2014 through her initiative. She had realised that headteachers needed support in the application of technology for better leadership and management in their schools. She therefore worked out a plan with KAWA, Learn with Grandma and the education ministry to hold the first elearning Seminar which was hosted by her school The chairperson recognised the two headteachers and members of the ASSHU executive namely Mrs. Olive Kyohere and Sr. Clare Migisha who represented the association as key speakers at the elearning Africa conference www.elearningafrica.com which took place at the African Union headquarters in Ethiopia. “I would like to encourage all of us to listen attentively to the presentations to see what and how our schools and colleges can benefit and how we can partner with the trainers.” Nakatte told the headteachers. She reminded participants about government policy where considerable investment in programs and expansions are taking place in education and ICT sectors. Assured them that there is no better gathering than Elearning Uganda that brings together Senior officials representing Ministry of Education,
Owek. Nakatte Kikomeko Trinity CB. Headteacher College Nabbingo and National Chairperson of Association of Secondary schools Headteachers of Uganda (ASSHU) officially opening the eLearning Uganda 2015. Science, Technology and Sports; ICT Ministry; Curriculum Development & Teacher Training and Higher, Technical and Vocational Education & Training; our leading Universities and industry to engage with each other, to further enhance such learning and investment. School leadership plays an increasing role in leading change, providing vision and objectives, as well as professional development initiatives in using ICT to bring about pedagogical changes. Therefore for ICT integration programs to be effective and sustainable, administrators themselves must be competent in the use of the technology.
ELearning Uganda 2015: developing skills for 21
As an evidence of taking action in the implementation of elearning Uganda, she reported to the members the level of implementation of the resolutions since May 2014.
1. National network for e-Learning (eLearning Uganda) was established with the support of KAWA and MUBS ICT centre. Holding this conference is an indicator of the network in place. Our e-learning Uganda conference will be held each year following the elearning Africa Conference so that new innovations could be reported to Ugandan teachers. We already have an e-Learning Uganda website (www.moes.ug). The number of Headteachers using email has tremendously increased. 2. We already have ASSHU delegates who attended the e-Learning Africa Conference who
s t
century
P a g e |7
have brought reports to enhance eLearning Uganda. 3. We are encouraging schools to have websites and emails for easier sharing of information and communication with all the stakeholders in education. She asked KAWA executive Director Moses Wamanga to give details. 4. There is an going training of head teachers and teachers of both private and government schools to enhance on their ICT skills implemented by KAWA and MUBS ICT Centre. 5. She thanked the Education Ministry and UCC for providing computers to institutions. 6. Reported that Digital content for Career guidance and Arts Subjects was developed by KAWA. Finally I am looking forward to some stimulating discussions on technology and how we can take advantage of the organizers to improve the quality of leadership and school management.
Learning Uganda 2015: developing A EBrief Review of eLearning Africa 2015 report
skills for 21
By Dr. Sylvester Rwaka Adyeri Technology is driving change in Africa and fuelling the economic growth of African economies. There is now an urgent need for radical change. Africa is at a ‘tipping point.’ The upward momentum of the continent’s economies can continue or they can start to slip back. Much will depend on the nature of the change the continent is now prepared to embrace. Education is the key to Africa’s future and, if it is to do what is expected of it, technology has to be at the heart of it.
s t
century
P a g e |8
Overview of eLearning Africa Let me take this opportunity to thank the organizers of this elearning Uganda 2015 especially Moses Wamanga and Sr. Clare who were also presenters in Adisa-ababa at the elearning Africa Conference. As a panel member of eLearning Africa, let me share with you brief highlights concerning the organization.
With a growing population and a higher percentage of young people than anywhere else on the planet, “what is necessary,” “in order to meet the need for skills and employment is radical, not gradual, change.” On MDGs, the report emphasized that African and international leaders understand the importance of education and technology in shaping the continent’s future. An ambitious target was set for universal primary education as one of the UN’s Millennium Development Goals and the African Union has repeatedly stressed the importance of the combination of technology and education for achieving its ‘2063 Vision’ of a transformed continent. Report of the First African Ministerial Forum on ICT integration in Education and Training states that innovative integration of ICT in education and training requires the formulation and implementation of policies and plans for change driven by education system managers, teachers, pupils and parents in:
It is the key networking event for ICT-enhanced education and training in Africa founded 10 years starting with the first conference in Ethiopia. The annual conference is the best for those who want to develop multinational and cross-industry contacts and partnerships, as well as enhance their knowledge, expertise and abilities It is the hub for first-hand information and real-life examples of how ICT advances the cause of education for all in Africa Over 1,500 decision makers and practitioners from the education, business and government sectors, with 80% coming from Africa The conference is accompanied by an extensive exhibition and demonstration area He invited headteachers and teachers to apply and participate in next year's conference which will be held in Cairo, Egypt. Stay up to date to ensure you keep up with latest eLearning Africa developments by visiting www.elearning-africa.com
ELearning Uganda 2015: developing skills for 21
• •
•
•
the planning and guidance of change promotion of systemic curricular reforms for the digital age: knowledge, skills and values endowment of schools, teachers and learners with appropriate digital devices (PC, tablet, interactive whiteboard, cell phone, etc.). the development of learner and learningcentered teaching approaches.
It also noted the importance of capacity building for teachers according to training modules that make use of technological and methodological innovations to lead trainers and other stakeholders (academic advisers, inspectors, principals, etc.) not only to learn to use ICT, but also to know how to integrate it in an innovative way. Digital content was highlighted, with interactive eLearning, bilingual teaching and using technology to connect teachers and learners amongst its priorities. The question of whether integration is the key to eLearning success in Africa was
s t
century
P a g e |9
systematically raised. eLearning becomes possible when there is an integration of ICT in the education system, which requires a policy and strategy of its own. It may be derived from marrying a national ICT policy with national education goals and strategy. Without this approach, African countries are not and will not be ready. Before you bring in the technology, you first need to build teachers’ capacities. This is one of the most important lessons for anyone who wants to introduce ICT into education in Africa. Increasingly, both to improve the quality of education in teachers ’ colleges and schools and to equip educators with the skills they need to use ICT in their teaching. Digital Literacy has become a priority. But as the fast-moving ICT sector demands continuous capacity building, the integration of ICT in education and training still remains a challenge.
ELearning Uganda 2015: developing skills for 21
According to the eLearning Africa Report survey, 74% of teachers say there is not enough support in their country or region for teachers to increase their digital literacy. When asked what they would like to see happen in the coming years to enhance the use of ICT in education, the most common answer was to improve ICT training for teachers and students, implement capacity building programmes and make ICT use compulsory. Education stakeholders involvement is a priority and they should stop the education blame game and start looking at the bigger picture. Education is everyone’s concern and, as such, everyone has something to say about it. Parents, teachers, policymakers and economic operators, as well as the business people and religious institutions that invest in private education, all want their voices heard. What does it really mean to use technology for education and learning in Africa? For many, it is an opportunity to provide students with the skills they need to take part in the knowledge economy of the 21st Century, a chance for teachers to improve their teaching practice and a means by which self-guided informal learning will flourish.
s t
century
P a g e | 10
One of the most popular rationales for the use of technology in education is: As current teaching and formal education systems are weak, technology can play a strong role in bridging this gap – in particular, for reaching the millions of children not in formal education 95% of people surveyed by eLearning Africa this year say ICTs are the key to improving education. But, is there the right infrastructure and support for the benefits of ICTs to be realised? Elletson, H. and MacKinnon, A. (eds) 2015. The eLearning Africa Report 2014, ICWE: Germany
Internet Penetration Morocco – 56% Egypt – 53% Seychelles – 50.4% Tunisia – 49.0% South Africa –48.9% Zimbabwe – 47.5% Kenya – 47.3% Gabon – 39.3% Mauritius – 39.0% Nigeria – 38.0% Uganda23.7%
Overview of the 10th Elearning Africa Conference: P a g e | 11 Taking Action to enrich Tomorrow ELearning Uganda 2015: developing skills for 21
Sr. Clare started her presentation by asking participants the meaning of e-learning. After some responses, she gave the following definitions: E-Learning refers to electronic learning that relies on the internet, intranet, or offline technologies through browsers (wireless technologies eg. Mobile or Smart Phones, ipads, laptops etc, ) to deliver a broad array of training solutions.
s t
century
Networking minds
with
great
The Conference gave us a great opportunity to meet likeminded individuals from various parts of Africa, the Middle East, Europe and USA. It also brought us together with high ranking government officials from various countries and with whom we had opportunity to interact and network.
In 2001 Marc Rosenberg suggested Sr. Clare Migisha, the following definition of Headteacher Iceme Girls’ Secondary eLearning: “the use of Internet ASSHU Representation School, Northern Uganda technologies to deliver a broad array of solutions that enhance knowledge and The Association of Secondary School Head teachers performance.” of Uganda sent two delegates who made wonderful presentations namely Mrs. Olive Kyohere, ASSHU We are all familiar with classroom-based learning National Secretary and Headteacher, Luzira SS. Her (c-Learning) which is face-to-face group learning topic was “ICT as a key Innovation in the led by an instructor or subject matter expert. implementation of Universal Secondary Education in Uganda”. But in E-Learning environments, learners interact with learning materials, their instructors and other Other key participants were from Gayaza High learners from various locations and often at various School, PMM Girls Jinja, Makerere College School times using network technologies. as representatives of secondary schools in Uganda. ELearning Africa 2015 examined the experiences, projects, investments, policies, partnerships and research that are shaping the Continent’s learning landscape. The invitation to the Conference was part of eLearning Africa’s commitment to recognize and support schools and educators who had taken steps to empower the communities with ICT skills to improve their livelihoods. The conference was also accompanied by an extensive exhibition and demonstration area where leading international eLearning manufacturers, suppliers and service providers presented their latest products and services.
As an inspirational success story made to be a speaker at the conference, the Sister explained the steps she took to bring her community into digital age. Her topic was on “Supporting war Traumatized People by using Digital Inclusion Centre.
Iceme Girls Digital inclusion centre Iceme Girls Digital inclusion centre is an attempt to empower the local community leaders with knowledge and ICT skills for self reliance instead of sitting and lamenting about the past war traumatizing experience. Iceme Girls started a Digital Inclusion center, with the surrounding community leaders (L.C1) being the first and foremost beneficiaries; the first step to bridge the digital gap between BBCs and the dot coms.
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e | 12
Figure 2: Community leaders preparing a seed bed for tomatoes
Figure 5: Sr. Clare with Olive Kyohere on arrival at the African Union headquarters in Ethiopia
Figure 3: Community members on the first day to initiate the project.
Figure 6: Sr. Clare busy connecting up her laptop to the LCD screen while waiting for the participants shortly in Room K 11 . Figure 4: Students of Iceme Girls' school posing in-front of Administration block. The girls play the role of teaching community members some computer skills
Ugandan representatives and other delegates pose with Dr. Noha Adly, First Deputy to the Minister of Communication and Information Technology from Egypt who was the most so inspiring presenter in the conference.
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e | 13
Key issues noted from the Conference
•
• The world is changing fast and there is need to be abreast with its changes by continually building capacity in ourselves as individuals and our schools. • There were so many tools (tablets with content, Smart phones, mobile phones, ipads and laptops) that we can use to improve our teaching and learning today, not just tomorrow. • It was an interesting and insightful conference which enabled networking both from international and local participants.
Suggestions for better ICT in education
•
•
Dr Noha Adly, First Deputy to the Minister of Communication and Information Technology from Egypt was so inspiring. We invited her to Uganda and we are looking forward to her visit after this post elearning Africa Seminar taking place today. Blending the digital world with the real world. The possibilities that technology and innovation is bringing are almost unlimited even in the world of education.
Challenges faced in African Schools From all the delegates representing African countries, it was realized most countries including stronger economies like Egypt, Nigeria, Tunisia, Kenya and Ghana still face challenges such as: • •
• • •
•
•
Teacher centered approach still applied
•
Parent engagement is limited
•
ICT penetration in communities is low
•
Large demand, huge population and limited resources
Develop skills of teachers, students, and parents through ICT training programs Engage the industry and International organizations into national projects. Training of teachers in both ICT skills and pedagogical application of ICT plays a prominent role alongside the development of relevant curricula at the different levels of the school system. A coherent national policy on ICT in education is a necessity in order to have a successful ICT
Quotes from the Conference participants It’s a great conference. It’s always good to be here at eLearning Africa. We’ve met a lot of people here from all over Africa, so good contacts. It’s a great show!” Michael Hegeman, Learning Valley, the Netherlands. “Education is the key to Africa’s future and, if it is to do what is expected of it, technology has to be at the heart of it”, Dr. Aida Opoku Mensah, African Union. “I also found room for other partnerships. It really was a worthwhile experience.” Tolu Aina, EDU Platforms Ltd, Nigeria.
Curriculum formulation approach was outdated, limited and obsolete Education focuses on memorization not on building skills
High cost of schools establishment
• •
integration A comprehensive educational ecosystem is a must. We need to develop standards and comply to them in order to work with the international organizations and institutions.
Sr. Clare Migisha, Headteacher Iceme Girls’ Secondary School, Northern Uganda
Global Learning ELearning Uganda 2015: developing skills for 21
by Livingstone Kegode c e n t u r y s t
P a g e | 14
Founder and Executive Director HIP Africa, 2015 Skype Master Teacher and Microsoft Innovative Educator Expert.
World Read Aloud Day Livingstone Kegode from Nairobi Kenya, presented a practical Global Learning skype session. He tackled the dynamics involved such as Educational Experiences, Communication, Collaboration, Critical Thinking, Creativity, Cultural Understanding and Engagement. He encouraged teachers to take advantage of the available apps especially skype to give their classrooms international connection. By providing the links below any teacher can share a lesson or invite an educator from a distance to provide tutorials to local classes. The image below shows HIP Academy Global Connections:
Global Video Exchange hnyctt.me/videxchange KidWish Project, SITC. http://kidwish15.weebly.com Virtual Valentine Project with skype. http://virtualvalentines.weebly.com education.skype.com hnyctt.me/skypelessons
Skypathon 2015 #Wradskype When you sign up, we will partner you with a class in another location. You will schedule a Skype call on March 4th at a time that works for both classes Each class will read a picture book to the other during the call After reading, students will take turns asking questions of their partners to learn about their similarities and differences If you wish, you can build extension activities off this lesson including writing and sharing your own picture books or partnering with your new friends as blogpals Twitter for Global Connections #SkypeMT - Skype Master Teachers #GlobalLearning @SkypeClassroom #GlobalClassroom #Skype2Learn #MysterySkype Microsoft Office Online office.com/online , Tweetdeck - tweetdeck.com, Voxer voxer.com, Weebly weebly.com, Quadblogging - quadblogging.net, Voicethread - voicethread.com, Iro Stefopoulou - Skype Master Teacher Trikala, Greece youtu.be/sZVeeTop8vA Note: You can access this presentation online through this Link: hnyctt.me/goglobal
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e | 15
Technology as a Means of Promoting Teacher Professional Development Mr. Gilbert Siima, an ICT in education and Curriculum Expert presented and shared his research and experience about teacher professional development.
experience and examining his or her teaching systematically
The Guiding Questions were:
Characteristics of a TPD programme
Most recent educational reforms include a component of TPD as a key elements in the change process
• Treats the teachers as What is Teacher active learners Professional • It is perceived as a longDevelopment Gilbert Gift Siima term process (TPD)? • It is perceived as a process • The role of National Curriculum Development Centre, that takes place within a technology in TPD? Kampala-Uganda particular context • Why should we • It is identified as a process that is intimately care about technology for TPD? linked to school reform through culture The growth in specialised skills a teacher building. achieves as a result of gaining increased • Perceives a teacher as a reflective practitioner •
ELearning Uganda 2015: developing skills for 21
• •
It’s a collaborative process It should not use a one size fits all approach.
Phases of TPD • • •
Preparatory or pre-service training Induction, often during the first two years of teaching In-service training
• • • • •
Concerns for TPD through Technology • • • • • • • • • • • • • •
How do I use the computer? What can computers help me do? How can I use so few computers with so many students? Will these computers replace me as a teacher? Will my students lose respect if they think the computer knows more than me? How do I organize my classroom to support the use of computers? How can they be used as part of what I already do in the classroom? How can I learn from and with computers? How can computers help my students learn in different ways? How can they support the curriculum? How can they support my teaching? How should I teach using computers? How do I assess student learning in computerbased projects? How does this new way of learning fit with national exams?
s t
P a g e | 16
century
digital resources can easily be customised and adopted Expands teacher’s learning networks for capacity development any time. promotes collaborative learning as opposed to individual learning Promotes autonomy in learning Used to sensitise teachers in integration of technology in education.
In conclusion therefore, TPD is: • •
•
a continuous process equip teachers to address challenges brought about by change in teaching environment, educational needs and demands should look at both training in ICT skills as well as how to learn via ICTs.
Proposed way forward Consolidate - put together resources Connect - link up with each other as teachers Communicate - Make use of the equipment to communicate Collaborate - organise ourselves into working groups
Why care to use technology for TPD? •
Sharing of resources and learning experiences beyond ones local environment
Senior Education officials and ICT experts from the Ministry of Education, Science, Technology and Sports: Harriet Kagezi, Florence Okullo with Sr. Clare Migisha
Improving Human Dignity Through Youth Empowerment P a g e | 17 ELearning Uganda 2015: developing skills for 21
s t
century
A Presentation by Cletus Asare (Executive Director) Advocate for Youth
Cletus Asare, Executive Director of advocate for Youth which serves as a platform in which students across Uganda will learn from and share ideas with each other explained what they seek to do for Ugandan schools •
•
To improve the cognitive competences of our students through the National high school Magazine. By bringing together the three sets of stakeholders in the Empowerment Triangle in a creative way. The major platform on which we intend to do this is the National high school Magazine.
• • • • •
To inculcate a reading culture among them To improve their cognitive competences To prepare them for the world of work or academia To complement the usual pedagogy of classroom learning in a controlled way To project students’ voices on national issues
The Theory Behind The National High School Magazine Project General Objective is to serve as a platform on which students across Uganda will learn from and share ideas with each other regardless of their geographical, socio-cultural and socio economic limitations. Specific Objectives: • • •
To help SHS students learn how to learn To keep them safe from abuse and exploitation To help them grow to their fullest potential
The National High School Magazine adopts the Social Learning Theory of Behavioural change Communication. Basically the theory argues that individuals learn not only from their own actions but also from the actions and inactions of others, and the consequences of those actions thereof What kind of platform? The platform is: Controlled, Readily accessible, Inexpensive, Includes positive reinforcement from authorities, Geographically
ELearning Uganda 2015: developing skills for 21
inclusive (non-discriminatory), Culturally inclusive, Socioeconomically inclusive, Portable, Supportive of their education, Supportive of their dreams and aspirations.
•
s t
century
This level of participation is open to every student to show how creative they are. Students are encouraged to write creative articles, poems, riddles and even jokes and send to us through their schools A full page has been reserved to students for send “shouts out” to each other. So a student in Kitgum can send a direct message to another student in Kasese through the magazine
Physical features of the Magazine
•
Glossy paper, Full colour, Laminated cover (water proof), World Class design, Lively pictures of students from across Uganda and other African countries, A word from the Ministry of Education, Ministry of Youth, etc, Portable, Exciting feel
How this works for Headteachers •
• •
•
•
How to participate • •
•
• •
•
•
Participation in the National Discussion 3 students are selected per school to participate in the discussion of 3 topics selected for each term The students are interviewed directly by Advocate For Youth staff to ensure that they are adequately guided Coverage of school programs Our School Relations Officers are always on standby, in all four regions of the country, to cover any program of any secondary school in any part of the country at absolutely NO COST to the school We request the school to give us adequate information about the program being organized and to select appropriate pictures for publication in the National High School Magazine and the organization’s website www.advocate4youth.org. This is also free of charge Display of creativity
•
P a g e | 18
Projects your hard work and vision as a headmaster on a national stage –FREE OF CHARGE Makes it easy to change specific behaviors among SHS students across board Connection with experts makes it easier and more effective to handle epidemics, etc, that are common to boarding houses Provides an avenue for good publicity (image lift) for both well known and less known schools Makes your students feel included in a national process Your dream of forming students is made easier and FUN!
How this works for Parents? Your children are your heritage and you are here because you care about them •
• •
•
•
It takes more than just a parent to bring up the youth holistically. The magazine harnesses all available knowledge and resources for holistic upbringing Your children get information that you cannot give them It serves as a personal companion and gives them the opportunity to share their most personal problems It gives you a good level of assurance that your students are reading useful information and using their time profitably It even gives parents an opportunity to share information to students countrywide
For further information contact www.advocate4youth.org
ICT as a key Innovation in the implementation E L e a r n i n g Secondary U g a n d a 2 0 1 5 : d Education e v e l o p i n g s k i l l sSchools for 21 c ein ntury of Universal Uganda Case study: Luzira Secondary School, s t
Presented by Olive Kyohere (Mrs) Luzira Secondary School is one of those schools that were selected to pioneer UPPET in 2007. This led to a drastic increase in the school enrolment from about 800 to 1976 three years after the introduction of the program. However, the program (UPPET) came with challenges like; • • •
Inadequate funding Strain on existing infrastructure Managing the student population e.t.c
The challenges above required practical innovations in Management, Finance, & the Teaching- Leaning process. ICT is one of the tools we have used to emerge as one of the schools to successfully implement USE & UPOLET Teaching & Learning In teaching, we use: Computer Aided Learning (CAL) material like Cyber school technology and KAWA elearning platform. Students learn at their own pace and can repeat a lesson/experiment they didn’t understand. Computer Aided Assessment (CAA) helps teachers to reduce the time and labour to mark students’ simple exercises and help students to revise on their own and assess themselves without getting embarrassed. They are developed at school using hotpotatoes programme. Simulation software which helps students and teachers to visualize and demonstrate difficult or dangerous experiments in class using a virtual lab. This reduces exposure to risk. Multimedia packages e.g. DVDs & CDs to clearly demonstrate and explain abstract concepts in various subjects e.g. illustration volcanicity in geography Internet ; teachers and students now have access to ebooks and encyclopedias to research on abstract topics as well as networking. Management Designing & generating minimum error Teaching Timetables . Progressive Report cards can now be produced electronically sharing information with the public through our website www.luzirass.moes.ug
P a g e | 19
ELearning Uganda 2015: developing skills for 21
School Administration and Management Systems (SAMS), Records management for both students & staff has been made easier. Finance Students can cheaply access electronic books installed on computers. Lowering the school expenditure on expensive chemicals and apparatus through use of virtual lab software.
s t
century
P a g e | 20
Desktop publishing used by both students and teachers to design our own award certificates for school activities like sports & MDD instead of out sourcing Future prospects • • • • • • • •
Networking excursions, geography field work, MDD, sports days Skype Improving our data base (shifting from excel to access) Limited space Connecting classrooms High cost of access & maintenance ICT facility Councel learners on Addiction to ICT material & social net works e.g facebook Moral issues
Interactive courseware for Continuous Professional Development Uganda E L e a r n i n g U g a n d a 2 0 1 5 : d e vby e l o Moses p i n g s k i l Wamanga ls for 21 century P a g e | 21 s t
Moses said that, as a Ugandan teacher, he fully understands the challenges Arts teachers go through while explaining the features such as coral reefs, volcanoes, description of cities like New York and Amsterdam which have never seen yet videos and good images shown students can make a greater impact and even arouse interest in
Technology and Sports, Makerere University Business School to develop websites for Schools. So 59 schools are well connected online. By 2017 all schools will be accessed online on the ASSHU website www.asshu.moes.ug
the learners. The team he leads at KAWA has created an elearning platform for teachers’ Continuous professional development and the use of technology in the classroom. Together with other teachers they had decided to form KAWA agency to help to other teachers improve their teaching methods. We are determined to use elearning to ensure that teachers in Uganda are well trained, inspired and supported to be the very best. We cannot have ICT integration in teaching while teachers themselves do not have ICT skills. That is a fact and therefore the KAWA programme aims to: • Equip individual teachers with the right tools and skills to enable them perform effectively. • Build and empower a strong team of individuals who will be able to transfer the knowledge and skills to other people • Train people to the point of actualized courseware development. • KAWA has is working in collaboration with ASSHU, Ministry of education, science,
Mr. Alfred Okello, Lango College Headteacher and National First Vice Chairman and I/C ICT of the Headteachers Association speaking speaking to the participants.
We have developed content which can be accessed freely online through this link. http://kawauganda.hpage.com The CPD programme for educators was launched by the Hon. Jessica Alupo, Minister of Education and Sports in December 2012 at Makerere University Business School. Read full story as published by the New vision through this link http://www.newvision.co.ug/news/640871-alupoteachers-must-be-armed-with-computer-skills.html KAWA TRAINING PLAN 2015/16 Training of teachers in both ICT skills and pedagogical application of ICT. August’ 15: December’ 15: February’ 16 February’ 16 March’ 16: March’ 16 April ’16: May ’16: May’ 16: June’ 16 June’ 16
West Nile Region Acholi Region Rwenzori Region Lango Region Bunyoro region Busoga region Western Region Mid-Western Region Teso/Karamoja Region Mbale Region Central Region
Keynote Address: Emerging Trends for Education ELearning Uganda 2015: developing skills for 21
s t
Professor Jude Lubega, one of Uganda’s leading elearning specialists spoke a lot about the need for the ministry and all organizations working on teacher professional development programmes to embrace the elearning platforms to make easier to reach every teacher at low cost. He suggested that teachers have to get retooled to suite the 21st Century teacher where ICT usage is a common characteristic. Those who are ICT illiterate will be deleted by the community.
P a g e | 22
century
He said that it is important that the Government provides ICT equipment but we need to have trainers who can continue training teachers at every district so that we can gain training at a low cost.
Professor Jude Lubega, Deputy Vice Chancellor, Uganda Technology and Management University
Investment in a teacher will have an impact on the learners. We need to train our teachers to avoid “one size fits all” and to create confidence so that they are able to utilise technology in the classroom.
Technology may be the only tool that brings inclusivity in learning, giving time for slower learners to catch up. Even with languages, technology can assist children to learn multiple languages, including local languages. With such knowledge, we must therefore persuade
African Governments and teachers to embrace technology in classrooms. How ICTs can help. •
Books can be downloaded on the computer.
• •
Videos can be downloaded on the computer. Share content from other institutions using ICT. Debates online. Can conduct lessons even while travelling(online).
• •
He suggested continuous monitoring and provision for teachers. Coaching and peer support should exists through the elearning platform and online teacher community so that the educators can assist one another. There is the opportunity for educators to access virtual technology and use e-learning tools.
UTAMU is also ready to serve institutions by providing highly trained manpower in the areas of management, Computer and information systems ranging from Internees and qualified graduates who will provide a solutions to the schools.
Discussion panel P a g e | 23 Topic: Barriers preventing effective use of ICT in the classroom and how to overcome them
ELearning Uganda 2015: developing skills for 21
s t
century
Chair: Mrs. Regina Laboke – Principal, Mt. of Olives College Kakiri, Uganda Florence Okullo – ICT expert, Department of Higher education, Ministry of Education, Science Technology & Sports, Uganda Harriet Kagezi, ICT expert, Department of Teacher education - Ministry of Education, Science Technology & Sports, Uganda Charles Muweesi, Careers Master, Trinity College Nabbingo
Introduction This was an open forum session tackling the Obstacles preventing greater use of ICTs in Education. The Panel was chaired by a senior educator with over 30 years of teaching science and excellent management of secondary schools. The two education
Ministry ladies are very passionate with integration ICT in the classroom. Charles Muweesi on the panel represented the views of a classroom teacher who is a victim of the policies made by administrators.
ELearning Uganda 2015: developing skills for 21
It was the most exciting especially when the chairperson opened the discussion to the participants. When we summarised their views, they came to be similar to what was published in elearning Africa 2015 report as shown below: 1. Affordability of services e.g. internet 2. Affordability of equipment e.g. computers 3. Poor connectivity/low bandwidth 4. Poor electricity connection/energy 5. Lack of awareness of how to best use ICT in education 6. Inadequate supporting infrastructure
s t
century
P a g e | 24
making the ICT situation in the country much better. It was agreed that resolutions of elearning Uganda 2014 be if implemented can remedy the situation. KAWA was tasked with the implementation of the relations below. 1. There should be massive training of head teachers of both private and government schools to enhance on their ICT skills. 2. KAWA should take services to schools 3. We should have e-learning Uganda seminars regularly. 4. The Ministry of Education and similar agencies should support schools in developing Websites. 5. We still need a steering committee – ICT committee of the Ministry, ASSHU and KAWA were suggested. 6. Each delegate will do all that is possible to ensure that all our teachers are empowered with computer skills for teaching and development. 7. The schools should give support to ICT as a priority in terms of the budget/funds. 8. The Ministry was requested to provide computers to institutions which do not have. 9. Promote the spirit of sharing ICT and new development educational experience including reports after returning from educational tours to help those who have not the opportunity to travel. 10. The Career guidance digital content should be distributed to every school as soon as it is available 11. Digital content for arts and A level books should be made available to schools.
12.The
committee on ICT should develop a guide to help schools know what to do with the ICTs they have and be evaluated every year.
Resolutions All the participants and panel members recognised the contribution of government in
Speech by the chief Guest, graduation and award of certificates ELearning Uganda 2015: developing skills for 21
s t
century
continent and very much appreciate the time you have taken out to come to this conference.
Ms. Florence Anguzu who represented Dr. Rose Nassali Lukwago, the permanent secretary, Ministry if education, Science, technology and sports. Here is the speech The Principal Makerere University Business School The Chairman National Association of Schools Headteachers’ Association The Patron KAWA Representatives of Universities, NCDC Distinguished Guests Ladies and Gentlemen
P a g e | 25
Ms. Florence Anguzu, Ministry of Education, Science, Technology and Sports
It is a very high honour and privilege for me to join this distinguished assembly of educators, reformers, visionaries, at the elearning Uganda 2015 after the successful conference we had at Trinity College Nabbingo last year. I am delighted to preside over the graduation of the 58 teachers and Headteachers of Secondary and Primary Schools in Uganda. I would like to thank Makerere University Business School for hosting this elearning seminar and for working with KAWA in providing accredited training to our headteachers. I am delighted to see so many teachers, and other government officials from across the
In order to achieve our National Vision of “a Transformed Ugandan Society from a Peasant to a Modern and Prosperous Country within 30 years”, educators have to play a key role in using modern technology to support other stakeholders to achieve this a Uganda
Vision 2040. Allow me talk about the challenge of today’s technology for a very particular kind of teaching and learning in Africa today. She highlighted the many different uses of ICT in different areas life and education. She assured schools of continuous government to support to excel in all sectors including ICT. Award of certificates and closure. She awarded Makerere University Business School certificates to the teachers 59 of Luzira SS, Mt. Of Olives College Kakiri and Primary schools in Tororo and Mbale districts who had undergone the ICT training by KAWA and MUBS and then certificates of attendance were awarded to the participants and closed the seminar.
Elearning Uganda 2015 pictorial ELearning Uganda 2015: developing skills for 21
s t
century
P a g e | 26
Elearning Uganda 2015 pictorial ELearning Uganda 2015: developing skills for 21
s t
century
P a g e | 27
ELearning Uganda 2015: developing skills for 21
s t
century
P a g e | 28
Contribution of KAWA in content creation was recognised by the minister and Commissioners of Education Ministry in 2010.
We offer basic digital Resources for teachers and Students
Self Paced Learning Digital Modules. EBooks installed on school PCs
Location: UMA Show grounds Lugogo, Kampala P. O Box 6966 KampalaTel: +2586772580086/0753054171. Website: www.kawa.moes.ug