ICT FOR EDUCATION IN LATIN AMERICA
AND THE CARIBBEAN
Risks and Opportunities
Daniela Trucco Horwitz
Social Development Division, ECLAC
Regional Preparatory Meeting
ECOSOC Annual Ministerial Review for 2011
May 12 - 13, 2011, Buenos Aires, Argentina
G
Presentation Content
ICT policies and education in the region
1.
6/28/2016
2.
State of progress in the region
3.
Towards an integral perspective
4.
Contributing to quality of education
5.
Fostering social inclusion
6.
Contributing to educational system efficiency
7.
Final Reflections
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1. ICT Policy and Education in the Region
Source: Prepared on the basis of ECLAC data, Survey on ICT education policy and practice.
Scale: 1 = No, but policy and programs are being designed; 2 = No, it has only some ICT initiatives; 3 = No, but a number of national ICT
initiatives are underway; 4 = Yes, but the definition document is in the development phase; 5 = Yes, it has been published.
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1. ICT and Education Policies in the Region
LATIN AMERICA AND THE CARIBBEAN (17 COUNTRIES): PERCENTAGE OF COUNTRIES THAT EXPLICITLY
INCORPORATE THE FOLLOWING GOALS IN THEIR ICT IN EDUCATION POLICY
Innovación y/o cambio en las prácticas de enseñanza aprendizaje
81%
Mejorar la gestión escolar
76%
Desarrollo de competencias TIC de alumnos
76%
Desarrollo profesional de docentes
71%
Desarrollo de aspectos cognitivos (motivación, autoestima, etc.)
59%
Mejorar la gestión en el Ministerio
53%
Mejorar el aprendizaje de los alumnos
53%
Mejorar la cobertura educacional (matrícula, retención, rezago,
etc.)
47%
0%
20%
40%
Source: Prepared on the basis of ECLAC data, Survey on TIC in education policy and practice.
60%
80%
100%
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2. State of Progress in the region:
very unequal access in the home
LATIN AMERICA AND CARIBBEAN (9 COUNTRIES) AND OECD: PERCENTAGE OF 15 YEAR OLD STUDENTS
WHOSE HOMES POSSESS AT LEAST ONE COMPUTER, BY SOCIOECONOMIC AND CULTURAL QUARTILE
2009
Source: ECLAC, drawn from special processing of microdata culled from PISA 2009 testing.
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2. State of Progress in the Region
Access in the most-equitable schools
LATIN AMERICA AND THE CARIBBEAN (9 COUNTRIES) AND OECD: PERCENTAGE OF 15 YEAR OLD
STUDENTS WHOSE SCHOOL CENTERS POSSESS AT LEAST ONE COMPUTER FOR ACADEMIC USE
SEGÚN CUARTIL SOCIOECONOMICO Y CULTURAL, 2009
Source: ECLAC, on the basis of special processing of microdata from PISA 2009 testing.
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2. State of Progress in the Region – Uses
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2. State of Progress in the Region
The school center plays an important role in access –
closing the gaps
BUT – THE USE made of those computers matters
The type of exposure to technology
Less availability for use in the school center
Oriented as a tool for integral uses and benefits
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3. Towards an integral perspective
The incorporation of ICT in the schools must be addressed from
an integral perspective.
The key aspects that must be addressed are:
•
Access (computers, connectivity)
•
Use (frecuency, place, models)
•
Competencies (teachers, students, school directors)
•
Content (portals, educational software, applications)
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4. Contributing to quality of education
For ICT to contribute to improvement of education quality,
certain challenges must be addressed.
These include:
•
Training of teaching staff in pedagogical use of ICT
•
Definition of ICT curriculum integration model
•
Availability of digital educational content
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5. Fostering social inclusion
ICT in education programs must foster social inclusion by
reducing the current social gaps and preventing the generation
of new differences.
This means:
•
Reducing overlapping gaps (access, usages and skills)
•
Harness ICT to achieve better educational results for all
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6. Contributing to education system efficiency
ICT must also be used to improve school management.
The expectation is that the potential of ICT be harnessed on
three different levels:
•
Educational System (greater transparency, monitoring)
•
School (training management staff)
•
Curriculum management in the classroom
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Final Reflections
1.
2.
3.
4.
Integral and long-term policy – ICT are not a shortcut
Consideration of a model that is adequate for the
needs and possibilities of each country– ECLAC Good
Practices Study
Skill training is essential: training for initial teachers
Development of indicators and records for
monitoring progress
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Thank you for your attention
Social Development Division
Economic Commission for Latin America and the Caribbean
(ECLAC)
http://www.cepal.org/dds/