JEI Update Meeting November, 2006

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JEI Update MeetingNovember, 2006
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• It is suggested that successful implementation of
  ICT needs to address three interlocking
  frameworks for change
• the teacher
• the school
• and policy maker

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Training Update

• Math
• The headmasters and headmistresses of discovery
  schools and the supervisors of the elementary
  stage will start receiving their training by
  12/11/2005.

Arabic 11 teachers received the training for
Grade 4 pilot stage. 6 teachers were trained for
grades 5 and 6 for the pre pilot stage.
EFL 12 Teachers were Trained for grades 7-10 Pre
Pilot stage. 12 Supervisors were Trained as a
core training group.
ICT 170 Home-room Teachers were trained for
Grade 1-3 Pilot stage. 40 subject teachers were
trained for grades 4-6 Pre pilot stage.
Note ICDL Certificate is a prerequisite for
Subject Specific Training ( SST)
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Training Update

• Teachers are being trained on various e-contents
  according to subject readiness and with respect
  to the stage.
• ICDL Certificate is a prerequisite for Subject
  Specific Training (SST).
• Sequencing and timelines of different SST types
  of trainings.
• MoE ownership where Training dept. has the
  leading role, JEI training activities were
  integrated within ERfKE Integrated plan.
• The headmasters and headmistresses of discovery
  schools and the supervisors of the elementary
  stage will start receiving their training by
  12/11/2005.
• Computer Lap technician will start receiving
  their training by Mid Nov. 2005

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Consultation Point

• Building capacity Teachers need to be given the
  evidence that ICT training will help and support
  the way in doing their jobs and will help them
  to progress in their careers.
• How can we make initial teacher training still
  more comprehensive and rigorous?
• How we can strengthen the Links between current
  training programs and existing curricula ?
• A framework for monitoring and evaluating the
  impact of various teacher professional training
  program must be formulated and pilot-tested in
  the DS.
• Link between various training programs should be
  established.
• How can teacher training institutions and MoE
  generally, help to extend training ?
• Higher education institutions to look at ways of
  integrating teacher training modules into their
  undergraduate degrees.

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• ICT Training electronically accessible library of
  resources, such as tools like best practice
  advice, teacher-made material, schemes of work
  and lesson plans for teachers to access and
  customise.
• Professional development of senior managers,
  including head teachers .
• Schools as Organisations review arrangements
  to ensure that the role of schools is recognised
  as equal partners.
• To establish a network of high quality Mentor
  schools, with additional investment in ICT to
  allow them to give direct on-line advice to
  trainees, to provide mentor training and to
  disseminate best practice to other schools and to
  higher education institutions. These schools
  could also develop a research capability,
  developing good practice on induction and
  in-service training.