Draft Policy in IT in Education

Mission Statement

The mission of the Ministry of Education and Culture is: to establish and manage an effective system of human development for Jamaica, which harmonizes our educational and cultural resources, so that individual needs and aspirations are met, positive human values are maintained, and the social, cultural and economic development of the nation is enhanced

Draft Information And Communication Technology Policy Framework For Use In The Education System December 1998

Preamble

This draft (IT) ICT Policy for Education is based on the Government's recognition of knowledge as a necessary basis for sustainable human development.

The Policy therefore seeks to define the roles of all parties in the new smart partnerships of the public, private and community sectors required to drive the far reaching changes needed to achieve knowledge for all in the new Information Age.

The Ministry of Education and Culture recognised its responsibility to utilize the technology and to facilitate wide participation in this effort to develop a meaningful policy. It seeks to articulate the principles and guide the actions required to fully utilize the available information and communication technologies to improve the management of the sector.

The ultimate purpose is for more effective creation and delivery of educational products for improved teaching and learning in Jamaica.

As we seek to realize the benefits of the new technologies, the Ministry recognizes the risk of increasing the knowledge gap, and so the policy pays special attention to the issues of access and equity as we expand the opportunities for lifelong learning for all our citizens, anytime and anywhere.

Introduction

Information and Communication Technology (ICT) is profoundly affecting every aspect of human activity. Its greatest potential lies in human resource development. To compete successfully in a fiercely competitive global economic environment a highly skilled and educated workforce with aptitude and skills in the application of information and communication technologies in every day life will be essential.

As stated in the National Industrial Policy (1996), Jamaica seeks to promote the transformation of the structure of the Jamaican economy. It notes that "there exists a notable global tendency for a shift away from natural-resource-based primary products, towards knowledge-based and human-resource-intensive goods and services" (p.27). It states that "opportunities also exist for information technology to be the driver in the development of interactive training programmes and distance education, that will complement training efforts within the information technology industry itself as well as through the entire educational system" (p.125).

Research has shown that ICT can provide stakeholders and administrators with new tools for increased communication for management efficiencies, and teachers and learners with improved learning opportunities by:

• empowering citizens, managers and other stakeholders by enabling online teamwork for increased participation, collaboration and information sharing through the use of email, the Web and other remote collaboration tools
• enabling the rapid creation and inexpensive distribution of educational information and knowledge
• encouraging professional development, in-service-training, remote support and mentoring for lifelong learning for teachers, managers and other citizens
• facilitating fast and easy access to information and expertise around the world.
• increasing motivation through the use of multimedia (sound, video, graphics, animation and text.)
• allowing each student to learn at his/her level and speed thereby giving pupils greater control over their own learning.
• enhancing the development of the abilities of mentally and physically challenged students.
• promoting active rather than passive learning.
• engaging students in research, data analysis and problem solving, thereby facilitating higher-order thinking processes such as synthesising , interpreting and hypothesising.

In the context of these new opportunities, this national policy for ICT in Education is intended to locate Jamaica in the emerging global knowledge-based economy. This will be achieved by strategic investment in education to enable greater productivity in the workforce and thus increased national competitiveness.

Purpose Of The Policy

In an effort to harmonize the efforts in the education sector with the national effort, the Ministry of Education and Culture (MOEYC) is proposing this policy for stakeholder inputs to the process of defining a Common Vision for the systematic integration of Information and Communications Technology in the education system.

As the Ministry is moving toward empowering local stakeholders through decentralization of its central and regional operations, it recognizes the obligations demanded and the opportunities afforded by ICT as the nation, led by the government, seeks to modernize all aspects of management, administration and service delivery.

The Ministry itself, in its central and regional operations, will therefore lead by its own proactive adoption of ICT in its internal processes and in its communication with national and international stakeholders.

Without limiting itself to any specific forecasts or projections of manpower needs, the policy addresses itself to the creation of a human resource platform through the formal education system up to the end of high schooling on which the tertiary institutions can build the array of skills and competencies needed for productivity, research, economic growth and genuinely sustainable development.

In the process, individual creativity, innovation, inventiveness will be encouraged and facilitated by improving the environments in which interaction with the technology takes place.

The Objectives of the policy are to:

• promote equitable access to educational resources through the strategic application of ICT.
• make all school leavers computer literate thereby providing them with the requisite ICT skills as a platform for imminent employment and/or entry to specialised training for the information economy
• create a teaching force in which all practitioners possess the critical requisite skills and competencies required to use ICT as a tool in enhancing the teaching/learning process and a cadre of ICT teacher specialists.
• improve the efficiency and effectiveness of educational administration through the promotion of the use of appropriate school management information systems
• exploit the interactive potential of Information and Communications Technology in the provision of life long learning, anytime, anywhere via distance education programmes
• create smart partnerships for a sustainable ICT programme through collaboration with between the public, private and community sectors,
• establish a schools network system for the collaborative sharing of educational resources and stakeholder participation.
• employ the new ICT tools for increased online communication, stakeholder participation and improved management of the sector.

Issues Giving Rise To Policy Considerations

There have been many MOEYC, private sector and school community initiatives to introduce information technology in the education system over the last fifteen years. Currently, schools are utilising ICT to teach computer studies and information technology at the CXC level as a component of the Business Education programme, for computer assisted instruction for remediation, numeracy and literacy, for promoting computer literacy, to enhance learning in all subject areas, and for research purposes, utilising software and the Internet. However, these initiatives and practices have had no guiding policy.

It is now therefore an imperative that MOEYC develop a policy that will guide the successful integration of ICT in the education system. This is necessary to ensure standardisation, reduce wastage and ineffective use of the technology and optimise its use to enhance teaching and learning.

Several issues have been considered in order for the country to make optimal use of ICT in the teaching/learning process. With the rapid changes in the technology itself and its applications, these issues and others will have to be constantly reviewed to ensure that policies are kept relevant and current. Relevant considerations and policy objectives include:

1. The MOEYC's institutional capacity to utilize information management tools and to ensure the implementation and support of ICT programmes in the nation's schools.

2. The revised policy instruments, including incentives, guidelines and performance evaluation instruments as appropriate to management in the information age.

3. The supply of hardware and relevant software to allow students equitable access to the technology.

4. The equipping and retooling of Teacher Training Colleges to prepare teachers in the integration of ICT in the curriculum.

5. The country's capacity to develop software and courseware, which support the curriculum and reflect Jamaican culture.

6. The capacity of suppliers to maintain hardware and software supplied to the school system.

7. The funding required for the introduction, maintenance and sustainability of ICT programmes.

8. The development of ICT curricula for the primary and lower secondarylevels of the education system.

Background

The public formal education system is comprised of four educational levels: early childhood, primary, secondary and tertiary. In 1997/98, formal public education was offered to approximately 670,000 students in 1000 educational institutions and approximately 22,000 teachers. The government has placed on record its commitment "to provide every school with an Internet connection where the telephone facility exists and to supply the others with the relevant software to expand their access to relevant material, relevant concepts and learning approaches". Extract from the 1997 Budget speech by the Rt. Honourable P.J. Patterson.

There have been a number of initiatives in the implementation of ICT programmes in the education system. One of the earliest initiatives was the establishment of model computer education centre at St. Andrew Technical High School in 1983-84. This was funded by Control Data Corporation, a U.S-based computer firm. Software-the Plato Learning system was used for remedial instruction in Mathematics and Reading with positive results. Computer-based vocational education was also taught.

With support from the UNDP, the Ministry introduced a pilot project at Montego Bay High School in a computer laboratory built by the School's Parent Teachers Association. This laboratory was equipped and furnished by the project and students from neighbouring schools used the laboratory utilizing courseware selected by Ministry of Education officers in the USA which was thought to be relevant to the grades 7-9 curriculum.

Since 1990, the Jamaica Computer Society Education Foundation (JCSEF), with support from the Business Partners for Education, the Ministry of Education and Culture, the Human Employment and Resource Training Trust/National Training Agency (HEART/NTA) and other partners in the private sector, has been implementing programmes to improve the quality of education in Jamaican schools through the introduction of computer technology.

The Jamaica 2000 Project

In 1992, the JCSEF in partnership with the HEART Trust/NTA, the private sector through the Business Partners, and secondary school communities launched the Jamaica 2000 Project. The aim of this project was to establish a fully equipped fifteen-station computer laboratory in each secondary school, community college and teachers' college and provide in-service training for teachers. The initial aim of the project was to provide opportunities for students of the upper secondary level to pursue computer studies in the CXC examinations enlarging the pool of potential computer professionals. Use of computers later evolved to include remedial education in numeracy and literacy for students enrolled at the lower secondary level.

The HEART Trust contributed approximately J$60M to this initiative. School communities provided space for the computer laboratories by constructing laboratories or converting existing space, securing the facilities and providing electrical installation. School communities contributed 20 per cent, the HEART Trust contributed 40 per cent and the Business Partners 40 per cent of the costs required. To date 83 computer laboratories have been established.

The Ed tech 20/20 Technology in Education Project for primary schools was initiated by the Round Table Think Tank, a body including representatives from the public and private sectors, educators, the media and JCSEF. The project received US$1M from the IDB to implement a pilot project in four primary school clusters in four parishes, St. Elizabeth - Malvern, St. Mary - Oracabessa, St. Catherine - Above Rocks and Clarendon - Frankfield. The computer facilities were placed in areas where computer laboratories already existed in secondary and tertiary educational institutions.

The Joint Board of Teacher Education has developed a wide area network which facilitates a range of interactive communication between the Institute of Education at the U.W.I. and the colleges. It is also proving valuable to participating schools as on line management information systems.

At the Jose Marti Technical High School, state-of-the-art electronic drafting technology is in place for student use through the Japanese Technical Co-operation Agreement.

While these formal initiatives were taking place, a number of schools have undertaken their own projects, as a part of their development plan, often supported by private sector contributions and/or with support from alumni or Parent Teacher Associations.

Factors Which Will Impact On The Policy

• Equity of access to the technology for all students
• Preparation of teachers to optimize the use of ICT in the teaching/learning process. The process of preparing teachers in training as well as the upskilling of those now in the classroom
• Provision of technicians to support the work of teachers and administrators in the schools
• Security of hardware and software in schools
• Health and safety issues .
• Cultural relevance and suitability of courseware .
• Sustainability of programmes considering the high rate of obsolescence of equipment and the high cost of replacement relative to the country's resources
• Capacity of the central Ministry to manage the partnership process for development and to monitor the implementation of the policy at the institutional level
• The MOEYC Media Services Unit has been restructured as posts were classified to staff an Educational Technology Unit. New posts in print, video and courseware production were provided so that courseware would be developed in this unit, or customised where necessary
• The MOEYC websites will be developed, together with an INTRANET for the school system using content prepared by the various units of the MOEYC as well as by individuals and groups within the sector. The Intranet will be of help to teachers, administrators, students parents and other stakeholders.

Policy Positions

1. Equity of access is an overriding consideration. The Ministry of Education will therefore work collaboratively with educational institutions to make available facilities, equipment and personnel to permit access to ITC for all students.

1.1 Schools will be expected to use the most effective configuration - classroom, type of equipment, networking, software - to optimize both access and quality.

1.2 While schools are expected to make ICT facilities available to the community and to use the proceeds from the sale of services to sustain and develop their ICT facilities and programmes, outreach and commercial activities must not compromise access and quality for the students.

1.3 Accountability for all ICT resources, as with all other school property and facilities rests with the school's administration.

2. Students completing primary education should have had some exposure to ICT, and possess some awareness of its applications.

3. Students leaving grade 11 after five years of secondary education must be computer literate defined as being able to

3.1. use a computer safely to do the following

3.1.1. compose a document using word processing functions, being able to copy, cut, paste, save and print

3.1.2. prepare a simple spreadsheet

3.1.3. send and receive an electronic mail message

3.1.4. access sites on the internet

4. ICT at the institutional level will serve multiple purposes, all of which contribute to the creation of a knowledge-based, information oriented, systems driven modern society. These include primarily

4.1 supporting individual mastery of literacy and numeracy skills at the primary level

4.2 improving the general quality of learning throughout the curriculum

4.3 providing strong support for technical/vocational programmes in the upper levels of the secondary system

4.4 remediation where needed

4.5 increasing professional development opportunities for teachers and other staff

4.6 improving the efficiency of the school's administration, including student record keeping

4.7 facilitating the accurate and timely flow of data and information between institutions and the Ministry of Education and Culture

4.8 building the creative capacity and the expertise of ICT users and sharing the products with others

5. The Ministry of Education and Culture will have the responsibility of ensuring the most efficient use of all resources involved. It will expand its existing courseware evaluation committee to include a broader representation from the stakeholder community to perform a number of functions. The ICT Standards Committee will perform the following:

5.1 advising on the appropriateness of hardware

5.2 determining approved software for educational/curriculum purposes

5.3 determining management systems to ensure compatibility with the national system

6. The Ministry of Education and Culture will actively encourage collaborative partnerships in furtherance of the national development objectives. To this end, it will

6.1 work with public and private, local and foreign training institutions to expand the number of teachers equipped to work in an ICT mode within the schools

6.2 develop guidelines for schools to work directly with providers of goods and services required by the ICT programme in their institutions

6.3 remain responsive to the needs of corporations, small business enterprises and individuals in respect of ICT skills and the relevant curricula

6.4 encourage the sharing of skills between the schools and the workplace

6.5 provide information to the private sector on partnership opportunities with individual educational institutions, including the extent of tax incentives for benefactions.

7. The Ministry of Education and Culture will also work with the Ministries of Finance & Planning, Commerce & Technology, and with the Office of the Prime Minister (Information) as well as the Cabinet Office, making maximum use of the opportunities available through the Telecommunications Policy arrangements to ensure that access to the relevant services is available to the entire student population at the best possible cost.

8. The staffing arrangements in the schools and the recurrent costs for approved programmes will be reviewed and modified from time to time by the MOEC to ensure that the efficiency of the operations is supported.

9. Financing of ICT within the education sector will remain as a partnership exercise. The partners will include:

• The Government of Jamaica through the Ministry of Education and its agencies
• Public Corporations and Statutory Bodies
• Private Enterprise
• Local and International Foundations
• Bilateral and Multilateral Organisations
• Community Organisations
• The educational institutions through income-generating activities
• Parents through the cost-sharing mechanisms in secondary and tertiary institutions

10. All policies and provisions in respect of copyright, professional conduct, confidentiality, rights and responsibilities of lecturers, teachers, instructors, trainees and students will apply to the conduct of ICT programmes.