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National Seminar on 
Quality of Secondary Education towards 
Employment Generation 
(Initiative and Interventions) 
Chhattisgarh Board of Secondary Education 
Restructuring ICT Courses and 
Applications in Secondary Education 
Prof. Vasudha Kamat 
Vice Chancellor 
SNDT Women’s University, Mumbai
Agenda 
 Future Work Skills 
 Future Work Skills: Learning Pathways 
 International Scenario 
 ICT Policy and ICT Curricula 
 Suggestions for restructuring 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Future Work Skills 
Institute for the Future 
http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Future Work Skills 
Institute for the Future 
1. Sense –making 
2. Social Intelligence 
3. Novel and Adaptive thinking 
4. Cross cultural competency 
5. Computational thinking 
6. New Media literacy 
7. Transdisciplinarity 
8. Design Mindset 
9. Cognitive Load Management 
10. Virtual Collaboration 
http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Future Work Skills: Learning Pathways 
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Future Work Skills: Learning Pathways 
 Embedded and Embodied 
Learning 
Information migrates from 
classroom to real world 
embedding learning into the 
flow of everyday experience 
 Human Software Symbiosis 
Smart machines and software extend our 
human capabilities, enabling us to accomplish 
previously unimaginable tasks. 
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Future Work Skills: Learning Pathways 
 New Foundations 
Information, learning, 
connections, and reputations 
flow through a new set of 
organizations and platforms 
that function as modern-day 
utilities. 
 Content Commons 
Content becomes readily available to people 
around the world as a tidal wave of open 
digital materials - text, simulations, video, and 
new learning tools - flood the internet. 
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Future Work Skills: Learning Pathways 
 Socialstructed Work 
Distinct models for work emerge 
as large networks of people start 
to unbundle tasks into smaller 
and smaller units, generating a 
new kind of wealth, and new 
skills for building productive and 
fulfilling lives. 
 Global Learning Arbitrage 
A new generation of players create new 
pathways for obtaining a college degree (or its 
equivalent), certification, and accreditation. 
http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
21st Century ICT Skills 
ICT Transforming Education Regional Guide 
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
21st Century ICT Skills 
ICT Transforming Education Regional Guide 
Information & 
Communication 
Technologies 
(ICTs) comprise 
many 
technologies for 
capturing, 
interpreting, 
storing and 
transmitting 
information 
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
21st Century ICT Skills 
ICT Transforming Education Regional Guide 
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Abilities associated with Digital Literacy 
 using ICT skills to create and share information; 
 searching, sifting, scanning, and sorting information; 
 navigating through screens of information; 
 locating and evaluating information; 
 using ICT to research and solve problems; 
 making multimedia presentations; 
 retrieving, organizing, managing, and creating information; and 
 sending and receiving messages 
ICT Transforming Education : Regional Guide 
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
ICT Integration in Secondary Schools 
 Singapore International Scenario 
 Egypt 
 Philippines 
 South Korea 
 Malaysia 
 European Union 
 Nigeria 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
FutureSchools@Singapore 
Joint project of Infocomm Development Authority of 
Singapore and vendors. 
The Ministry of Education has also established its first 
interactive web-based Education and Career Guidance 
(ECG) portal for students. 
ecareers.sg is a project, jointly developed by the 
Ministry of Education and the Center on Education 
and Work, University of Wisconsin-Madison. 
http://www.sst.edu.sg/curriculum/futureschools-singapore/ 
Singapore 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
FutureSchools@Singapore 
Future Schools will equip students 
holistically with the essential skills to 
be effective workers and citizens in 
the globalised and digital work place 
of the future. 
FutureSchools are supported by 
infocomm companies and guided by 
education technology research 
community partners. 
http://www.sst.edu.sg/curriculum/futureschools-singapore/ 
Singapore 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Egypt 
“Youth Employment Generation Program in 
Egypt” started in April, 2012 and was 
extended to June 30, 2013. 
The program addressed the mismatch 
between the skills demanded by the 
private sector and youth skills, to provide 
youth with the necessary vocational, IT and 
soft skills to increase their employment 
prospects. 
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Egypt 
Main outputs: 
Output 1: 
Increased internship opportunities in 
private companies and/or other 
institutions for youth 
Output 2: 
Increased self-employment and 
employability of young women and men 
through access to technical, vocational 
and entrepreneurial skills training (with 
special emphasis on Information and 
Communications Technology (ICT). 
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Egypt 
Factors promoted the project achievements 
 The relevancy of the program to the real 
needs of the Egyptian MSMEs 
 Partnering with 30 civil society 
organizations (CSOs) magnified the 
opportunity 
 The flexibility and creativity in 
responding to the needs of target youth 
distance learning package 
 Identification of local needs and 
designing the adequate training module 
that matches those needs 
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Egypt 
Factors inhibited the project achievements 
 The political Challenge 
 The strategic Challenge 
 The operational Challenge 
http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Philippines 
Philippine Department of Education has policies 
on the use of ICT. These are: 
1. Technology must be studied first as a separate 
subject 
2. The application of computer skills to the other 
learning areas is a curriculum policy 
3. An education modernization program 
http://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
South Korea 
Korean Education and Research Information 
Service (KERIS) is a government – subsidized 
institution, focusing on the use of ICT in 
education, developing curriculum content and 
teacher training. 
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
South Korea 
The Objectives of the ICT in education policies are 
consistent with the changes to the education system 
proposed by KERIS in 2002, covering 
1. a change in direction based on learning that is 
geared towards construction and generation of 
knowledge; 
2. a focus on students; and 
3. a creative and self directed education approach 
where education stakeholders are given more 
autonomy. 
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Malaysia 
The Ministry of Education (MOE) considers ICT as a means, not an 
end in itself. 
It assists 
 more effective organizational structures in the schools 
 more autonomy to the heads of departments & teachers 
 more sharing among teachers 
 less bureaucracy in the organization 
It established 
 stronger links between schools and society 
 open communication between schools and parents, and 
 collaboration with industries and institutes of higher learning 
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
European Union (EU) 
eLearning Commission 
The cluster has contributed to a fundamental 
change in discourse from accessibility to 
innovative learning through the support of ICT. 
It is timely to move away from perceiving ICT 
diffusion and usage as a goal and instead see ICT 
as an enabler of teaching and learning. It is not 
about ICT but about transformation … 
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
European Union (EU) 
Main message: 
eLearning Commission 
Do not plan for ICT; plan for transformation and 
future learning 
http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Nigeria 
Fields of specializations and core subjects at the 
senior secondary level 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
ICT Policy for Schools
ICT Policy for Schools 
The policy for integrating ICTs has to take into 
consideration: 
(i) the role of ICT in National Education Policy, 
(ii) the existing education system and ICT infrastructure, 
(iii)the economic and social/cultural context. 
The national ICT infrastructure support (connectivity 
and accessibility) also has a critical effect on the 
long-term implementation and sustainability of ICTs in 
schools. 
http://linc.mit.edu/linc2013/presentations/Session7Bonifacio.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
National ICT Policy for Schools, India 
ICT Literacy and Competency Enhancement 
Stage 1: Basic 
Stage 2: Intermediate 
Stage 1: Advanced 
http://scert.cg.gov.in/ict2014/pdf/NationalICTPolicy.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Curricula for ICT in education 
http://www.ncert.nic.in/announcements/notices/pdf_files/ICT%20Curriculuma.pdf 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
ICT-Supported Education 
Learner-Centered Approach 
 Active Learning 
 Collaborative learning 
 Integrative learning 
 Evaluative learning 
 Creative Learning 
 Project-based learning 
Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
Thank you 
vc@sndt.ac.in

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Restructuring of ICT Curricula at Secondary Schools

  • 1. National Seminar on Quality of Secondary Education towards Employment Generation (Initiative and Interventions) Chhattisgarh Board of Secondary Education Restructuring ICT Courses and Applications in Secondary Education Prof. Vasudha Kamat Vice Chancellor SNDT Women’s University, Mumbai
  • 2. Agenda  Future Work Skills  Future Work Skills: Learning Pathways  International Scenario  ICT Policy and ICT Curricula  Suggestions for restructuring Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 3. Future Work Skills Institute for the Future http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 4. Future Work Skills Institute for the Future 1. Sense –making 2. Social Intelligence 3. Novel and Adaptive thinking 4. Cross cultural competency 5. Computational thinking 6. New Media literacy 7. Transdisciplinarity 8. Design Mindset 9. Cognitive Load Management 10. Virtual Collaboration http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 5. Future Work Skills: Learning Pathways http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 6. Future Work Skills: Learning Pathways  Embedded and Embodied Learning Information migrates from classroom to real world embedding learning into the flow of everyday experience  Human Software Symbiosis Smart machines and software extend our human capabilities, enabling us to accomplish previously unimaginable tasks. http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 7. Future Work Skills: Learning Pathways  New Foundations Information, learning, connections, and reputations flow through a new set of organizations and platforms that function as modern-day utilities.  Content Commons Content becomes readily available to people around the world as a tidal wave of open digital materials - text, simulations, video, and new learning tools - flood the internet. http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 8. Future Work Skills: Learning Pathways  Socialstructed Work Distinct models for work emerge as large networks of people start to unbundle tasks into smaller and smaller units, generating a new kind of wealth, and new skills for building productive and fulfilling lives.  Global Learning Arbitrage A new generation of players create new pathways for obtaining a college degree (or its equivalent), certification, and accreditation. http://www.iftf.org/fileadmin/user_upload/downloads/learning/IFTF_LearningPathwaysWorkshop.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 9. 21st Century ICT Skills ICT Transforming Education Regional Guide http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 10. 21st Century ICT Skills ICT Transforming Education Regional Guide Information & Communication Technologies (ICTs) comprise many technologies for capturing, interpreting, storing and transmitting information http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 11. 21st Century ICT Skills ICT Transforming Education Regional Guide http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 12. Abilities associated with Digital Literacy  using ICT skills to create and share information;  searching, sifting, scanning, and sorting information;  navigating through screens of information;  locating and evaluating information;  using ICT to research and solve problems;  making multimedia presentations;  retrieving, organizing, managing, and creating information; and  sending and receiving messages ICT Transforming Education : Regional Guide http://unesdoc.unesco.org/images/0018/001892/189216e.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 13. ICT Integration in Secondary Schools  Singapore International Scenario  Egypt  Philippines  South Korea  Malaysia  European Union  Nigeria Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 14. FutureSchools@Singapore Joint project of Infocomm Development Authority of Singapore and vendors. The Ministry of Education has also established its first interactive web-based Education and Career Guidance (ECG) portal for students. ecareers.sg is a project, jointly developed by the Ministry of Education and the Center on Education and Work, University of Wisconsin-Madison. http://www.sst.edu.sg/curriculum/futureschools-singapore/ Singapore Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 15. FutureSchools@Singapore Future Schools will equip students holistically with the essential skills to be effective workers and citizens in the globalised and digital work place of the future. FutureSchools are supported by infocomm companies and guided by education technology research community partners. http://www.sst.edu.sg/curriculum/futureschools-singapore/ Singapore Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 16. Egypt “Youth Employment Generation Program in Egypt” started in April, 2012 and was extended to June 30, 2013. The program addressed the mismatch between the skills demanded by the private sector and youth skills, to provide youth with the necessary vocational, IT and soft skills to increase their employment prospects. http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 17. Egypt Main outputs: Output 1: Increased internship opportunities in private companies and/or other institutions for youth Output 2: Increased self-employment and employability of young women and men through access to technical, vocational and entrepreneurial skills training (with special emphasis on Information and Communications Technology (ICT). http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 18. Egypt Factors promoted the project achievements  The relevancy of the program to the real needs of the Egyptian MSMEs  Partnering with 30 civil society organizations (CSOs) magnified the opportunity  The flexibility and creativity in responding to the needs of target youth distance learning package  Identification of local needs and designing the adequate training module that matches those needs http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 19. Egypt Factors inhibited the project achievements  The political Challenge  The strategic Challenge  The operational Challenge http://www.ictfund.org/files/0000/111/YEGP-%20Final%20Evaluation%20Report.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 20. Philippines Philippine Department of Education has policies on the use of ICT. These are: 1. Technology must be studied first as a separate subject 2. The application of computer skills to the other learning areas is a curriculum policy 3. An education modernization program http://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 21. South Korea Korean Education and Research Information Service (KERIS) is a government – subsidized institution, focusing on the use of ICT in education, developing curriculum content and teacher training. http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 22. South Korea The Objectives of the ICT in education policies are consistent with the changes to the education system proposed by KERIS in 2002, covering 1. a change in direction based on learning that is geared towards construction and generation of knowledge; 2. a focus on students; and 3. a creative and self directed education approach where education stakeholders are given more autonomy. http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 23. Malaysia The Ministry of Education (MOE) considers ICT as a means, not an end in itself. It assists  more effective organizational structures in the schools  more autonomy to the heads of departments & teachers  more sharing among teachers  less bureaucracy in the organization It established  stronger links between schools and society  open communication between schools and parents, and  collaboration with industries and institutes of higher learning http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 24. European Union (EU) eLearning Commission The cluster has contributed to a fundamental change in discourse from accessibility to innovative learning through the support of ICT. It is timely to move away from perceiving ICT diffusion and usage as a goal and instead see ICT as an enabler of teaching and learning. It is not about ICT but about transformation … http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 25. European Union (EU) Main message: eLearning Commission Do not plan for ICT; plan for transformation and future learning http://siteresources.worldbank.org/INTTURKEY/Resources/361616-1142415001082/ICT_education.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 26. Nigeria Fields of specializations and core subjects at the senior secondary level Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 27. ICT Policy for Schools
  • 28. ICT Policy for Schools The policy for integrating ICTs has to take into consideration: (i) the role of ICT in National Education Policy, (ii) the existing education system and ICT infrastructure, (iii)the economic and social/cultural context. The national ICT infrastructure support (connectivity and accessibility) also has a critical effect on the long-term implementation and sustainability of ICTs in schools. http://linc.mit.edu/linc2013/presentations/Session7Bonifacio.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 29. National ICT Policy for Schools, India ICT Literacy and Competency Enhancement Stage 1: Basic Stage 2: Intermediate Stage 1: Advanced http://scert.cg.gov.in/ict2014/pdf/NationalICTPolicy.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 30. Curricula for ICT in education http://www.ncert.nic.in/announcements/notices/pdf_files/ICT%20Curriculuma.pdf Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014
  • 31. ICT-Supported Education Learner-Centered Approach  Active Learning  Collaborative learning  Integrative learning  Evaluative learning  Creative Learning  Project-based learning Prof. Vasudha Kamat, Vice Chancellor, SNDT Women's University, Mumbai 06/11/2014