VISCED on Mali fragment - Revision history

Pbacsich: decategorised

2011-10-28T21:00:28Z

decategorised

← Older revision		Revision as of 21:00, 28 October 2011
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	== References ==		== References ==

	Babacar Fall, [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali], SURVEY OF ICT AND EDUCATION IN AFRICA: Mali Country Report, June 2007		Babacar Fall, [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali], SURVEY OF ICT AND EDUCATION IN AFRICA: Mali Country Report, June 2007

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	>> [[Main Page]]		>> [[Main Page]]

	[[Category:Mali]]		[[Category:Mali\| VISCED on Mali fragment]]
	~~<!-- Don't forget to change "Pangaea" to the relevant country -->~~

	~~<!-- Also add relevant containing continent or continental/oceanic/political (sub)regions -->~~

	~~<!-- Also add categories for language communities -->~~


	~~[[Category:Countries in merged template~~\| ~~Delete all text from/including the bar to/including this asterisk *]]~~
	~~[[Category:~~VISCED]]

Pbacsich: Mali for visced moved to VISCED on Mali fragment: fusion into Re.ViCa Mali page

2011-10-28T20:55:02Z

Mali for visced moved to VISCED on Mali fragment: fusion into Re.ViCa Mali page

← Older revision	Revision as of 20:55, 28 October 2011
(No difference)

Cristina Brecciaroli: /* Virtual initiatives in schools */

2011-07-25T16:34:42Z

Virtual initiatives in schools

← Older revision		Revision as of 16:34, 25 July 2011
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	Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.		Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.
	The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.		The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.
	To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali.		To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through [http://www.edc.org/newsroom/articles/teacher_training_mali Interactive Radio (FIER)] with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali.

Cristina Brecciaroli: /* ICT in education initiatives */

2011-07-25T16:33:33Z

ICT in education initiatives

@@ Line 72: / Line 72: @@
 == ICT in education initiatives ==
 [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali]
 Mali has a national policy and strategic plan for ICT, administered through the Information
@@ Line 84: / Line 86: @@
 in schools, SchoolNet Mali and, in non formal education, the UNESCO Community
 Multimedia Centre Scale-Up Project which enables ICT access for villages.

Cristina Brecciaroli: /* References */

2011-07-25T16:32:16Z

References

← Older revision		Revision as of 16:32, 25 July 2011
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	== References ==		== References ==
			Babacar Fall, [http://www.infodev.org/en/Publication.415.html ICT in Education in Mali], SURVEY OF ICT AND EDUCATION IN AFRICA: Mali Country Report, June 2007


	<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports -->		<!-- cite the relevant OECD, UNESCO, EU, EUN, ICT4D, etc reports -->

Cristina Brecciaroli: /* ICT in education initiatives */

2011-07-25T16:25:01Z

ICT in education initiatives

← Older revision		Revision as of 16:25, 25 July 2011
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	== ICT in education initiatives ==		== ICT in education initiatives ==
	~~'''Overview'''~~		[http://www.infodev.org/en/Publication.415.html ICT in Education in Mali]

	Mali has a national policy and strategic plan for ICT, administered through the Information		Mali has a national policy and strategic plan for ICT, administered through the Information

Cristina Brecciaroli: /* Virtual initiatives in schools */

2011-07-25T16:23:50Z

Virtual initiatives in schools

← Older revision		Revision as of 16:23, 25 July 2011
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	=== Virtual initiatives in schools ===		=== Virtual initiatives in schools ===
			[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]

			The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).
			Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.
			The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.
			To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali.



	<!-- include virtual schools, virtual classes and other initiatives -->		<!-- include virtual schools, virtual classes and other initiatives -->


	=== Virtual initiatives in post-secondary education ===		=== Virtual initiatives in post-secondary education ===

Cristina Brecciaroli: /* ICT in education initiatives */

2011-07-25T16:23:35Z

ICT in education initiatives

← Older revision		Revision as of 16:23, 25 July 2011
Line 71:		Line 71:

	== ICT in education initiatives ==		== ICT in education initiatives ==
			'''Overview'''

			Mali has a national policy and strategic plan for ICT, administered through the Information
			and Communications Technology Agency (AGETIC). One of its missions is to set up an
			empowering environment for the promotion and use of ICT in education and capacitybuilding
			for the formal and non-formal sectors.
			Though certain challenges obstacles persist -- such as a very low level of development of the
			telephone networks and no direct access to an Internet backbone -- a number of actors,
			including the Ministry of Education, local and international public and private partnerships,
			and many others, remain committed to enhancing Mali’s education system. Notable Initiatives
			in the formal system include a university intranet, the Nepad e-Schools Demo project, Internet
			in schools, SchoolNet Mali and, in non formal education, the UNESCO Community
			Multimedia Centre Scale-Up Project which enables ICT access for villages.

	[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]

	The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).
	Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.
	The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.
	To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali.

	=== Virtual initiatives in schools ===		=== Virtual initiatives in schools ===

Cristina Brecciaroli: /* ICT in education initiatives */

2011-07-25T16:22:22Z

ICT in education initiatives

← Older revision		Revision as of 16:22, 25 July 2011
Line 72:		Line 72:
	== ICT in education initiatives ==		== ICT in education initiatives ==

	[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]		[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux Thèse: La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]

	The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).		The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).

Cristina Brecciaroli: /* ICT in education initiatives */

2011-07-25T16:21:54Z

ICT in education initiatives

← Older revision		Revision as of 16:21, 25 July 2011
Line 72:		Line 72:
	== ICT in education initiatives ==		== ICT in education initiatives ==

			[http://www.aprelia.org/index.php?option=com_content&view=article&id=720:these-la-fad-et-les-tice-au-service-de-la-professionnalisation-des-enseignants-au-mali-une-approche-evaluative-de-dispositifs-experimentaux La fad et les tice au service de la professionnalisation des enseignants au mali une approche evaluative de dispositifs experimentaux]

			The training of teachers, particularly those of the first cycle of basic education is at the epicenter of educational issues that arise in Mali. Indeed, measures of macroeconomic adjustment in the 1980s led the country at that time to the closure of schools and teacher training to early retirement of most experienced teachers. A decade later, the international community took a stand Jomtien Education for All (EFA). The pursuit of this objective has required the implementation of alternative strategies including the opening of education to private and community and the use of contract teachers, under the Ten-Year Programme of Development of Education (PRODEC).
			Contract teachers are theoretically unemployed graduates of various training profiles. But there is also meeting with school leavers without qualifications. They receive training from 30 to 45 days before being poured into education. If they have the advantage of being less expensive than professional teachers, they are also less well trained.
			The proliferation of types of schools (public, private, community, basic schools, village schools, etc...) Induced a policy of opening up education to private and community combined with the massive teaching staff with qualifications and skills is variable, and most often very low, has undoubtedly helped accelerate the pace of enrollment in Mali. However, these measures have led to a de-professionalization of teachers and the segmentation status of teachers, with the resulting low requirement with respect to the quality of teaching-learning situations.
			To address this problem, the Ministry of Education has developed and adopted in 2003 a policy of initial and continuing training of teachers. This policy develops distance learning and ICT integration in education as alternatives to the professionalization of teachers in a relatively short time and at lower cost. Thus, through various partnerships, experiments have been initiated at the institutional level: the program of training teachers through Interactive Radio (FIER) with support from USAID in 2004 and the project in 2006 from Cyber_Edu a partnership agreement between UNCTAD, the Canton of Geneva and the Ministry of Communication and New Technologies (MCNT) acting on behalf of the Government of Mali.

	=== Virtual initiatives in schools ===		=== Virtual initiatives in schools ===
Line 81:		Line 87:

	<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives -->		<!-- include virtual campuses and virtual universities (distance education) as well as on-campus initiatives -->


	== Lessons learnt ==		== Lessons learnt ==