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VISCED on Mali fragment: Difference between revisions
(New page: ''by authorname authorsurname'' <!-- Replace by name(s) of lead author(s) --> == Experts situated in Country == <!-- This should include VISCED partners in the country, or partners from...) |
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== 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 === | ||
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<!-- 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 == | ||
Revision as of 16:21, 25 July 2011
by authorname authorsurname
Experts situated in Country
Country in a nutshell
Education in Country
Schools in Country
Further and Higher education
Universities in Country
Polytechnics in Country
Colleges in Country
Education reform
Schools
Post-secondary
Administration and finance
Schools
Post-secondary
Quality assurance
Schools
Post-secondary
Information society
ICT in education initiatives
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.