 Good morning or good afternoon, ladies and gentlemen, dear colleagues. I'm very pleased to address you today at the opening of this event, which focuses on digital skills training in the framework of our project on ICT Competency Framework for Teachers, Harnessing Open Educational Resources. This event is special as it represents the first online inter-regional capacity building workshop for the contextualization of the ICT Competency Framework for Teachers. Today's event brings together key actors in UNESCO's educational ecosystem, including representatives of ministries responsible for teacher training and for the use of technologies in education, representatives of teacher training and higher education institutions, instructional designers, as well as curriculum developers. Our project is indeed based on an innovative multi-stakeholder engagement that delivers concrete actions. It aims to support member states to contextualize the ICT Competency Framework for Teachers as to meet national and institutional needs through three distinct actions. First action is aligning the framework's components to national objectives related to ICT in education. Second action is about developing teacher training materials based on open educational resources. And third action is about implementing teacher training programs based on these OER materials. I trust that this event will help all of us to deepen this vision to learn from each other and to share field-based experiences. Ladies and gentlemen, as you are aware, these open educational resources are teaching materials. There are materials for research as well, and they come in many formats. They are in the public domain or they have been published under open licenses. These materials allow free access, reuse and repurposing as well as adaptation and redistribution to other users. In other words, they will be of use to all. In 2019, the member states of UNESCO adopted by consensus the recommendation on open educational resources. This normative instrument, which is UNESCO's first in the area of technology and education, designed to ensure that the potential of OERs can be made use of to foster quality, learning and the sharing of knowledge throughout the world. Today, in the midst of the COVID epidemic, it is clear that digital content has become absolutely vital to ensure that all can continue to learn. COVID-19 has affected over one and a half billion learners in 191 countries. Numerous schools have shut down and nine out of every 10 learners have had to stay home. The pandemic has demonstrated the vital role of learning based on technology, which can serve as the main source of education for those who have access to online learning. At this time, free educational resources, open educational resources have a critical role to play to ensure that the learners can continue to learn in their specific situations. These OERs have shown that they are transformative and contribute to formal and informal learning at a time when technological transformation is speeding up even and including in the field of education. The pandemic has shown that digital skills are not optional. They are mandatory and are part and parcel of the professional development of teachers and they are teaching toolkit for teachers. Teaching and learning. This is necessary if we are to lay the foundation for the systematic and sustainable integration of good practices for knowledge sharing and learning support. The global community must act now to make universal access to information and knowledge a reality. Open educational resources are a tremendous asset in this regard and can ensure that we will build back better as we move forward. Our workshop comes at the right time as it provides us with an opportunity to disseminate and implement the ICT competency framework for teachers with a focus on developing OER materials in a wide range of languages. This also materializes our forum commitments to promoting language diversity and multilingualism for more inclusive access to digital resources. This workshop will also aim to provide insights on how this important tool can be properly contextualized, including in Francophone Africa and in Russian speaking countries of the Commonwealth of Independent States. Such societies are those whose members have the skills not only to acquire information, but also to transform it into knowledge and concepts that enable them to take control of their lives and to contribute to the social, economic and environmental development of their communities. This is our utmost objective, which I hope this workshop will contribute to achieving it. I wish every success to this first ever online inter-regional capacity building workshop. My colleagues and I at UNESCO headquarters in Paris, but also my colleagues in our field offices in Almaty in Dakar and beyond, as well as our UNESCO networks stand ready to support you in taking the learning from this event back to your institutions. I am also ready to further the work of contextualizing the ICT competency framework for teachers by harnessing the potential of OER to expand collaboration and knowledge sharing. I thank you all for your kind attention and I wish you a fruitful workshop today and happy holiday season for the next weeks. After Jarassi for your attention, we're very honored to have you here today. With us, we know we have a very busy schedule and it's also the end of the year, so we understand that this is a very exceptional effort that you've made because of some different activities going on and it's through the interest that you've given to this project and we're very grateful for this interest. And we hope that you'll be able to follow the debates, which will be very rich. We have today with us colleagues from UNESCO Almaty, UNESCO Cairo, and UNESCO Dakar, and as well as colleagues from Francophone Africa and CIS countries, as well as from other regions. I thank you again. Thank you again ADG so much for taking the time. It's so incredibly appreciated and it shows your support for OER and CFT work from the highest level, and we really appreciate your time and introduction. So thank you so much. You're welcome today. Thank you. I'll just give a shout out also to a colleague from UNESCO Havana who's up at 4am to participate. Thank you so much. I will change her name because I'm not Mr. Jarassi. I'm just saying that and it is really been a great honor to have Mr. Jarassi. And I would like to speak to you now to provide an overview of what we're going to do in the project, which will be followed by a presentation by Andrew Moore and I have to of course share my screen. What are we doing here today? First of all, I'd like to welcome you to this event, and it's going to be on the UNESCO ICT CFT Harnessing OER project. And we're going to go through three different points, four different points basically. First of all, we're going to go over the ICT competency framework for teachers version three, and then go into an introduction on open educational resources, and how they have been used in the implementation and contextualization of this framework. We're going to have case studies of their integration from three different national examples, one from Nigeria, an Inan country that's right now working on contextualization. One from Rwanda, where we will see how it's been used in this in developing teacher essentials and one from Egypt to see how it's been used for teacher training work at a university level. We also have online tutorials, so it's a long day but you'll be very busy we have a number of two tutorials that will let you get yourself involved with these and interact with these tools, and we also have breakout sessions. So what is the ICT competency framework for teachers there you have it on the screen that's it. You have there's a document is 60 pages long but it boils down to this framework. Next you have the aspects of what a teacher does in his or her professional work. So the first one is on understanding ICT and education so we're talking about policy here and how policy in this area interacts with the work of a teacher the professional practice of the teacher. Then you have curriculum and assessment how is ICT and skills and digital training in implement incorporated into the curriculum and assessment aspect pedagogy teaching and how it's actually applied in the teaching application of digital skills is really about how to use the different tools that are available and the skills that he or she needs to do this organization and administration relates to what a teacher would need to do in order to be able to do the organization for his or her class or his courses that he or she is teaching and professional development of course is on how he or she could improve his or her skills. Then vertically you have three levels of complexity that involves so knowledge acquisition deepening and creation. Its objective is really clearly to see how he or she the teacher will be able to integrate the use of digital skills to effectively guide the development of students digital skills and competencies. What's the point it's the trick it's a document for teacher training is not a document for for classroom teaching it's for teacher training in digital skills. The target our teacher training personnel educational experts policy makers and other providers of professional learning. It can also be used for professional learning of different kinds of systems for example for for youth youth skills development, or other adult learning it focus is on digital skills training for professional development of teachers So what how does it work. You can see two bonds of blue bomb. One is on policy understanding and you have it. It's the first level of it as you can see it's here. This is basically defined in the document as teachers make a connection between policy and their and their classroom practice. From there, the teacher competency that should be acquired is to articulate how classroom practices correspond and support the institutional and or national policy the objective quite naturally is to identify how policy implementation is shaping classroom practice. An example of activities is to discuss institutional national policies and common practices, teachers can identify and analyze their own classroom practices in terms of how these practices contribute to policy implementation. So this is the framework, an example of how one box in the framework applies to actual classroom goals and examples and competencies. UNESCO since 2013 has established a hub on the ISC may website, which provides OER that's been developed to support this kind of training contextualization and training of this framework with with the with OER that's been developed by its partners. It has had a number of different, we've had about 12 countries and institutions involved from a number of different regions, including Kenya, which was one of the first one first ones to work on this, then we had Djibouti which is in French at the university level there's a one that's done extensive work on it, which is on the ICT essentials for teacher education, the Philippines which has done work on videos and a lot of different devices, and a number of other ones as you see on the screen. What does this look like if we go back to the first example of the policy understanding knowledge acquisition. You have the same example which I just showed you, and on the hub, you have different OER, which are linked to teacher training resources. linked to this to these objectives. So for example for policy understanding you have a number of speeches and you have for example here, a course that's been developed by Rwanda that can be adapted to other contexts. What is the process of this. The first point that we'll be looking at throughout this, this, this event today. The first point is to look at national priorities. What are the objectives in terms of digital digital skills development for teachers at the national level. And then once they had the priorities have been identified the development of a curriculum map, which identifies which OER based materials are necessary in order to contextualize this tool to meet the needs of the of the dog of the national objectives. And then from the OER based materials the development of a pilot training course, which would test it scaling up of this course, and also, at the same time, sharing of this course and the OER commons the site which I just showed you in order to share the expertise and be able to build this, this knowledge together as a global community. So this is my official presentation now today we're presenting our event we're going to be having a number of different interventions in the case studies which I discussed. And next I'm going to invite Andrew Moore, who is a consultant at the communication information sector and an expert in this area who's been working with the project over the years and is instrumental in development of many of these processes. So I'm going to provide a more in depth discussion on how the help has been developed and how the ICT CFT is contextualized in order to frame our discussions a bit further when we go into the interactive sessions. Andrew the floor is yours. Thank you very much welcome everyone. So, the ideas been put out there. How do you get up to speed quickly with providing your educators with ICT competencies. And this is something that's on everyone's mind at the moment, especially now because of the pandemic, where we've got a lot of schools being disrupted and a lot of children finding that they have to learn remotely so how do we. How do we do that quickly cost effectively and still ensure that there's high level of quality and so we're going to now unpack what they have shown us. And I'm going to take you a little bit further down the rabbit hole, but we also going to encourage you to do a analysis of the various tools that I'm about to show you. So I can think, what does this mean for my context for my institution or for my, for my country, etc. So, what we're trying to suggest then is this is not just a theory or a theoretical idea or is not just a framework, but it also includes a repository of licensed resources, which allow you to adapt them, and also a network of practitioners who are familiar with this, this approach, because they've done it before. And we're going to hear from three of them during the course of the morning to show you that this is a model that works. All right, let me get my notes up on the screen I'm going to share my screen. All right, so here's a problem statement which a lot of ministries, a lot of higher education institutions, a lot of schools are beginning to struggle with, especially in the last two years. How do we get teachers to integrate ICT effectively into teaching and learning and into their other administrative duties. So what we're going to demonstrate then is that these ICT competencies that we're going to suggest are not only about pedagogy and curriculum and assessment etc, but also about professional development about managing resources within the school. And even having a look at how should teachers respond to policy and national priorities. So it's a little bit more than than just teaching and learning although obviously teaching and learning is at the core of these competencies. All right, so are we going to suggest then and demonstrate to you how these three tools are integrated and how they've already been used and how we have a network of practitioners who can support you in each of the various different steps. And then I've had a little flow diagram which she suggested a particular route so we'll show you how what that actually means. All right. So first of all, it's the framework itself will tell you a little bit about it how it came about and how it's what its focuses are, then we have this repository of openly licensed resources. So we're going to talk a little bit about the UNESCO declaration on OERs and how that's quite close to their heart at the moment and the member states who will signed up for that initiative. So we're going to demonstrate it in action and show you how it works. It's all very it's all sounds fancy, but it really does deliver so we're going to show you how. And then there's our little WhatsApp group. We have this little team on standby. A number of them are going to present today, who have real knowledge and know how in terms of putting this all together. So those are our three little tools. All right, so first of all the framework. The framework's been around for the one back in 2008. It really was a collection of different bits and pieces. Framework over here are some just suggested routes over here, etc, etc. It was all a little bit loose. And so in 2011, a team of experts got together and actually built it into a comprehensive document. And that was the first real version of the ICT CFT. You might see it around. It's still very common and it's still being used, even though it's been superseded by another edition. So if you see that blue one out there, yeah, it's still got a lot of power in it. Okay. However, in 2018 UNESCO, well, a year earlier, there was some research done to find out what exactly is the ICT CFT being used for. And we were amazed at the innovative ways that this framework was being used. Keep in mind it is a framework. So it's not mandatory in any sense. Right. It really is a suggestion about how to go forward. And so we don't anticipate you looking at this framework and going, Oh, adopt the whole thing because it's, as you'll see, it's fairly complex and fairly comprehensive. So the idea then is it is a framework. It's a suggestion about how to go forward and what you should be focusing on. You don't have to have these long debates about what should be in the national ICT competency framework because you can pick and choose from a very comprehensive list that's out there. The thing though is ICT and teacher education is fast evolving and the role of technology is is morphing into a whole load of new areas that we hadn't anticipated. So that's why it was necessary in 2018 when we saw the research and found out what people were doing with it, that it needed to be brought up to up to date. A whole new tech, a set of technologies had evolved the mobiles, for example, were hardly issued back in 2011 they were around, but they weren't really seen as teaching tools. Now they're considered essential teaching tools, the internet of things, coding, and so on and so on. A whole load of new concepts and ideas had evolved 2018 and now we're getting some critics saying that even the 2018 when I was looking a little long in the tooth. And maybe we should start thinking about upgrading it again so we'll see but for now we have this document which we're going to demonstrate to you. Now Zainab's already gone through but I want to just point out that you can see if you look at the rows, these rows are basically specific areas where teachers would be using ICT in their daily operations. So the first row is called understanding ICT in education and you can see if you look at those three, those three competencies they're all about getting to grips with the national priorities. What is, what does policy say about what role ICT is supposed to be playing in terms of education. There's often a disconnect between the vision of the policy and then what's actually happening on the ground, admittedly the policy is supposed to be a directive it's supposed to be providing a way forward. All right, so it's not meant to mirror exactly what's going on it's supposed to suggest the way forward. And so that's what that row is about. Are teachers aware of their role within national priorities and the role within using ICT and empowering the new generation coming through. The second one is about, can they apply these, these directives, are they able to use technology in meaningful ways. The third one is, shouldn't the teachers be influencing the next round of policy revision and reform. Okay, I mean these are the guys on the cutting edge, they know probably more than the bureaucrats. So they should also become knowledge creators so the idea is that they are out there so that's that first row. The curriculum and assessment and pedagogy are very much about the teaching and learning. So how is it. How is technology influencing how we teach and how learners learn. Okay, and those ones that focus specifically on trying to get teachers in the first column. So ICT styles is really trying to get ICT to support traditional ways of teaching and learning. But as you move into those second and third columns, it's changes. So it's more about using progressive pedagogies, rethinking the curriculum in terms of how is technology supposed to impact positively, etc. So it moves from perhaps just being a support tool in the early days and it evolves into a much more sophisticated relationship and much more progressive. So a lot of people are saying well we should be using ICTs to effect change. ICT should be a catalyst in order to transform the way that teachers teach. The criticism especially within the developing world is that a lot of the pedagogy is very conservative, very didactic, very teacher centered and yet the philosophy about how people learn the research about how people learn has demonstrated that there are better ways to do it and technology could be mediated to that end. So that's what those two bands are. Application of digital tools or digital skills is kind of what we traditionally already think of when we're thinking of ICT and education. We tend to think of the vendor tools. So we tend to teach our teachers word processing, how to use a spreadsheet, etc. Which has come to us because the vendors have always been very keen to market their tools and therefore tend to put the tool first and then we find a way to use it for education. There's no getting around the idea of the fact that teachers do need these basic skills, but we're going to move them quickly away from just loving the tools for the tools sake and rather finding how they can be rethought in order to promote good learning and teaching and administrative skills, etc. So again, there's three levels. As you move deeper or as you move into the second and the third column, so they become a lot more sophisticated and less about the technology and more about the how they can be used and you can exploit them for your educational advantage. Organization administration. How do we look after our technology how to ensure that it's secure how do we make sure that is constant though that it is regularly upgraded that it doesn't just become old and start falling apart. How do we make start using it for things like emails. How do we start using it for school administration, etc, etc. That's that band there. And finally the teacher professional learning one is how do we start using technology in order to continue lifelong professional development of our educators. Encourage them to see themselves as learners on this process on this journey. All right, so in the early days it's about getting some basic skills but later on as you move again through those three columns, the teacher becomes much more innovative and so on so those are the bands running across the rose we call them aspects educational aspects so when you hear me say that word I mean these rows. All right, and by now you've got the idea of the three columns. So the first one is very knowledge acquisition is very much about being aware of these things. Knowledge deepening is really about being able to successfully apply these ideas and benefit from the potential strengths of these tools. Knowledge creation is now really stepping away from our traditional approaches to to teaching and our teachers are becoming creators of knowledge, our learners are becoming creators of knowledge. We're finding that these. You often hear people talk about 21st century skills and they mean things like the ability to be creative and to be analytical and to be able to evaluate and to be critical, etc. The they would fall very much within this third column so when we hear other people talk of 21st century skills. The framework mentions them generally but they're unpacked within the framework into specific skill sets within that third column knowledge deepening. There you have it so when we said it was comprehensive it really really is although when you look at it like that there are 1818 ICT competencies which doesn't sound too scary. But you can see this spread over different bands and ever increasing sophistication in terms of the skill set. Why we say it's comprehensive then it's not so much the 18 competencies but it's rather all the objective so we've broken the competencies into finer pieces because if you look at the competency here's the one that Zayn spoke very briefly about at the beginning but let's have a look at this one for example policy understanding a lot of you people out there are policy influences. Alright, and that's partly why you're here you're interested to think well is there a role for this tool or tools in our future so think of that one then that's something that's close to many of you. The competency is teachers can articulate how their classroom practices corresponds to and support institutional and or national policy. Alright, so that is the very first competency of the 18. But if you think about that that's pretty high level. Alright, I mean if I was a teacher or a teacher trainer. That's very high level how do we know that we've been successful in achieving that particular competency within a teacher. So that's why these objectives are very useful and you can see that particular competency was broken into two pieces. In the objectives column, you can now see that we are talking about identify how policy implementation is shaping classroom practice. Okay, that's kind of an obvious one. And then the next one is identify the principles of using ICT in education in a safe and accessible manner. Alright, so then you can see now. Oh, okay, they're a little bit different. The first one is tends to talk more like pedagogy. And the second one is more about a morality or an ethics involved in using computers for teaching. Alright, so again, two different strands. And then the final column provides these education trainers some idea about how they might do that. Okay, and you can see there's suggestions again not mandated. They are purely suggestions and we encourage the people who are developing training materials that support these the acquisition of these competencies. We have as much flexibility and creativity and maybe they can come up with something else as well. But anyway, it's a good starting point. So, if you look at those objectives, then you can see that first one is broken into two but when you get into aspect, the one on digital skills in knowledge, the acquisition, there are 14. And you can think of it, it would be obvious. So, if you think the competency would say they must be able to use their digital skills effectively. Alright, and digital tools effectively. Yeah, but which tools and for what and how and so on so in that particular one there are 14 different objectives and people could even argue they should be more. Alright, so that's how it works then this framework, it is quite comprehensive and provides an array of different suggestions and approaches of how you might do it. And as we've been saying this has been going on since 2011 when the, well even earlier, but we have been tracking it quite closely since 2011 when there was the initial framework. And over that time a number of different institutions and countries have experimented with how do you do that. How do you use the framework to actually create educator skill sets. And these are. I'm going to show you in a minute and how that how it evolved, but the nice thing is the vast majority of these people who experimented with these different ways of doing it. Over time have all been convinced that they should be released their materials with an openly or open license creative commerce license. And UNESCO has been going around encouraging and cajoling and consolidating all of their efforts and putting it trying to put it all in one place. You know, knowing near fully comprehensive we keep finding more and more stuff. All right, but there's a good starting collection within the UNESCO hub. And so the second tool is this repository. And on the screen on some of the countries who are involved. Very quickly, Guy Anna was one of the granddaddy ones they made a CD ROM back in 2012 with all their goodies on. We've mentioned Kenya Kenya where the first wants to stick it into an LMS, etc. You can see Cambridge and coal. The University of the Vittemottas Ronde, etc. are institutions that have played in this in the sandpit and have donated their materials to to you guys if you want to use it. So the screen capture on the slide is of the UNESCO hub. So this repository is sitting on OEL Commons, and it's all nicely indexed. You can see it's illustrated this morning, how you can find your stuff and then you can start thinking about how you might want to align them or adapt them to fit your particular context and we're going to hear from from Rwanda, Nigeria and Egypt about their journeys during this. All right, so before we go any deeper, we need to understand these OELs. I'm talking a lot of you already familiar with these things. I'm not going to spend a lot of time on it, but in case this is something new to you, you need to know what this thing is. So, basically, OELs are teaching and learning resources, or to be honest, anything to do with education really, but think of them as teaching and learning resources, which have been released with a license which allows other people to take them without asking for permission. These are resources that in the main can be adapted. You can take them without asking for permission. There is no obvious costs involved, the cost of your time, etc. But there's no royalties or subscriptions or anything like that. You can just take them. The little license allows you to fix them so you can translate them. You can take out national case studies and put in your own ways. You can chop pieces out that you only want to use a little bit of it or you could add to it if you feel there's bits missing and so on. You can change the technology platform. So if it was on an LMS, you say, no, I want it to be paper based and you can do that or the other way around. So keep that in mind then. This is very, very useful. This allows us to show you the relationship between all these pieces is because the licenses allows you to take them and use them without cost and adapt them for your new context. So you might have heard that this project is called the contextualization of resources for new ideas. The only reason they can work is because of these open licenses. So keep that in mind then. Very quickly, one of the tutorials has this in, so I won't spend too much time, but Creative Commons is the platform which we use in order to license all of these goodies, which gives us this enormous power to change and adapt them. So unlike full copyright, which means all rights reserved. These ones have some rights reserved, which means we're not giving them away and you've losing them. You're still the copyright holder, but you have relaxed certain rights. And these are the four rights which are used traditionally. Number one is attribution. You can do whatever you like with my resource, but you must attribute me or my institution as the originator as the source from which your, your course has come from. I'm a developer, so I don't like this one, but no derivatives mean you can use my resource, but you can't change it. You have to use it as is. Okay, so I can steer clear of those because why would you share something that say, oh, but you have to use it exactly as it is. And so I want it in French. And it's an English, then you can't translate it because no derivatives are allowed. I steer clear of that one, but it is one of the open licenses rights which you can reserve. The fourth one down there is non-commercial. That's pretty straightforward. You can do whatever you like with my resource, but you may not sell it at profit or you may not make any money from it. The IP is free and it must stay free. All right. So it's non-commercial. And then share alike simply means that I've, you can use my resource and you can do whatever you like with it, but your new version, your Nigerian version or your Kenyan version or your institutional version must have the same license as the one that I've put on it. So share alike simply means it's kind of a lock. It locks in the little license. You can use it, change it, share it, whatever, but you must have the same license on your new version. All right. And then what people do is they choose a combination of those four. It's very rare. In fact, it's almost never you'd have all four. In fact, some of them are contradictory. So the first column with those little license number plates, license plates, show you the most common combinations. So the one at the top there is basically saying you can do whatever you like, but you must attribute where it comes from. And the last one down there says you must attribute, you may not make profit and you may not change it. It's quite restrictive that last one. All right. However, most of them tend to be at the top that you'll see in the hub tend to be at the top of that list. All right, so there's those different combinations. All right, so keep that in mind. Sorry, we're not a little bit long. So let's show you the power of OER and the ICT CFT in action. And then you'll see kind of the power of this. So we're going to start off Guyana. That's the first one I really kind of noticed. So Guyana put together a little CD-ROM based when it was called ICT and Education Teachers course. It was aimed at in-service and pre-service teachers. It was actually originally a paper-based version but it didn't stay like that very long and it became a CD because in those days CDs were all the rage. All right. And you can see it was mostly knowledge acquisition and knowledge deepening and there's the little Creative Commons license. So cool, this little CD was doing the rounds. It was being used at both the teacher training college and at the Faculty of Education at the local university and they put it together. It still exists and go online and have a look at it and it's great. However, the Kenyans then said, oh, this would be nice. We could shortcut the development process if we took most of the ideas here, contextualized it rather for Kenya rather than South America and stuck it on a learner management system like Moodle. All right. So they are one of the first ones who actually put it onto an LMS. And what's more, they said, no, we want a little bit more of knowledge deepening. We've already got an introduction to ICT course for teachers, which is successful. We don't want to replicate that. What comes next? So they're focused on knowledge deepening. You can see the license is a little different. And then the Rwandan said, oh, cool, cool, yes. Can we use some of it please? But we want ours to be more knowledge acquisition so they added in more things but they kept it on the LMS. Again, that's available. You can go get it. You can adapt it and change it. Then in Djibouti, they took the Kenyan materials that turned it into a university lecturers course rather than a teachers course and translated it into French. And the University of Lomae grabbed that and fiddled with it more for West Africa against still in French. At that point, we realized, oh, we got all these versions running now. Shouldn't we be putting them in a repository? And so therefore the UNESCO ICT CFT hub repository was set up back in 2016. And so we've been building it for a while now. There's really nice resources in there. But it came to being at that point and that was our attempt to try and consolidate all of these rich resources but put them somewhere where people could find them. And then the South Africans came to the party, a little teacher training, not little, they working halting, which is what the most populous province in South Africa. They do teacher education and they said, no, we want more knowledge. We want knowledge deepening, but we also want knowledge creation. So they built 56 units of study of which a good third of them was for knowledge creation. And they're the first ones just started playing around with little courses on how to develop a virtual classroom and all of those type of things. And so, yeah, they're still very powerful, very nice. That was back in 2017. Then the Zimbabweans came to the party. They liked the Rwandan stuff. So they didn't change the canyon. They changed the Rwandan stuff. They initially were a paper based course. And then they found that it wasn't very successful. It's very hard to teach ICT skills with a paper based course. So then they put it on a phone. It was an Android app. And just recently this year, they've put it into a program called Rise so that it can now work. It's much, it's much more interactive and quite cool. Again, it works on the phone, works on tablets. Really, really nice. Okay. And that one on the screen there, that was what the app looked like, the Android app. Then Egypt grabbed hold of the Kenya one. We're going to hear a lot more about that a little bit later. They also wanted it to work in a Moodle learner management system, but obviously it had to be an Arabic and it had to make sense for a North African Egyptian context. And then the Mozambique came to the party. They didn't take anyone else's they picked and choose bits and pieces from the hub. And obviously this is in Portuguese. And then Alexa and the Ministry of Education Tunisia came to the party and they created a Arabic language course. And the beauty of their one is that they weren't that influenced by the others. So it has a completely different structure has a different approach to how they handle it. And it's quite refreshing in the sense that it is kind of like a restart or reboot rethink about how you can teach the competencies quite nice. And then UNESCO realized that there was so many national examples now that was getting quite confusing for people. Where do we start? Which one should we use? Do we really have to do an analysis of all these different countries in order to find out which one we like the most? So last year, they put together a way or ran into this year, a generic version, which is I would strongly say is your first point. You should actually have a look at what they've done. They've stripped out any reference to specific countries. They've spoken at a much higher level. So they talk about more about the principles, et cetera, rather than specific application. If you think of it, for example, policy and curriculum are very specific to a context. So here they had to speak at a much higher level. However, really nice stuff, very accessible. Again, it's all free and so on. So there's now a generic version, which is also available. The nice thing about the latest one, the generic version is that Moodle, I don't know if you know your learner management systems, but Moodle has a competency based framework system. So we've loaded in all of the ICT CFD competencies. If you want that, you can just plug it into your Moodle and then you can start linking courses so that people can map their acquisition of the ICT CFD skills. All right, I'm talking too much. So I'm going to just quickly mention that here's our little network. We'll come back to them after lunch. But these are the people who are involved with all those different countries and others that I didn't mention. There's people from Oman and from Philippines, et cetera, also involved, et cetera. So we'll talk about them, but they are really those three components come together to form this little model. You've got a very detailed frame. You've got a repository of rich, open educational resources, and you have this little group of practitioners who are experienced and they know how to do it. All right, so that's the model, the three pieces that interlink to create the model. All right, we see our agenda goes a bit different from how I designed it. So now we're going to hand over to Chris and Francis, who are going to give us an insight as to what does this actually mean at a national level. Chris and Francis are working in Nigeria. They've got a little ICT CFD project. They are preparing some training course for the teachers. They're going to explain their thinking and how the framework was utilized. All right, I'll stop there for now. Well, I may need to thank Andrew for his detailed and comprehensive presentation. I found it very rich, certainly very stimulating and inspiring being myself or having been myself for 35 years university professor. So I can put myself in the shoes of a teacher, and I can think of how this could benefit the learners. So thank you for that I like in particular your map and the evolutionary aspect over time. And then you ended with Tunisia and Alexa. I think that's under the many countries across regions that have started using the open educational resources and the competency framework for teachers. So that's great. This is what UNESCO is about serving member states and making impact on the ground. Well done. Congratulations. And best wishes to all. And I'm sure that everybody will give up a good work going forward. Thank you. And goodbye. Thank you. And it's a great honor having you here. We're very honored today to have both of you here. The first case study will be on, will be on Nigeria, which is the country where we have been working. One of the countries, the latest countries, and it's a very important country. It's an E9 country, one of the most populous countries in the world and a very, very interesting country. And with that, I leave the floor to Chris, Chris, Chris, my ID is the secretary, deputy secretary general of the National University's Commission. And this is a very important body in Nigeria as it is the body which is the sort of the chapel of the over umbrella organization that oversees the incredible number of universities which Chris will tell you how many universities it is is more than some places have people. So I will give the floor to Chris will be followed by Francis who is who is the lecturer and director of distance learning at in Nigeria. All right, thank you very much. All right, so let me bring the warm felicitations of the Honorable Minister of Education, the Executive Secretary National University's Commission and the two, you know, staring groups, the both advisory and the technical and the warm felicitations of Nigeria to the participants of this UNESCO ICT CFT inter-regional capacity development conference. Nigeria, I'd like to quickly say that Nigeria aligned itself totally with the aims and objectives of the inter-regional capacity development conference. You will also recall that since Nigeria, since Nigeria participated in the first Africa regional consultative meeting in Mauritius, where I would say that was, and then which was followed by the second OEL Congress in Slovenia, Nigeria formally embraced as a matter of national policy, you know, and decided as a country to, you know, benefit from the potentials, the utilitarian values to be derived from the OER. Subsequent to that we constituted a national staring committee which produce a first ever national OER policy which was well received and validated by all the stakeholders and we presented this at, you know, in Ljubljana in Slovenia. Nigeria, with full support of UNESCO, both in Paris and in Dakar, was to, you know, host the first ever made in Nigeria, UNESCO, you know, workshop on the CFT ICT in March 2021. And I'm pleased to inform that we have following all this buildup submitted our first narrative report, and we have also as recommended constituted the two national working groups of eminent persons to drive the implementation of the project in Nigeria. This is including the curriculum mapping, which my friend and brother and colleague Professor Ibohari will have the opportunity to give you the details and the nature gritty. So, there's a question as to why is this CFT ICT so important to Nigeria. And I don't think we will be able to capture the real essence of why Nigeria is moving in this direction if we don't, you know, familiarize ourselves with some basic statistics and facts about Nigeria. As Zainab Aloudatu is the fastest growing higher education system in the world. I mean, in Sub-Saharan Africa, sorry, with 201 universities, a couple of hundred polytechnics and colleges of education, Nigeria currently has 2 million enrollment in the university system. And every year we have, you know, 2.1 million kids wanting to go to university, but the entire 201 universities put together can only accommodate and admit 750,000 students. We have about 75,000 teaching staff on whose behalf we're making a case for the CFT and competencies, and then we have over 165,000 non-teaching staff. Yeah, so some basic facts about Nigeria and of course, you know that Nigeria will is projected to surpass the United States of America as a third most populous country in the world by the year 2050. And so why are we keen in why are we buying in why is this become part of our priorities now is because we believe that these resources, you know, this opportunity resonates with our national priorities and educational policy as a government, which is consistent with the agenda 2030 of the UN, which six inclusive and qualitative education. We also believe that when we finally put in place the system will derive the maximum benefit, you know, to broaden access and equity to education and those learning the much needed resources in a very cost effective and affordable manner as Andrew alluded to. We also believe that the CFT ICT resource will reverse the poor ICT penetration to be found in our educational delivery and our educational system and you know and I think and we as we all agree the pandemic has also made a compelling case, you know, for qualitative blended learning and digital delivery, you know, based on the new realities that have been imposed on on the academic and administrative cultures in our educational institutions. And finally, the ultimate beneficiaries will be the teachers and we hope that under this project, you know, we will improve the capacity, you know, and pedagogical skills of our educational providers or teachers as as as it as as it is. And finally, I'd like to express the deep sense of gratitude that we feel for UNESCO, Zainab and her, you know, formidable team, the champions that are all participating in this, you know, event, and all the other stakeholders, you know, for for for giving us this opportunity. And we eagerly looking forward to the outcome of this workshop because we believe that we will be able to glean the best practices, share where we are the position where we are, and we hope that we can advance and accelerate our ongoing project and it is now my distinct honor and privilege, as I already asked to be excused because I'm embarking on a journey to, you know, yield the floor to one of Nigeria's shiny lights, one of our reputable academics, the former president of the Nigerian Academy of Letters, Professor Egbohare who himself is an expert to move into the nitty gritty and having given you the overview. Once again, I wish us a very fruitful, you know, event. And I thank you once again and the best of the Yuletide season and a much better 2022 to all our colleagues and champions around the world and the Nigerian team. I thank you once again for the opportunity. I want to thank you for this opportunity to make a very, very short contribution. I need to thank Andrew Moore, first of all, who more or less guided us through the procedures. A lot of what he has presented today, we have had to hear to listen to him twice or three times and then benefited from his wisdom and his parties. I think it's also necessary for us to thank other African countries whose resources we are building on because we are not starting from the scratch. And I think this kind of accumulated wisdom from different institutions is the way to go because the substantial cost of higher education in Africa is the cost of learning resources and skills development. What we have done basically is, if I may just add to what Chris has presented is that there has been a number of meetings that have that were prelude to the March third meeting where there was taken as consultation. That led to a number of decisions that were taken because Nigeria is a complex country and part of the decisions was to ensure that all stakeholders mobilized and we are all on this page. I can say quite conclusively that that is what is happening now that there is a lot of enthusiasm on the ground and eagerness for us to move on with our development. Particularly, I need to get to the real crux, the expected outcomes that have been presented by Andrew, and I need to say for instance that we, the meeting workshop that was done had a number of 60 stakeholders that's on the March workshop and then of course, with all those who are involved in the higher education session sector in Nigeria. Now the key outcomes of the workshop. Part of which Chris has talked about is that we need to adapt and contextualize the ICT CFT version, and that we are doing very well. But a number of issues have a reason is what do we do with the, the issues like the delivery modes. How do we ensure there is equity? How do we ensure that there is a, we are building from bottom up so that the stakeholders are part of forming, determining exactly what the needs are. And of course a lot of that we have succeeded in a transcended that situation. And so where we are basically now is the development of the adaptation of the resources themselves. There are many issues that we have had to deal with under the guidance of Andrew. One of them was how do we sequence the 18 units, and we've been able to sequence the 18 units on the base of the characteristics of our country, on the base of what we perceive from the stakeholders as the needs. And we also have been able to determine that the delivery modes will be more flexible. We use both the mobile learning platforms and then progressively move into the Moodle platforms with all the different complexities. So what we basically have done is to say that we build up from the simple, create a system also that recognizes prior learning. And then of course, so that individuals who are already inserted, who already have the skills and competencies that are listed in the units, don't need to enter from the bottom. But we also said that we have to determine exactly what the skills level are before the teachers themselves are allowed to get involved and engage with the process. So, so we formed the technical team has formed the collaborating teams and assigned a given assignment to different institutions and different stakeholders regulatory agencies are supposed to be part of those teams. For instance, I have been given an assignment with the University of Ibadan. And yesterday, I was able to add University of Hillary to my group University of Covenant University has also joined Babcock University has joined my group food Mina has also joined my group. And the idea basically is to ensure that ownership of the resources at the end of the day will not be restricted to one or two universities because universities in Nigeria often in competition and want to be able to list as many of institutions as possible, as many colleges of education as possible as many techniques as possible, as part of those who have contributed to the development of these resources so basically, I need to mention that the, we also went from there to look at timelines and I expected outcomes. For instance, the on the 30th of 11 we took substantial 30th of November we took substantial decisions. Each institution is to provide names of local experts by 12th of December which I believe has been done because I have done that for my group. Then Andrew for instance to give us a template of proposed structure and after our discussions for example we want to be able to map the kinds of adaptation that we want to do. Where we need to have case studies, we inside the case study so we don't just want any the groups to go into it blindly, we want the maps to every resource to be mapped in such a way that what we change how it will change and what we need to do is collectively done in unison in unison then the structure and format of the resource. Again, also we are be agreed on and that in itself we have agreed on the on the procedure so I think what what we just need now is just having a collection of documentation, so we can move on from there. Then of course the, the other issue that I think is a critical at this point in time is that we have been able to put the technical expertise together because we also observe that there are individuals who have the theoretical know how, but may not be able to implement. The technical changes that we need to happen to the documents. And so that, for instance, we've taken care of that, even brought in people from the private sector who have the capacity and so on. So, where we are also now is to look at, take decisions about which server, how giving access for instance to those who are going to be implementing the OER adaptation access to servers and where the resources will be located for them to be able to do to do that. And once the access codes have been given, I think we buy by the end of March next year by the end of March next year timeline is that we are going to be able to come up with a draft, which will be submitted for critiquing by all stakeholders and then after that we would then be able to add the Nigeria imprint to the global resource base that we have today. I want to thank you and if there are any other questions that will need my answer from me or explanations, I'll be glad to take them. I'm sorry that I am in a kind of in a hotel environment so I'm going to have to can speak for too long. Thank you very much. Thank you, Francis. And so what you're seeing from Chris and Francis is that the level I was speaking at, then there's another level this contextualization needs to be taken seriously so even though there's all these lovely resources available, they're going to have to be worked and you've got to kind of work within your environment Francis pointed out that ideally they want as many universities as possible to embrace this model. And yet the reality is that most of them see themselves in competition. So how do you broker that relationship as well. And we can see from Chris's discussion. The numbers we're talking about here are enormous potentially enormous. So how do you get around that problem as well. So these are all things that the Nigerians are working on chewing on sharing discussing etc as they contextualize these materials. So that they work for their context. Guys, thank you very much that that's it's nice to show that there's other level. Okay. Yeah. Yes, perhaps you'll have some reactions very soon because we're going to be asking you to do some stuff so I will give the floor to Andrew Andrew please. Okay, so the problem with these zoom meetings is that half of you don't have your cams on. We don't even know if you're really there. And to be honest, I can talk till the cows come home but you won't get a real feeling for it until you start thinking about so what does this mean for my institution and my context so therefore we've put together a little interactive tutorial for you to work on. I'm going to put a clock up on the screen in the minute. So for 20, 20 minutes. I want you to go through the tutorial and play the videos. Look at the thoughts pieces. We want you to actually look at the framework so both both the same up and I put a couple of screenshots up on the slides, but look at it yourself see what else is in that document and to what extent it might be useful to you. So in the chat, I'm going to put in the links we've got this tutorial is available in English, French and Russian. And we must thank our teams who have helped translate it from the English into those other languages. And if you do pick up anything weird, then let us know because we're hoping there's a life for these tutorials after this conference. We can always fix them up and and reuse them. Alright, we see we do have a question on the screen. So before we break away to have a look at those tutorials. I see we've got one hand up. Would you like to address us. Thank you. Very kindly for your information about these years. I'm interested. So, I have a doctorate in teaching and I work on measuring outcomes educational outcomes in Morocco at the Ministry of Education I'm also the national representative of Alexa. I would simply like to report back to you on the experience we've acquired in Morocco. We tried to introduce this concept of ours and work them into our national education program 2015 2030 we tried to introduce this concept. During the reworking of the primary school curriculum. Well, how did we proceed. Every year. The ministry rewrites the curriculum for primary schools and we provide ours to suit these rewritten curricula. And to encourage teachers to produce new activities to add to the resources that can be used in the classroom. Since 2018, we've organized contests in order to support these teachers in their work of producing. We are that are standardized and that are in line with the ministry's guidelines that look to the values of our policy. We have held three sessions with the minister where we've to develop these resources, and we've put the results on our platform. And we have taken out the creative commons license to cover it. This is the third year of the program and next year we will hold another round. And the idea these are not mobile apps we have produced filmed training kits videos with exercises. These are designed for middle school and high school teachers and next year we'll take this even further and train teachers in producing their own materials. It is our hope. This is something I work on every hour of the day we work remotely. Alexa has different components and Alexa has been very supportive in helping us disseminate this concept in Arabic-speaking countries. We now have a platform that's been provided by Alexa which makes it possible to share our resources, our OERs. It is my hope, my dearest wish that as soon as possible, a workshop can be held here in Morocco to further raise awareness of the value of these OERs. And we are available to support, to guide users in harnessing the power of these resources to allow them to perform their teaching work whether remotely or in presence and physical presence. We need all sorts of materials, which is of varied nature to enrich our storehouse. I sincerely thank UNESCO for all of their support for extending access to their resources. And we feel deeply honored to have won the 2017 UNESCO Prize and we work very closely to keep abreast of the latest developments and work with the other members of the network. Thank you dear Zainab, thank you dear participants and we do hope to see you very soon at a workshop dedicated to our educational system to take this work further. Thank you very kindly for your attention. Thank you. Excellent, thank you very much. Alright, let me, I was listening on the translation, that sounds very exciting and as you can see, there is a community. So Morocco now is part of our community, Alexa in North Africa, it goes across the world and we're encouraging you guys to become part of this network too. However, a lot of chatting, a lot of high level discussion, let's get under the bonnet of this beast. Alright, so on the screen at the moment is a question that I would like you to answer in a moment. So we're going to give you some space to work through the tutorial, the links of which are in the chat. So go to the chat and click on the one that interests you, English, French, or Russian, and spend 20 minutes working through the various materials. When you are, when we call you back, we are going to want you to answer the question that's on the screen. So the question is, in your context, which ICT competencies should be the focus of a national, or if you're representing an institutional ICT CFT and subsequent course or courses. So we saw, we heard from the Nigerians that they spent quite a long time worrying about that question. So many people in their country. So many people requiring, so many teachers requiring these skills. They've got to start somewhere. So they had to identify where they believed the national priorities should be, what skills they should have. So I'm going to ask you that same question for your country or your institution in 20 minutes. Can you look through the document, download it? They're all available in all the different languages on the tutorial. Grab the one that interests you, spend 20 minutes. All right, so we've had 20 minutes. To be honest, there's no way you can do it real justice in 20 minutes. So I appreciate you're a bit short on time. But I would, by now you've got a gut feeling. Where do you think your institution or your country is in terms of priorities? Should you be working in the knowledge acquisition area? Should you be working knowledge deepening? Maybe it's knowledge creation. And maybe it's a specific band, one of those aspects. Maybe it's not all of them. Maybe you say, oh, to be honest, we so desperately need pedagogy. We put most of our eggs in that basket. Admittedly, it's up to your context. It's up to your, how much resources you've got available. But what we're trying to argue is that a lot of these things already exist. They exist as openly licensed materials. They exist as only ours. And therefore you could make an attempt at a lot more perhaps than you would normally do because there is this much lower barrier to entry. Alright, my numbers are slowly climbing. Keep typing. Just give us an idea. I mean, you just want to get a feel from your perspectives. Now that you've had a look at this document properly, not just listening to someone else go on about it, but you've had to think, where are you at the moment? I just caught my eyes. This one. Kezak Stein. The picture is different at the institutional level in classrooms. Teachers need skills from a pedagogical, I can never say that word, teaching and learning perspective in using ICTs for learning problem solving application and integration of digital skills on the way to their transformation as most to have basic knowledge. So these are the types of things you've got to start considering. You don't want to replicate something that already exists. Maybe there's been a number of years where you've been already working on some of the basic ICT skills and now you're going to say, alright, we're moving up the chain a little bit as is discussed here. And that was in Kenya. They had the same thing where they said, no, you went round two or round three. The South Africans remember they wanted to go even maybe a little bit higher up in terms of offering different types of continuing professional development. So yes, and you heard Chris and you heard Francis antagonizing over their selection of where they're going to start in terms of choosing some competencies with that particular Nigerian context, which is big and scary because there's so many people. All right, but also we've got this have a look for about one or two others I can just highlight. So, good to have to cheat in this day and age, you can totally get away murder let's have a look. At least I'll get that just alright so and our French colleague here is saying that wanting to work in the knowledge deepening remember that was more about application and specifically for the institution so they're not thinking nationally nationwide whereas but specifically their institution. We have distance education platforms with some content, so obviously I think the suggestion here is that they want to supplement and expand and grow, which because they're OBRs you can do. You can chop and change and cut and paste and refashion. So that's interesting. So thank you. All right and there's a few more coming in. I think there's a couple of English ones. I can work out later who it's from, but for now it's quite fine. Knowledge acquisition and perhaps a bit of knowledge deepening. This is because there is a wide range of competency ITC skill gaps in my country among teachers. This would allow the majority to be carried along. And yeah, that's something you're going to have to decide. Are you aiming at the majority or is there a specific subset that you want to support and take to the next level? And yeah, I'm afraid these are the types of decisions and reflections and needs analysis that will be required when you're beginning to take this first step about what are you going to offer? All right, I think we're getting the idea and you can see that there's been quite a number of different approaches and it looks like the finer your focus. So whatever your lens is, the more accurate you can be in determining which of these competencies you want to offer in a first iteration. Guys, thank you very much. We tried to get away from just chatter chatter and presentations. We wanted to give you something to do. I'm very encouraged by some of these feedbacks that you're beginning to see the power of the framework. The fact that it's so comprehensive can initially be a little bit daunting. But as you begin to unpack it, then it begins to make more sense. And once you begin to contextualize how it will manifest itself even more sense. All right. So thank you very much. We've had our little interactive session. We're running horribly behind time. Actually, we're not. We're almost perfect. I tell you what, rather than us going to breakout rooms now, let's just open the floor for another 10 minutes or so before we have our break. Rather than go away and have little discussions. In the main screen, can you put up your hand if you have an observation or a comment or a critique about what you've seen? Let's kind of open it up a little bit so we can hear you. It's one thing to read what you say. But what are your initial reactions to this first piece about the framework? I see Sergei's got his hand up. I see what he's done. He's gone to his reactions and he's chosen to put his hand up. If you have a comment or an observation you'd like to make, can you do that, please? So we can go in order. Sergei, over to you. Your first. I'm going to speak Russian, if that's all right. My colleague has a few words to say as well in a moment. She works on working out new standards for education in Kyrgyzstan. She's quite pleased with the materials. She will have something to add later. I'm going to put up a few pieces of information for you on the screen just to illustrate the work that we've been doing. So we have, based on this ICT safety competency framework for teachers, we have developed our own competency requirements for the teachers this year. And across all three levels, starting from the level of acquisition to the level of understanding and level of creating knowledge and across six domains, we have developed our ICT competency requirements for teachers. So the basic information actually is available on the website which Sergei is sharing now. And I also wanted to specify that these 18 ICT competency requirements, they are actually in the line with the national priorities of Kyrgyzstan, of Kyrgyzstan government and the Ministry of Education and Science and the other subordinate bodies which were participating in our task force group representing different stakeholders, education stakeholders mostly. So there we have identified that these ICT competencies they are very well aligned with the national priorities as I mentioned before and also national documents and concepts like the concept on digital transformation of Kyrgyzstan, law on education, our state educational standard and qualification requirements for the teachers or the requirements regulating the teacher status. So it was actually a very interesting exercise for Kyrgyzstan stakeholders I think and I think that our teachers, they are nowadays at the different levels of mastering ICT skills starting from the basic skills, digital skills, so let's say like connecting computers and printers and making simple presentations and finishing by creating video lessons on their own. And also I would like to stress here that we included media and information literacy skills as a special component within the across the across the domains of ICT safety so the like like like there's I think first three domains like understanding ICT curriculum and assessment and pedagogy they have been developed before 2020 and with the pandemic and with the situation which was rolled out during pandemic of the COVID-19 our education stakeholders understood the necessity of developing further the ICT framework for teachers by including the other levels of other domains by including application of digital skills, organization and administration and teacher professional development so all six domains are already included and based on it based on the approved ICT competence standards for teachers we have already developed the teacher press service and in-service teacher training programs so they have been developed but we are in the process and I think it will be the next stage of the project development when we will train trainers and then trainers will roll out this program throughout the country. Thank you. Thank you. In Kazakhstan the situation is a little bit different we have some special projects and because we didn't have any any specific programs for ICT competencies we didn't receive the documents that we needed because you were talking about the hub with resources which would be very interesting I think for other countries it would be good to see how national politics how national policies are being used and we could perhaps use them as an example to base our work on the current policies in Kazakhstan and laws in this area are very specific to our national context and they don't always meet international standards so what we'd like to do is take these international standards into account and find how we can do that perhaps you could help us with that in some way now we've been developing remote education a great deal in Kazakhstan in the covid context and we've developed more and more skills in this area and we need to continue doing so thank you great yes so to the two speakers Ezan would love to put your stuff in the hub it's there'll be a demand for that thank you very much and and then for Sergei yes there we kind of know where these policies are they get dated quite quickly but if you want a couple of examples we can dig them out for you so yeah that sounds good all right barbie your hand is up you would you like to address us thank you greetings to everyone I would like to uh say a quick word I'd like to thank those who issued an invitation to me I'm Francis Barber I'm a specialist in media education and I've been involved in a project uh on a masters for education in media that was uh run in Paris at Paris 3 and I gave that course for several years in a row and there was much material developed at the time and this made it possible to establish in Paris an observatory on public policy in media education particularly for western Africa to take stock of existing materials we also integrate education on the media in our curricula the seminar makes it possible to understand the dimension of information and communication technology role not just from the standpoint of critical analysis of them but from the standpoint of training teachers in these skills and uh this has been very inspiring to me the work I've done with my colleagues at Paris 3 has been informed by this material and we are working to foster some initiatives in western Africa some initiatives are already underway here and there and there's much to learn from them I work to create a program at the Abidjan Catholic University it's a bachelor's program and the idea is to see how the ICTs can be used in education and allow teachers to acquire skills in these technologies so I'm really just taking the floor to thank you Nesco and to say that I have been listening with great interest and taking notes and I'm sure that after this seminar there is much that we will be able to do here in Paris and elsewhere we who work on education in the use of media and education through the media thank you once again for holding this seminar great thank you very much and all right so I'm going to give you now a little break because you've been sitting here working and listening and debating etc okay everyone welcome back and this afternoon session we're going to look at the hub and at the network and also start to see if you guys are interested in collaborating in any way with an ICT CFT project all right so if you haven't looked at the agenda for this afternoon's change just slightly we're going to start off with Vincent's presentation I remember we're talking about different contexts where people have to grapple with real world problems in order to adapt the ICT CFT so Vincent's going to give us the Rwandan perspective to give a general introduction to Vincent so one of the countries which really took the ICT and shook it was Rwanda and particularly the Rwandan Education Board Vincent is works in the ICT department and they've got to come up with technological solutions in order to improve both teacher education but also just education in general so his department looks at different technologies and different methods in order to improve education generally and the they've had a couple of goes at adapting the ICT CFT for teacher education and they did an ICT essentials course a few years back and tried it out with a number of primary and secondary school teachers it was a facilitated course they had the materials on a learner management system the REB's Moodle server and then they trained various ICT experts to be the facilitators for the course and then the teachers did like a blended learning first of all they did a face-to-face workshop for a day or two and then the rest of it was done online and so they've had they really got their hands dirty in terms of taking the framework adapting it and contextualizing it and then using it as teacher training materials using the new technologies and then the second ago attempt at it is they came up with their own advanced ICT essentials course which took some of the more sophisticated competencies in the framework and then they started to look for ways to create those type of courses. Thank you Andrew and the UNESCO team thank you for inviting me to share our case study on Rwanda journey on contextualization of ICT competence framework for teachers so basically this was in line with the Rwanda ICT in education policy and our policy was very clear enough to the policy actually it had like three objectives one was to promote science and technology in education with but focusing on on ICT the other one was transforming Rwandan citizen into skilled human capital for social economic development by ensuring equitable access to quality education so this was after the the 1994 genocide where there was nothing so the country was shattered so there was like nothing really in terms of the quality of education so we decided to adopt the ICT to move faster the country so this was also when we developed the national curriculum it was also very clear that ICT was to be used as a tool to enhance teaching and learning at all levels so in 2014 we had developed a teacher training program and this teacher training program it was designed to to to capacitate the teachers on how to use ICT because we didn't have the framework and we didn't actually have the information about the framework so it was until UNESCO region office for East Africa that was in Nairobi so when Yako attended the meeting here in Kigali so we we had a chance to chat with Yako and the team and they were they had an interest on our training program so that's how actually the journey started because we we had a training program but it was not aligned to UNESCO ICT CFT and we wanted also our teachers to gain more of the skills to use ICT in teacher training so actually after meeting the UNESCO team we we had like to set up the task force so we needed to set out the task force because we had the training program but we didn't have the capacity to how we can and align our training program to UNESCO ICT CFT so we requested the UNESCO action so in terms of training and also in terms of that contextualization process as well as training the the Ministry of Education and its affiliated agencies on how to to use the framework so it was then that we sat down as a team and we agreed we looked at the ICT in education policy and also we looked at because the CFT one of the the objective was to align CFT into our training program but also it was to support the development of the ICT in education policy because by then it was still in a draft so the then we outlined the development process because we we had to to do it much faster because what we were using was not actually on the standards so the team composed of the UNESCO and the the Ministry of Education and its affiliated agencies we sat down and then we looked at our training program and then we were we were having like if we have this unit what kind of the competencies do we need to have for our teachers to to have so that's when we we we selected the competencies from the UNESCO ICT CFT framework so that was then the version two of the UNESCO ICT competence framework for teachers and then we also because we had developed some training materials as a training materials to to use during the training so we had to look at those materials and also other open education resources so there was a suggestion that there were available open education resources so we started actually the process of selecting those open license materials that can be integrated into our ICT in education policy but also at the ICT essentials so this was actually a best course that that looked at the very focuses on technology literacy of the gross phase of the knowledge acquisition so we looked at the the open license materials after identifying those open license materials and then we we had to sit down and and look at how they correspond to our national curriculum because we the the good thing about the the framework it is very easy and adaptable so you can you can adapt based on your context so we looked at our context and we say that because it is very easy to get the competencies from the from the framework and then integrate it into your own context so that's what we are doing at the first year during the the workshop so we we had the framework and we would get the competencies that we think that is matching to our context to our national curriculum framework and then integrate it into our our training program so this is how we actually we we managed to to have a program that really suits first of all the needs of the the the the our training program but also looking at how the teachers will integrate the the the the the skills necessary for them to integrate ICT in teaching and learning so actually from that meeting it was decided that the course should be piloted because after the development we had to go through the process of the validation and after validation and then we had to train the trained the the the teachers who were going to train the other teachers so and by then we didn't have a mass of the teachers who were really have these capacities to train others so what the UNESCO did we we train what we call the each hotels so because the course itself was a blended so it has a part of the face to face and also the part of the online so we trained the first train the the each utas and these each utas were based at each district so we we we invited them for a workshop we had their workshop of six days and we trained them so after the training then they went back to their respective schools then they started training so the first pilot actually we we we decided to pilot the the course into around 10 to 20 schools so we had 10 to 20 schools because we wanted to see the effectiveness of the course after the the the development and actually it had an impact in those schools so there was a request from the teachers that actually we should pilot this course in more schools so after that short pilot then we collected the data after the correcting the data we had to to develop the M and E framework on how we are going to to do monitoring of the trained teachers after the training so we actually I can say that the the the first development of ICT centers for teachers in Rwanda we we we tried also to look at to benchmark to other countries that had actually completed their training program for example we looked at the Kenyan ones because this they had already brought to their ICT centers the Kenya CFT so I remember Andrew was looking at how we we had done our ICT centers and he tried to help us to to make it look a bit more of interactive so from there we we decided that the course should also be at the hub at the Inesco hub so I'm sure that the people who have visited the hub have seen the Rwanda ICT essentials course this course by then we decided that from onwards because we are training using the ICT essentials for those teachers that were entering into in service program and then the course was adopted by the ministry and even if anyone wants to start training of course they had to look at the the content that we have developed so today the course has been piloted I can say that the the stage of piloted has has completed like in three years now the course is was integrated into our training program so far what I can say on the part of the ICT essentials right now we have close to 11 000 primary teachers who has undergone through through ICT essentials and we have also another project that came in to support the project for World Bank which is supporting the primary teachers in Rwanda to develop the digital skills so the World Bank decided also to use the ICT essentials the course which was aligned to Inesco ICT safety it's now being piloted into even in other schools right now we have around 11 000 teachers who have completed this course and after the training because we we have other institutions that that satisfied the teachers so we use the ICDL for those that are for entering into the entry level for of the teaching so they need to pass through this level so from this point after the piloting then we we had also to look at how the teachers can really acquire more depth skills on using the ICT essentials for teachers so it is again the idea came that we should look at the more advanced one target the advanced one because we we had done the pilot and the results of the pilot was really promising and we saw that there was a need from the teachers the need from the the teachers who were training other teachers so we we really had to sit again and look at what what should be in the advanced level so because I was asked how we we we came out to into this contractualization so we we decided by when we are developing the the the advanced ICT essentials for teachers so we looked at all the feedback that we we received from the previous course so we looked at the participants and what what really the participants wanted so and again we had to sit down as a team I remember the UNESCO was also a big support in the formulation of the the advanced ICT essentials because the one of the participants that really helped us can say that Andrew was part of this process from the formulation of the course to the until to the validation of the course so the similar actually we took the similar development trajectory like the ones that we used in the in the in the ICT essentials so it was also decided through the workshop that the the same model should be used and because in the first ICT essentials we had around 14 units of study so the the second one was not supposed to be we needed to have it short but we look at those competences that really they also are the the competences that would really emphasize on how the application of the ICT so I saw that Andrew was explaining on the UNESCO CFT version 3 so I'm not going to talk about how we use the UNESCO ICT CFT version 3 but it was really very important because when we were developing the advanced ICT essentials UNESCO CFT competences were adopted so we looked at the competences that can be integrated into our advanced ICT essentials so of course we looked at also some of the suggested OUAs that were really available at the hub so we looked at different OUAs that are free so we integrated them into our advanced ICT essentials for teachers again so how did we come to to selection those competences and also how was the consensus like gained among the participants so of course we looked at the the recommendation from the the first ICT ICT essentials for teachers course again we looked at like as I said we had we had involved different institution the Ministry of Education the University of Rwanda College of Education College of Technology so we had involved different institution like other development partners so who were involved also we get a feedback from them so and it was also the consensus was that the course should focus on knowledge depending on knowledge creation of the levels of the UNESCO CFT so we looked at those three levels knowledge depending knowledge creation and also try to to see how the open educational resources which are available on the hub how it can be included and enhance our training program so there was also an agreement that we should try to include some some of the multimedia elements so to enhance the how the course looks and some video materials from the original version of the ICT essentials for teachers because this was also a request from the teachers who were the beneficiaries of the course content so after that we after agreeing what needs to be included in the advanced ICT essentials then the next stage was to the development process so in the development process this is where we had to identify the course modules what modules are we going to to select and also we looked at the scope the time it is going how big it is so we looked at the the scope of the content we looked at what activities that we will need to include and then of course we decided that we are going to use this development team so we had also to identify the development team so mostly the development teams were from the teacher training colleges and from the ministry from different departments of the curriculum because it involved some of the materials so it went through different development process because at a certain point we needed even to write some scripting so this was actually a big part of the course because we followed all the process for course development it was not easy but because we had worked with UNESCO in the original development of ICT essentials so there are some also capacity building of the ministry staff to design and also to know the process for the development of the course so we had some some capacities that were received from the people that we worked with from the UNESCO because the UNESCO use provided expertise in the development of this program and also not only the expertise but also the funding so the course was then developed so after development so we had to develop also you know when the course is done you're done with the development and we need to validate the course so we invited different participants different organizations to come and validate our training program so the course was validated so this advanced level actually is here to be uploaded on the hub so we are looking because we had added some of the materials from this program so we hope that very soon we will be able to upload this training program the advanced ICT essentials for teachers course to the hub so we'll have to actually to program on the hub so one is for the basic the entry level the other one is for the advanced so we'll have these two both of the two courses on the hub so that's what we are we are hoping to have also the course on the hub so if you if you look at the slide trailer the slide trailer so you have the UNESCO ICT competence framework so in the knowledge acquisition and in the knowledge deepening so this is how we actually we are trying to contextualize the framework into our own our own training program for example in the in the training we are we are we we are having so we are giving the framework so we print out the framework to the teachers and then so they determine how they are going to use it in their their syllabus for example they they come the training while having their databases so if you look at the in the knowledge acquisition we have in the curriculum and assessment we we have the basic knowledge so we are using different different models like the the the the so we try to tell them to identify which areas they that can suit into their the syllabus so for example so in the determining ICT for enhancing teaching so we let them identify which in their syllabus which activities actually can integrate the ICT tool for effective teaching so you can see from the uh slide trailer we have identify decide discover and then develop so we let them discover which tools that really uh that they uh correspond to what the section of their syllabus so this is what we are doing during the training and then after after that they will they will decide or they will the they select the most appropriate one because we have so many tools it's the same thing we have different open education resources which are there but it's very critical to know which ones really suit your your needs or your training needs so uh this is one part so where we we bring them sorry yes don't summing up all right so um in summing up so there is a lot you can use in the framework so um the framework is actually very easy and it has it has guided for example in our training program it has guided us in so many ways So we can pray around, we can change, so we can go even on the hub and try to look at what others have done. So in our training program, I will share very soon with the team because I've developed a kind of training manual, so using the framework. So it's something new that I've really created and I believe it can help the teachers how we have contracturized into our own context. So I came up with a very good training manual so that can really help. So I hope maybe I'll be able to share with others on the hub, the Inesco on the hub and the others maybe they can see also if they can maybe get something out of it. So slide 14, it's just a sample on how actually we develop our training program because it has to reflect our framework. So the framework is structured like this. So where we have the topic, we have the unit title and then we have the competences. This the key competences actually it is drawn from the Inesco ICT safety as you can see it is there and then we come up with the learning objectives, the knowledge understanding skills, attitudes, because in our framework also we need to capture the attitudes and the values for the teachers. So there are some kind of attitudes and values the teachers they need to develop while they are using ICT. So basically this is how we have been the journey of contextualization of Inesco ICT safety into our training program. Thank you. All right thank you very much. All right you can see from Vincent's presentation very much about the nitty-gritty of taking it from a concept and actually turning it into a proper course which has real impact within the Rwanda context. So a lot of thought, a lot of effort and I'm going to show you now where to find those resources if you want to review them and maybe adapt them. And Vincent I'm going to hold you to the advanced ICT essentials materials. We want those on the hub ASAP please that would be great. All right I'm going to push, thank you Vincent, thank you very much. I'm going to push on with the program. Right so where are all these things that we keep going on about? And so I'm now going to demonstrate this hub that Vincent mentioned on numerous occasions. So where is it? I've put a link in the chat so you can click on that and actually go through and have a look. I'm going to put it on the screen as well so that you can see. The UNESCO ICT CFT hub is actually sitting on OER Comet. So some of you who are familiar with open educational resources will already be familiar with this particular repository and UNESCO has got a little hub on the side. It uses the power of the metadata in the background in order to organize all of the ICT CFT resources. But yeah there's the link OER commons.org hubs UNESCO and then you come into here. So I'm going to ask you to do a little tutorial. We're running out of time fast so I might actually not give you very long for that. But basically it's our little community page as well. So yes it's a repository but it also offers lots of other bits and pieces as well. This first piece here you've got a little propaganda movie about how wonderful the ICT CFT is and it is. It's great all right in French and in Arabic and if you want to know a little bit more and see what it looks like in Rwanda etc there's a little movie there as well about how the REB and the ministry what they view was on this ICT essentials project all right. So we've got that as well. However if you are scrambling around looking for resources this is the piece which is very powerful. So if you look at it vaguely it looks like that grid that we were looking at earlier with the aspects down the side or the rows and then the columns are those three levels of ever-increasing complexity and one of our speakers earlier was it Tuggestan I'm trying to remember mentioned that they're trying to cover everything all right and yet we've heard other people say oh no no no we want to do focus on a specific area. So this really then is the 18 competencies and you can see then what we have resources for. So that first one that I demonstrated this morning the policy understanding we've got 18 different units of study when it says resources that's doing it at the service all right they're not a worksheet or a video all right they are actually units of study all right so the whole idea then is someone's thought about someone's prepared the learning pathway someone has collected the resources someone has designed the activities and so what so it's not just a resource it's a course it's some it will put it like this it really is a unit of study and that makes it much easier to adapt because then you can see the logic that flows through all the pieces. Should you say all right so I'm looking for something on policy understanding you can see if I click on there and go through it'll demonstrate the 18 resources which are linked to that particular competency. Some of them are from various bigwigs promoting or justifying their involvement but here are the actual units as well so you can see this one here is on policy that's the Rwanda one that we've just heard about this one is from Zimbabwe this is what that Guyana course that we looked at earlier here's the generic one that was mentioned also earlier here is the Kenyan one etc and you can keep going this is from this is the Lame from Togo so yeah they're here then you can come in and have a pick so for example if we look at Vincent's one that he's just presented now this is the one that's on policy and because it's in OAL Commons it's all nicely organized and it is linked to metadata to help people find it etc so this is still inside OAL Commons and it's giving us the metadata here is the standard in this case it's one of the ICT COMPETENCES and we can see here is a little description what it's about you can see here's the Rwanda Education Board they are the copyright holders but you can see it's a fantastically open license all right CC by you say if you know your career of commons license you're going yay I can more or less do what I like with this one so that gives you it explains that it's in English and that it's mostly text and HTML so let's go and have a look at it if you click on view resource it'll just say we're going to leave OAL Commons is that okay you say yes and now it's taken us to the server where this particular unit of study is available so here we go policy what is the competency that they're trying to get teachers to acquire how long is this unit of study what's the methodology and then it says introduction blah blah blah and policy orientation now as someone mentioned earlier where are all these policy documents all right we would love to see some of them so we can take some ideas so as part of the Rwanda policy awareness competency they've pulled out for the teachers where the individual policy statements are where they're involved okay not teachers aren't involved with everything within the policy but where they are involved so someone's gone through very carefully you can see review pages 37 to 40 and page 58 so it means the whole document is not necessarily of interest to educators but those passages are particularly focused on their role okay and so it goes through there's a whole lot of them here and there's opportunities for them to discuss amongst themselves using a forum and then there's a little portfolio assignment where they have to develop a presentation that identifies what the six policy documents suggest you do to implement them at the first at national level and then later in your own classroom so it's you can see it's very definitely trying to get them to think about what is out there be aware of what's out there and then in this instance even apply what it's asking them to do within a particular within their school within their classroom all right and yeah there's a bit more blah blah blah that is here's where they upload their assignment so Vincent was saying earlier that there were facilitators that they train the facilitators to actually support this online and the what's nice is if we look at the bottom there's the open license cc by say saying if you want you can come take it adapt it fix it put your own policy documents in but you could do similar activities etc all right so let's go back here and i'm going to go back and back all right so that was just for policy understanding we said there were 18 resources and you can see you can work your way through interestingly the knowledge creation areas as much less resources okay on the various activities and that's because most of the partners to date have focused on knowledge acquisition and knowledge deepening they feel that there's quite a jump yet before there's a sufficient number of educators you want to operate at this level the South Africans did it for example i mentioned they had a third third third across all of the three columns however there's no doubting they use the first two so much more than the the last one at the moment so they say yeah every now and then we go up we've got a we've got a cohort of teachers who are now operating at that level and let's open up those units of study for them but there are tends to be less all right if you scroll down these are the characters who are at play we heard the Moroccans talk about the Tunisian materials earlier and they're all in here you can come in and have a look at them if you want and here they are all the bits and pieces remember i said they were nice because they were refreshing and a bit different from some of the other approaches and the Moroccans like the idea that some that the Tunisians had had put some thought into how they did it all right the Guyana materials here's the Rwanda they're not just policy they've got at the moment they're 14 so there's one on curriculum and assessment and the environment and the internet and the social media and problem-based learning men hardware and so on and so on okay they all love and we've had a promise from Vincent so I'm going to chase him up now we want to hit their advanced ICT essentials course all right so that's looking good and the we've got the Ministry of Education in Turkey are working on there so there's not much in here at the moment there's a couple of little interesting bits and pieces but therefore ICT CFT program is still coming and so African materials I mentioned there's 56 units in here they went to town all right so they really really really built lots and lots and lots and it's all for you to take and use and we've got some stuff in French from the Togo materials the University of Cambridge has two or three very very nice units of study on and very it come at it a completely different way from the others that's also cool the Egyptian one we're going to hear from Gihan in a moment about their experience with putting this together so if you go and have a look at one of theirs it's also sitting on a noodle server and it's going to turn it into Arabic so it all lines up the right way there we go and right for me I go oh that looks nice because I can't really understand a word Arabic but if that's your area then yes we've got a whole lot of stuff in there the Kenyan ones we've mentioned a few times today the Zimbabwe ones we've mentioned etc here are those generic ones remember we said earlier this morning if you're interested in the generic stuff because you don't want to root out all the wrong policy documents etc then you can just come in here if we look at this one for example this is their policy one you'll see it is it is neutral it's it's not about a particular country it's at a very high level what's your role in terms of nation building what are the general benefits of using ICT in education and for learning what are the benefits for the actual institutions involved etc what are the benefits in terms of soft skills and teacher professional development what are the ICT challenges because it's not wonderful so what are the issues so there's a little page on that with some choice resources opportunity for them to discuss and then what is this ICT competency framework so it's mentioned there and then there's a little assignment for them to do and along the same ideas about what does this mean for you as an educator if we look at the license there it is CC by SA take it use it adapt it fix it make it better it's sitting in Moodle so if you have a Moodle server you can just ask for the Moodle backup we'll give it to you and then you can start from there adapting it and making it the language you want and talking about local issues okay so that's all very nice so that's probably the biggest most important part of the of the of the hub is that it offers you quick access to all of these rich rich rich resources already developed people already thought about it you can see it's not a case of just a couple of little documents here and there it's an all integrated into a learning approach these ones are coming from various different countries you have a look there which we heard from Chris and Francis earlier today there's will be available here soon and so there also is a little section on the interest groups so you can talk to the community so the community comes in here every now and then it does some cleaning up and posting new resources etc and then these are very slow discussions and about various aspects of the CFT and then there's a little toolkit of what how do you go about this for example what was nice about Vincent's presentation although we didn't get to see slide 14 very clearly but how do you lay it all out and how do you are there any templates to be used so this is quite nice this little toolkit area here provides this one particularly provides you with a whole lot of templates and approaches about how to actually unpack the ICT CFT and then use these various little sources for example we talked about canvassing your teacher community so there's some surveys you can adapt we talked about building a curriculum map Zayn mentioned that right up at the beginning then you should actually have a very clear idea about what you're going to cover and how you're going to cover it and so on so there's a curriculum map template let's just go through to that page you can see their PDFs etc all right and some ideas about how to check ICT readiness so again some templates etc so all right you don't need to know all that but basically you're seeing then that this is an extremely rich resource this hub with lots and lots of little goodies it's worth spending a bit of time in here digging around and finding out what and what would be useful in terms of of your approach to using the ICT CFT there's a couple of little videos here about how to use the hub I'll give you a very quick overview if you want to have a look at it let me put the link again so I wouldn't mind though that you now spend a few minutes having a look at the little tutorial on the hub that it'll take you through some of the things but I definitely want you to go onto the hub and actually have a little dig around so I'm going to put the links in the chat again there's an English tutorial there's a French and Russian language tutorial as well I can't give you as long this time because we are times against us we our program got a bit bigger than we anticipated that's a good thing but we will finish on time is Gihan available for after that session is she here yes I am there we go all right so we've got another case study coming up I'm going to only give you 10 minutes for the okay that's fine no no sorry for that for the interactive tutorial and then we're going to put you straight afterwards so you present in about 12 minutes time is that all right all right yep all right all right so let me put here's the question I would like you to answer so tutorial number two coming up you've got 10 minutes this time did you find anything useful on the hub so whatever happens I want you to make sure that you drill through to the hub and then you ever dig around I quickly showed you a couple of little items here and there which take my fancy but what did you find okay so the link for the hub is already in the chat and here comes the tutorials if you'd like to use the tutorials as your way to go through the step by step all right on the screen at the moment is the second tutorial it's about the hub and the network and I'd like you this is shorter than the other one anyway you've now got nine minutes and 40 seconds can you work your way through this but whatever happens you've got to get to the hub itself and have a dig around and thanks it's very useful and of course I already submitted the item to the reply in English just to make your just to save your time yeah does our hub consist any point in different language apart English French and Arabic because you know so the framework does the frameworks in about nine or ten different languages but the hub is only in three yeah so it's partly because the people who put it together the team who actually developed it in the early days were all English speaking that they came from many different countries but they could all work together you see the limitations is there because I showed this hub many times to participants in Central Asia and they thought oh this is everything in English or in French okay we don't care and it's reason why you know if we have entry point in Russian language just you know translate the first page for instance how to or something like a really entry it will encourage interest of the readers and of course everybody like to use their language yeah that's why I was very excited earlier when I heard one of the speakers saying that they've got a whole program and I'm just hoping they're all over yours that we can load them into the hub and give it a even wiser content at the moment there's only French Portuguese Arabic and yes resources but we're constantly looking for more opportunities UNESCO has moved away from supporting um uh English well not moved away but as less emphasis on English speaking ICT CFT projects and now they're trying to encourage other languages so there's Senegal, Ivory Coast, Turkey of course so they are desperately now trying to source resources in other languages okay just just to work around maybe we can think on how to start in English the page of the country but is it everything is here start from the scratch I mean the old tools is there you don't need to consult headquarters you don't need to discuss with anyone because everything is there all explanations and you need just you know the patient and also time to understand how it works and then you can start from the scratch sounds good the yeah it's that uh the English has got such a stranglehold on the internet generally anyway so you're right we need to find ways to make it more accessible to people in other languages but which country was I like I like Turkey case because they start from from English and the the flood is there and for instance if we have a Kyrgyzstan already implemented number of activities we can ask just to make just to create something and you know because they already adopted and they have a number of resources in local languages including Kyrgyz Kazakhs maybe not yet started but they also underway and the policy is most important because for instance they have a digital policies and the country's in Central Asian region is quite advanced in in some specific areas like economics banking business et cetera digital from the in the digital form because it's a country priorities but from other side the educational and also Wikipedia Kazakhstan is champion in in wiki in wiki media wikipedia I mean but these resources not yet available for general public because of the language okay but if the English is a way to start it's again it's not a problem maybe Kazakhstan or Kyrgyzstan could start from the from English through English and and do something our experience was there was like a hesitancy for the first time so when we went for the French one in Djibouti for example and there was a hesitancy at first but as soon as there was one French one then Togo was keen and then other people were keen et cetera and the same with the Arabic as well we struggled to get our first Arabic one up but then they started to start flowing so I think yes we need to just get that initially inertia over so Turkish or these other other languages and then then it begins to flow so once you got one thing in the pot absolutely absolutely thank you thank you all right guys our clock has run down I'm afraid about that this afternoon we're under a little bit of pressure there's no way you had enough time to do the tutorial properly but I'm hoping you did spend a little bit of time in the hub because in the end that's where the meat is all right so I'm gonna have a very quick look at some of your comments in the in the form yes I found the policies part and specific subjective subject resources I'm not clear how to start adaptation and translation more time needed to investigate and understand starting points for instance can specific countries create their own resource from scratch by using an example all right so the answer is yes these are OVR so you can use them any way that you want and if you just want to use them as inspiration well that's fine too all right so if you say all right I just like the idea of this activity but I would approach you completely differently and I would use completely different case studies and what I anticipate you're just doing is completely different from what they've asked them to do here but I like what they're asking them to do so then yes so if you feel you just want to be inspired by some of them that's all you want to do that's cool you probably don't even have to attribute them if you know your creative commons licenses you're supposed to acknowledge but in that case it's rather tenuous link but as soon as you start using bits and pieces of it then yes you should have that in your attribution and that's nice that's good this is sharing the love all right so yeah I found the policies part and the specific subject resources that section on curriculum for example is very often contextually balanced so for example the South African syllabus curriculum is no is even though they might cover very generic topics the way it's laid out and where the emphasis lies and so on and so it's all very different so normally those especially the policy one and especially the curriculum one normally have to be built up from the ground some of the others on things like internet safety for example it can be generic because when you're online it is an international environment anyway so maybe there's less adaptation that you have to do that's another kettle of fish is how do you adapt these resources I can give you some links to these little tutorials on how to adapt to OER but that's not on today's program all right so yes I'll be honest to be able to create something from scratch obviously is a creative decision but to be able to adapt something is also a creative skill and often feel those people don't get enough recognition to be able to bend something so that it works beautifully or perfectly for your context that takes a bit of skill yeah okay all right that's enough of that what we're going to do next is we're going to hand over to Giann she's going to give us the Egyptian experience and she's going to tell us a little bit about how they found their resources that they wanted to adapt and what specific challenges there was in this adaptation process obviously it's for a North African environment and for a different language so let's have a listen to what she has to say and then we can discuss that further so hello everyone very exciting to be with you all as you explore this rich possibility we started thinking about using the ICT CFT when in 2016 when we were at an Arab meeting introducing us to OER it was in Amen Jordan and we were so fascinated by and on that day we listened to the Kenyan experience and we were fascinated by their whole experience adapting the ICTFT and adapting materials from other resources and using that for their teacher professional development Egypt is another very large educational system in K-12 from public schools we have more than a million teachers and definitely like providing them with professional development always needs a lot of work and a lot of resources so we were sitting on this table trying to think of a project to do related to OER and we all thought like there were there was Sudan Tunisia and Egypt and and Syria and we decided well why don't we adapt this great adapt this great resource to Arabic there is nothing like this that exists in Arabic that is open and adaptable and contextualized and so the the original idea was that the four countries collaborate together to produce this content in Arabic and well Syria fell away pretty soon and after that Tunisia and Sudan also decided not to participate it was for personal reason one person was going for their PhD and another person was going for high paying job somewhere they were not they couldn't make the commitment anymore so anyway so we decided to go ahead at that time I worked at the American University in Cairo which is a private university but the graduate student the Graduate School of Education at that time provided many professional development activities in English to public and private school teachers and one issue we often had is that many public school teachers could not take our professional development activities or participate in them because they required a certain level of English and so we decided to do something that is very unconventional for our university which is to offer offer a course in Arabic and so so that is how we all started so when we first began we had several aims we first wanted to have a thorough look at the Kenyan course that was available for us to adapt and then contextualize it and localize it because there are definitely differences although there are commonalities but we had to localize it to fit the needs and unique context of our public school teachers in Egypt and of course that was quite challenging in a number of ways it was it was challenging finding local resources that are open and are not centralized so that was difficult it was also very difficult to find resources in Arabic and so so we really had to sometimes adapt resources that are there and at times we had to create our own resources could we could we move forward with the slides please so so we reviewed the Kenyan one we Arabized it and adapted it to the local context and of course when when Sudan and Tunisia were no longer part of the project it was just Egypt and we localized it to our particular needs and then we implemented the course and evaluated what went right and wrong I'll go through the details now although I will quickly go through them because I don't I'm not given much time because we have such a rich day today anyway so moving forward so we started with you know kind of assessing what our teachers knew about open educational resources and ICCFT and that was pretty minimal most of them had not heard of open educational resources that was in 2018 of course before corona when online learning and teaching was really something that was quite rare in Egypt things have definitely changed since then so we kind of assessed where things were and we decided to target the the basic level which is the acquisition of knowledge about technologies and we we focused on that one and we tried to localize it in the sense that we tried to address the the problem of funding that teachers often face in the public system and so we depended entirely on tools and content that was was open and free and sustainable and so we that was one of our main foci for that course so that it becomes accessible to everybody so this was our pilot group and it started with a workshop about OER and a workshop about understanding what were the variables that prevented teachers from integrating technology in their classrooms and that workshop was attended by other colleagues who had worked on projects of open educational resources with UNESCO and members of the Ministry of Education in Egypt so we had you know experts from Greece and Lebanon and Jordan in that picture so so we had this this session as I said about raising awareness and giving teachers voice which is something that is usually very rare in our context and providing hands-on training not the normal lecturing at them but them doing things on their own and the idea of building community and opening up discussion so this was the workshop we had that day of course the facilities here look quite nice because it took place in a in AUC the American University in Cairo which is a private university facilities in other areas don't look like that but this is the room we had and and so we had quite a good you know representative group like males to females you know more experience less experience and so forth and and so during that time we covered the basics of OER next please and student teachers were really enthusiastic they created on their own a group in WhatsApp that is working till today I get we interact on that group they expressed interest in more advanced workshops and they also wanted to become advocates and trainers to other teachers and this is the course we created in Arabic that very much mirrored the Kenyan course in structure although some of the content definitely was very different and after 15 weeks of training that was blended in format where they would come every three weeks to the campus and the other two weeks would be online teachers finally graduated one of the funny things we encountered was that they were so surprised that they had to be so active during the training and submit so many so much content and on time and all that and they were really surprised about that so their graduation day was pretty special for us and for them we loved of course that this enabled teachers who otherwise would not participate because of the language barrier or the geographic barrier we had teachers come from you know governorates that were six hours away so so that was really inspiring to us and motivating this was for example a young teacher who would come would take the bus six hours to Cairo and back just because she wanted to participate in that course professional development next please so some of the challenges we had of course as I mentioned before finding materials or content online that was that you know was more cutting edge that talked about modern issues related to education and technology you can find a lot of more traditional historic stuff but cutting edge technology issues was was more of a problem especially for teachers and finding contextualized materials we really had a problem finding materials on policy and strategy within the educational realm in Arabic that fit our context that was almost impossible to find and other challenges we had we had a problem just like find like convincing people that we are offering this content as open content and the idea that this was a professional development course where our conversations were private but the content is open for anyone to access and take this required a lot of discussion somehow people could not conceive of this idea of openness at all and so this took a lot of time until we technically could do that and not because it was such a problem but because it was unheard of at that time within our institution another problem was this was a UNESCO grant a grant with the UNESCO office in Cairo a small grant but it helped us a lot because finding this finding money to pay for the time of people who took part in the project was extremely difficult so the UNESCO grant definitely helped it was difficult for us to convince people that our teachers and faculty would engage in something that is open for everyone to have and nothing that was you know a business decision that is for profit and finally it was very difficult to sustain it just for a number of reasons one of them of course was the funding and or at least acknowledging that this is an effort that is worthy or that would count towards the responsibilities the other problem was connecting to the ministry of education and finding a way to integrate that within their professional development opportunities this was a major challenge and impacted sustainability so so both of these issues were a problem to sustain to sustain offering the course but the one thing we were able to do was that we were able to integrate the Egyptian ICT CFT course into the hub and that is the only sustainability thing that we managed to do and now we're trying to find new ways of like sustaining providing these courses especially that we found them to be really useful for our teachers but the level of effort it requires can cannot be sustained with our current resources I think that's all thank you very much for being here for listening and of course if you have any question I'd be more than happy to answer thanks so as a comment about sustainability there and you might have heard me chatting while you were investigating the hub the first jump is often the most resource intensive and as Gihan has pointed out there just weren't any Arab language resources which keyed nicely with their requirements in terms of OER and we've heard there's a similar problem with Russian and other languages as well so the OERs can only take you so far there comes a point when you need to be a contributor and and put it out there the fact that we now do have an Arab language the Egyptian one was the first one and then Alexo and the Tunisian one came along later kind of gets the ball rolling now there's two pots to choose from and so anyone putting together an Arabic course has more options and therefore has to produce less of their own content so keep that in mind that is a problem that is a big problem and so I'm making a plea at the moment that anyone who has now created some ICT safety inspired materials ideally in another language other than English French well English we'll have we'll take anything and everything to be honest and then we can put it in the hub so either alert me that you've now got these OERs which we can put in the hub or you can put it in yourself it's a community and we encourage you guys to get involved but I'll be very keen to help you in any way you can put those OERs into the hub so that other ICT safety projects can benefit all right that sustainability issue is a problem on that first that first round okay and you can just see how many times the Kenyan materials have been used because they were the first ones to really dig deep and and put something up in English anyway all right Gihan thank you very much are there any questions or queries for Gihan and is Vincent Stidio or is he gone all right are they so rather than another breakout session because we're just running out of time I've only got eight minutes before I hand over to Zayn up again are there any queries or questions for the about any aspect that you've heard this afternoon all right then I'm going to you still can I'm just going to full the time because it's got a few minutes before I ask Zayn up to address us again about how to go forward we've spent considerable time this morning looking at the framework and explaining how it works and the theory behind it and how you unpack it and then this after after lunch we spent some time at the hub and we looked at the different types of resources in there we talked about some of the pros and the cons we've listened to three different um case studies about how different countries have tackled the problem and you might remember my previous slide I said that the there was I said that there were three components to the UNESCO ICT CFD plan all right the framework the resources but also this network all right so what is this network so basically if you look at the little picture there that was taken in Rwanda a couple of years ago now when we had a little meeting there of all the practitioners that we could dig up at the time and try and form a little group of experts people who've played this role before at the time we put together a little WhatsApp group and both amazingly and flattering me is there such a word flattering me and it's been a very active group and they constantly share resources and talk to each other and then encourage new people etc etc so this little group is passionate about what they do and they've got great experience they're from all around the world they've tackled the ICT CFD and the OERs in completely different ways so there's all different perspectives on how to do something etc etc so this is the third rich component to the ICT CFD initiatives you really do have access to this little group of passionate experienced ICT CFD co-coordinate so if you are involved in an ICT CFD project and you'd like to tap into this expertise again talk to Zeynepoel myself or someone who'll get you into the group and then you can either talk to them generally or appeal off when you found someone who is tackles the ICT CFD the same way as you so that is the third component the little network and it's yeah if you're going to go this route you might as well take this other piece it's a very rewarding very insightful and very interesting little group so yeah keep that in mind there is a community of experienced practitioners it says on the screen all right okay so which brings me then to the end of the of the the general explanation as to what the ICT CFD initiatives are all about and I just want to summarize then keep in mind we've got this framework 2018 hopefully now you've got a copy that you downloaded this morning it's available in lots of languages it's a very good starting point it's a very good framework okay it's not mandatory in any way and it gives you plenty plenty of ideas about how to go forward then we have this resource hub chock a block of really quality and detailed resources that you can either take and just tweak or rework completely because of their open licenses and then the third piece is the little network of champions network of experienced practitioners so keep that in mind then that is that is the what's on offer you might notice that a few of the presenters mentioned me all right so I'm part of that group as well so if you also want to tap into some of my experience I've been extremely fortunate that I've worked from Guyana the reason why all those countries are in there is because I personally got involved somehow with most of them so I knew about what they were up to and so on so I also am very keen to help new countries new institutions get up and running with an ICT CFT project however um you don't have to you don't have to use me at all the South Africans kind of got on with it and I popped in from time to time but they just about the absolves they didn't you saw Gihan there she talked to me once or twice but basically they just got on with it so you don't have to use all these goodies but it just seems that it is a resource that you can use if you want all right okay I'm going to hand over to Zaina is she here um can you tell us what what are the opportunities that comes under the UNESCO umbrella well the opportunities that come under the UNESCO umbrella first of all thank you Andrew thank you very much for your incredible presentation and all the overview and the richness of what you've what you've presented to the colleagues and thank you to to our colleagues from Nigeria Dr. Francis Chris and of course thank you to Vincent also for connecting I think it was not that easy to get on for him and I thank you very much for that in a very rich presentation and also thank you to Gihan for your presentation which showed how this was being done in another region in another and the experience that was from developing it in Arabic in Egypt what are the next steps well we can support you if you're interested in contextual in developing contextualized materials taking this one step further working on the contextualization of the CFT development of the OER materials and even support pilot pilot training we are here um and our colleagues in this field are here also and I speak for you I hope it's okay Sarge and um and Elena and of course Paul and Ming if you're here and we're we're here and we'd very much like to work with you and support you in any going further in this in this process the materials are there you're welcome to go to them there and see what is useful for you you can use them of course without having ever speaking to any of us but what we would really like is if you could share what you do because it is the objective of this work is really knowledge sharing and creating what Mr. Jalasi DGCI said this morning creating inclusive known societies the purpose of our work is in order to share knowledge and to create knowledge together and so that is why we would really like to work with you and be able to to build something that is actually exponential which is what it becomes when we all work together the the next steps are if you are interested please get in touch with us and we'll see how we can work with you on the different steps on a more individual level or national level with me with my colleagues as you like but in any which way I'll put in the the chat the the the name that my email and that of well you can put my email if you know my colleagues also please do reach out to them and we will we very much like to move forward with you um we have this expert network and we'd be welcome you to join it I put in two links in the emails in the chat the first link was for I actually I put in one link the first link was for the OER dynamic coalition and this is something else this is a group of people that are working on open educational resources imprints in general so it includes those that are working on this project and also those that are working on different aspects of open educational resources it's part of the OER recommendation implementation strategy and it brings together about 250 people right now from over 70 countries at different levels of institutional national civil society and you're very much welcome to join it and you'll see that we have a lot of ideas going on so you can learn more about the open educational resources discussions that we've had because they link directly to another larger program which is on the implementation of the OER recommendation which was adopted in 2019 secondly we have this network that isn't what's that group so it's based on telephone numbers so if you're interested in being part of this let me know and we'll see how we can get you on we and this is just a network of people who are working on the project already and they share information on when there is different workshops and different activities and they also this group has helped so that in fact it's not really just from the center to the different parts but the different colleagues on this group actually work together in our different national contexts for example in this meeting we actually have Dr. Ilyas Ahmad who is the responsible officer or he's the he's the lead of the work being done in Djibouti we also have Dr. Musem Koca Saric who is the responsible lead in the Turkish hub we have you saw you met with that you heard from our colleague you heard from our colleague Jihan who spoke earlier Vincent who spoke earlier of course Chris there's Fauzi who put his camera on just now he is the OER chair for for OER in Lebanon who's also a very important colleague Chris you just put your camera on you're in a car I think okay and so this is just to let you know there are some there are a lot of great colleagues out there with a lot of experience and the the network is very collegial and people are sharing information on what they're doing and they're also sharing information on the different activities and the workshops there is a lot of things going on in this area and you will excuse me I've spoken English the whole time almost but it's because I'm a little bit overwhelmed it's the end of the year but the work is done in English French Turkish in Arabic it's a multilingual effort and as Sergey said the work should be done in other languages because we all know there are many many languages on our planet and we need to work more in Russian in Arabic in French and in other languages so this is definitely the objective for next year we hope to increase the both the size and the diversity of the network because this is what lends it strength I'd like to thank Andrew sincerely for his incredible expertise making these these works this workshop possible as well as the one that we had that was similar a week ago in Arabic and English um Andrew is the guardian angel of this process and he is and it's his um it's his intelligence and his stamina and his belief in this that has come up with these wonderful ideas of how we can share this information the online tutorial and the and the discussions we've had were conceptualized by it by Andrew and it's really it's we're very lucky that he's able to work with us on his project so I thank you very much and I hope sincerely that you all have a wonderful break of some sort and that we will be able to work together in the coming year we're here and we look forward to collaborating with you and there is an evaluation maybe Andrew you can explain the link is in the document I'm sorry it link is in the in the chat from Andrew if you could leave us your your feedback this would be very useful because we want to continue this COVID has happened we're not going back to what we had before but as we said we have to build back we build back better we build forward and this is part of building back better building forward we have these devices at our disposition let us continue our work any which way we can and we very much look forward to seeing you and working with you thank you oh excuse me I have to thank you behind the scenes the persons that have really been making all of this possible are I said to and I said to double and Eleni Borsino there's a I said to and Eleni you've been in contact with these people they've been writing to you they've been contacting you they have made sure that everything actually happened and they've been working behind the scenes to make sure that it continues to happen and that everything doesn't fall apart in mid-flight and I would like to sincerely thank them they are invaluable members of our team and they make the wheels keep rolling so thank you so much I said to thank you and also on this call we have Cedric Locos Cedric are you there perhaps he's been called Cedric is is the chief of session and in the section for digital transformation and he has been supporting his work and for this we are very very thankful we have Sergei who's online and who's who's on the photo Sergei is our colleague in in Almaty and Elena who's joined us from the middle of the night in Havana so you see people that we there are a lot of colleagues there's a huge team behind everything so we hope very much that we'll be able to work together so thanks