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Course Rapid Teacher Training Programme On Distance Open Unesco

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course rapid teacher training programme on distance open unesco

Andrew Moore is a senior manager at Neil Butcher and Associates (NBA), an educational technology consultancy firm based in Johannesburg South Africa, and has over 14 years' experience of teaching secondary education in Cape... He holds a Masters of Education degree from the University of Pretoria and has worked as an author, materials developer, instructional designer, web interface designer, and educational technology trainer. He is currently a project manager supporting projects that harness OER and the UNESCO ICT Competency Framework for Teachers (CFT) engaging Ministries of Education and educators around the developing world, including West, East and... Jonah Mungoshi is an international award-winning facilitator for in-person, online, and radio-based training with almost 20 years’ of diverse experience, including over 10 years in radio broadcasting presenting educational programmes. He is one of only 10 British Council validated master trainers in Africa for the flagship Connecting Classrooms programme, which empowers teachers and school leaders through mastery of 21st century skills and has designed... He has also been involved in piloting innovative online educational programmes, including Teaching Enterprise Skills in theUK, Core Skills for TVET College Lecturers in– South Africa, and Progression in Core Skills for Curriculum Developers...

Lovemore Ndlovu is a leading teacher professional development specialist with almost 30 years of experience, including 14 years as an assessment manager and as a lecturer and consultant working across different stakeholders, ranging from... He holds a Doctor of Education degree from the University of South Africa (UNISA) and has extensive experience in design and implementation of education programmes in the area of teacher professional development, distance learning,... He is also a researcher, author, and learning materials developer. The UNESCO Open Learning website works best with current versions of Chrome, Firefox or Safari, or with Internet Explorer version 9 and above. The Global Teacher Campus (GTC) provides free online courses for teachers and educators to improve their skills and competencies for different learning environments. These self-paced courses are facilitated by experts and cover topics such as digital pedagogy, social and emotional learning, psychosocial support, and curriculum management.

The GTC aims to help 1 million teachers gain digital skills and access professional development opportunities by 2025. Globally, there is an urgent need for 44 million primary and secondary teachers. This includes a demand for seven out of ten teachers at the secondary level and a need to replace over half of the existing teachers leaving the profession. Sub-Saharan Africa is especially affected, with an estimated need for 15 million new teachers by 2030. To achieve its goal, the GTC mission leverages UNESCO and partner relationships with training institutions as well as GEC-developed regional platforms, including Imaginecole and ImagineLearning. These platforms were developed to offer countries across Francophone and Anglophone Africa access to the GTC’s materials and facilitate the adaptation of content to local context and educational needs.

As of 2023, almost 800,000 teachers have already benefited from GTC initiatives and activities. The mission is evolving to help countries develop and offer their own digital professional development pathways to their teachers. As with many countries across the world, 2020 saw Zimbabwean schools abruptly closed as a consequence of the Covid-19 pandemic. The closure of schools for almost a year seriously impacted school outcomes and reversed some important post-independence gains in areas such as literacy and numeracy, school infrastructure, and school attendance, among others. Most public schools did not have the capacity to offer distance or online learning since, in addition to a lack of infrastructure and resources, teachers were neither equipped nor trained to offer this type... While technology cannot and should not replace teachers, this crisis nevertheless demonstrated that technology plays a major role in complementing and improving the quality and access to education in the 21st century.

In order for teachers to embrace and facilitate this process, however, they need to be equipped with the knowledge and skills necessary to do so. It is against this backdrop that the United Nations Educational, Scientific and Cultural Organization (UNESCO), working with Zimbabwe’s Ministry of Primary and Secondary Education (MoPSE), developed a professional development programme for teachers to support... The overall aim of the Rapid Teacher Training on Open, Distance and Online Learning Programme is to provide support for teachers to deliver distance education and use information and communications technology (ICT) in education. The course introduces teachers to basic digital skills, remote learning methods, and pedagogical use of ICT for teaching to ensure the continuation of learning. The course also equips teachers with the skills and resources to deliver alternate and appropriate forms of remote learning using no-, low-, and high- tech digital tools. The training is structured around three modules, which begin with introducing teachers to basic concepts in ICT, and takes them right through to digital literacy, planning and developing lessons and resources for remote learning,...

Some of the skills teachers will learn include computer maintenance and troubleshooting, how to use the full Microsoft Office suite, and what tech tools are out there, from the internet, email, and WhatsApp, to... The module explores successful strategies of how teachers plan lessons and develop engaging and interactive content for remote learning. © st oc k. ad ob e. co m for Open, Distance and Online Learning Massive Open Online Course Focus on Zimbabwe Rapid Teacher TrainingMassive Open Online Course This course introduces in-service teachers to the concept of open, distance and online... The course covers a diverse range of thematic areas, including basic digital concepts in information and communications technology (ICT), remote learning methods, teaching through radio, development of open education resources, and pedagogical use of...

The course also develops the knowledge and skills needed for designing online learning content and selecting and implementing remote learning options in a short period of time.Massive Open Online Course Why is this MOOC... The advent of the COVID-19 pandemic had serious ramifications for the education sector across the globe. However, while prolonged closure of schools was common in many countries, lack of online learning platforms, poor access to the internet and digital devices, and lack of expertise among teachers and learners alike hindered... It is against this backdrop that UNESCO, working with the Zimbabwean Ministry of Primary and Secondary Education (MoPSE), has developed a Massive Open Online Course (MOOC) on open, distance and online learning. In order to support the continuation of teaching and learning, the course aims to equip teachers with the knowledge and skills to introduce e-learning, effectively use digital tools, select remote learning options, and rapidly... This is expected to improve access to education during and beyond times when schools are forced to close or when teachers are unable to teach within the confines of the classroom, in line with...

© st oc k. ad ob e. co mMassive Open Online Course Aims and objectives The Rapid Teacher Training Programme MOOC for open, distance and online learning in Zimbabwe aims to provide alternative and appropriate approaches to support the continuation of... Aims The overall aim of the MOOC is to equip teachers with the knowledge and skills needed to rapidly select remote learning options and design their own online courses in order to mitigate the... 1 Basic theoretical understanding of digital high-, low-, and no-tech tools that can be used in online and distance learning. The specific objectives of the MOOC are to give in-service teachers: 2 In-depth knowledge to explore how digital tools can be embedded into distance and online learning, taking into account the Zimbabwean context, curriculum,...

3 An opportunity to collaborate with others using the communities of practice and district clusters to identify and introduce digital tools relevant for their context. 4 Opportunities to plan their own school interventions on online learning and open distance learning using high-, low-, or no- tech tools.Massive Open Online Course Expected recipients of the course Distance and online learning... This MOOC is aimed at all teachers and tutors in the formal school system and in the non-formal education system, as well as for teacher trainers in Technical and Vocational Education Institutions and Colleges... The MOOC also takes into consideration special needs teachers by providing content that is aimed at assisting them to meet the needs of their learners using technology-enhanced learning. What you will learn in each module? The MOOC is structured around specific thematic areas such as basic concepts in ICT, distance learning, use of digital tools in teaching and learning, and remote learning methods, among others.

The course is made up of three modules aimed at providing multi-pathways of learning for different situations and contexts. Each module consists of presentations, notes, a reading list, and related resources (such as videos, online links and learning portals, reports, and activities). A description of each module: Rapid Teacher Training Programme Module 1: Introduction to ODL and LMS Module 3: Distance Learning Through Radio Module 2A: Planning Lessons for Remote Learning Module 2B: Development of OER... Teachers are then introduced to the concept of open distance and online learning, including tools for teaching learners remotely. The module outlines various online technologies and tools, including no-tech tools such as study packs, tutorials and modules. It then proceeds to outline low-tech tools such as email, text messaging, and WhatsApp.

The module ends by exploring high-tech tools or learning management systems, such as Google Classroom and Moodle, and engages teachers on practical activities in conducting online classes and using content authoring tools. M O D U L E 1 Planning Lessons and Developing Content for Remote Learning The first part of this module introduces teachers to the concept of digital literacy, and illustrates different definitions and... The second part of the module focuses on activities that allow teachers to develop their own interventions in their context, planning their lessons and developing their content. The module then moves on to introduce teachers to learning theories and the concept of instructional design, outlining different approaches and methods of instructional design. The module explores successful strategies for planning lessons and developing engaging and interactive content for remote learning, as well as ways of creating opportunities and platforms for feedback and assessment. Teachers are also taught practical steps for designing an online lesson and generating teaching content using low tech-tools such as WhatsApp, and high-tech tools using specific learning management systems.

In addition, tools used to create online content such as Google Classroom and Moodle are explored in detail, including other Learning Management Systems (LMS) with offline functionality. M O D U L E 2 AMassive Open Online Course Development of Open Educational Resources as Learning Resources This module aims to train educators to find existing Open Educational Resources (OERs) and develop... The course will also help decipher Creative Commons licensing and how to align these resources to the MoPSE syllabus, and participants will be given the opportunity to license their own OER with a Creative... The module is aimed at African primary and secondary school educators. It will make use of WhatsApp groups to support educator professional development. M O D U L E 2 B Distance Learning through Radio This module focuses on radio script writing as well as delivery and presentation of radio lessons.

The delivery of radio lessons demands in-depth knowledge and skills on how to attract and engage learners to the subject content, and even promote interactivity among remote learners. The module therefore focuses on strategies for doing this, and explores how radio lesson presenters can promote student engagement and 21st century skills such as creativity, critical thinking, and problem-solving, among others. Throughout the programme, gender responsive language will be applied and strategies for creating an enabling environment for girls to participate in distance learning sessions will be explored. M O D U L E 3UNESCO Regional Office for Southern Africa 8 Kenilworth Road, Newlands PO Box HG 435 Highlands, Harare, Zimbabwe +263 (0)776775 - 9 harare@unesco.org To register: https://openlearning.unesco.org/courses @unescoROSA @unescoROSA www.unesco.org/harare... This is to certify that Kimberly Tiong Khoong Ling Completed Rapid Teacher Training Programme on Distance, Open and Online Learning a course of study offered by United Nations Educational, Scientific and Cultural Organization (UNESCO) Director UNESCO Regional Office for Southern Africa

The UNESCO Regional Office for Southern Africa is rolling out training of over 1500 teachers through its Rapid Teacher Training Programme on Open, Distance and Online Learning. 20 teacher trainers produced in February 2021 are rolling out the training to teachers on WhatsApp. The programme is divided into three modules focused on high-tech, low tech and no tech tools. Various methods of teaching learners remotely will be explored, including hybrid or blended learning approaches, relevant for the Zimbabwean context. The objective of the programme is to equip Zimbabwean teachers with skills and resources to deliver different forms of remote learning. The COVID pandemic has shone a spotlight on the need for countries across the globe to invest in education systems that respond effectively to disasters and enable teaching and learning to continue during and...

It marked a pivotal moment towards the worldwide adoption of open and digital learning as part of attempts to promote learning continuity under home-confined lockdown conditions. Technology can and will not replace teachers in the coming years but we see technology playing a major role in complementing and improving the quality and access to education. This means that teachers need to accompany and facilitate this process and therefore need to be equipped with the knowledge and skills necessary to do so. The UNESCO Regional Office for Southern Africa, is therefore investing in capacity building and training of teachers to fully utilize open, distance and online learning opportunities.

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