on school managers’ involvement in the ICT implementation process in the school. While being designed as a distance education course, the CCTI is aligned with the UNESCO ICT Competency Framework for Teachers. The CCTI is an open educational resource (OER) that COL is making available to teacher training institutions throughout the Commonwealth and beyond. While COL has been supporting institutions and countries to adopt the CCTI, it is has continuously updated and revised the materials in partnership with SchoolNet South Africa. COL now intends to scale up adoption of the CCTI through a new model for more institutions and countries though local partnership with educational institutions and Ministries of Education. The specific objectives of the Partners’ Meeting was therefore to assist ministries and institutions in Africa to understand the nature of the CCTI and to decide whether to or adapt it. The report outlines the components of the two day workshop and summarizes how these objectives were achieved. Background The Commonwealth of Learning engaged SchoolNet South Africa to host and organize a two-day orientation programme for prospective partners from Africa taking part in the Commonwealth Certificate of Teachers’ Integration (CCTI) Partners’ Meeting in South Africa, from May 26-27, 2015. Delegates from the following countries attended the Partners’ Meeting: Nigeria, Rwanda, Botswana, Uganda, Lesotho, Zambia, Kenya, Mauritius and Namibia. Lesotho had had some experience of training teachers in the previous version of the CCTI and Uganda has been training teachers since October 2014 using the newly revised version. None of the remaining countries had any previous exposure. Report Attendance SchoolNet South Africa designed a two-day programme for the workshop for the prospective partners. See Appendix 1. COL communicated with delegates and made their international transport arrangements. SchoolNet took responsibility for the logistics, booking the conference venue, all transportation within the country, catering and hotel accommodation arrangements for delegates. SchoolNet disbursed modest per diems to delegates, as well as recruiting the main speakers and compiling the workshop content. It is reassuring to report that all delegates arrived safely and in good time. Although the delegates were supposed to include representatives from ministries as well as teacher education institutions, not all countries managed to provide both. Delegates were excited by the high-speed broadband internet connectivity available in the conference venue and the hotel. Quite a few expressed the view that their own countries seemed to be taking a long time to reach this level of connectivity.
on school managers’ involvement in the ICT implementation process in the school. While being designed as a distance education course, the CCTI is aligned with the UNESCO ICT Competency Framework for Teachers. The CCTI is an open educational resource (OER) that COL is making available to teacher training institutions throughout the Commonwealth and beyond. While COL has been supporting institutions and countries to adopt the CCTI, it is has continuously updated and revised the materials in partnership with SchoolNet South Africa. COL now intends to scale up adoption of the CCTI through a new model for more institutions and countries though local partnership with educational institutions and Ministries of Education. The specific objectives of the Partners’ Meeting was therefore to assist ministries and institutions in Africa to understand the nature of the CCTI and to decide whether to or adapt it. The report outlines the components of the two day workshop and summarizes how these objectives were achieved. Background The Commonwealth of Learning engaged SchoolNet South Africa to host and organize a two-day orientation programme for prospective partners from Africa taking part in the Commonwealth Certificate of Teachers’ Integration (CCTI) Partners’ Meeting in South Africa, from May 26-27, 2015. Delegates from the following countries attended the Partners’ Meeting: Nigeria, Rwanda, Botswana, Uganda, Lesotho, Zambia, Kenya, Mauritius and Namibia. Lesotho had had some experience of training teachers in the previous version of the CCTI and Uganda has been training teachers since October 2014 using the newly revised version. None of the remaining countries had any previous exposure. Report Attendance SchoolNet South Africa designed a two-day programme for the workshop for the prospective partners. See Appendix 1. COL communicated with delegates and made their international transport arrangements. SchoolNet took responsibility for the logistics, booking the conference venue, all transportation within the country, catering and hotel accommodation arrangements for delegates. SchoolNet disbursed modest per diems to delegates, as well as recruiting the main speakers and compiling the workshop content. It is reassuring to report that all delegates arrived safely and in good time. Although the delegates were supposed to include representatives from ministries as well as teacher education institutions, not all countries managed to provide both. Delegates were excited by the high-speed broadband internet connectivity available in the conference venue and the hotel. Quite a few expressed the view that their own countries seemed to be taking a long time to reach this level of connectivity.
2015.07.24.Africa-Only-Partners-Meeting-CCTI.docx