PROCESS ISSUES

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PROCESS ISSUES
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What is a Process?

• The process is a journey consisting of
  interacting elements and progressive stages
  beginning with the first stage of preparation for
  drafting a policy and ending with the last stage
  of implementation the ICT policies.
• Collection of those elements, considering
  directions, giving priorities, and other
  sub-processes create issues which ought to be
  considered along with the execution of the
  process.

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Drafter of Policy
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Drafter of Policy 1/3

• The ICT Policy planning process should be
  initiated, drafted and performed by high-level
  teams
• These teams are to be represented by political
  persons, senior bureaucrats, and academicians at
  the federal/central levels.
• Senior policy-makers and management must state
  the quality of ICT developments and operations.

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Policy-Drafting Teams 2/3

• The policy drafting teams may consist of persons
  representing important groups and experts
  experts.
• In these teams, persons of diverse views should
  be included so as to counterbalance the biases.
• Persons from finance, technology, academics,
  student welfare and others may participate in
  national, regional, and local level policy
  decisions.

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Drafter of Policy 3/3

• We must involve drafting teams in outlining the
  structure and determining the standards of the
  quality of ICT services to be provided
• The respective countries may follow either
  top-bottom or bottom-top approach for
  formulating successive teams for policy drafting.
  
• Consider the implications of top-down and
  bottom-up for finalizing the policies.

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Driving Force
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Who is Driving Force? 1/3

• The driving force does emanate from- the desire
  of the people, the opinion of the experts, the
  needs of the industry, the foresight of the
  government, the dedication of the teachers, the
  seriousness of the learners and many others.
• The driving force may emanate from the
  international compulsions or internal
  competitions, as well.

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Who is Driving Force? 2/3

• Review of recent reports indicates that there is
  a felt need of introducing ICT in all sectors
  of education.
• Almost all educational, economic and social
  policy documents submitted recently do stress the
  highest relevance of introducing ICT into schools
  and institutions of higher education.
• This observation applies to policy documents of
  the European Commission, Asian countries, the
  American documents, UN documents, and others.

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Who is Driving Force? 3/3

• These reports are arguing that the economic and
  social prosperity would inevitably depend on
  high-quality education and training of all
  citizens for ICTs.
• An optimal adoption of ICT by educational
  establishments would be indispensable to realize
  this objective.
• Educational establishments had to provide
  learning opportunities for all learners
  (life-long) to acquire and to improve competence
  in digital literacy.
• Teachers and teacher educators have to play
  important roles.

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Program Formulation
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Federal and Local Program Formulation 1/4

• Who will be responsible for the formulation of
  programs at different levels, such as, the
  central, regional and institutional levels?
• What will be the broad guidelines of these
  programs?
• What will be the content-substance of these
  programs?
• How would the contents be related to the
  developmental needs of the learners and the
  market requirements of the obtained competencies?

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Controls in Program Formulation 2/4

• How do we develop links between all potential
  users on one hand and the database servers on the
  other?
• How do we treat synchronicity in the network?
• Who would control these programs and why?

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Program Monitoring 3/4

• As far as the development of these programs and
  their monitoring processes are concerned, a lot
  of efforts and other costs are required for
  converting current manual files into computer
  files.
• This process involves a considerable amount of
  staff-time for weeding, finalizing the inventory,
  and revamping circulation procedures.
• Serious consideration will be required for
  out-sourcing these functions. 

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Centralized-Decentralized Management

• Countries and institutions may develop
  centralized-decentralized policies for ICT
  management tasks.
• Decentralization should only take place if
  feasible, and cost-effective.

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Users of Program 4/4

• The order in which the anticipated ICT programs,
  services, and systems can be implemented is
  largely dependent on the relationship between ICT
  components and its services.
• Program processing and its use are fully
  developed on the local policies.
• For example, remote users can access a Central
  Student-Records System if appropriate
  connectivity services are provided between the
  central database server and the remotely located
  users desktop computers.

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Time Frames
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Short-Long Term Programs

• Timeframes for choosing, procuring, owning and
  using of media in education should follow time
  bound policies.
• It may include the visualization of short-term
  and long-term policies.
• Policies may also be formed for the day-to-day
  management of all ICT resources and user support
  services.

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Resources-Finance
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Resources-Finance

• Introduction of ICT requires a lot of money for
  staff recruitment, training and consulting, and
  also for the acquisition of new hardware and
  software.
• We need to provide appropriate funds for the
  payment of staff, or the purchase of materials
  for permanent provision of resources, or for
  preparing government documents for the transfer
  of ICT and resources among organizations and/or
  among countries.
• Some funds may be provided on a block basis
  while the other part of funds may be provided on
  recurring basis

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International Funding Bodies

• International bodies, donor countries and
  agencies may be approached for their help and
  donations.
• Each country may like to deliberate on this point
  of receiving and giving the help.

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Models of Dissemination
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Models of Dissemination 1/3

• There is a growing awareness that pluralism of
  information, together with diversity of
  production and distribution, are healthy
  indicators of democratic societies.
• Strong national-cum-local systems of media are
  essential to achieve this mission.
• However, some of the developed and developing
  countries lack strong traditions of diversified
  dissemination.

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Models of Dissemination 2/3

• There is need to develop policy frames for
  arranging new models of dissemination between the
  providers and the users.
• Likewise, we find a serious gap between those who
  can make effective use of information technology
  and those who cannot.
• We need to consider the strategy of new models of
  dissemination for countering these gaps.
• We may have to go in for models ranging from home
  computers to institutional ICT-facilities, to
  private cyber cafes, to community-sponsored
  institutions and many other models.
• Keeping the diversity of ICT developments in
  different countries, we may have to design
  country-specific models of dissemination for
  educating the children and the masses.

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Models of Dissemination 3/3

• The Flexible Learning Model (FLM) of distance
  education may be combined with high quality
  Interactive Multimedia (IMM) for wide scale
  dissemination.
• This must result into access to an increasingly
  extensive range of teaching-learning resources
  and enhanced interactivity through Computer
  Mediated Communication (CMC) offered by the
  Internet.

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Policy Principles
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Cooperation-Policy Principles 1/3

• Recognition of the need for development and
  growth of knowledge leading to better quality of
  life.
• There should be an established and integrated
  organizational structures for the management of
  ICT.
• Cooperation, and coordination with different
  agencies.

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Knowledge-Policy Principles 2/3

• Since ages, knowledge has been passed on from one
  generation to the other through written texts,
  folklore, word-of-mouth, religious practices, and
  customs. ICT may build upon these practices.
• The knowledge however, remained preserved
  geographically and hierarchically.
• Now, the ICT should be used as a tool for
  knowledge sharing across boundaries and
  hierarchies.

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Training Policy Principles 3/3

• Enhance training and operation-support for
  information systems and ICT.
• Continuously, enhance the ICT infrastructure.
• Promote inter-agency cooperation development and
  disseminate information.
• Provide advice, medium and long-term strategies
  to developing countries.

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Encourage Learning Process Skills

• Access ideas and information from diverse sources
  through searching, locating, selecting, and
  authenticating material in a wide range of
  multimedia forms.
• Extend ideas and information through processing,
  manipulating, analyzing and publishing material
  in different multimedia forms.
• Transform ideas and information into new or
  different forms through synthesizing, modeling,
  simulating and creating material in many
  multimedia styles and formats.
• Share ideas and information across local,
  national and international networks through
  interacting electronically with others in actual
  and/or delayed time.
• httpwww.ecpd.tased.edu.au/toolsTL/tools.html

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Constructing Information General Process Skills
1/2

• Word processing and publishing- preparing,
  editing and producing written, tabular and
  graphical material.
• Freehand and geometric drawing- devising and
  producing pictorial representations of events,
  ideas and artifacts.
• Collecting and organizing data- searching,
  storing, categorizing and arranging numerical and
  written information.
• Analyzing and managing information- deducing
  trends and patterns, organizing and synthesizing
  information.
• httpwww.ecpd.tased.edu.au/toolsTL/tools.html

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Presentation and Monitoring General Skills 2/2

• Presenting and displaying information- delivering
  and presenting ideas and information to audiences
  at workshops, seminars, meetings and discussion
  groups.
• Modeling and simulating ideas- devising and
  testing ideas and hypotheses, and projecting
  future consequences.
• Communicating in text and graphics- using the
  Internet to exchange ideas and information at
  local, national and international levels in
  actual and/or delayed time.
• Constructing sounds and images- manipulating,
  layering and combining material to create
  particular effects.
• Creating interactive multi-media (IMM)
  productions- translating ideas and information
  into combinations of visual, textual, sound and
  graphical material.
• Controlling mechanical and electronic devices-
  regulating, timing, operating machines, robots
  and telecommunication systems.

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Thank You
Dasvidanya