TIESEA Dissemination and Capacity Building Workshop
The month of April was certainly a busy time for the TIESEA team as the Dissemination and Capacity Building workshops were held in each of the four TIESEA countries.
Each country workshop included a presentation on the findings of the TIESEA intervention in the country and a range of capacity-building presentations designed to enhance the skills and knowledge of educators and stakeholders who participated in the workshops.
The workshops featured a Teacher Storytelling presentation, where teachers who were part of the TIESEA intervention shared their experiences and learnings, bringing the program’s success stories to life.
A range of experts then delivered informative and engaging capacity-building sessions focused on AI for Education, AI for Assessment, and EdTech trends across Southeast Asia.
We were incredibly fortunate to have a local PhET expert lead participants through the PhET Interactive Simulations presentation, which included a hands-on activity.
Presentations:
Rethinking Future Digital Assessments -Jeffrey Xu
Cambodia
In Cambodia, ADB gave the opening remarks, followed by the Director of the General Secondary Education Department at the Ministry of Education, Youth and Sport, who highlighted the need to shift from passive to active learning as part of school reform. The final session of the day was a hands-on session with Ms. Nikita Kumar from Taghive. This presentation included a demonstration of the technology and how it is being used in the classroom.
Presentations:
Cambodia Draft Findings Kosal Chea EN
Cambodia Draft Findings Kosal Chea KH
Cambodia Teacher Story Telling EN
Cambodia Teacher Story Telling KH
Philippines
The Philippines workshop included a message of support from TESDA Secretary, Suharto T. Mangudadtu and an informative presentation from Ms. Redilyn Agub, the Chief for NITESD eTESDA, discussing the background and strategy for the Philippines intervention.
During the STEM and Project-based Learning session, Mr. Glenn Mendoza, PhET, emphasized the effectiveness of situation-based learning in conjunction with physical laboratory work. The final session of the day in the Philippines was an insightful presentation from Mr. Paolo Balinas of Amazon Web Services, discussing AWS AI strategy, AWS Academy, and AWS re/Start.
Presentations:
Philippines Draft Findings Zenaida Domingo
Viet Nam
In Viet Nam, participants had the privilege of listening to presentations from Mr. Kieu Huy Hoa, the Viet Nam Program Director from Khan Academy, who discussed how Khan Academy, a non-profit organization providing education access outside the classroom, is being deployed across Viet Nam. The final presenter was Ms. Minh Nguyen, the Director of Development for InterEdu, who talked about the Imagine Academy and how teachers and students in Viet Nam can participate.
Presentations:
Vietnam Draft Findings Nguyen Hong Hanh VN
Vietnam KhanAcademy Presentation
Indonesia
The Indonesia workshop opened with a speech from Dr. Iwan Syahril, Ph.D., Director General of Early Childhood Education, Primary Education and Secondary Education, at the Ministry of Education, Culture, Research, and Techonology (MoECRT). He emphasized that it is the lower 50% of the students in primary and secondary education that need the most assistance. He also commented that during COVID isolation, teachers missed the opportunity to share with other teachers socially and professionally.
The Indonesia workshop included a presentation from Mr. Byeongjo (Jo) Kong, Digital Technology Specialist with ADB, showcasing a case study on GenAI for teacher assistance in Bangladesh. And the final session of the day was a panel discussion facilitated by Ms. Anne Taylor, Team Leader of the TIESEA project, with panelists from ADB, AWS, Google, Microsoft and UNESCO-ICHEI.
Presentations:
Indonesia Draft Findings Cahya Ratih EN
- Published in All Reports, Articles, Related Content, Uncategorized
Reimagine Tech-Inclusive Education: Evidence, Practices, and Road Map
As the dynamic field of education technology (EdTech) continues to revolutionize the learning process, this document explores the supporting evidence for effective digital learning, the crucial interventions and innovations in EdTech, and the optimal methods for implementing successful digital transformation endeavors in the education domain.
By illustrating how rapid technological advancements are disrupting the job market and leading to a skills gap, it presents strategies for the swift expansion of EdTech and its integration into national education agendas. Elaborating on how EdTech is already driving a shift from teacher-centered learning, the document provides tools to assess readiness for digital education and emphasizes the importance of an ecosystem-based approach in transforming and reimagining the learning experience.
- Published in All Reports
TIESEA Philippines equipment delivery
TIESEA EQUIPMENT DELIVERED TO PHILIPPINE PROJECT SITES
In February, March and April 2023, the TIESEA Philippine team members had their hands full with one of the more challenging activities of the pilot project – the delivery of the project equipment to be used in the four technical training institutes (TTIs) participating in the delivery of the TESDA training program the “Photovoltaic Systems Installation NC II course. The target learners of the course are students in areas with limited or no internet infrastructure. This TESDA Training program is fast gaining acceptance in the Philippines because the country has a tropical setting. Numerous learners see the advantage of enrolling in this training program because of higher possibilities of being employed after they complete the course.
TESDA, the major project implementing arm of TIESEA. selected four (4) technical training institutions (TTIs): Rosario PTC Cavite; Pili PTC. Camarines Sur, Tagaloan RTC and the Balanginga National Agricultural School, Eastern Samar. They offer the Photovoltaic Systems Installation NC II’ course.
The delivery of the project equipment to the TESDA Headquarters and the four participating project sites took place after almost one month of careful inspection, evaluation and loading up of course software in the computer units and tablets to be used at the project sites. These equipment items are:
| Item | Quantity |
| Mobile Tablet for learners | 100 |
| Mobile tablets for eTESDA-NITESD | 25 |
| Mobile charging cart | 4 |
| Laptops for facilitators | 4 |
| Laptop for eTESDA-NITESD (will also serve as spare) | 1 |
| WiFi Router for offline test sites | 2 |
| WiFi Router for online test sites | 2 |
| m.2 Solid State Drive for MOODLE Box 128 GB | 3 |
| Wireless network content server | 3 |
| Uninterruptible Power Supply 650VA, Universal Outlet, 230V | 4 |
Another task the needed to be done carefully was packaging the equipment, particularly the fragile items. They were packaged in thick bubble wraps and thick wood boxes with strong braces to ensure that they are not destroyed by possible improper handling as well as the elements like strong rains and severe heat from the sun. It is to be noted that majority of the project sites are in islands which are quite far from the TESDA headquarters. Still in all, it was another productive and enriching experience for the eTESDA project team. They were able to gain substantial insights in handling fragile ed tech equipment as well as coordinate with contractors chosen for the delivery of the equipment.
TIESEA project equipment were delivered to the TESDA national headquarters as they arrived in the county. The total time spread of the delivery was: end of February, the whole month of March up to April.
Equipment were carefully removed from the boxes and wooden crates as they are delivered on a staggered basis
Some pieces of equipment were laid out before they were inspected and evaluated by the Etesda technical officers.
A number of equipment items were securely packaged with the use of wood and some heavy packing cardboards.
Before turning over to the delivery contractors, the equipment were carefully labeled and covered with transparent plastic to secure them from the elements.
The carefully-wrapped laptops and tablets also underwent a final inspection before they were delivered to the end-user TTIs.
Finally, the learning devices are in the hands of a project beneficiary. A tablet, fully loaded with software and learning modules, are held gently by a learner… and is used with high interest and enthusiasm. Looking at this learner, filled with curiosity and eagerness, makes the project team feel that it was worth all the wait and effort, to at last offer this learning opportunity to the “hard to reach and unreached youth” in the Philippines.
- Published in Philippines Polit Interventions
Workshop on Effective Integration of ICT in the Classroom
The integration of Information and Communication Technology (ICT) in the classroom is not limited to urban areas, but it is also important in rural areas. However, teachers in rural face unique challenges when integrating ICT into their teaching practice due to factors such as limited infrastructure, lack of access to resources, and limited technology literacy among students and teachers. A workshop on “Effective Integration of ICT in the Classroom” in rural areas has been designed under the Indonesia intervention and conducted to address this issue. The workshop was carried out on 3-6 April 2023 and aimed to equip teachers in rural areas with the necessary knowledge, skills, and resources to effectively integrate ICT tools and resources into their teaching practice.
The workshop aimed to introduce teachers to various ICT tools and resources available for classroom use, demonstrate how to effectively integrate ICT in lesson planning and delivery, and provide hands-on experience with various ICT tools and resources.
- Published in All Reports, Indonesia All Reports, Indonesia Pilot Interventions
Launch of the Intervention in Indonesia and Delivery of the Equipment
The pilot intervention in Indonesia is designed to provide capacity building for teachers to develop their digital literacy by introducing the Merdeka Mengajar platform and teaching STEM using technology within a minimal internet connectivity area. It includes a series of capacity-building workshops, learning materials development, pilot testing, and reporting. It is expected that this intervention will ensure the readiness of teachers to implement the Merdeka Curriculum.
Naringgul village has been selected randomly from the group of low socioeconomic, lack of internet connectivity but highly populated area in Indonesia. The junior high schools selected for the intervention are four schools in Naringgul village under the District of Cianjur – West Java, Indonesia. For the TIESEA intervention, 4 schools are selected randomly: SMPN 3, 6, 8, and SMPN 9 Naringgul.
In order to start the intervention, the requirement equipment was procured and then installed in March 2023. Each of the 4 targeted schools received 20 ARM-based technology laptops. Besides laptops, other hardware was delivered and installed to set up a computer laboratory, such as LCD projectors, portable sound systems, charging carts, UPS, and other electrical and lighting equipment. A digital library was also set up with the help of our partner SEAMOLEC technical team.
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Caption: Inspection and installation of the equipment delivered in Naringgul schools, Cianjur, West Java, Indonesia, on 28-30 March 2023.
- Published in All Reports, Indonesia All Reports, Indonesia Pilot Interventions
ADB Technical Assistance in the Philippines “EdTech Solutions for Last Mile Schools in COVID-19” featured in social media
TIESEA project is happy to share the feature of the ADB Edtech Solutions in Last Mile Schools TA in the Philippine Country Office social media:
ADB EdTech Solutions for Last Mile Schools in COVID-19 provided the following:
– WiFi LAN antennas and solar panel systems in 21 last mile schools;
– 3,500 tablets to secondary students; and
– Digitized learning materials in English, Math, and Science for secondary students.
To access ADB Philippine Country Office social media: Twitter | Facebook | Instagram
The ADB Technical Assistance Edtech Solutions in Last Mile Schools (TA 6670-PHI) is supporting the Department of Education (DepEd) of the Philippines in operationalizing the Basic Education Learning Continuity Plan (LCP), which will enable students to continue learning through blended learning modalities during the coronavirus disease (COVID-19) pandemic. The TA will build the DepEd capacity and support distance education by developing content, training teachers, and piloting education technology (edtech) solutions to ensure that secondary school students have access to quality education throughout school year (SY) 2020/21 and beyond. The pilot will use low-cost tablets to be connected to a local area network (LAN) supported by a solar-powered battery antenna, and target learners in selected school divisions. The content will be accessible nationwide through DepEd platforms. More information at https://www.adb.org/projects/54404-001/main.
- Published in Related Content
Koh Khsach Tunlea Lower Secondary School
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- Published in All Reports, Cambodia All Reports, Cambodia Pilot Interventions
Activity in the control schools
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- Published in All Reports, Cambodia All Reports, Cambodia Pilot Interventions
Teaching with technology
Teachers become familiar with the tabs that will be used by their students and experience approaches to teaching effectively with technology.
- Published in Cambodia All Reports, Cambodia Pilot Interventions
Mastering the devices
Teachers learn how to power up the offline content servers, download and upload STEM content. They are also introduced to the tabs and projectors supplied by the project.
- Published in Cambodia All Reports, Cambodia Pilot Interventions
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