ICT Competency Framework for Teachers as a game changer for digital capacity building for teachers

The challenges faced by teachers in integrating digital technology into their teaching methods have been brought to the forefront by the COVID-19 pandemic. Insufficient infrastructure, high access costs, a lack of multilingual and contextually relevant digital resources, and, most importantly, inadequate training for teachers have hindered their ability to effectively incorporate digital tools into education. As schools increasingly adopt digital technology in their curricula, it becomes imperative to provide teachers with adequate training and support.

In Nigeria, the ICT CFT project has played a crucial role in digital capacity building, yielding significant impact. The project's success lies in its practical and relevant training for teachers, which has been conducted by the National Open University of Nigeria in schools and teacher training institutions.

The Deputy Executive Secretary at the National University Commission, Mr Chris Maiyaki, affirms that the ICT CFT OER project has empowered teachers with the necessary skills and knowledge to succeed in a digital world. It has served as a valuable platform for Nigerian teachers to familiarize themselves with ICT, adapt to new technologies, and enhance their digital proficiency.

To ensure sustained progress, it is vital to monitor and expand the implementation of the ICT CFT project in Nigeria while continuing capacity building efforts. The UNESCO ICT CFT provides an overview of 18 competencies across six aspects of teachers' professional practice: policy, curriculum and assessment, pedagogy, application of digital skills, organization and administration, and professional development. As the most downloaded publication in the Communication and Information Sector website, nearly 3,400 downloads and over 16,000 consultations in the first trimester of 2023, the ICT CFT is now in its third edition and aims to support teachers' training in integrating technologies into their professional practice.

In Egypt, the adoption of the UNESCO ICT CFT is yielding positive results in expanding educational horizons. UNESCO has developed OER-based online teacher training resources and conducted pilot teacher training exercises. The impact at the institutional level has been significant, notably at the American University in Cairo's Graduate School of Education, where various actors, including the Ministry of Communications and Information Technology, the Ministry of Education, the Egyptian National Commission for UNESCO, and ALESCO (Arab League Educational, Cultural and Scientific Organization) have been involved. The provision of open content aligned with the ICT CFT in Arabic has created new avenues for both students and teachers, facilitating greater access to Arabic online content and empowering educators to integrate technology into their teaching practice. This development has the potential to transform the educational landscape in Egypt.

Gihan Osman, Ph.D., Senior Advisor for Teaching and Learning Innovations, Office of Provost, The British University in Egypt, emphasizes the importance of embracing new innovations like AI and coding while providing open resources and professional development opportunities for teachers.

In Rwanda, Vincent Nyirigira from the Rwanda Basic Education Board (REB) highlights the significance of localizing the UNESCO ICT CFT, as it encompasses competencies addressed in the ICT Essentials for Teachers. The REB developed the ICT Essentials for Teachers Course to meet identified training needs, drawing on 14 competencies from the UNESCO ICT CFT.

Rwanda became the first country to use and contextualize version 3 of the Framework. The project has played a critical role in Rwanda's ICT in education policy, enhancing the quality of education by training in-service teachers to effectively integrate ICT into teaching and learning. Rwanda aims to transform teaching methods from teacher-centered to learner-centered and invests in teacher training to achieve this goal. Vincent Nyirigira, acting program manager at the Rwanda Basic Education Board, emphasizes the continued collaboration with UNESCO to ensure Member States can adapt or contextualize their ICT training needs effectively.

The ICT CFT is a crucial policy tool for teacher training in ICTs. The OER Commons Hub supports teachers with adapted content based on the UNESCO framework, catering to country-specific needs. It serves as a dynamic network, connecting countries and institutions, and enabling the exchange of best practices in ICT education.

Implemented in Nigeria, Egypt, and Rwanda, the ICT CFT has greatly influenced their education systems. By training and empowering educators with digital skills, and integrating technology into teaching practices, the ICT CFT is creating a more inclusive and effective education system. As the world advances digitally, it's vital to monitor and expand its implementation, offer open resources and professional development for teachers, and embrace innovations to ensure quality education for all.