Contacting Needs and Knowledge
Assessments ___________________________________________________________________________
Deliverable Number: D2.1
Contractual Date of Delivery: 30/03/2019
Actual Date of Delivery: 30/03/2019
Title of Deliverable: Contacting needs and knowledge assessments
Work-Package contributing to the Deliverable: WP2
Dissemination Level: IL
Nature of the Deliverable: R
Author(s): Nanung Fitriyianto University Gadjah Mada (UGM), Vassilios
Makrakis Frederick University (FU), Nelly Kostoulas Universty of
Crete (UOC), Aravella Zachariou Frederick University (FU), Munirah
Ganzali University Science Malaysia (USM) in cooperation with all
partners.
Version Date Comments & Status Distribution 18/03/2019 initial version Draft
23/03/2019 comments from all project team. Final approval by the
Quality Assurance Group 30/03/19.
Project Funding
Project Full Title: ICT-enabled In-service Training of Teachers to Address Education for
Sustainability
Project Acronym: ICTeEfS
Project number: 598623-EPP-1-2018-1-CY-EPPKA2-CBHE-JP
EC Programme: ERASMUS +
Agreement number: (2018-3774-001-001)
Start date: 15th January, 2019
Duration: 3 years
Budget: € 991.711
Disclaimer
The content in this deliverable expresses the views of the authors and the ICTeEfS
Consortium and does not necessarily reflect the views of the European Commission.
The European Commission is not liable for any use that may be made of the
information contained herein.
Executive Summary
This deliverable reports first on the SWOT (Strengths, Weaknesses, Opportunities and
Threats) analyses carried out in the three partner countries involving the local Regional
Centers of Expertise on Education for Sustainable Development (RCEs on ESD). The data
collection methodology for the SWOT Analyses included personal interviews, workshops,
focus groups, public meetings, surveys, participatory tools and stakeholder panels. This was a
very interesting experience as it connected the higher education with society. RCEs involve a
quite extensive number of local stakeholders. On the basis of the SWOT Analyses and
discussions within the project staff, a summarization of needs and knowledge assessments
has been done, identifying the stakeholders’ needs, the barriers and drivers critical to their
successful engagement in the process of design and development of the ICTeEfS teaching
standards and competences. A number of questions were posed upon which relevant tables
have been formulated in order to identify not only the stakeholders’ strengths, weaknesses,
opportunities and threats. but also, basic objectives and issues to addresses in subsequent
processes and practices. Especially, the knowledge sought from this activity was also
instrumental in developing the instruments for the stakeholders’ surveys (D2.2) and the
development of the ICTeEfS teaching standards and competences framework (D2.3).
SWOT Analysis of Regional Center of Expertise (RCE) Yogyakartaon Education for Sustainable
Development
22-25 February 2019 Frederick University, Nicosia Cyprus
INTRODUCTION
Where is Yogyakarta?• Located in the center of the
island of Java, with 3.7 millionpoppulation
• Smallest province with an area of3.133 km2
• A special status since it isgoverned by Sultan dated fromthe pre colonial era
• Agriculture and farming as themain source of income for mostcommunity
• With more than 100universities→renowned as thecity of learning.
RCE YOGYAKARTA
History of Establishment• Established as a responds of earthquake in
2006 with aimed to rehabilitate the damagepost disaster. Also at the same time torespond the illiteracy reduction program,supporting Small Medium Enterprises SMEsand in line with university commitment forgreen campus and renewable energy
• Date of acknowledgement by UNU-IASDecember 27 2007 Coordinator: Prof Nizamdan Prof. Danang
Aims• To provide education in the field of Sustainable Development
through formal, non-formal and informal education
• To give information, increase awareness, provide space for learningand action as well as community mobilization towards establishingnation with more sustainable future.
• Actively involve and play roles in national and internationalnetworking to share and collaborate in Education for SustainableDevelopment
Collaborations and Partnerships
Secretariat**Formal office address and secretariat:
Direktorat Pengabdian kepadaMasyarakat UGMJl. Pancasila Bulaksumur UGM G7 , Yogyakarta 55281, IndonesiaTelp : +62 274 552432(Telp/Fax), 0274 6492082, 0274 6492083Email : [email protected].
Director
Head of Subdiretorate
KKN
Head of Subdirectorate
Community Services
Secretary
KKN Development
Logistic and Operational
Community Services
Community Empowerment
Sustainable Development Action Programs• EDUCATION
• SCS-CEL (Student Community Services-Community Empowerment Learning)
2009: the themes are ESD based programs
• INTEGRATION OF ESD INTO HE CURRICULA
SINCE 2009: through workshops and incentives of action programs
• RESEARCH AND COMMUNITY ENGAGEMENT
• RENEWABLE ENERGY
• HEALTH
• WASTE MANAGEMENT
• BIODIVERSITY
• ENVIRONTMENTALLY FRIENDLY INTEGRATED FARMING
SWOT ANALYSIS
FGD for SWOT ACTIVITY for ESD and SDGs
• 1st Activity on 1st February 2019 atDirectorate for CommunityServices UGM
• 2nd Activity on 7th February 2019at Clinic for Environment andDisaster Mitigation UGM
• 3rd Activity on 13st February 2019at Directorate for CommunityServices UGM
Attended by several expertise from:
Vocational School, Faculty of Geography, Faculty of Pharmacy
Faculty of Engineering, and Directorate for Community Services UGM
Name of the RCE:
RCE Yogyakarta, UGM, Indonesia
Name of the SWOT facilitator: e-mailNanung Agus Fitriyanto.,Ph.D.
Name of the SWOT participants Function at the RCE e-mail
Prof. Dr. Suratman.,M.Sc. Expertise on Environment Science [email protected]
Prof. Irfan Dwidja Prijambada Expertices in community
idProf. Dr. Baiquni.,M.A. Expertise on Geography development [email protected]
Dr. Puji Astui.,M.Sc., Apt. Expertise on Medicine Science [email protected]
M.Sulaiman.,S.T.,M.Eng.,D.Eng Expertise Civil and Earth Resources
Engineering
Surani Hasanati.,S.Si.,M.Sc. Expertise on Environment Science [email protected]
Taufikur Rahman, S.E., M.B.A., Ak., CA. Expertise on Finance [email protected]
Marlita Putri Ekasari.,S.Farm. MPH. Expertise on Public Health [email protected]
dFitrotun Aliyah.,S.T.,M.Eng Expertise on Chemical Engineering
Science
Dr. Dyah Rahmawati Hizbaron Expertise on Environmental and
Infrastructure Planning
Theresia Octastefani, S.AP., M.AP., M.Pol.Sc. Expertise on Soial Science [email protected]
Participants in SWOT Analysis
Our StrengthsIn 263 Study Programs with 4,468 Faculty Members and
47,081 Students
14
➢TRIDHARMA (Three Main Roles) of HE in INDONESIA: Education, Research and Community Service → allhigher education institutions in Indonesia must carryout programs of community service.
➢UGM has a special program of community serviceinvolving lecturers (as supervisors) and students whohave different scientific back-grounds/disciplines →A Student’s Community Service (SCS) that isconducted through a Community EmpowermentLearning (CEL)→ called as SCS-CEL Program.
➢Work in a team of 20-30 students, which is consist offour clusters of study background:➢ Physical infrastructure➢ Socio-economic and culture➢ Community health➢ Agricultural related field
KKN, Education for Student Community Service
Distribution of KKN Students
Distribution of KKN Students
• In a year, 7000 undergraduate student has been deployed to the community
• Initiated in 1971 at UGM
• Compulsory 3 credits
• Mobilize 4th year university students to work with community overcoming the issues related to localproblems
Advantages of Students’ Community Engagement (KKN)
• Students understand the problem of their surroundingcommunities
• Students are able to communicate with the communities
• Students are able to work together in a group toward commonobjectives
• Connecting communities to the university
• Enhance community development
• Feed back to the university for necessary research
What unique knowledge, talent, or resources do
we have to facilitate the integration of education
for sustainability issues supported by ICTs in
teaching and learning processes and practices?
KKN, Education for Student Community Service (2)
• Stay in a community for 2 months (formerly 3 months)
• Solve a real problem existing in a community they are assigned towork and stay in
• SCS program consists of three major elements: individual,institution and community empowerment
• The program functions as media for transfer and transformingknowledge, skill, creativity and innovation obtained by studentsduring their studies for the benefit of community.
• The program were run based on the principles of co-creation, win-win solution, co-finance, sustainability and flexibility.
Some focuses of interest:• Improving education in remote areas
• Community based health policy
• Women's empowerment
• Disaster early warning system andmitigation
• Cultural and local wisdom-based naturalresources conservation
• Rural Governance and Administration
• Law and Political Awareness
• Small and Medium EnterprisesDevelopment
• Sustainable agricultural production
As a Regional Center of Expertise on Education for Sustainable Development what do we do best in relation to integrating sustainability issues such as recycling, poverty, climate change in teaching and learning processes and practices?
• Raise student empathy and care
• Implementing science and technology in the field
• Increase the spirit of teamwork and multidiscipline work
• Educating student as researcher/scientist
• Training student to work collaboratively with various actors(university, government, private sectors, NGOs andcommunity)
• Promoting learning community and communityempowerment
The Objectives of KKN
On the other hands, how Does UGM Contribute to
Education for Sustainable Development through Non-
KKN Program ?
Leading in Community Empowerment Program
The 1st ICCEESD as an effort to improve publicityTheme: Innovating Engagement & Sustainability Society Inclusive WelfarePlace: YogyakartaTime: 7 – 8 November 2018Delegate and Participant: 44 presenters, 120 participantsCounty: Indonesia, Singapura, Jerman, Perancis, Thailand, Australia, Malaysia
UGM, Pioneering Ecosystem Conservation
Wanagama, Universitas Gadjah Mada Teaching Forest , with 600 Hectare in Gunung Kidul
UGM Efforts in Tridharma Have Changed the Critical Land to Become A Forest. It was mentioned by Jokowi President that Wanagama is as the best forest management.
Agro Technology Innovation
Center (PIAT)
35 Hectare in BerbahAnd 165 Hectare in
Mangunan
• Smart Food• Smart Feed• Smart Energy• All UGM Waste is
managed in PIAT• Gen Bank for
IndonesianBiodiversity –Teaching Industryand Research Center
Sustainable Natural Resources and Food Resources
Bioenergy Center di PIAT (Agriculture Technology Innovation Center):
• Slow Release Fertilizer, Composting,Microbial Starter
• Small Scale Electric Generator• Energy
Research based Community Services
Green Practices and Green Energy Literacy for
Community Development
Sinergi Pusat Studi EnergiUGM, Pusat StudiEkonomi KerakyatanUGM, Lakpesdam NU, dan CCES dalam KonsorsiumKemala di KabupatenSolok Selatan (Sumatera Barat) dan KabupatenTanjung Jabung Timur(Jambi)
Pendanaan: HibahKemitraanKemakmuranHijau - Millennium Challenge Account Indonesia 1,5 tahun (selesaiDesember 2017)
Waste To EnergyTPA Piyungan, Bantul
Diolah
Global Warming Potential TURUN 85%
Dibiarkan sajadi TPA Piyungan
Emisi gas rumah kaca darisampah ekuivalen dengan
44.000 ton CO2/hari
Listrik
Kompos
41,11%
27,41%
11,19%
10,24%
6,11% 3,94%
Sampah Taman
Sisa Makanan
Gelas, Plastik, Besi
Kertas
Kayu
Tekstil
Batu Bara Muda: 4.000 – 5.000 kkal/kg
Nilai kalori 4.900 kkal/kg
Partnership:
AGROTECHNO-PARK UGMGAMA GIRI MANDIRI
GIRIREJO, IMOGIRI
Mangunan: Dari Daerah Kering di Tahun 1960 an Menjadi KebunHerbal di Tahun 2010 dan Memasok Sumber Herbal “Gama Giri Mandiri”Demplot, Budidaya, Pengolahan, dan RendemenHerbal Terstandar, dan Produk Obat TersertifikatSudah Dipasarkan oleh PT Kalbe Farma
Integrating Research and Community Services
Results:Critical Land Changed Into Productive Land160 Hectare Area
Agro Teaching Industry – Tea and Cacao
Integration of Education, Research, and Community Services with UGM Teaching
Industry Since 1964
UGM Tea Eastate and Teaching Industry Composed of 1,113 and 4,600 Hectare Area is Known as 100 Biggest Exporter and Ranked 92 as the
Biggest National Devisa Contributor
Technomed Factory –Ground Breaking di Purwomartani
Teaching Factory -Kulonprogo
Digital Innovation Center
Teaching Industry dan Science Techno Parks
Teaching Factory Agrotech – PT Pagilaran Sejak 1953
STRENGTH
• UGM have Center for Academic Innovation→ Support the digitalizationof teaching materials and dissemination of online education system.
• UGM have the Wisdom Park, as a model of education for sustainabledevelopment such as water management and diversity terrestrial as wellas underwater.
• The experience in performing the KKN by the student have been storagein You tube, and share all around the word through the video clips.
• The idea of Sustainability has been developed since 1990s →Seminarsand books on low external input agricultures.
• Master degree on Sustainability under Graduate School on MultidisciplineStudies.
What ICT tools we use to support the integration of
sustainability issues in teaching and learning?
Many Seminars in Sustainability• Agribusiness Sustainability
• ICCEESD
Weaknesses• Key Performance Indicator and impact in performing ESD which
involved the student, teacher, community, and government.
• Publicity of the activities in Scientific Journal.
• Luck of sustainability in developing the community withoutUniversity’s accompaniment
• Reconstructing the University curricula due to the long policy makerdiscussion.
• Low awareness of teacher, student, and community in using ICT as alearning delivery tools.
Opportunities• ESD IN REDESIGN CURICULUM
• ROADMAP FOR ESD PROGRAM TO ACHIVE SDGs
• ESD FIELD LABORATORY
• ESD NETWORKING (REGIONAL, NASIONAL ,INTERNATIONAL)
• INNOVATION ESD FOR GLOBAL LEADERSHIP
• PARTNERSHIP AND COLLABORATION COMMITMENT FROMSTAKEHOLDER
• Application of ICT in lecture→Up to 30% is allowed
• Government policy in
Internet accessibility in Indonesia
UGM is asked bythe government ofRepublic Indonesiato improve the useof internet forcommunityeducation.
Threats
• Less for good communication between the basic education and HE,since in the Government level, the ministry has been separated. Thisis different institution which limit in communication
• Political Issue and support from the government to the educationand research which least which possibly due to the disorientationfor education.
• For young generation, the usage of internet is commonly to get theentertainment rather than for education.
• The diversity of culture all around Indonesia
TERIMA KASIH
ICT-enable In-service Training of Teachers to address Education for
Sustainability (ICTeEfS)(No. 598623-EPP-1-2018-1-CY-EPPKA2-CBHE-JP)
UNIVERSITAS PENDIDIKAN INDONESIA
K i c k - o f f M e e t i n g & Wo r k s h o p
22-25 February 2019 Frederick University, Nicosia Cyprus
I n t r o d u c t i o n
NAME OF UPI RESEARCH TEAM POSITION
Prof. Dr. Mohammad Ali, M.A Team Leader
Dr Rudi Susilana, M.Si Team Member
Dr Cepi Riyana, M.Pd. Team Member
Dr Laksmi Dewi, M.Pd. Team Member
Dr Rini Solihat, M.Si. Team Member
Source: https://www.distancefromto.net/
STRENGTH
1
2
3
4
5
6
The efforts of the Faculty in
preparing future teachers and
teachers in office to overcome
the integration of
sustainability issues in
teaching and learning
supported by ICT
STRENGTHUniversitas Pendidikan Indonesia (UPI) is mandated by the
Indonesian Government as one of the public higher education
institutions which organize Professional Teacher Training Program
known as Pendidikan Profesi Guru (PPG).
As it is stipulated by the Law Number 5 Year 2005, on Teachers and
University Instructors, every teacher candidate must undertake the
program and earned a Professional Teacher Certificate after
completed the program.
All teacher candidates who are undertaking teacher training, are
required to have a competency related to the use of ICT. This
means, the use of ICT in teacher training on sustainability is
considered affordable.
Unique knowledge,
talent, or resources do have
with ICT enabled pedagogy for ESD
STRENGTH
Sustainability issues and the related-courses content have been integrated
into the UPI’s general subjectscurriculum, such as in the course of Environment Education, and in the
mandated students community service program that every student
has to undertake it in the last semester of the study at UP, as well.
http://spot.upi.edu/dosen
https://siak.upi.edu/
Advantages do we have to respond to ICT enabled pedagogy for ESD in Faculty
• Most of UPI students andinstructors are ICT literates
• The university provides themwith ICT both at the universitylevel and at the faculty anddepartment levels.
STRENGTH
Other people say we do well in relation to this pedagogy
• UPI collaborates with the local government in organizing and facilitating the existing teachers with professional teacher training
• Improvement among its instructors are involved in the national programs on teacher professional improvement programs.
STRENGTH
Resources do we have available • UPI has ICT
infrastructure and facilities with a higher degree of connectivity
both in the related laboratories and in its
academic offices.
(Fibers optics BW 1000 Mega between
buildings; 150Mbps between regional
campus; 28 laboratory)
STRENGTH
STRENGTH
UPI greatest achievement in relation to ICT enabled education
for sustainability pedagogy
• UPI is one of the Indonesianprominent universities indicated
by webometrics rank of 12 (2018)
• The university has also ICT basedin almost all academic activities
and services.
http://www.webometrics.info/en/detalles/upi.edu
OPPORTUNITIES
1
2
3
4
5
6
Ways of UPI turn the strengths into opportunities
• The position of UPI as the most prominent university in theIndonesian teacher preparation and quality improvement makesit affordable to disseminate the ICT enabled teacher training ofsustainability and other competencies related-to SDGs to otherfaculties of education over the country.
• UPI has opportunity and affordability to provide teachers with atraining program of SDGs through its community service program,either independently or by doing collaboration with the localgovernment’s office of education
• Every UPI’s faculty member has a mandatory function to conducta community service program and this can be fulfilled byorganizing ICT enabled teacher training on sustainabilityeducation
• The organization of ICT enabled teacher training on sustainabilitycan be included in the Professional Teacher Training Program, aswell as being considered as an extra-curricular activity
OPPORTUNITIES
• The policy of UPI that hasalready supported SDGsachievement should bestrengthened by makingcollaboration with the localgovernment
• Digital circumstance at UPIenables its faculty memberto perceive ICT applicationin teacher training as aneed instead of as anobligation
Ways of UPI turn weaknesses into
opportunities
• Integrating sustainability issues in teaching andlearning supported by the use of ICT at UPI canovercome the lack of synergy in the internal systempolicy. This means, the policy maker will haveevidence on the importance of including ICT andSDG’s as important components in its curriculumdevelopment
• The UPI’s faculty members need to be literate in ICTand SDG’s, by being involved in various related-programs, in order to strengthen their competencies
• Concerning the ICT enabled teacher training onsustainability, the UPI faculty members also need tobe involved in the program with regard tostrengthening their related- competencies andinsight
• Policy makers at UPI should have perceived thisprogram as one those demanded
OPPORTUNITIES
A need in UPI that no one is meeting
• There are some UPI’sinstructors who are not literateon ESD and need to improvetheir related-competencies.
• In this case, they are also ableto undertake training on SD byusing ICT.
OPPORTUNITIES
UPI can do today but that isn’t being done
• In order to provide a propertraining program on ICT enabled
teacher training on sustainability, It needs to conduct a need
assessment.
• Develop the training programsystem, including the formulation
of competencies, formulation of training materials and designing
them in the ICT system
• Try out the system of training anddisseminate it at schools in the
university and schools in the localarea
OPPORTUNITIES
• ICT enabled ESD pedagogychanging
• Advantage that UPI cantake of those changes
• ICT enabled pedagogy is nolonger an option, rather, it isa need. This can make ESDpedagogy spread out befaster and make morecomprehensive.
• UPI can play an importantrole in the application of theICT enabled pedagogy in theeducation system inIndonesia.
OPPORTUNITIES
OPPORTUNITIES
Ways the program can be supported
• ICT enable pedagogy can besupported by the availability offacilities and ideas sharing,especially in developing thetraining system.
• This can strengthen UPI inmaking the program sustainable.
WEAKNESSES
1
2
3
4
5
6
Improvement that UPI need in preparing future
and current teachers to cope with integration of
sustainability issues in teaching and learning
supported by ICTs
• UPI still needs to improve itsinternal system policy in regard to
coping the integration of sustainability issues in teaching and
learning processes supported by the use of ICT.
• Among the attempts is done byidentifying the potential
departments which have implemented the integration of
sustainability issues in teaching and learning supported by ICT.
• UPI needs to improve curriculumconcerning teacher preparation byintegrating the sustainability issuesin teaching and learning supported
by ICT.
WEAKNESSES
Knowledge, talent, skills and/or resources that UPI lacking for
that purpose
Although most of the UPI’s faculty member are ICT literates, their degree of competencies in using ICT and their knowledge
on sustainability still varies.
WEAKNESSES
Disadvantagesthat UPI have
By implementing ICTeEfS, the UPI’s faculty members and staff would to do extra work, and prepare extra budget for extra activities
WEAKNESSES
Other people say that UPI don’t do well in relation to
that
Other institutions which use UPI facilities said that UPI cannot accommodate
all request for various training because of the
limitation of time availability.
WEAKNESSES
Areas that UPI need more
training
UPI need more training in the content of sustainability.Particularly to the faculty members who are involved in the professional teacher training programs in regard to improving their competencies, awareness and behavior.
WEAKNESSES
WEAKNESSES
The complaints about the way that UPI are responding to the
integration of ICT enabled pedagogy for ESD
More preparation is needed to face the in-service teacher training program.
Include time organization and human resources.
WEAKNESSES
1
2
3
4
THREATS
Obstaclesthat UPI face
Commitment from all units in the university to
conduct the sustainability education
through this particular training program is
questionable
Component of UPI weaknesses that
prevent from meeting our goals
Supports from the faculty and other
faculty members need to be encouraged and
strengthened
THREATS
Component that might become
problems in the future
Teachers who join the training program
need a significant encouragement to
implement their competencies in
teaching and learning on SD to their
students
THEATS
Standards policies that might negatively
impact of UPI efforts
• Sustainability education training programis not contradictory with regulation. In its
implementation, however there is no standard or policy which gives
recognition to the teachers who are involved in the training
• According to that fact, we need a policyregarding to giving recognition to the
teachers who undertake the sustainability education training
program.
• Sustainability education training programshould follow the existing standards
(number of course hours, instructors, etc.) so it can be recognized by the
related-professional association and the government.
SWOT ANALYSISRCE SOUTHERN VIETNAM
7/11/2020 1
Name of the RCE:
RCE SOUTHERN VIETNAM
Name of the SWOT
facilitator: PHAM THI HOA
Name of the SWOT participants Function at the RCE e-mail
Pham Thi Hoa Coordinator [email protected]
Nguyen Thi Kim Tuyen Staff [email protected]
Ngo Nguyen Vu Staff [email protected]
Nguyen Hong Lan Expert [email protected]
Tran Thanh Tu Expert [email protected]
Pham Ngoc Expert [email protected]
Tran Thi Ngoc Diep Expert [email protected]
Le Thai Hoang Expert [email protected]
Tran Thi Thanh Sang ICT Expert [email protected]
Nguyen Van Sinh ICT Expert [email protected]
Nguyen Hong Quang ICT Expert [email protected]
7/11/2020 2
STRENGTHYouth
• Raising awareness of Youth about SD: Green product competition,Biodiversity protection, Skill training for Fire and natural disasterprevention
Community services
• Integrating SD in training of community: Disaster risk management,Organic farming techniques, Water resources management under CC
• Collaborate in conducting research and technology transfer toprovinces in Southern Vietnam in SD related themes
7/11/2020 3
ICT
• website, social media, blackboard, Turnitin
Resources
• Collaborate with expert in several field on project basic
• Annual funding from IU for RCE activity
• Facility shared with Schools/Departments in University
• Willingness to participate from local authority and community onproject basic
• Students are getting more aware about SD and willing to take part inSD programs
7/11/2020 4
WEAKNESSEducation
• Have not achieved in integrating SD into syllabus/curriculum
( + syllabus can be flexibly designed, but due to lack of awareness for integrating SD into syllabus
+ Lack of institutional support for integrating of SD into syllabus/curriculum)
Youth and community services
• The collaboration for ESD/research has not reached the whole university staff/lecturers, but small group of interested faculty members
• Students from some fields are not interest in SD7/11/2020 5
Resources
• Lack of full-time staff
• Awareness of lectures on SD is not enough
• Financial support for SD projects is not sufficient (national andinstitutional level)
Networking
• Networking with national and international organization is limited
7/11/2020 6
OPPORTUNITYICT• Available of ICT experts and infrastructure at IU, which can be collaborate
for this project
Education• Flexibility in refined curriculum/syllabus → Chance for raising awareness to
support change from each lecturers• ICT enabled education is supported and encourage by central government,
especially at school levels. This project can be a good model to bedisseminated
• Achieved AUN accreditation at program and institution levels in February2019, and approaching to ABET → social responsibility is one of requiredlearning outcome for graduates
7/11/2020 7
Youth and community service
• IT students can join in the project to support ICT coordinator at school
• Connecting higher education with schools
7/11/2020 8
THREAT
ICT
• ICT capacity may different between schools/teachers
Education
• Willingness to change (both for ICT enable and ESD) from school levelmay also different
• Commitment may not long-term, end with the end of project
7/11/2020 9
CORE VALUES
CREATIVITY
LEADERSHIP
RESPONSIBILITY
FACULTIESINDEPENDENT
DEPARTMENTS
1. Faculty of Philosophy
2. Faculty of History
3. Faculty of Journalism and Communication
4. Faculty of Geography
5. Faculty of Oriental Studies
6. Faculty of Sociology
7. Faculty of Education
8. Faculty of Vietnamese Studies
9. Faculty of International Relations
10. Faculty of Anthropology
11. Faculty of Cultural Studies
12. Faculty of Literature
13. Faculty of Library and Information Science
14. Faculty of English Linguistics and Literature
15. Faculty of French Linguistics and Literature
16. Faculty of Chinese Linguistics and Literature
17. Faculty of German Linguistics and Literature
18. Faculty of Russian Linguistics and Literature
19. Faculty of Urban Studies
20. Faculty of Social Work
21. Faculty of Psychology
22. Faculty of Korean Studies
23. Faculty of Japanese Studies
1. Department of PhysicalEducation
2. Department of SpanishLinguistics and Literature
3. Department of Italian Linguisticsand Literature
4. Department of Archival Studiesand Office Management
5. Department of Tourism
6. Department of Linguistics
Educational Philosophy
Core Values
Open-mindedness
Creativity
Collaboration
Responsibility
Strengths Weaknesses
1. What do we do best in preparing futureteachers and in-service teachers to cope withICTeEfS?- Alignment between ESD and USSH’s and FoE’s
philosophy and core values.- Applying beyond FoE.- Our Master students- school leaders prepared tohave deep understanding about ESD, will be thekey persons to bring the ideas of ESD to schoolsector, to implement the integration of ESD.
2. What unique knowledge, talent, or resources dowe have to cope with ICTeEfS?Faculty members have good knowledge and skillsin active teachingLecturers are insightful and quick to update thenew things.Projects funded by VNU-HCM for ICTs’ pedagogyimplementation.
1. What could we improve inpreparing future and current teachersto cope with integration ofsustainability issues in teaching andlearning supported by ICTs?- Strenghthen deep understandingand practices in ESD for facultymembers.- More training about ICTs’ skills(MOOCs…) for faculty members.
2.What knowledge, talent, skills and/or resources are we lacking for that purpose?- Need more improvement of
infrastructure for ICTs’ pedagogy.- Trainings related to ICTs, ESD,
Strengths Weaknesses
3. What advantages do we have to respondto ICT enabled pedagogy for ESD in ourFaculty?- Knowledge and skills in pedagogy- Enthusiasm, ready to innovate in teachingand learning.- Administration support for ICTs pedagogy’simplementation.
4. What do other people say we do well inrelation to this pedagogy?- Responsibility, collaboration, initiative.Lecturer – student relationship is close andsupportive.Students are interested in teaching with ICTs.
3. What disadvantages do we have?- Heavy workload among lecturers.- No program for pre-service teachersyet.
4. What do other people say we don’tdo well in relation to that? NA.
5. In what areas do we need moretraining?- ESD and ICTs
Strengths Weaknesses
5. What resources do we have available for that?- Facilities (computer, smartphone, internet…),- Human resource (enthusiastic and open-minded lecturers, experiences in using ICTs), - Finance (projects of VNU-HCM).
6. What is our greatest achievement in relation to ICT enabled education for sustainability pedagogy? - Leading in teaching ESD with ICTs based pedagogy. - Changing lecturer and student’s awareness about ESD and its approach.- Improving lecturer’s ICT competency and their capability in managing and implementing project (both national and international projects). - Spread the ideas of ESD to stakeholders and community which promotes their well-being.
6. What are the complaints about the way we are responding to the integration of ICT enabled pedagogy for ESD? FoE: NA. Schools: lack of time, work overload.
Opportunities Threats
1. How can we turn our strengths intoopportunities?- Initiative and enthusiasm to integrate ESDwith ICTs’ pedagogy.
2. How can we turn our weaknesses intoopportunities?- Applying the integration of ESD with
ICTs pedagogy in different programs(BA., MA., short courses)
3. Is there a need in our Faculty that no oneis meeting? NA
4. What could we do today that isn’t beingdone?- Integration of ESD into curriculum.
- ESD expansion to schools.
1. What obstacles do we face?- Part of school teachers don’t
perceive ESD’s importance).- Some school’s infrastructure
and facilities don’t meet theESD with ICTs basedrequirements.
- Cooperation of some teachersat school sector due to theirbias towards project, program.
- Sustainability of the integrationof ESD in teaching and
learning at schools.
Opportunities Threats
5. How is ICT enabled ESD pedagogychanging? How can we take advantage ofthose changes?- Giving more opportunity to shareinformation and collaborate with others.
- Diversity in teaching and learningactivities.
- Support of school leaders in using ICTs.- Chance for school leaders to use externalresources for teacher’s professionaldevelopment, teaching innovation.6. How can be supported?- Professional development for faculty
members, schools leaders andteachers.
- Improvement of infrastructure.
2. Could any of our weaknessesprevent our school from meetingour goals?- Schools: work overload.
3. Who and/or what might cause usproblems in the future? How?- USSH: NA
- Schools: change of school
leaders, no support forintegrating ESD.
4. Are there any standards, policieschanging that might negativelyimpact our efforts?- USSH: NA
- Schools: limited in autonomy.
RCE PenangSWOT Analysis
ICTeEfS SWOT Activity Toolkit in Partners’ RCEs on ESDby
RCE PENANG
FORMAL, INFORMAL,
NON FORMAL,
VERTICAL,
HORIZONTAL
168 RCEs~Feb 2019
45 ASIA
PACIFIC
RCES
2005: 7 RCE
2005: DESDUNU-IAS7 RCE
RCE PENANG
Transforming and Empowering Communities for a Sustainable Future through Education and Learning
•Develop and promote sustainable development training
opportunities for teachers, teacher educators and school
administrators.
•Develop an ESD strategy guide for local authorities
•Increase volunteer opportunities around sustainable development
•Coordinate the compilation of current ESD practices across Penang and
neighboring states in order to share and generate regional ESD good
practices
•Cultivate sustainable development competencies in the existing
workforce
3
GOALS & OBJECTIVES
VISION
Vision, Goals and Objectives (LFA, 2nd Global RCE Conference 2007)
1
2
3
4
CollaborationAddressing the engagement of actors from alllevels of formal, non-formal and informaleducation
Research & DevelopmentAddressing the role of research and its inclusion in RCE activities,as well as contributing to the design of strategies for
collaborative activities, including those with other RCEs
Transformative education Contributing to the transformation of the current education and training systems to satisfy ambitions of the region regarding sustainable living and livelihood.
GovernanceAddressing issues of RCE management and leadership
Goals & Key Elements outlined by RCE
RCE PENANG UNITSRegional Sejahtera ESD Network (RSEN)Sejahtera ClubRCE Sejahtera Youth ( to be launched on 2017)-tentative
RSEN
Sejahtera Club
RCE Sejahtera
Youth3.
Networking & Research
Training & Teaching
Training and Teaching
Research
6
Regional Sejahtera ESD Network
(RSEN)
• Networking & Collaboration (60
RSEN members: NGOs, Government sector, Schools)
• Annual program:
• RSEN Council Meeting
RSEN Roundtable Discussion
4 SIG’s: Climate Change Education;
Local Knowledge & Ecosystem; Healthy/Sustainable Lifestyle; Water
RSEN Carnival (SDGs)
JMA, UNESCO IHP, UNESCO HTC, Schools
Opportunities, impact and Challenges
PROGRAM FOR STUDENTS:7TH MALAYSIAN INTERNATIONAL YOUNG INVENTORS OLYMPIAD (MIYIO) -SMS SULTAN MOHAMAD JIWA
PROGRAM FOR STUDENTS:KICK-OFF CEREMONY FOR REFORESTATION PROGRAM AT MERBOK MANGROVE RESERVE,KEDAH MALAYSIA
Overseas Training Course in collaboration with Japan Malaysia Association and Environmental Restoration
Conservation Agency (ERCA) Japan
PROGRAM FOR TEACHERS:BENGKEL INTEGRATED GREEN GARDEN FOR PRE-SCHOOL TEACHERS ,
SEJAHTERA CLUB
Develop school students’ leadership capabilities
in the area of ESD
Support schools and teachers in developing their own
capacities on ESD
Provide a networking platform for schools in Penang to exchange ESD experiences
and initiatives
Opportunities, impact and challenges
Introduce and promote Education for Sustainable Development (ESD) to youth
Establishing networks between youth who are discerning in sustainability through partnership projects on Education for Sustainable Development at the national and international levels
Develop and connect youth and stakeholders (stakeholders) with local communities through programs of Education for Sustainable Development and the selected communitiesFostering leadership among the youth, especially based on the agenda of Education for Sustainable Development from various fields of expertise
INTERNATIONAL BEACH CLEAN UP
Opportunities, impact and challenges
SWOTANALYSIS
S1. TEACHERS TRAINING:• Public Lecture
“Reimagining &Implementing ESDPractices ForEducation 2030:Learning & Beyond
• RCE Penang WebinarSeries: ESD in Schools
• CLMV : AnIntervention StudyUsing SustainabilityModule
2. EDUCATION:• Regional Sejahtera
ESD Network (RSEN)• Sejahtera Club• RCE Sejahtera Youth3. ICT TOOLS :• Website, Facebook,
Webinar Series, OnlineConference, Twitter,Instagram
4. UNIQUEKNOWLEDGE/TALENT/RESOURCES:• ICT tools for : online
seminars: engageaudience
WSTRENGTHS
WEAKNESSES
1. IMPROVE IN RELATION TOINTEGRATINGSUSTAINABILITYISSUES
• Monitoring andcontinuation of thetraining in schools
• Governance issuesregardingimplementation
2. KNOWLEDGE,TALENT, SKILLSAND/OR RESOURCES LACKING• Need to engage
with the officials egJPN, PPD
OPPORTUNIT
IES
O1. OUR STRENGTHSINTOOPPORTUNITIES?• Strengthening
engagement andalso trainingprograms forteachers and alsoRCE stakeholders
2. OUR WEAKNESSESINTOOPPORTUNITIES• Review of the
challenges toovercome them
3. A NEED IN OURRCE THAT NO ONEIS MEETING• Human resource
support• Financial support
T
THREATS1. OBSTACLES
DO WE FACE• Financial2. OURWEAKNESSESPREVENT OURSCHOOLDISTRICT FROMMEETING OURGOALS• NA
SWOTANALYSIS
ICTeEfS SWOT Activity Toolkit in Partners’ RCEs
on ESDby
RCE PENANG
SW
STRENGTHS
WEAKNESSES
3. DISADVANTAGES• Authority,
capacity withregard toimplementation,limited time aswe fulfill our roleas a facultymember in auniversity
4. OTHER PEOPLESAY WE DON’T DOWELL• N/A5. AREAS DO WENEED MORETRAINING• ESD content and
relatedpedagogicalknowledge
• ICT skills
OPPORTUNIT
IES
O4. WE DO TODAYTHAT ISN’TBEING DONE• More media
visibility on theprogrammes
• Engagerelevant andrelatedofficials eg:JPN, PPD andalso Ministry ofEducation
T
THREATS3. PROBLEMS IN
THE FUTURE• Lack of
resources andfunding
• Resources: Highspeed bandwidth internet connection
• Talent: majority of RCE fellows at USM are competent and knowledgeable in applying ICTs in teaching and learning & competent to design Learning Management System LMS (micro credential courses)
5. ADVANTAGES TOLEARNERS/TEACHERS :• Knowledge and
expertise toimplement ICT inteaching and learning
6. INTEGRATINGSUSTAINABILITY ISSUESIN TEACHING ANDLEARNING• RCE fellows are from
multidisciplinary areas in USM including education, language, pharmacy, bio, chemistry, social science, communication, ICT
SWOTANALYSIS
ICTeEfS SWOT Activity Toolkit in Partners’ RCEs
on ESDby
RCE PENANG
SW
STRENGTHS
WEAKNESSES
6. THE WAY WE ARERESPONDING TOINTEGRATINGSUSTAINABILITYISSUES• NA
OPPORTUNIT
IES
O5. ICT ENABLEEDUCATION FORSUSTAINABILITYPEDAGOGYCHANGING• Flexible learning:
outsideclassroomlearning
• Sharing ofinformationplatforms
• Interactive andlearner centeredactivities
6. HOW CAN BESUPPORTED• Funding• Infrastructure
T
THREATS4. STANDARDS,
POLICIES,AND/ORLEGISLATIONCHANGING.• No
Resources:• RCE fellows and
research officers(management staff),RSEN, Sejahtera Club& RCE Sejahtera Youth
• Module : content onESD
• Online Platform: ableto create onlineteaching and learningplatform
7. GREATESTACHIEVEMENT• Designing co
curriculum programsin collaboration withstakeholders and alsoRCEs in Asia Pacific
• Teacher trainingprogram toimplement/infuse ESDin curriculum/cocurriculum (KB)
• CLMV, MangroveGrant in ESD,Sustainable science)
• Video Competition onEmpowering StudentLeadership in ESD
1
ICTeEfS SWOT Activity Toolkit in Partners’ Faculties of
Education
Developed by:
Prof.Dr. Vassilios Makrakis
Frederick University
2
Contents
What is SWOT Analysis? ……………………………………………………………2
Why Use SWOT Analysis? …………………………………………………………. 3
Who Should Take Part and How Much Time is Needed? ……………………………3
How Do You Contact SWOT Analysis? ……………………………………………...4
Step 0: Setting the Stage………………………………………………………………4
ICTeEfS SWOT Matrix: Guiding Prompts/Questions ……………………………….6
Step 1: What is now? .... Brainstorming on Strengths & Weaknesses ….………..… 7
Step 2: What might be…. Brainstorming on Opportunities and Threats.......................8
Step 3: What to do with data….. Refinement, Analysis & Interpretation……………..8
1. What Is SWOT Analysis?
3
SWOT analysis is a classic strategic planning tool that often forms a useful complement
to a stakeholder developed by Albert Humphrey at Stanford University in the 1960s.
SWOT is an acronym for Strengths, Weaknesses, Opportunities, and Threats depicted
graphically with the following matrix or grid. The four headings that constitute SWOT
provide a framework for organizations to identify strengths, mitigate weaknesses, seize
opportunities, and avoid threats. Strengths and Weaknesses are internal SWOT factors
while Opportunities and Threats are external SWOT factors. Strengths and
Opportunities are positive factors, while Weaknesses and Threats are negative factors.
Objectives
1. Stake holder survey about ICTeefes teaching competence among teachers
2. Setup human resource n technical infrastructure
3. Develop module n validate (peer review)
4. Inservice training
5. Monitoring through observation
6. Publications
Table 1. SWOT Matrix
POSITIVE/ HELPFUL
to achieving the goal
NEGATIVE/ HARMFUL
to achieving the goal
INTERNAL Origin
facts/ factors of the
organization
Strengths
Positive tangible and
intangible attributes,
internal to an organization
that are helpful to
achieving the objective.
● We have academic
staff who are ICT
experts, some have
experiences on
Education for
Sustainable
Development (ESD),
module development,
conducting workshops
among teachers,
involve in training
preservice and
inservice teachers at
both ug n pg level. In
general most of our
Weaknesses
Factors that are within an
organization’s control that
detract from its ability to attain
the desired goal and objectives.
● Our curriculum does not
address sustainability in
education formally
specifically in our Program
learning Outcome (PLOs).
However UTM in their
UTM Global Plan do state
about sustainability
practices and waste
management (UTM
Campus Sustainability
Office). Green office, car
free day, recycling bin, to
create awareness.
● Lack of financial support
for training
4
staff are ready to
handle this project
● In line with UTM
Global Plan
EXTERNAL Origin
facts/ factors of the
environment in which
it operates
Opportunities
External attractive factors
that are helpful to
achieving the objective.
● Collaborate with
various government
bodies such as BTP
(bahagian teknologi
pendidikan) which is
the educational
technology department
at state level, KPM
(Ministry of
Education), JPNJ
(State Department of
Education),
PPD(Regional
Department of
Education), PKG
● Support Malaysia
vision of sustainability
● ICT subject is offered
in secondary schools
and some schools have
good ICT
infrastructyure
Threats
External factors, beyond our
control, which could place goals
and objectives at risk.
● Most schools could not
have reliable internet access
● Some schools in the rural
areas have no internet
access
● ICT infrastructures are
quite poor in many schools.
● Attitude of some teachers
who resist change and too
obseseds with examination
system
In practice, the analysis component of SWOT comes after the information addressing
the four headings is collected. In other words, the analysis refers to the discussion,
refinement and interpretation of the SWOT outcomes by applying a brainstorming and
critical reflective technique. Although, SWOT looks like a simple model and easy to
apply, experiences show that there is need for careful planning to turn it as an effective
and meaningful tool.
2. Why Use SWOT Analysis?
A SWOT analysis generates information that is helpful in identifying and assessing
needs and capacities to perform certain activities and/or reach defined goals and
5
objectives. It can also help to explore new opportunities and risks, make strategic
decisions and prepare action plans. The results and interpretations can be very worthy,
if SWOT is planned and implemented by a team represented by stakeholders with
common interests to the questions addressed.
3. Who Should Take Part and How Much Time is Needed?
As stated previously, the representation of stakeholders makes the results of the SWOT
more meaningful. In our case, there is need to include academic instructors, faculty and
university administration, student representatives as well as representatives from
external stakeholders. Applying a participatory approach representing internal and
external stakeholders is more likely to come up with fruitful and meaningful data, while
it also signals that community members should be part of the process. In other words,
the best SWOT results come when the process is representative, collaborative and
inclusive.
Taking time to do a thorough SWOT needs assessment is very critical to reach more
fruitful and deep insights in understanding needs and developing workable plans. A
SWOT analysis can range depending on the goals and objectives set. Usually, it ranges
from a couple of hours to half a day or over the course of a day depending on the type
and number of questions and the depth of the analysis and discussion. In any case, the
SWOT activity should be seen as a serious workshop guided by the appointment of a facilitator
or leader who has good skills in listening and leading discussion as well as one who can
keep things moving and on track.
4. How Do I Conduct SWOT Analysis?
Step 0- Setting the stage
● Decide for the leader or group facilitator who has good listening and
coordinating skills.
● Use a flip chart or a large board to record inputs.
● Introduce the SWOT method and its purpose.
● Let all participants introduce themselves.
● Divide participants into smaller groups (e.g. 3-5) and make sure you mix
participants to get a range of perspectives.
The ICTeEfS SWOT activity colloquium falls into Work Package 2 dealing with
“Situation/SWOT Analysis and Stakeholders Involved”. The overriding objective of
the SWOT activity is to mapping stakeholders’ needs and possible inputs as well as identify
barriers and drivers concerning university-community partnerships in the ICTeEfS using a
SWOT analysis tool.
The ICTeEfS SWOT activity targets stakeholders from: 1) Faculties of Education at the
partners’ universities; 2) Primary and Secondary School Districts in different areas
covering urban, semi-urban and rural areas; and 3) RCEs in each partner country. The
SWOT activity will be carried out by a reference group formed in each of the targeted
stakeholders.
The SWOT activity will be under the coordination of each partner university. More
specifically, the Faculties of Education in the Partner Universities will be regionally
6
coordinated by Prof. Munirah Ghazali in cooperation with the ICTeEfS institutional
coordinator in each Partner University that has Faculties of Education. The SWOT
group in each Faculty of Education will consist of the Faculty Dean, the Heads of the
Departments/Sectors, staff members representing all academic subjects and student
representatives.
The Faculties of Education SWOT Activity must be implemented by 10th of February
at the latest and the results will be discussed during the kick-off meeting.
List all participants in the following table
Name of the Institution:
UTM
Name of the SWOT
facilitator:
Name of the SWOT
participants
Function at the Institution e-mail
Professor Dr Muhammad Sukri
Saud
Dean Faculty of Social
Science and Humanities
(FSSH)
Associate Professor Dr Azlina
Kosnin
Chair School Of Education
(SOE)
Dr Megat Aman Zahiri Megat
Zakaria
Director of Educational
Department of Science,
Mathematics and Creative
Multimedia
Associate Professor Dr Yusri
Kamin
Director of Technical,
Vocational
Associate Professor Dr Mahani
Mokhtar
Director of Foundation
Educational Studies
Zaleha Ismail Principal investigator [email protected]
Zakiah Mohamad Ashari Co researcher [email protected]
Nurul Farhana Jumaat Co researcher [email protected]
Norazrena Abu Samah Co researcher [email protected]
5. RefTeCp SWOT Matrix: Guiding Prompts/Questions
POSITIVE/ HELPFUL
to achieving the goal
NEGATIVE/ HARMFUL
to achieving the goal
INTERNAL Origin Strengths Weaknesses
7
facts/ factors of the
organization 1. As a Faculty of Education, what
do we do best in preparing future
teachers and in-service teachers to
cope with the integration of
sustainability issues in teaching and
learning supported by ICTs?
We can use the current
technology that we have like
MOOCs, elearning, BLOSSOM,
mobile apps, social networking to
share knowledge on education for
sustainable development in our 6
undergraduate programs, namely
● Bsc with education TESL,
● Bsc with education Sports
science
● Bsc of technology with
education (Electric and
electronic)
● Bsc of technology with
education (Living Skills)
● BSc of technology with
education (Building
Construction)
● Bsc of technology with
education (Mechanical
engineering)
● In addition we will 3 open
new undergraduate courses
starting September 2019
which are BSc in math
education, BSc in physics
education, BSc in chemistry
education.
2. What unique knowledge, talent,
or resources do we have to cope
with ICT enabled pedagogy for
ESD?
● We have experts in
educational technology,
STEAM education,
sustainability center at
university level, research and
1. What could we improve in
preparing future and current
teachers to cope with integration of
sustainability issues in teaching
and learning supported by ICTs?
1. Revise our curriculum such
that we embed sustainability
issues in teaching and
learning supported by ICTs
2. Training through
workshops and monitoring
3. Equip our faculty with
proper infrastructure
including computers, lcd
projector, wifi, powerful
servers and limited number
of computer labs.
2. What knowledge, talent, skills
and/or resources are we lacking for
that purpose?
4. PCs, lcd projector, wifi,
powerful servers.
5. Training module for
sustainability issues in
teaching and learning
supported by ICTs for
teachers and students
6. All our programs do not
explicitly state the
integration of sustainability.
3. What disadvantages do we
have?
7. Financial constraints due to
budget cut by government
to all public universities
8. High workload among
faculty members due to
various responsibilities
including teaching,
8
publications related to
integrating ICT in education.
Some of us involved in low
carbon projects with schools
as well as supervising
postgraduates.
3. What advantages do we have to
respond to ICT enabled pedagogy
for ESD in our Faculty?
● Our staff with ICT expertise
will go through training of
trainers (TOT) on
sustainability at AKEPT in
March 2019. On their return
they will conduct in-house
training.
4. What do other people say we do
well in relation to this pedagogy?
● Some publications
concerning LCS in
prestigious journals
● Outstanding flagship project
(climate change) United
Nation University (UNU)
Global RCE Award in 2016
● UTM elearning has been
around over 10 years which
can provide a platform for
sustainability issues in
teaching and learning
supported by ICTs
5. What resources do we have
available for that?
● OCW.utm.my,
elearning.utm.my,
www.openlearning.com>utm,
odl.utm.my,
blossoms.mit.edu,
supervising pg students,
conducting research
projects, publications,
community services,
consultancy and others.
4. What do other people say we
don’t do well in relation to that?
9. High competition with other
universities
10. New recruitment for
academic positions are very
limited.
5. In what areas do we need more
training?
11. Specifically in the area of
ICT in education for
sustainability.
12. Development of resources
such as MOOCs, ODL,
BLOSSOM and open
courseware
6. What are the complaints about
the way we are responding to the
integration of ICT enabled
pedagogy for ESD?
13. So far nobody complain.
Possibly because this area is
new in this region and our
institution only address
sustainability in general and
not specifically embed in the
curriculum .
9
obe.utm.my,
fp.utm.my/eproject,
spsapp3.utm.my,
aimsweb.utm.my,
my.utm.my, myline.utm.my
6. What is our greatest achievement
in relation to ICT enabled education
for sustainability pedagogy?
● None so far in this area even
though we are well
recognized in other ICT
projects
EXTERNAL Origin
facts/ factors of the
environment in
which it operates
Opportunities Threats
1. How can we turn our strengths
into opportunities?
● Since this is an international
project, faculty and UTM are
very supportive such that we
will get cooperation from all
sectors. Not only that we can
also get support from Johor
State Education Department
(JPNJ), Ministry of
Education, Malaysia (KPM),
State Educational Technology
Division, Johor (BTP),
Teachers Activity Centre
(PKG), Johor State
Education Office (PPD).
2. How can we turn our weaknesses
into opportunities?
● This grant provide us the
opportunity to move forward
3. Is there a need in our Faculty that
no one is meeting?
● I don’t understand this
question
1. What obstacles do we face?
● Most schools do not have
reliable internet access
● Some schools in the rural
areas have no internet
access
● ICT infrastructures are
quite poor.
● Attitude of some teachers
who resist change and too
obsessed with examination
system
2. Could any of our weaknesses
prevent our school from meeting
our goals?
● For school without internet
access we can prepare
intranet access or remote
computer based activity.
● For school without
computers, we will conduct
training in our institution
whereas for their practices
10
4. What could we do today that isn’t
being done?
● We should like to join RCE
and engage in this kind of
research.
5. How is ICT enabled ESD
pedagogy changing? How can we
take advantage of those changes?
● Now we have cybergogy,
peeragogy, heutagogy being
introduced which we need to
research and integrate in our
practices
6. How can be supported?
● Through postgraduate
research and projects
in schools, we might loan
our tablets/laptops that we
buy from this grant
allocation to the schools.
● In our training, we will try
to transform their beliefs
and mentality about
teaching and learning.
3. Who and/or what might cause us
problems in the future? How?
● We need plenty of
cooperation from the
academic staff in designing
and developing modules,
teacher training and
monitoring practices in
schools. Our project might
be delayed or quality might
not be satisfactorily met.
4. Are there any standards, policies
changing that might negatively
impact our efforts?
● Our programs are all
accredited by Center For
Quality and Risk
Management (QRIM) which
is an internal body to
regulate quality. Any
revision must be endorsed by
QRIM.
● The government is always
supportive towards
transforming education.
Step 1: What is the Situation Now… Brainstorming on Strengths and
Weaknesses
11
At this step, the SWOT team will start brainstorming on each question listed in Table
1 and fill out their own strengths and weakness in the following SWOT chart. The
SWOT facilitator should encourage groups to collect as many as possible answers to
the questions without doing any analysis of the answers at this strep. Participants should
be frank with themselves when considering strengths and weaknesses. List all strengths
that exist now. Then in turn, list all weaknesses that exist now. Be realistic but avoid
modesty! During your brainstorming session, the facilitator asks each person to supply
one bullet point for the category they are working on. Make sure one person is
responsible for writing down all of the strengths mentioned.
It is usual habit that everyone tries to exaggerate strengths and minimize weaknesses.
So, asking people to report about weaknesses might not be at comfort. However, it’s
vital information and as such there is need to truthfully mapping the weaknesses within
each entity for this SWOT analysis to be effective and meaningful. As pointed earlier,
in the context of a SWOT analysis, weaknesses are internal factors that take need to be
corrected. Accordingly, in the SWOT brainstorming session, participants should be
motivated to think of weaknesses that relate to the subject under investigation. You’ll
put this information on your four-box SWOT template.
Table 2: List of Strengths and Weaknesses
POSITIVE/ HELPFUL
to achieving the goal
NEGATIVE/ HARMFUL
to achieving the goal
INTERNAL Origin
facts/ factors of the
organization
Strengths Weaknesses
1. The existence of Open
Educational Resources (OER)
to prepare future teachers and
in-service teachers to cope with
the integration of sustainability
issues in teaching and learning
supported by ICTs.
● Open Educational Resources
(OER) like Massive Open
Online Courseware (
MOOCs), e-learning, MIT
Blended learning Open
Source Science or Math
Studies (BLOSSOM),
mobile apps, social
networking allow teachers to
share knowledge on
education for sustainable
development in our 6
undergraduate programs,
1. Our team need to revise our
curriculum such that we
embed sustainability issues in
teaching and learning
supported by ICTs
2. The faculty need to equip the
staff with training through
workshops and monitoring
3. The faculty should be
equipped with proper
infrastructure including
computers, lcd projector, wifi,
powerful servers and limited
number of computer labs.
4. The faculty still lack of ICT
equipments like PCs, LCD
projector, wifi connection,
and powerful servers.
5. Training module need to be
developed concerning with
12
namely:
- Bsc with education TESL,
- Bsc with education Sports
science
- Bsc of technology with
education (Electric and
electronic)
- Bsc of technology with
education (Living Skills)
- BSc of technology with
education (Building
Construction)
- Bsc of technology with
education (Mechanical
engineering)
2. In addition, we will have 3
new Undergraduate courses.
The courses will start on
September 2019 which are
BSc in mathematics
education, BSc in physics
education, and BSc in
chemistry education.
3. In April 2019, the School of
Education also open its
Educational Technology
program online (fully online)
and the content will be
delivered through Open
Distance Learning (ODL).
4. We also have unique
knowledge, talent, and
resources to cope with ICT
enabled pedagogy for ESD.
For example, we have
experts in educational
technology, STEAM
education, sustainability
center at university level,
research and publications
related to integrating ICT in
education. Some of us
involved in low carbon
projects with schools as well
sustainability issues in
teaching and learning
supported by ICTs for
teachers and students
6. All of our programs do not
explicitly state the integration
of sustainability.
7. Few disadvantages that we
have included: i) Financial
constraints due to budget cut
by government to all public
universities, ii) high workload
among faculty members due
to various responsibilities
including teaching,
supervising postgraduate
students, conducting research
projects, publications,
community services,
consultancy and others, iii)
high competition with other
universities, and iv) New
recruitment for academic
positions are very limited.
8. Thus, the staffs need more i)
training specifically in the
area of ICT in education for
sustainability, ii) development
of resources such as MOOCs,
ODL, BLOSSOM and open
courseware
9. However, we have not
received any complaint
possibly because this area is
new in this region and our
institution only addresses
sustainability in general and
does not specifically embed it
in the curriculum .
13
as supervising postgraduates
students.
5. In terms of expertise, our
staff with ICT expertise will
go through training of
trainers (TOT) on
sustainability at AKEPT in
March 2019. On their return
they will conduct in-house
training.
6. The faculty’s staff have
produced publications
related with LCS in
prestigious journals. Some
has awarded with
outstanding flagship project
(climate change) by United
Nation University (UNU)
Global RCE Award in 2016.
7. In addition to that, UTM e-
learning has been around
over 10 years which can
provide a platform for
sustainability issues in
teaching and learning
supported by ICTs
8. There are few resources
available to support the
initiatives of ESD including
www.ocw.utm.my,
www.elearning.utm.my,
www.openlearning.com,
www.odl.utm.my,blossoms.
mit.edu, obe.utm.my,
fp.utm.my/eproject,
spsapp3.utm.my,
aimsweb.utm.my,
my.utm.my, myline.utm.my
Step 2: What might be… Brainstorming on Opportunities and Threats
At this step, following-up the same process as before, brainstorm and list all
opportunities that exist in the future. Opportunities are potential future strengths. Then
in turn, list all threats that exist in the future. Threats are potential future weaknesses.
14
By knowing your threats, you might be able to find a suitable strategy to minimize
them, or at least, come up with a plan on how to handle them in an effective. As in the
case of weaknesses, developing a list of threats can be difficult, although for different
reasons. Such as the difficulty in coming up with possible threats in mind and due to
the fact that threats are coming from external factors.
Table 3: List of Strengths and Weaknesses
POSITIVE/ HELPFUL
to achieving the goal
NEGATIVE/ HARMFUL
to achieving the goal
EXTERNAL Origin
facts/ factors of the
environment in
which it operates
Opportunities Threats
1. Since this is an international
project, faculty and UTM are
very supportive such that we
will get cooperation from all
sectors. Not only that we can
also get support from Johor
State Education Department
(JPNJ), Ministry of Education,
Malaysia (KPM), State
Educational Technology
Division, Johor (BTP), Teachers
Activity Centre (PKG), Johor
State Education Office (PPD).
2. This grant has provide us the
opportunity to move forward
towards inculcating ESD into
course curriculum.
3. We think that it is beneficial for
us to have joined RCE and
engage into this kind of
research.
ICT enable ESD pedagogy is
ever changing with the existence
of cybergogy, peeragogy, and
heutagogy. Thus, research needs
to be conducted and should be
integrated in our practices.
4. It can be supported through
extensive research and projects.
1. The obstacle that we face
include:
i) Some schools in the rural
areas have no internet access
ICT infrastructures are quite
poor.
ii) Attitude of some teachers
who resist change and too
obsessed with examination
system
2. However, these weaknesses do
not prevent us from meeting
our goals.
i) For schools without internet
access we can prepare intranet
access or remote computer
based activity,
ii) For school without computers,
we will conduct training in our
institution whereas for their
practices in schools, we might
loan our tablets/laptops that we
buy from this grant allocation
to the schools.
In our training, we will try to
transform their beliefs and
mentality about teaching and
learning.
3. In the future, we might need
plenty of cooperation from the
15
academic staff in designing
and developing modules,
teacher training and monitoring
practices in schools. Our
project might be delayed or
quality might not be
satisfactorily met.
4 Changes in policy might not
affect our effort since our
programs are all accredited by
Center For Quality and Risk
Management (QRIM) which is
an internal body to regulate
quality. Any revision must be
endorsed by QRIM.
The government is always
supportive towards
transforming education.
Step 3: What to Do with the Data…. Refinement, Analysis and Interpretation
A brainstorming activity always culminates with lots of ideas, which need further
treatment. Reaching also some consensus about the most meaningful items in each
SWOT category is very critical.
There is need first to proceed in the refinement or polishing of the brainstormed answers
in each part of the SWOT chart. In others words, through careful consideration, the
brainstormed lists will be refined and eventually narrowed down to. It is often useful to
rate or rank the most important refined strengths and weaknesses (perhaps with
symbols: ++, + and 0). It is also important to be specific, keep your SWOT short and
avoid complexity, gray areas or duplications. Thus, it is necessary to do the refinement
before you do the analysis.
When creating the analysis, the SWOT group should proceed in pooling their individual
and shared knowledge and experience in a relaxed, friendly and constructive
environment and start interpreting the refined results in relation to the objectives of the
SWOT activity.
Table 4: Refinement of the SWOT results
POSITIVE/ HELPFUL
to achieving the goal
NEGATIVE/ HARMFUL
to achieving the goal
INTERNAL Origin Strengths Weaknesses
16
facts/ factors of the
organization
EXTERNAL Origin
facts/ factors of the
environment in
which it operates
Opportunities Threats
Interpretation is very critical, as it will provide useful inputs to translate the analysis to
action plans and strategies at a later step, when the SWOT inputs will be substantiated
with other type of data collected through survey activities. Analysing and interpreting
the results of the SWOT activity, opportunities and threats is a challenging process that
needs special care and effort.
As pointed earlier, at a later stage we are going to developing a strategic plan, by taking
the highest ranking strengths, weaknesses, opportunities and threats and answer the
following questions:
● How do you use your strengths to take advantage of opportunities?
● How do you overcome weaknesses preventing you from taking advantage of
opportunities?
● How can your strengths reduce the probability of threats?
● What can you do about your weaknesses to make the threats less likely?
17
1
PLANNING THE MULTI-STAKEHOLDERS ENGAGEMENT IN THE ICTeEfS
PROJECT
Key steps Action to be taken Resources
Step 1
What is the purpose? • Give the rationale why stakeholder
engagement is critical to the ICTeEfS
project
• Identify what would be the implications of
the stakeholder engagement
Worksheet 1.1
Step 2
Who to engage? • Create a list of relevant to ICTeEfS
stakeholders
• Develop a framework for carrying a
Stakeholder Analysis
Worksheet 2.1
Worksheet 2.2
Step 3
How to engage? • Choose a suitable method for encouraging
stakeholders' engagement
• Plan stakeholder engagement, including
time, tasks and responsibilities, risks, etc.
Focus group
Interviews
through tel
and/or skype
Questionnaire
Step 4
Assess the
engagement process
• Develop a framework for monitoring and
assessing stakeholders' engagement
Worksheet 4.1
.
2
Step 1: What is the purpose of stakeholder engagement? Worksheet 1
ICTeEfS Phases Why engage stakeholders?
[rationale]
What to do? What will be the
outcome?
Phase 1
Design
The engagement of the stakeholders
can help them develop an
understanding and consensus
regarding the project, communicate
the objectives of the project and
make them part and owners of the
project.
Present their organization,
scope, aims, mission
activities and its relevance
with the ICTeEfS project,
provide additional
information regarding their
wants and needs from the
project.
To collect information
regarding the knowledge,
ideas, perspectives and
attitudes of stakeholders
regarding the issue of
ICTeEfS and specific on
ICTeEfS,
Identification of the type
and degree of their
involvement in the project,
as well as their needs
related to the project.
Phase 2
Develop
Their engagement in the
development phase can facilitate the
interdisciplinarity of the courses,
and take into account the specific
needs and particularities of
interested parties, as well as the
needs at national and regional level.
Through this process we can secure
the quality of the programmes, by
drawing from diverse knowledge
and allowing a representation of
diverse social values.
Participate in the capacity
building workshops and
have an active input to the
course development,
because of their
knowledge, ideas and
insights. It is very
important for stakeholders
to engage in the course
syllabi development, since
they can secure the
legitimacy of the programs,
and ensure that the final
product is a result of
The preparation of course
modules, through the
stakeholders’ input as well
as adjustment of the
ICTeEfS courses to their
institution, agency etc
according to their specific
needs.
3
consensus amongst all the
interest parties.
Phase 3
Pilot
Engagement of stakeholders in the
pilot phase offers an added value to
the improvement of the courses.
They can be used as “shapers” that
can provide more input for
improving the courses. They can
help “tailor” the modules according
to the needs they identify and
facilitate the process of piloting.
Their engagement develops a sense
of commitment and ownership.
Apply the courses in their
particular context in order
to observe how the
processes, methods and
practices are applied
through interdisciplinary
learning and teaching.
To submit their inputs,
comments and
observations regarding the
improvement of courses.
Phase 4
Implement
The stakeholders’, participation in
the implementation phase will lead
to capacity - building, mitigate the
risk in applying the courses and
create a momentum for establishing
a network of partners that will
support the courses in a wider scale.
Participate in national
workshop for reviewing the
implementation phase and
participate in the formative
evaluation of the courses.
Evaluation results from the
internal and external
evaluation.
Phase 5
Evaluate
Engaging stakeholders to evaluation
can provide feedback from various
aspects regarding the quality of the
process, the achievement of tasks.
Additionally, through the evaluation
you can have valuable information
regarding the approximation of
stakeholders’ satisfaction levels to
The evaluation process
applied to all the phases of
the project. In each phase it
is expected from the
stakeholders to participate
in various evaluation and
data collecting activities
regarding the course
The results from the
stakeholders’ evaluation.
4
all the stages of the project
implementation.
modules, their response to
stakeholders’ expectations
and needed competences.
Phase 6
Review
Their engagement in the review
process will provide opportunities
for quality improvement of the
course module. Their participation
in this process can ensure the clarity
of the process, develop a
commitment amongst the
stakeholders for achieving the aims
and objectives of the project, and
ensure a consensus and confirmation
for the quality of the process, the
desired outcomes and the final
products.
Participation in the review process
can also highlight for the
stakeholders the benefits they obtain
from the programme and increase
their commitment for working for
the sustainability of the programme
Participating to the peer
review process, self-
assessment, completing
questionnaires, for
indicating the gap,
identifying the possible
deficiencies and root
causes that can lead to
corrective actions.
Evaluation data that can be
used for undertaking
corrective actions, as well
as reviewing the courses.
5
Step 2: Who to engage? Worksheet 2.1 Stakeholder Who are they? [Define specifically] What do we need from them?
University: students, staff,
administrators;
a) Graduate and postgraduate
students from the fields of
education, social sciences,
economical sciences,
biological sciences, energy,
which attend courses related to
the ICTeEfS.
b) Academic staff from the above
fields,
c) Administrators (department
boards and academic bodies),
d) If it’s necessary will be
engaged also alumni from the
above fields.
a) Collect information regarding their opinions of
the course modules that attend, as well as their
needs and suggestions for completing and
updating them.
b) Identify barriers and drivers for the
development of the interdisciplinary ICTeEfS
curriculum and suggest ways of overcoming the
barriers
c) Engage in the mapping process of the modules
d) Engage in the curriculum design
e) Their views regarding the content of courses
and their suggestions regarding the
development of interdisciplinary courses, on
processes, content, methods. We need also their
participation to all the phases of course
development, as well as their commitment that
they applied the new courses.
f) Administrators will facilitate the process of
project implementation in all phases
(communicating with the stakeholders,
disseminating the information etc)
g) Alumni will be engaged in case that the
graduate and post graduate students’
participation is insufficient.
Government agencies:
Ministries; accreditation bodies;
etc.
a) Ministry of Education,
b) Districts of Education
a) Collect data regarding the way that the ICTeEfS
is approached in secondary school curriculum,
as well as the needs and competencies that
teachers in various educational levels need for
delivering these issues effectively.
b) Collect data and archives regarding the national
6
action plan for ICTeEfS and identify teachers’
needs regarding education for ICTeEfS.
c) Collect information regarding the roadmap and
national action plan for ICTeEfS in the three
partner countries, measures, process and
synergies that can promote ICTeEfS in
governmental level.
d) Collect data regarding the problems and the
measures that can be undertaken in order to
address ICTeEfS issues. Identify the needs and
deficiencies of the stuff for confronting those
issues more effectively.
e) Collect data and information regarding the
processes and methods used in implementing
ICTeEfS.
f) Develop plans and designs regarding the field
of ICTeEfS in order to cover the needs and
competencies required for having competent
stuff.
g) Collect data regarding the problems and
measures needed for addressing ICTeEfS.
Consider the needs and deficiencies of the
teaching stuff for confronting those issues more
effectively.
h) Collect data and information regarding plans,
process and measures promoted by the political
level for confronting the implementation of
ICTeEfS.
7
Step 2: Who to engage? Worksheet 2.2
Stakeholders defined based
on Worksheet 2.1
Roles to be played ICTEEFS
Phase
Perceived barriers/drivers* Risk if they are not
engaged
Students at the
undergraduate level,
especially from the Faculties
of Education and other
related academic fields.
Informants, reflectors Design, pilot,
implementation
and Evaluation
Might be difficult to engaged
actively in the
process/Needed motivation
and an exact clarification if
what it is expected of them,
as well to persuaded about
the importance and the
necessity of their
participation
Missing important
information from their
aspect of view regarding
the offered courses as well
as their revisions.
Academic staff from the
fields of education, and other
related fields such as social
sciences,
economics/business, applied
sciences,
environmental/biological
sciences.
Central
All the phases The difficulty of breaking the
boundaries of each discipline
and bringing them together.
Another difficult are the
other priorities that the
academic stuff have as well
as the difficulty to
understand their role in a
project like that/ For
overcoming that is needed a
clear explanation about the
project and the importance of
their role and participation
Their role is crucial. If they
are not engaged there is a
risk for not developing and
implementing the project
effectively.
The presence of academics
from various disciplines is
necessary for achieving the
interdisciplinarity sought
from the programme
Administrators
Facilitators – Enablers
Overall monitoring
Connectors – contact agents,
All phases Time restrictions
Priorities administrators set
Awareness of the importance
of the issues
Insecurity and reluctance to
support the program due to
lack of knowledge and skills
Their role is crucial. They
are the ones who will
approve the operation of
the program.
8
Department of primary and
secondary education at the
Ministry of Education and
the local educational
districts.
Informants and Recipients Design phase
Development
phase
piloting phase
No barriers No risk
Ministerial bodies and
department related to ICTs,
SDGs (Sustainable
Development Goals) and
Education for Sustainable
Development.
Informant, Recipients Development
phase
Evaluation
phase
Review Phase
Barriers to participate
because of limited time/
Timely information
regarding the organization of
the workshop and also
collecting information
through other resources in
case that they are not
involved actively.
Missing useful information
regarding the official plans
and strategies for ICTeEfS.
9
Step 3: How to engage stakeholders? Worksheet 3.1
Stakeholders (as defined
previously)
Method of engagement
(e.g., interview, focus
group, survey
questionnaire, Web 2.0, etc.
ICTEEFS
Phase
Activities to be taken
Academic staff from the
involved faculties.
Students from involved
faculties.
Teachers at the primary and
secondary level functioning
as ICT Coordinators and/or
knowledgeable teachers on
Interviews & Group
interviews
Web 2.0
Reflective diaries
Focus groups,
Survey questionnaire
Interviews or Survey
questionnaire
Αll Phases
Design, pilot,
implementation
and Evaluation
Design, pilot,
implementation
and Evaluation
Academics will be engaged in the needs’ assessment. Their
ideas and views about the courses, will be obtained through
interviews, focus groups and depending on the number by
questionnaires. They will have an input in revising or
developing the modules and actively participate in the
delivery of these modules. Information on their ideas and
suggestions for the improvement of the modules can be
registered through reflective diaries as well as through
interviews. This process can be followed both during
piloting stage as well as throughout the implementation of
the modules.
During design phase, use survey questionnaires and focus
groups with graduate and postgraduate students in order to
identify their views and needs on ICTeEfS with respect to
their studies background. They will actively engage in the
pilot and implementation phase by attending one of
ICTeEfS courses.
During design phase they will be contacted in order to
participate in a survey, exploring their competences
(resulting from their studies) and needs as current
professionals with respect to ICTeEfS.
10
ICTs. During piloting and implementation phase they can
potentially attend the offered modules.
During the evaluation of the pilot study as well as the
actual implementation phase they will provide feedback for
the courses they attended which will be used for their
review.
Administrators Interviews All phases Be informed about the planning and development. (This is
necessary for supporting the programme implementation)
During the implementation of the pilot and the finalised
courses, administrators will facilitate the courses’ delivery,
they can enable communication between the design teams
and the working groups.
Local education districts at
the primary and secondary
education,
Interviews
Document reviews
Reflective focus group
discussions.
Design phase
Development
phase
Piloting phase
Department of secondary and vocational training education
functionaries will be interviewed in order to provide
information on ICTeEfS aspects of the education provided.
Special attention will be paid on the skills and
competencies transferred by the current educational
programmes to students and their degree of
interdisciplinarity. This information can be used as a
starting point for the identification of the information,
skills and competencies that the modules should provide.
This stake holder can also provide feedback on the end-
products (modules) during the piloting and development
phase.
Experts from Ministerial
Bodies related to ICTeEfS
Interviews
Document reviews
Reflective focus group
discussions.
Design phase
Evaluation
phase
Review phase
Key experts will be interviewed in order to provide
information on ICTeEfS aspects of the education provided.
Special attention will be paid on the skills and
competencies transferred to teachers by the current
educational programmes and their degree of
interdisciplinarity.
11
This stake holder can also provide feedback on the end-
products (modules) during the evaluation and review
phase.
Step 4: Assess the stakeholders engagement process Worksheet 4.1
Name of stakeholder ICTeEfS Phase
to get engaged
List questions of how to
assess the engagement of
the stakeholders
Describe the activities that ensure the stakeholders'
engagement in each phase
Academic staff from the
fields involved.
All the phases Was the stakeholder
represented in the organised
steering meetings?
Has the stakeholder formed a
design team and working
groups for the project?
Is each actors’ role (design
team and working groups)
clearly defined and
understood?
Which are the time frames
set for the activities that need
to be implemented?
Are timeframes met?
National and Regional Training Workshops.
Run kick off activities where the project steering
committee, the inter-university design team, will
communicate to the design teams of the participating
institutions the project’s objectives, and explain their role
in the process.
Run information activities where the design teams of the
partners (academic institutions) will communicate the
program to the university departments. Design teams
should obtain their departments’ concession for
participation in the programme and identify members of
the academic staff that could form the working groups.
Stakeholders’ Training workshops.
Run kick off activities where the design team will
communicate to the working groups the project’s
objectives, and explain their role in the process.
12
Students at the
undergraduate level from the
academic fields involved in
the ICTeEfS project as well
as ICT teacher Coordinators
Design, pilot,
implementation
and evaluation
In what degree the involved
academics use the tools
provided by the programme
(Rucas Toolkit)?
Did their involvement meet
the requirements of the
project; (respond sufficiently
and in accordance to their
discipline to the design,
development and evaluation
of the project)?
In which ways their
engagement to the project
contributed to the
achievement of the project
aims?
Did they interact sufficiently
with the other stakeholders?
Was this interaction
beneficial for all parties?
How many students and
alumni engaged in the
programme?
Run brainstorming workshops within the working groups
and between working groups and design teams the
designing of the modules. Information would be drawn
from the participants’ experiences and from the
information provided by other stakeholders (on the
conflicts of interest in the area of SD and ICTeEfS and on
the information, skills and competencies needed for
empowering professionals and citizens to address ICTeEfS
and other SD issues).
Working groups communicate program’s progress to their
departments and coordinate the module designing within
their departments.
Working groups monitor within their institution the
piloting of the modules and coordinate the administration
and collection of the monitoring and evaluation tools.
Working groups will receive feedback from peers
(academics), students, and other stakeholders outside the
university on the developed pilot courses and review and
finalise these courses for the implementation phase.
Participate in data collecting activities (interviews, surveys,
discussion focus groups…)
Organise meeting between external stakeholders
and students where the former can communicate the latter
the practical value of attending the ICTeEfS course, in
terms of becoming active citizens and professionals in the
13
and ICT knowledgeable
teaching staff in the selected
school districts.
From how many different
disciplines the students are?
What are the practical gains
for the students due to their
engagement in this project?
Did their involvement meet
the requirements of the
project? (respond sufficiently
and in accordance to their
discipline to the design,
development and evaluation
of the project)?
In which ways their
engagement to the project
contributed to the
achievement of the project
aims?
Did they interact sufficiently
with the other stakeholders?
Was this interaction mutually
beneficial?
area of ICTeEfS as well as raising their employability in
different professional areas.
Students attend the offered modules.
Students will provide feedback on the offered modules
(pilot).
Students will provide feedback on the offered modules
(implementation).
Administrators
All phases
What responsibilities the
administrators have taken?
Receive Information from and facilitate the work of the
design team.
14
Have the administrators
authorised the progress of the
programme’s activities?
How effective are the
administrators in facilitating
the programme’s activities?
Facilitate the courses’ delivery,
Facilitate communication between the design teams and
the working groups.
Local education districts and
related departments.
Design phase
Development
phase
piloting phase
What information was
obtained from the
stakeholder concerning:
- The activities that
undertaken for ICTeEfSs in
schools?
- The approaches used for
examining the issues of
ICTeEfS in schools?
- The tools and resources
used?
- The needs of teachers and
students for working with
ICTeEfS in schools?
- Did their involvement meet
the requirements of the
project? (respond sufficiently
and in accordance to their
discipline to the design,
development and evaluation
of the project)?
- In which ways their
engagement to the project
Interviews (& Join discussion - focus groups)
Comment on the needs and competencies that students
need to acquire for confronting those issues effectively.
Comment on the needs and competencies that teachers
need for confronting those issues effectively within
teaching and learning processes.
Reports
Review current educational policy and report data
regarding the way that the ICTeEfS is confronted in
secondary and school curriculum.
15
contributed to the
achievement of the project
aims?
- Did they interact
sufficiently with the other
stakeholders?
- Was the interaction based
on a win-win approach?
- Did their engagement in the
project help them to
reconsider their views about
teaching for ICTeEfSs in
lower educational levels?