THE IMPERATIVES OF DIGITAL LITERACY
Unlock the importance of digital literacy for adult teachers in the ASEAN region. Explore key competencies needed to navigate the digital landscape effectively and enhance teaching practices.
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Presentation Transcript
THE IMPERATIVES OF DIGITAL LITERACY AS KEY COMPETENCE AMONG ASEAN ADULT TEACHERS
OUTLINE OF PRESENTATION Introduction Defining and Understanding Digital Literacy ASEAN Adult Learning in the 21stCentury The Challenges of Professionalizing Adult Learning in ASEAN Implications for Policy Reform
INTRODUCTION ASEAN human resource development at the core of its regional integration and increased competitiveness in global marketplace (ASEAN social blueprint). Developing human resource demands equipping people, both young and old, with relevant competences for 21st century living. In light of UN SDG s goal for quality education and ASEAN Education goal of wide use of ICT as learning tool, teachers need to be digitally competent.
DIGITAL LITERACY DEFINED - the ability to access, process, understand, create, appropriate, and store information or media content in the digital environment. - the capabilities which fit someone for living, learning and working in a digital society (JISC, 2014).
UNDERSTANDING DIGITAL LITERACY Digital literacy generally understood as umbrella concept for: ICT literacy, Technological literacy Digital media literacy Information literacy
DIGITAL LITERACY AS GATE SKILL Digital Problem Solving Skill Basic Literacy Digital Literacy
SYNTHESIS OF VARIOUS 21ST CENTURY LEARNING FRAMEWORKS by Kereluik et al (2013)
DIGITAL LITERACY VS DIGITAL COMPETENCE Digital knowledge and skills in ASEAN context constitute digital literacy; When a person responsibly and autonomously demonstrates such knowledge and skills in a particular domain or in a given context, digital literacy is appropriately understood as digital competence.
PROPOSITION Digital literacy in its generic sense serves as key competence and crucial factor to achieve competitiveness in an increasingly knowledge-driven economy. The extent and quality of training to gain digital literacy among adult learners determines the level of opportunities for them in the job marketplace. Upgraded adult teacher training program that incorporates digital literacy both as process and content leads to digitally literate learners.
KEY CONCEPTS ON COMPETITIVENESS HARVARD INSTITUTE OF STRATEGY & COMPETITIVENESS PRODUCTIVITY Competitiveness is determined by productivity with which a firm/nation/region uses its human, capital, and natural endowments to create value. MICROECONOMIC FOUNDATIONS Productivity ultimately depends on improving microeconomic capability of the economy. HOW, NOT WHAT It is not what a firm/nation/region competes in that determines its prosperity, but how productively it competes.
HUMAN RESOURCE-BASED DETERMINANTS OF COMPETITIVENESS - Knowledge - Skills in particular, ICT/computer skills - Values 21st Century Competencies Competitiveness
DIGITAL LITERACY IN THE ASEAN CONTEXT Of ASEAN s total population of 600 million, 94% are basic literate, i.e. literacy in reading, writing, and math (SMU, 2016). However, the number of digital illiterates remain very significant.
DIGITAL LITERACY IN THE ASEAN CONTEXT ILO 2014 survey of 240 ASEAN enterprises, results show only 32% of respondents believe high school graduates have adequate skills for work (53% say yes for college graduates). In the context of knowledge-driven economy, this implies low level of computer or digital literacy.
DIGITAL LITERACY IN THE ASEAN CONTEXT Need to upgrade pre-employ training of prospective workers for the requisite skills. Since firms prefer to invest in in-house training on management & leadership and other soft skills per ILO survey, it implies that acceptance of new employees will require some degree of computer or digital literacy.
INTERNET PENETRATION RATE, AS OF JANUARY 2017 Source: Statista
ASEAN? INTERNET? USE as? of? March? 2017 Population 2017 Est. Internet Users Year 2000 Internet Users 31-Mar-17 Penetration % Population Users % ASEAN 434,448 16,076,370 263,510,146 7,037,521 31,164,177 54,836,483 103,796,832 5,784,538 68,297,547 95,414,640 646,352,702 30,000 6,000 310,205 4,100,000 132,700,000 1,400,000 21,684,777 12,278,000 54,000,000 4,699,204 41,000,000 49,741,762 321,913,948 Brunei? Darussalam Cambodia Indonesia Laos Malaysia Myanmar Philippines Singapore Thailand Vietnam TOTAL? ASEAN 71.4% 25.5% 50.4% 19.9% 69.6% 22.4% 52.0% 81.2% 60.0% 52.1% 49.8% 0.0% 0.6% 20.5% 0.2% 3.4% 1.9% 8.4% 0.7% 6.3% 7.7% 49.8% 2,000,000 6,000 3,700,000 1,000 2,000,000 1,200,000 2,300,000 200,000 11,443,000 Source:? www.internetworldstats.com
INCREASING NEED FOR DIGITAL LITERACY ASEAN connectivity rising at fast pace. On the other hand, those reported as connected or Internet users (ASEAN: 322m) may not all be digitally literate by definition. The market for digital literacy training will be present and continue to expand, esp with the promulgation of ASEAN economic integration.
CHALLENGES IN ASEAN ADULT LEARNING Demand for digital knowledge and skills among ASEAN learners requires increasing number of teachers/trainers who are digitally competent. Competitiveness of workers/learners depends on increasing sophistication in digital competence among ASEAN teachers/trainers.
By 2025, ASEAN would have created 25 million new jobs, most of which demand levels of digital literacy. On the average 2 million people in ASEAN enter the job markets. Majority of them will only have secondary education. Training for domain and digital skills those entering the markets by competent trainers is imperative.
THE ASEAN ICT MASTERPLAN 2015 Economic transformation: create a conducive business environment to attract and promote trade, investment and entrepreneurship in the ICT sector. ICT will also be the engine that tranforms other sectors of the economy. People empowerment and engagement: enhance the quality of life through affordable and equitable ICT. Innovation: foster a creative, innovative and green ICT sector. Infrastructure development: develop ICT infrastructure to support the provision of services to all ASEAN communities. Human capital development: develop competent and skilled human capital in ICT to support the growth of the ICT sector and help transform other sectors of the economy. Bridging the digital divide: address the varying levels of ICT development and adoption within individual countries and across the region. ASEAN will also focus on bridging other gaps within the digital divide to promote greater adoption of ICT.
PHILIPPINE TVET TRAINERS-ASSESSORS QUALIFICATION FRAMEWORK Communication Work effectively in vocational education and training Apply math and science principles in technical training Foster and promote a learning culture Apply environmental principles and advocate conservation Ensure a healthy and safe learning environment Utilize IT Applications in technical training Maintain and enhance professional practice Work in teams Appreciate cost-benefits of technical training Apply work ethics, values and quality principles Understand and analyze global labor markets
RESPONDING TO THE CHALLENGE In view of increased demand for workers with 21st century skills, there is need to recruit more teachers and equip them with the requisite digital skills, among other skills demanded by a given field. A dynamic training program for teachers should be put in place that, among others, fosters digital knowledge and skills in increasing complexity.
HURDLES Slow growth in broadband and other telecom infrastructures in a number of member countries. Lack of flexibility among teachers and learners in multilingual discourse. No robust metrics in determining levels of digital literacy. Stronger policy at national/regional level for digital literacy.
