[{"bbox": [129, 150, 1145, 206], "category": "Text", "text": "2.2.1 In-service programme for early childhood and primary teachers based on updated ICT CFT developed (Y1/2)."}, {"bbox": [129, 225, 1145, 453], "category": "Text", "text": "This activity will include a mapping exercise to assess the current implementation environment. This will include mapping existing in-service training programmes including the tablet in schools programme, computer/laptop distribution programmes, roll-out of National Coding Curriculum and work on digital skills training taking place at the secondary-level. Once the ICT CFT is finalised (activity 2.1.1) a consultative process involving key stakeholders will then follow to apply the framework to in-service training programme and developing related materials for in-service early childhood and primary teachers. Stakeholders are expected to include TTIs, MoEY, JTC (Jamaica Teaching Council), JBTE (Joint Board of Teacher Education), the University Council of Jamaica (UCJ) and school leaders (both primary and secondary)."}, {"bbox": [129, 470, 1145, 900], "category": "Text", "text": "To the extent possible based on available data, all modules will include gender specific components that address the diverse learning needs of boys and girls. Programmes and materials developed will include a blend of online and in-person delivery methods. Online options expected to be explored include a learning management system; JTC app and website; and the suitability of open educational resource (OER) content, adapted to the devices used by teachers. Training materials will make the most of digital technologies for engaging learners and learner centred training, including video and gamified exercises. The development process will include pre-testing and piloting of training materials. This development process will also include defining the in-service programme implementation team and roles needed for successful and sustainable implementation of the programme, including how to build on or integrate with existing programmes and structures such as Quality Education Circles. It will also consider other novel approaches, such as Digital Ninja and on-line coaching. This will include consideration of the level of expertise required to oversee and quality assure programme implementation; to delivery centralised training; to deliver school-based coaching and support (through, for example, school leaders, lead teachers, mentors and master teachers); and responsibilities for maintenance and upgrading of relevant ICT equipment and digital resources. The in-service programme will cater to differing ICT competency levels and starting points of teachers."}, {"bbox": [129, 961, 1076, 990], "category": "Text", "text": "2.2.2 Training of trainers and other personnel key to implementation for in-service CFT Phase 1 (Y2/3)"}, {"bbox": [129, 1007, 1145, 1178], "category": "Text", "text": "This activity includes defining the specific requirements for the expert ICT trainers needed to train permanent training staff on the ICT CFT. Expert ICT training roles will be advertised and recruited for once the ICT CFT is finalised. Training will be developed by expert ICT trainers with support from relevant stakeholders and with technical assistance as required in Y2/3. Training of trainers will take place in Y2/3 and include school leaders and Quality Education Circle representatives so they are able to provide ongoing school-level support and oversight. Trainers will need to achieve agreed levels of competence on the ICT CFT prior to leading training."}, {"bbox": [129, 1240, 1145, 1269], "category": "Text", "text": "2.2.3 Roll out of blended training modules to (give target) serving early childhood and primary teachers. (Y3/4)"}, {"bbox": [129, 1286, 1145, 1401], "category": "Text", "text": "For the initial training, 10 teachers per Quality Education Circle (of which there are 63 nationally) may be targeted. An assessment process will ensure that teachers access an in-service training programme that is aligned to their current ICT competency level. Training will be delivered in Y3/4. A process evaluation will take place in Y4 to inform the future development of the programme."}, {"bbox": [129, 1462, 482, 1491], "category": "Text", "text": "2.4 Communication strategy (Y1)"}, {"bbox": [129, 1508, 1145, 1566], "category": "Text", "text": "Starting in Y1 MoEY develops a clear communication strategy for the introduction of ICT in the education sector, targeting all key stakeholders including teachers, school managers, students and parents."}, {"bbox": [1027, 1680, 1145, 1706], "category": "Page-footer", "text": "Page 40 of 42"}]