Follow-up to UNESCO Survey on Media and Information Literacy Levels among Teachers in Lesotho
UNESCO commissioned a survey on Media and Information Literacy (MIL) levels of teachers in Lesotho and Namibia and Swaziland. The outcomes of the Lesotho survey will be discussed at a working meeting among teacher training stakeholders in Maseru, Lesotho on 31 August 2011.
The survey was carried out among teachers in-training and in-service in 34 schools in rural and urban Lesotho. The purpose of the presentation of the research and analytical report is to enable stakeholders, including teacher training institutions, officials from the Ministry of Education and Ministry of Communication, Science and Technology, Members of parliament and a representative from MISA Lesotho to promote MIL at all levels of society.
Following the presentation of stage 1 of the survey, Research ICT Africa will discuss stage 2 of the survey that includes the testing of actual media and information literacy through an experimental set up. The aim of the second phase is to determine the gap between self reported and actual MIL.
Following the discussions about stage 1 and 2, participating institutions will discuss the results of the survey and how recommendations can be taken into account in ongoing curriculum review initiatives. A presentation of the Model MIL Curriculum for Teachers will also be discussed as a possible framework for curriculum review. The curriculum is the product of a comprehensive process carried out over a three-year period. This process consisted of baseline surveys, expert group meetings, drafting, reviews and validation by experts from a wide range of domains such as media, information, ICTs, education and curriculum development.
The curriculum is divided into two parts. Part 1 provides the MIL Curriculum and Competency Framework, which gives an overview of the curriculum rationale, design, principal themes and the main competencies teachers should acquire through its use. It is complementary to the UNESCO ICT Competency Framework for Teachers (2008). Part 2 includes the detailed Core and Non-Core Modules of the curriculum. On the whole, the MIL Curriculum mainstreams interdisciplinary issues relating to civic participation, problem-solving, gender equality and women’s empowerment and intercultural dialogue.
Following the presentation of the curriculum participants will break-up into working groups to discuss follow-up actions to promote MIL at all levels of the Basotho society.
MIL is a key means of verification for Category 3 of the UNESCO Media Development Indicators and has at its basis the development of knowledge societies and free independent and pluralistic media, and information providers.
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