Follow Us:

Presenters at CASIE 2015, 7-9 July 2015, Bishkek, Kyrgyz Republic

CENTRAL ASIA SYMPOSIUM ON ICT IN EDUCATION 2015: Fostering an Enabling Environment for Teacher Innovation: From Policy to Practice, 7-9 July 2015, Bishkek, Kyrgyz Republic

Jinsun Yoo

Research Fellow, Information Infrastructure Division, Korea Education and Research Information Service (KERIS)

Jinsun Yoo has worked for KERIS since 2000. In charge of promoting job competency required for teachers, Mr. Yoo is experienced in developing policies on teacher training using ICT, content development for e-learning teacher training and quality certification. He has been conducting policy consulting for ICT skill development of teachers not only in Korea but also in developing countries, including Morocco in Africa, and Laos, Cambodia, and Uzbekistan in Asia. Currently, he takes charge of the e-learning teacher training support center, formulation of e-learning teacher training policies and assessment of e-learning teacher institutes.

Abstract: In-service training: E-learning as an alternative delivery mode of training and continuous professional development for teachers

In a knowledge-based society of the 21st century, it is difficult to foster high quality teachers with professional competency only through pre-service training for a certain period. Providing teacher training throughout their teaching career is essential to continuously enhance and maintain professional teaching competency. As issues in the education field become more complicated and varied day by day, there has been a growing social demand for improved professional teacher competency. 

Teacher training consists of collective training in a certain place for a period of time and continuous e-learning training conducted online. Because of the strength of e-learning training that enables training unrestricted from time and space with the recent development of ICT, e-learning teacher training has proliferated. In many cases, however, e-learning teacher training fell short of expectations. Even in cases where an e-learning teacher training system was established with high initial investment cost, it was not always properly utilized, and often brought adverse effects of economic loss and distrust of e-learning training. 

What then are necessary strategies for successful e-learning teacher training? Because of the special features of e-learning, it is important to effectively establish facilities like LMS, but more importantly, e-learning training should accompany policy support to raise participation in e-learning teacher training. 

From this perspective, this presentation introduces specific cases of policies implemented in Korea to promote teacher training, focusing on sharing Korea's experience with participants. Policy cases are presented by dividing into the provision of customized training programs, enhancement of training content quality, qualitative upgrading of training operation service, and national reward policies.

Lira Samykbaeva

Program Director, Soros Foundation Kyrgyzstan

Lira Samykbaeva is currently Freedom of Information Program Manager in the Soros Foundation Kyrgyzstan providing substantial support to the overall OER Initiative development in the Kyrgyz Republic. Prior to joining SFK, she served as senior program manager and expert in ICT for development projects on local and international level. In 2008-2011 Ms. Samykbaeva served as Executive Director of Kyrgyz Software and Services Developers Association (KSSDA) promoting software industry development through establishing National Technopark and improving ICT business environment. She worked both as program manager in Civil Initiative on Internet Policy (CIIP) Foundation examining the nexus between open access to ICTs and human rights protection and democracy (2003-2011). Her experience covers 10 countries of the CIS, US and South-East Asia countries representing Kyrgyz Republic on international movements aimed at ensuring digital rights protection, open access to knowledge and information and adoption of principles of smart country visioning.]

Abstract: Open Education Developments in Kyrgyzstan

The presentation of Ms. Samykbaeva will give some overview on current state of access to educational materials in Kyrgyzstan and about what has Soros Foundation in Kyrgyzstan (SFK) done to date on OER from 2011-2015. She will also cover all international partnerships build for the sake of OER development, recent draft discussions on National Open Textbook Program, synergies between OER and open access to information/knowledge and digital heritage built by SFK, and introduce to the networking partnerships in OER as Ministry of Education, OER Coalition, high-educational institutions and NGOs – champions in OER development in Kyrgyzstan.

Currently, there are positive changes in promotion of open educational resources (OER) in Kyrgyzstan. However, many things are still needed to be done. It is planned to make amendments into local copyright law in terms of public/open/free licenses; to increase teachers’ ICT competency, to make informational campaigns for promoting Kyrgyz Wikipedia etc.

Gulzada Urgunalieva

Project Coordinator, Roza Otunbayeva International Public Foundation

Gulzada Urgunalieva is working as a Project Coordinator at the Roza Otunbayeva International Public Foundation (ROI IPF) and Open Education Coalition coordinator. The ROI IPF was founded in 2012 by the Former President of the Kyrgyz Republic, Ms. Roza Otunbayeva with the objective of implementing programs and projects that will contribute to the social, political and economic development of the Kyrgyz Republic.

Abstract: Open Education Developments in Kyrgyzstan

Ms. Urgunalieva coordinated the “Open Book” Project in 2014 which was supported by Soros Foundation-Kyrgyzstan and aimed at promoting open education resources strategy and policy development in Kyrgyzstan, within existing government initiatives on educational reform. She had worked as “Promotion of Governmental Policy in The Area of Preschool Education” project assistant till December 2013. In April, 2013, she was appointed as the “Education Festival” project coordinator.

The “Roza Otunbayeva Initiative” International Public Foundation ( joined Open Education movement within the framework of the “Open book” project at the end of 2013. The presentation of Ms. Urgunalieva will cover successful results of ROI Foundation initiatives and plans in the field of promoting OER in Kyrgyzstan.

Ching Sing Chai

Associate Professor, National Institute of Education

Ching Sing Chai is an associate professor at the National Institute of Education (NIE), Nanyang Technological University. He served as a school teacher and head of department after he completed his overseas study in Taiwan under the sponsorship of MOE, Singapore. He joined NIE after completing his Master in NTU in 2001, and subsequently finished his Ed. D with University of Leicester in 2006. His research interest is in the field of teachers’ beliefs, technological pedagogical content knowledge and computer-supported collaborative learning. For the past decades, he has been actively involved in numerous funded research projects and published more than 50 articles in Social Science Citation Index journals.

Abstract: Singapore ICT in Education Masterplan ans Corresponding Pre-service Teacher Preparation through Technological, Pedagogical and Content Knowledge (TPACK)

This paper describes the 3rd Singapore ICT Masterplan which focuses on facilitating students’ self-directed and collaborative learning with ICT. Inevitably, such pedagogical foci require teachers to possess relevant technological knowledge, pedagogical knowledge and content knowledge. In addition, the teachers need to synthesize these three types of knowledge through lesson design. Such effort in ICT integration is increasingly understood through the framework of Technological, Pedagogical and Content Knowledge (TPACK). Adopting the TPACK framework to build and research preservice and in-service teachers’ knowledge and skills for ICT integration has generated hundreds of research publication. Adopting the TPACK framework, the National Institute of Education (Singapore) are building preservice teachers’ TPACK through design-based learning. This presentation describes the approach and the planning framework that is employed, and report the preservice teachers’ perception and performance after going through the ICT course.

Lilibeth F. Taa


Lilibeth F. Taa works as a Specialist at the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH).  She is also an online tutor and resource person in training programs.

Lilibeth graduated from the University of the Philippines as a University Scholar with the degree Doctor of Philosophy in Education.  She also holds degrees in BS Psychology as a Cum Laude and Master of Arts in Education at the New Era University. 

Her fields of expertise include instructional design and materials development; research, measurement and evaluation; project management; educational psychology; early childhood education; social psychology; and guidance and counseling.

Lilibeth served as Research Director, Assistant Dean in the Graduate School, Information Director, College Professor, journal editor, and thesis/dissertation adviser and panel member at the New Era University.

Lilibeth got the topnotch place in the Philippines’ Licensure Examination for Teachers (LET) in 1992.

Abstract: A Regional Competency Framework for Excellent School Leadership

SEAMEO INNOTECH developed the Competency Framework for Southeast Asian School Heads in 2003 to define the skills and attributes school heads need to effectively lead their schools to success. It also serves as INNOTECH’s basis for the development of capacity-building initiatives for school heads. 

In 2014, SEAMEO INNOTECH updated the framework after conducting consultative workshops in nine Southeast Asian countries where 225 school heads and stakeholders participated.  The stakeholders included ministry of education officials, teachers, students, parents, and education experts from universities.  The revised and updated framework now consists of 5 competency domains, 16 general competencies, 42 enabling competencies, and 170 indicators.  A guidebook on how to use the framework for the professional development of high performing school heads in Southeast Asia has also been developed.

Fengchun Miao

Chief, ICT in Education, UNESCO Paris

Dr Fengchun Miao is the chief of the ICT in Education Unit at UNESCO Headquarters in Paris.  He oversees a wide portfolio of projects that leverage technology, including mobile technology, to improve teaching and learning and strengthen national education systems.  Dr. Miao’s responsibilities include developing and coordinating the implementation of UNESCO’s ICT in Education Strategy and managing global ICT in education programmes that encompass government policies, teacher training, mobile learning, and Open Educational Resources.  He also provides expert advice to UNESCO Regional Bureau and Field Offices, ensuring that Member States are supported as they work to strengthen national capacities in the area of ICT for education, particularly capacities related to teacher training and professional development. From 2006 to 2010, Dr. Miao was the Head of ICT and Education Team at UNESCO’s Asia-Pacific Regional Bureau for Education in Bangkok.  At the Bureau he led the programming and implementation of projects for more than 40 countries in a variety of areas, including diagnostic studies and strategic advice, policy making and standards development, teacher training on ICT-pedagogy integration, and institutional capacity building for teacher training colleges.  He launched the Asia-Pacific Ministerial Forum on ICT in Education which has been organized annually since 2011. Before joining UNESCO, Dr. Miao was the Director of the National Research Centre for Computer Education at the Ministry of Education in China.  He was responsible for the development of ICT in education policies and standards.  At the Ministry Dr. Miao led the creation of national guidelines for curriculum reform of K-12 schools.  He further developed national ICT curriculum standards for students, China’s educational technology standards for teachers, a series of ICT textbooks for students, national educational websites, and an online ICT in education community.

Abstract: Deliver the Promises of OER for Post-2015 Education Agenda

Recalling that the post-2015 education goal set up by UNESCO and adopted in the Incheon Declaration during the World Education Forum held in 20-22 May in Incheon Korea, “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” , sets up a context of analysing and harnessing the potentials of OER to enable education transformation. The presentation put forth four-fold potentials of OER to support Post-2015 Education Goal. The presentation introduce UNESCO’s programme in supporting member states to develop national and institutional policies to adopt OER in curricular and textbook, teaching and learning materials, teacher training materials, educational and research materials for higher education. The presentation also introduces the multi-entry approach to develop the OER policy and integrate the OER policy in the digital content development strategies and the overall (ICT in) education policies. The presentation ends by the modality by which UNESCO could work with member states to develop the OER policy.