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Presenters at CASIE 2016, 27-29 June 2016, Astana, Republic of Kazakhstan

CENTRAL ASIA SYMPOSIUM ON ICT IN EDUCATION 2016; Unleashing the Potential of ICT for Skills Development, 27-29 June 2016, Astana, Republic of Kazakhstan

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Libing Wang

Mr. Libing Wang is currently Chief of Section for Educational Innovations and Skills Development (EISD) and Senior Programme Specialist in Higher Education, based at UNESCO Asia and Pacific Regional Bureau for Education, Bangkok, Thailand. His areas of responsibility with UNESCO cover higher education, teacher education, ICT in education, TVET, ESD, and research and foresight in Asia and the Pacific region.

Prior to joining UNESCO, he was a Professor of Comparative Education at Zhejiang University, People’s Republic of China. His career in China was closely related to UNESCO as he had served as director of UNESCO-APEID Associated Centre at Zhejiang University for more than ten years. He was secretary of the Global University Network for Innovation: Asia and the Pacific (GUNI-AP) from 2002 to 2012, and had coordinated the operation of the regional network since its inception in 2002. He was a member of the Asia - Pacific regional follow-up committee to the 1998 World Conference on Higher Education and a long-time consultant to the Chinese National Commission for UNESCO.

Mr. Wang got his doctoral degree in Comparative Education in 1994 at Hangzhou University, People’s Republic of China. He was a visiting fellow at the University of Sussex and University of Warwick in the United Kingdom in the early and late 1990s. He published widely in the areas of comparative education, higher education policies, and teacher education.

Jonghwi Park

Ms Jonghwi Park leads the regional programme on ICT in Education at UNESCO Asia Pacific Regional Bureau for Education, supporting 46 Member States of the region. Her team at UNESCO Bangkok focuses on policy-level supports for Member States, including ICT national policy reviews, ICT in education master plan development and regional comparative research on the current issues. She is also specialized in designing and implementing various capacity building modules for teachers and teacher educators to facilitate the effective ICT-pedagogy integration. Prior to joining UNESCO, she had worked as e-Learning Designer in South Korea. She obtained her Master’s degree in Educational Technology from Hanyang University, Korea and her PhD in Learning Sciences from McGill University, Canada.

Sanghyun Jang

Dr. Sanghyun Jang is Chief of Higher Education Information Section, KERIS, and Director General of ASEAN Cyber University Project Secretariat, Korean Education Ministry.


ICT use in education is regarded as a core strategy in the knowledge-based society. From KOCW in 2007 to K-MOOC in 2015, Korea has been leading the implementation of OER and developing the ASEAN-OER Platform to give learning opportunities for all users across the nation.

Sukhbaatar Javzan

Dr. Sukhbaatar Javzan is a Vice President for Research, Development, and Cooperation at the Institute of Finance and Economics (IFE), Ulaanbaatar, Mongolia. He got his Ph.D. in Higher Education, and Comparative and International Education from the Pennsylvania State University, USA (2007). Dr. Sukhbaatar has been involved in many research and development projects in Mongolia. The projects included Education sector study and Master plan development (1994) Education sector strategy development (1999) Second education development project (2002), Engineering Criteria 2000 project (2002-2006, USA), and MCA-TVET project (2008-2011). His research interests are in higher education administration and finance, reform of technical and vocational education and training, ICT in education, and comparative and international education.

Abstract: Developing a labor market information system in Mongolia: Do the TVET institutions benefit from it?

Mismatch between labor market demand and supply observed in Mongolia during 1990s and 2000s led the Government of Mongolia to initiate a massive reform of TVET towards a flexible, competency-based, and industry-driven system with assistance from the USA. MCC-funded TVET project aimed to increase employment and income among the unemployed and marginally-employed Mongolians by improving their technical skills and productivity and developing the TVET sector to become more responsive to meet labor market demands. 

During 2008-2013, the TVET project carried out a full range of inter-related activities supporting TVET reform in Mongolia. Projects interventions included TVET policy and legal reform, improvement of management and funding mechanisms, renewing training curricula, upgrading skills and capacity of teachers, development of the teacher training system, creation of a labor market information system (LMIS) and career guidance system and improvement of the learning environment in schools. 

This presentation focuses on a labor market study and subsequent efforts to develop a LMIS completed within the project. It analyses current operation of National Center for Employment Service, Information and Research, in which LMIS is installed, in order to determine the extent to which TVET schools utilize data provided by LMIS.

Eunsang Cho

Dr. Eunsang Cho, TVET Programme Specialist, EISD Unit, is currently working on the several projects, including Quality Assurance of TVET Qualifications in Asia-Pacific, Strengthening technical and vocational education and training (TVET) for improved skill outcomes in the Asia-Pacific region.

Eunsang Cho obtained his Bachelor’s degree majoring in economics from HUFS (Hankuk University of Foreign Studies) in Korea, Master’s degrees of economics and industrial relations/personnel from Michigan State University in U.S.A. He got his Ph.D in the field of TVET/HRD from University of Minnesota, Twin Cities, U.S.A.

Before joining the UNESCO Bangkok office, he has worked with KRIVET (Korea Research Institute for Vocational Education and Training) for almost 20 years in the field of TEVET/HRD, producing hundreds of research reports, publications, and papers. Eunsang has a number of international experiences related with TVET/HRD, including UNESCO, ILO, APEC, KOICA, and so on. He was also PM of Malawi, one of SADC countries in Africa, working for UNESCO BEAR (Best Education Africa Rise) Project.

Abstract: Labour Market Information System and TVET

Labour market mismatch, or employee qualifications which do not meet job requirements, originates from Uncertainty of World and Domestic Economy, Rapid Innovation of Industry, Structural Change in Workforce and Inefficiency in the Job Matching System and Manpower Planning.

A Labour Market Information System is a set of institutional arrangements, procedures and mechanisms designed to coordinate the collection, processing, storage, retrieval and dissemination of Labour Market Information.  A LMIS aims to maintain a balanced labour demand & supply for economic development. 

Users of LMIS range from policy makers to Job Seekers and Students. In Korea, the 5-year economic development plans played a critical role to the rapid economic development in the 1960s-1980s.

Development of LMI Systems includes Establishing National Institutional Mechanisms/Forums to handle LMI, Building Partnerships with research institutions, higher education and Government departments in generation of LMI and manpower planning, utilizing records of labour administrative systems and ICT technology to update automated DB with Cross section data and Longitudinal data.

In Korea the Ministry of Employment and Labour, Statistics of Korea, Local Governments and National and Private Research Institutes gather LMI data including: General Labour Market Survey, Longitudinal Labour Market and Administrative Data.

Strategies to Improve LMI System aligned with TVET/HRD: Tailor LMI to the needs of users, diversify sources of LMI, combine quantitative and qualitative LMI, Nurture intelligent users of LMI, promote continuous improvements in data gathering, develop national labour market policies based on LM analysis, Assess the usefulness of LMI and Develop political and institutional support.

Satu Järvinen

In her current position Ms. Satu Järvinen is responsible of and coordinating capacity building through education, teacher professional development, ICT integration into education and learning environment projects in Finland and abroad. Ms Satu is a qualified teacher driving projects aiming at building the human capital in Finland and abroad. She has been involved in projects aiming at capacity building and raising human capital through TVET or K-12 education development in a number of EU and non-EU countries. She has been an invited speaker on developing quality TVET education systems, professional usage of media in educational context, and designing and implementing entrepreneurial learning.

Ms. Satu was educated in Senegal, Finland and France. She has wide experience from working with education and development in different types of schools ranging from primary schools to university level. As a teacher trainer her areas of expertise include the use of social media and mobile tools in the classroom, active pedagogies and entrepreneurial teaching methods. She has been an invited speaker on i.e. TVET development in a global setting, linking education and industry, fostering entrepreneurship and modern learning tools.

Pierre Dillenbourg

Pierre Dillenbourg is professor of learning technologies at Swiss Federal Institute of Technology in Lausanne (EPFL). Former teacher in elementary school, Pierre graduated in educational science (University of Mons, Belgium). He started to conduct research in learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the field of educational applications of artificial intelligence. He is past president of the International Society for the Learning Sciences. His work covers various domain of computer-supported collaborative learning (CSCL), ranging from novel interfaces for face-to-face collaboration (tangibles, paper computing) to more cognitive projects on dual eye tracking. His lab conducts projects in elementary schools, vocational education and university teaching. He is the director of the new EPFL Center for Digital Education, which produces EPFL MOOCs and conducts research on how MOOCs reshape higher education.

Natalia Amelina

Professional activity of Mrs. Amelina N., Programme Specialist of the UNESCO Institute for Information Technologies in Education (UNESCO IITE), is connected with studying, analyses and development of training materials and recommendations on various trends of ICT use in educational process, including ICT for skills development, ICT for TVET, adaptation and use of ICT for people with disabilities, ICT in preschool and primary school education, etc. She has experience of more than 20 years in pedagogics.

Natalia Amelina is an author of more than 30 publications in the field of education. Working for UNESCO IITE Mrs. Amelina participated in the international projects and being the expert and the coauthor of training materials; she took part and organized many international and national conferences, carried out a large number of international meetings and the training in different countries of the world.

Abstract: Promotion of equitable access to education and skills development by means of ICT

At present, when the future of life on our planet has become a matter of great concern, the concept of sustainable development (SD) has become the most important guideline for international development. Understanding the concept of new society which needs competent and knowledgeable citizens assumes providing all society members with equal access to education in order to guarantee adequate response to the challenges of the 21st century.

Access to quality education and skills development for all community members determines their opportunities to participate in scientific, economic, political and cultural activities of the society. Such issues are of primary importance for people being exposed to discrimination, including those with disabilities. Modern information technologies present people with disabilities unique possibilities for getting information and expression of their communication and cognitive needs. At the same time, insufficient access to these technologies results in creating new barriers causing more discrimination and social exclusion. Being an important element of everyday life, new technologies brought along the demand for special skills related to ICT activities for all society members.

Aiming at reinforcing potential of UNESCO Member States on ICT application for the development of education, UNESCO IITE concentrates its efforts on the activities in the provision of training and retraining for educators in the ICT usage in education. Key trends in training educators and, accordingly, main directions in the development of instruction materials are determined on the basis of close cooperation with international organizations and leading experts on ICT application in education all over the world.

Arnault Prêtet

At the OECD, Arnault Prêtet has co-ordinated projects aiming to support governments enhance their competitiveness and make reforms in favour of vibrant and competitive economies. He worked extensively in the Central Asia region, and in particular in Kazakhstan including with the Ministries of Agriculture, Education and Science, and Investment and Development. He has focused its work on helping governments stimulate public-private co-operation and improve policies in areas such as human capital development, access to finance, SME development and public services to businesses. 

Prior to joining the OECD, Mr. Prêtet worked in private sector consulting to support companies improve their strategies and performance in a broad range of sectors, including energy, utilities and IT. He also helped the French government strengthen its co-operation with employers and service delivery on various social policies. He is a graduate from ESSEC Business School and Sciences Politiques Paris, and studied at Bocconi University in Milan.

Abstract - Introduction to OECD work in Central Asia

Skills’ mismatch between labour market needs and the skills of workers and students provided by education institutions remains a major barrier to enhanced competitiveness in most Central Asian countries. In 2013, the OECD carried out an assessment of VET policies in the region which underlined the need for governments to further enhance their VET system and close the skills’ gap. 

Since 2013, the OECD has increased its support to governments through country-specific work in the region. The OECD prepared a Skills Beyond School Review of Kazakhstan, a more focused report on Improving Skills through public-private co-operation in Kyrgyzstan among others, and discussed yearly achievements with policy makers during Eurasia Week in Paris. The organisation will continue to further support governments in designing and implementing reform plans in favour of improved VET and training polices to help match skills’ gaps. 

Key highlights: 2013 work led to three main recommendations in the light of OECD countries’ experience: involving more employers in the VET system; strengthening the quality and use of data to inform VET policy-making; and developing national qualifications frameworks (NQF). While most Central Asia countries lack reliable and systematic data, OECD countries collect and use information and data on enrolment, career guidance, and labour market needs through information communication technologies (ICT), surveys, and data bases. 

Three years later, progress has been made on the engagement of employers, and the use of instruments such as workplace training and NQF. Two case studies investigated recently by the OECD will be presented: 

  • Kyrgyzstan is passing laws to improve workplace training; and 
  • Kazakhstan has achieved stronger public-private cooperation through new policies and institutions, and made concrete steps in developing NQF especially in the IT sector

Junghyun An

Junghyun An is a research professor of Online Lifelong Education Institute in Korea University of Technology & Education. She had taught science education at Ehwa Womans University and worked as a junior researcher in gifted and talented education. She also had been a visiting instructional designer of the Office of Continuing Education in the University of Illinois at Urbana-Champaign.  

She has studied on alternative pedagogies and ICT uses for innovating postsecondary and continuing education. Her main research interest is in how to foster creativity and talent development as well as social responsibility by facilitating learners with interdisciplinary learning environments. Her other research interests are e-learning, social learning, gamification, and also learning analytics. She has currently conducted research on how to develop and maintain online communities of practice for vocational training, and a learning analytics to predict online students’ drop-outs for educational intervention.

Abstract - Korean TVET Case: Interactive and Differentiated E-Learning using Emerging Technologies

Online Lifelong Education Institute, Korea University of Technology & Education(OLEI) is a hub for online vocational training specialized in technology and engineering in Korea. Funded by the Korean Ministry of Employment & Labor, this institute has developed and offered more than 200 online courses including formal certificate, informal, and college-credit courses for workers or job seekers over the nation. It pursues to serve interactive and experiential e-learning practices to meet learners’ diverse needs by incorporating emerging ICTs on its portal website, e-koreatech(see It has almost 70,000 enrolled students during the year 2015 and the number has been rapidly growing.   

One of OLEI’s exemplary technology uses is to develop “Virtual Training” contents based on simulators, emulators, virtual reality, or augmented reality in order to train workers to manage special kinds of industrial equipment or dangerous work situations. Since 2007, OLEI has developed 31 virtual learning contents and offered them to 141 public or private training centers. Another case is to implement Online Practice Lab(OPL) embedding programming editors in it for interactive web-based practices of teaching a computer programming language. Furthermore, as shifting the educational focus from content-based toward activity- or competency-based teaching, OLEI has been currently developing “Smart Training” courses tailored for individual learners. The institute has been investing its best in R&D to provide promising online lifelong and vocational training practices in Korea.

Nurgali Arshabekov

Nurgali Arshabekov graduated from the Kazakh Pedagogical Institute named after Abay (KazPI named after Abay) in 1975, Almaty. Education - teacher of Russian language and literature. In 2001 he graduated from the Central Asian University (CAU), as a lawyer. He began his career in 1970 as a primary school teacher. Among others, his prior experience includes working at the Almaty Institute of National Economy, acting as the Director of “Business Centre” Alma Mater” as well as the Director of the Taraz branch and provost for educational and methodological work of the CAU. He also served on the Committee on supervision and certification in the field of education and science in the Republic of Kazakhstan, as well as acted as the Deputy Director of the Department of Development Strategy, Director of the Department of pre-school and secondary education, as well as Director of Strategic Planning and Information Technology. More recently, he had served as the Rector of Pavlodar State Pedagogical Institute, and is acting CEO of the NJSC Holding “Kasipkor”.

Abstract: О взаимодействии с бизнес-сообществом

Холдингом Кәсіпқор ведется большая работа по модернизации ТиПО. Деятельность Холдинга сконцентрирована на следующих направлениях:

1. обновление содержания образовательного процесса ТиППО;

2. повышение качества преподавания ТиППО;

3. повышение престижа и эффективности ТиППО;

4. развитие действующих учебных заведений ТиППО и создание новых по востребованным и инновационным направлениям экономики.

В настоящее время в организациях ТиПО отсутствует система, которая бы обеспечивала постоянное присутствие работодателей соответствующей отрасли в учебной деятельности организаций ТиПО. 

Бизнес-сообщество должно привлекаться на всех этапах реализации учебного процесса: определение наиболее востребованных специальностей, необходимых компетенций и навыков для каждого уровня квалификации, в разработке новых модульных образовательных программ и в вопросах независимой отраслевой сертификации выпускников.

На основе международного опыта Холдингом Кәсіпқор на базе Высшей технической школы «APEC Petrotechnic» г. Атырау совместно с зарубежным партнером SAIT Polytechnic из Канады ведется подготовка высококвалифицированных кадров для нефтегазовой отрасли в соответствии с требованиями работодателей. Образовательные программы для подготовки специалистов разработаны с учетом международных стандартов и передового мирового опыта, а также требований зарубежных и казахстанских нефтегазовых компаний. 

Представители SAIT Polytechnic, работодатели, а также преподаватели APEC Petrotechnic входят в состав выше упомянутой системы - Индустриального совета APEC Petrotechnic. Через Индустриальный совет работодатели напрямую вовлечены в процесс проведения экспертизы образовательных программ, учебного оборудования, в вопросы производственной практики (определение и обеспечение допусками учащихся на производственные объекты). 

Неотъемлемой частью успешного трудоустройства выпускников является прохождение производственной практики. На сегодняшний день для организации производственной практики студентов колледжами заключаются договора с производственными предприятиями. Так, студенты APEC Petrotechnic обучаются на рабочем месте с последующим трудоустройством. 

Каждый этап мероприятий для содействия трудоустройству выпускников реализуется при непосредственном участии зарубежного партнера и работодателей. Одним из этапов является скрининговая система оценки знаний студентов (тестирование и интервьюирование студентов со стороны работодателей) на выпускных курсах обучения. 

Эффективное сотрудничество с бизнес-сообществом позволит обеспечить подготовку квалифицированных кадров с 3 по 5 уровни НРК, от рабочего до прикладного бакалавра, востребованных на рынке труда в соответствии с требованиями работодателей. Внедрение Индустриального совета в организациях ТиПО обеспечит актуализацию образовательных программ и установление взаимовыгодных отношений с работодателями.

Aigul Khalafova

Mrs. Aigul Khalafova is an Education Officer with pedagogical  background  and more than 20 years of working experience at the UNESCO Cluster Office in Almaty for Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan. Mrs. Khalafova has been managing various UNESCO programmes and projects in Central Asia.

Before joining the Almaty Office she also had an experience of working at the Ministry of Education of Kazakhstan in the Department for External Relations.  She was in charge of teacher and student exchange programmes.

During the session, Ms. Khalafova will present UNESCO Almaty’s strategic directions within SDG4 and the Global UNESCO Education Strategy. 

Bakhtiyor Namazov

Bakhtiyor Namazov is Education Programme Specialist at the UNESCO Office in Tashkent, Uzbekistan, since 2008. During his service at UNESCO, he has been engaged in various educational programme activities of UNESCO in Uzbekistan, such as development of ICT Competency standards and programmes for teacher, ICT in Education Master Plan preparation, enhancing teachers’ capacity on ICT integrated pedagogy and etc. Bakhtiyor is UNDAF focal point on Education, UN focal point in Uzbekistan for the nationalization of SDGs on Education. 

Bakhtiyor Namazov has the Master’s Degree from the Tashkent State University of Economics, in Professional Education, and Bachelor’s Degree from the Midwestern State University, Texas, USA.

Uktam Karimov

Uktam Karimov graduated from the academic lyceum of computer technologies at the Tashkent State Technical University in 2008. In 2006 he won the international Russian Open Programming Olympiad among students. In 2009 continued his studies at the Tashkent University of Information Technologies with the Faculty of Professional Training in ICT with a specialization in Informatization and Library Science, graduating with Honors in 2013. That same year he entered a Master’s programme, specializing in “Informatization and Library Science”. Upon graduation, he started working as an Assistant at the Department of Information Library Systems at the Tashkent University of Information Technologies. To date, he has published around 20 articles, and participated in 5 international and 10 regional conferences focusing on informatization and library science.


Как и во многих странах СНГ и в Узбекистане активно ведутся работы по эффективному внедрению ИКТ в систему образования. Принятые ряд нормативных документов на высшем Республиканском уровне, создаёт правовую платформу для исследователей при проведении работ по эффективному внедрению ИКТ в образовании и исследованиях данного направления. А выделенные гранты по данному направлению показывают поддержку и заинтересованность правительства Узбекистана обеспечение открытыми образовательными ресурсами учреждения среднего специального образования в Республики. 

Внедрение ИКТ в образовательный процесс даёт ряд преимуществ при освоении учебно-образовательных ресурсов студентами среднего специального образования. В Республики организованы ряд центров, которые занимаются разработками мультимедийных и интерактивных образовательных ресурсов. Но в то же время, возникает и другая проблема как обеспечить общедоступность научно технической информацией и образовательными ресурсами, разрабатываемые на кафедрах учебных заведений и в специальных центрах. Для решения данной проблемы в Узбекистане было разработана такая платформа как АРМАТ.

АRMAT – это информационно библиотечная система предназначенная для автоматизации основных процессов библиотечного дела. Данная система основана международному стандарту ИСО2709 и поддерживает коммуникативный формат МАРК21. Для автоматизации основных процессов библиотечного дела, в системе предусмотрено 5 автоматизированных рабочих мест, таких как администратор, каталогизатор, комплектатор, библиотекарь (книговыдача) и читатель. Так как система АРМАТ разработан по веб технологиям его можно использовать в корпоративной сети беспрепятственно.