{"id":85902,"date":"2021-04-22T12:22:50","date_gmt":"2021-04-22T16:22:50","guid":{"rendered":"https:\/\/summaedu.org\/sin-categoria\/docencia-e-innovacion-en-tiempos-de-covid-expertos-en-educacion-participaron-de-conferencia-internacional\/"},"modified":"2025-10-21T12:35:50","modified_gmt":"2025-10-21T15:35:50","slug":"docencia-e-innovacion-en-tiempos-de-covid-expertos-en-educacion-participaron-de-conferencia-internacional","status":"publish","type":"post","link":"https:\/\/summaedu.org\/en\/news\/kix\/teaching-and-innovation-in-times-of-covid-education-experts-participate-in-international-conference\/","title":{"rendered":"Teaching and Innovation in times of Covid: education experts participated in international conference"},"content":{"rendered":"

(Faire d\u00e9filer vers le bas pour obtenir la version fran\u00e7aise<\/em>)<\/p>\n

The first International Conference “Teaching and Innovation 2021. Teacher professional development in times of Covid: opportunities from innovation”, took place, organized by the Regional Center for Knowledge and Innovation Exchange for Latin America and the Caribbean – KIX LAC -, led by SUMMA and the Organization of Eastern Caribbean States – OECS -.<\/p>\n

The meeting brought together important leaders in the field of education and more than 700 virtual attendees. Dr. Michael Fullan, Director of Global Leadership, New Pedagogies for Deep Learning; the Minister of Education of Guyana, Priya D. Manickchand; Dr. Javier Gonz\u00e1lez, Director of SUMMA; Dr. Laurette Bristol, Programme Manager, Human Resource Development at the CARICOM Secretariat; and Dr. Carlos Vargas-Tamez, Head of Teacher Development at UNESCO’s Task Force for Teachers, participated in the event.<\/p>\n

“Almost everything we learn is through implementation. Practice chases theory, not the other way around,” said Dr. Michael Fullan as he opened his lecture.<\/p>\n

The specialist’s keynote presentation focused on the 10 priorities to activate deep learning and the 6 “C’s”, global competencies to develop it: character, citizenship, collaboration, communication, creativity, and critical thinking.<\/p>\n

The academic presented on the framework for deep learning and emphasized that “success occurs when leaders participate as learners with staff to change the culture.” “Teachers must be involved in figuring out the details of implementation,” he added. “There can be no progress without unity of purpose and action that involves a process of continually unifying a collective sense of purpose and the individual and group capacity to make improvements,” he said.<\/p>\n

The director of SUMMA, Dr. Javier Gonzalez, thanked the participants from all over the world for their participation, and highlighted teaching competencies as fundamental pillars for building a fairer education, especially in the context of Covid-19, “The key point of these conferences is our teachers, who have worked hard but sometimes do not have the initial tools or public support to carry out their work. Talking about innovation does not necessarily mean software, or more technology, but better pedagogy”.<\/p>\n

He showed SUMMA’s working model, its initiatives and the platform of effective practices, “probably the most powerful in the region that synthesizes more than 10,000 academic studies and 200 meta-analyses”.<\/p>\n

According to data provided by the GEM Report, carried out by SUMMA jointly with UNESCO, there are a number of facts in the region that show that investment in training is needed. Twenty-one percent of teachers do not have a teaching degree and of those who do, 40% have graduated from blended or distance programs. In addition, the report shows the need to have more teachers in rural areas, in the disciplines of science and mathematics, in the massification of the profession to insert more men and in the preparation and training of teachers for a more inclusive teaching, which includes students from indigenous peoples, migrants, with disabilities, from the LGTBI community, among others, where teachers are the first to be trained in this cultural change regarding sexual and gender diversity.<\/p>\n

During the panel on the main policies and practices for the professional development of teachers during the pandemic, the Minister of Education of Guyana, Priya Manickchand, highlighted the commitment of teachers, “teachers have set an example of determination, greatness and innovation, and thanks to this, students have been able to receive and participate in classes in the safest way possible”. He also pointed out that “as a Ministry we recognize the need for a complete and comprehensive response to the students in order to successfully adapt to this new educational reality. That is why more than 10,000 teachers have already been trained in ICTs, allowing Guyana to be a pioneer in the region”.<\/p>\n

Dr. Carlos Vargas-Tamez, Chief of the Section of the Secretariat for Teacher Development of UNESCO – Teachers Task Force, highlighted some of the consequences and implications of Covid-19 on teacher training. He highlighted the issue of technologies “but not only in reference to the Internet, but how we work with different media and technologies. The book is an example, and also radio, TV, newspapers, mass media. This has been underemphasized”..<\/p>\n

He also stressed the importance of being able to train teachers to address the differences in learning among students. “It is very important to say that it is not the same how Covid is experienced in some homes and in others,” he added. And he assured that learning does not happen only at school or when we schedule it. The emergence of new educational actors tells us that there are new ways of educating, of mediating learning, of mentoring, taking advantage of these new actors and educational spaces. We must also talk about profits. Training for teachers in lifelong learning is fundamental”.<\/p>\n

Next, Dr. Laurette Bristol, Programme Manager, Human Resource Development at the CARICOM Secretariat, said “the quality of education is something that develops in a diverse ecosystem the importance of consensus and community support is also important for the quality of education and we need this at the regional level”.<\/p>\n

Dr. Didacus Jules, director general of the Organization of Eastern Caribbean States, highlighted the opportunity presented by this crisis.\u00a0 “We are working on a global catastrophe. We have to exercise metacognitive understanding and propose strategic solutions,” he said. “There are common elements that will strengthen our work, such as redefining the work of teachers, or the role of education. We are in a complex educational transformation. It is about generating a robust teaching process and this situation has allowed us to talk about elements that perhaps we had not considered in the past,” he added. He warned that “Covid has not only changed education, but has also imposed other changes. Parents and many teachers were not prepared for this new scenario. We must commit ourselves to a common purpose”.<\/p>\n

Dr. Javier Luque, Country Lead of the Global Partnership for Education (GPE), highlighted the importance of teacher development “which is the great pending challenge in our countries, and how to ensure trained and motivated teachers in the classroom”. “The exchange of this event will facilitate the development or improvement of this type of policies at the country level,” he added.<\/p>\n

In closing the event, Raul Chacon, Director of KIX LAC, noted that “these are times to learn and to listen. We have heard very inspiring words of what professional development means for learning. May these competencies flourish and transform us into local and global citizens”.<\/p>\n

Watch the Conference in \u00a0Spanish <\/a>\u00a0and in English<\/a><\/p>\n

 <\/p>\n

ENSEIGNEMENT ET INNOVATION \u00c0 L’HEURE DU COVID : DES EXPERTS EN \u00c9DUCATION ONT PARTICIP\u00c9 \u00c0 UNE CONF\u00c9RENCE INTERNATIONALE<\/p>\n

La premi\u00e8re conf\u00e9rence internationale “Enseignement et innovation 2021. Le d\u00e9veloppement professionnel de l’enseignement en temps de Covid : les opportunit\u00e9s de l’innovation”, organis\u00e9e par le Centre r\u00e9gional d’\u00e9change de connaissances et d’innovation pour l’Am\u00e9rique latine et les Cara\u00efbes – KIX LAC -, dirig\u00e9 par SUMMA et l’Organisation des \u00c9tats des Cara\u00efbes orientales – OECS -.<\/p>\n

La r\u00e9union a rassembl\u00e9 des leaders importants dans le domaine de l’\u00e9ducation et plus de 700 participants virtuels. Le Dr Michael Fullan, directeur de Global Leadership, New Pedagogies for Deep Learning ; le ministre de l’\u00e9ducation de la Guyane, Priya D. Manickchand ; le Dr Javier Gonz\u00e1lez, directeur de SUMMA ; le Dr Laurette Bristol, programme Manager, Human Resource Development at the CARICOM Secretariat; et le Dr Carlos Vargas-Tamez, responsable du d\u00e9veloppement des enseignants \u00e0 la Task Force for Teachers de l’UNESCO, ont particip\u00e9 \u00e0 l’\u00e9v\u00e9nement.<\/p>\n

“Presque tout ce que nous apprenons passe par la mise en \u0153uvre. La pratique chasse la th\u00e9orie, et non l’inverse”, a d\u00e9clar\u00e9 le Dr Michael Fullan en ouverture de sa conf\u00e9rence.<\/p>\n

La pr\u00e9sentation principale du sp\u00e9cialiste s’est concentr\u00e9e sur les 10 priorit\u00e9s pour activer l’apprentissage profond et les 6 “C”, comp\u00e9tences globales pour le d\u00e9velopper : caract\u00e8re, citoyennet\u00e9, collaboration, communication, cr\u00e9ativit\u00e9 et pens\u00e9e critique.<\/p>\n

L’universitaire a pr\u00e9sent\u00e9 le cadre de l’apprentissage approfondi et a soulign\u00e9 que “le succ\u00e8s survient lorsque les dirigeants participent en tant qu’apprenants avec le personnel pour changer la culture”. “Les enseignants doivent \u00eatre impliqu\u00e9s dans la d\u00e9termination des d\u00e9tails de la mise en \u0153uvre”, a-t-il ajout\u00e9. “Il ne peut y avoir de progr\u00e8s sans une unit\u00e9 d’objectif et d’action qui implique un processus d’unification continue d’un sens collectif de l’objectif et de la capacit\u00e9 individuelle et collective \u00e0 apporter des am\u00e9liorations”, a-t-il dit.<\/p>\n

Le directeur de SUMMA, Dr. Javier Gonzalez, a remerci\u00e9 les participants du monde entier pour leur participation, et a soulign\u00e9 que les comp\u00e9tences p\u00e9dagogiques sont des piliers fondamentaux pour construire une \u00e9ducation plus juste, en particulier dans le contexte de Covid-19, “Le point cl\u00e9 de ces conf\u00e9rences est nos enseignants, qui ont travaill\u00e9 dur mais qui parfois ne disposent pas des outils initiaux ou du soutien public pour mener \u00e0 bien leur travail. Parler d’innovation n’est pas n\u00e9cessairement synonyme de logiciel, ou de plus de technologie, mais de meilleure p\u00e9dagogie”.<\/p>\n

Il a pr\u00e9sent\u00e9 le mod\u00e8le de travail de SUMMA, ses initiatives et la plateforme de pratiques efficaces, “probablement la plus puissante de la r\u00e9gion, qui synth\u00e9tise plus de 10 000 \u00e9tudes universitaires et 200 m\u00e9ta-analyses”.<\/p>\n

Selon les donn\u00e9es fournies par le rapport GEM, r\u00e9alis\u00e9 par SUMMA conjointement avec l’UNESCO, un certain nombre de faits dans la r\u00e9gion montrent que des investissements dans la formation sont n\u00e9cessaires. Vingt-et-un pour cent des enseignants n’ont pas de dipl\u00f4me d’enseignement et parmi ceux qui en ont un, 40 % ont obtenu leur dipl\u00f4me dans le cadre de programmes mixtes ou \u00e0 distance. En outre, le rapport montre la n\u00e9cessit\u00e9 d’avoir plus d’enseignants dans les zones rurales, dans les disciplines des sciences et des math\u00e9matiques, dans la massification de la profession pour ins\u00e9rer plus d’hommes et dans la pr\u00e9paration et la formation des enseignants pour un enseignement plus inclusif, qui inclut les \u00e9tudiants des peuples autochtones, les migrants, les handicap\u00e9s, de la communaut\u00e9 LGTBI, entre autres, o\u00f9 les enseignants sont les premiers \u00e0 \u00eatre form\u00e9s dans ce changement culturel concernant la diversit\u00e9 sexuelle et de genre.<\/p>\n

Lors du panel sur les principales politiques et pratiques pour le d\u00e9veloppement professionnel des enseignants pendant la pand\u00e9mie, le ministre de l’\u00e9ducation de Guyane, Priya Manickchand, a soulign\u00e9 l’engagement des enseignants, “les enseignants ont donn\u00e9 un exemple de d\u00e9termination, de grandeur et d’innovation, et gr\u00e2ce \u00e0 cela, les \u00e9l\u00e8ves ont pu recevoir et participer aux cours de la mani\u00e8re la plus s\u00fbre possible”. Il a \u00e9galement soulign\u00e9 que “en tant que minist\u00e8re, nous reconnaissons la n\u00e9cessit\u00e9 d’apporter une r\u00e9ponse compl\u00e8te et globale aux \u00e9l\u00e8ves afin de s’adapter avec succ\u00e8s \u00e0 cette nouvelle r\u00e9alit\u00e9 \u00e9ducative. C’est pourquoi plus de 10 000 enseignants ont d\u00e9j\u00e0 \u00e9t\u00e9 form\u00e9s aux TIC, permettant ainsi \u00e0 la Guyane d’\u00eatre un pionnier dans la r\u00e9gion”.<\/p>\n

Le Dr Carlos Vargas-Tamez, chef de la section du Secr\u00e9tariat pour la formation des enseignants de l’UNESCO – Task Force Enseignants, a soulign\u00e9 certaines des cons\u00e9quences et des implications de Covid-19 sur la formation des enseignants. Il a soulign\u00e9 la question des technologies “mais pas seulement en r\u00e9f\u00e9rence \u00e0 l’Internet, mais \u00e0 la mani\u00e8re dont nous travaillons avec diff\u00e9rents m\u00e9dias et technologies. Le livre est un exemple, mais aussi la radio, la t\u00e9l\u00e9vision, les journaux, les m\u00e9dias de masse. On n’a pas assez insist\u00e9 sur ce point”.<\/p>\n

Il a \u00e9galement soulign\u00e9 l’importance de pouvoir former les enseignants pour qu’ils puissent s’attaquer aux diff\u00e9rences d’apprentissage entre les \u00e9l\u00e8ves. “Il est tr\u00e8s important de dire que l’exp\u00e9rience du Covid n’est pas la m\u00eame dans certains foyers et dans d’autres”, a-t-il ajout\u00e9. Et il a assur\u00e9 que l’apprentissage ne se fait pas seulement \u00e0 l’\u00e9cole ou quand nous le programmons. L’\u00e9mergence de nouveaux acteurs \u00e9ducatifs nous indique qu’il existe de nouvelles fa\u00e7ons d’\u00e9duquer, de m\u00e9diatiser l’apprentissage, d’encadrer, en tirant parti de ces nouveaux acteurs et espaces \u00e9ducatifs. Nous devons \u00e9galement parler des b\u00e9n\u00e9fices. La formation des enseignants \u00e0 l’apprentissage tout au long de la vie est fondamentale”.<\/p>\n

Ensuite, le Dr Laurette Bristol, directrice du programme de d\u00e9veloppement des ressources humaines de la Communaut\u00e9 des Cara\u00efbes – CARICOM – “la qualit\u00e9 de l’\u00e9ducation est quelque chose qui se d\u00e9veloppe dans un \u00e9cosyst\u00e8me diversifi\u00e9 ; l’importance du consensus et du soutien de la communaut\u00e9 est \u00e9galement importante pour la qualit\u00e9 de l’\u00e9ducation et nous en avons besoin au niveau r\u00e9gional”.<\/p>\n

Le Dr Didacus Jules, directeur g\u00e9n\u00e9ral de l’Organisation des \u00c9tats des Cara\u00efbes orientales, a soulign\u00e9 l’opportunit\u00e9 offerte par cette crise.\u00a0 “Nous travaillons sur une catastrophe mondiale. Nous devons faire preuve de compr\u00e9hension m\u00e9tacognitive et proposer des solutions strat\u00e9giques”, a-t-il d\u00e9clar\u00e9. “Il existe des \u00e9l\u00e9ments communs qui renforceront notre travail, comme la red\u00e9finition du travail des enseignants, ou du r\u00f4le de l’\u00e9ducation. Nous sommes dans une transformation complexe de l’\u00e9ducation. Il s’agit de g\u00e9n\u00e9rer un processus d’enseignement robuste et cette situation nous a permis de parler d’\u00e9l\u00e9ments que nous n’avions peut-\u00eatre pas envisag\u00e9s dans le pass\u00e9”, a-t-il ajout\u00e9. Il a averti que “Covid n’a pas seulement chang\u00e9 l’\u00e9ducation, mais a \u00e9galement impos\u00e9 d’autres changements. Les parents et de nombreux enseignants n’\u00e9taient pas pr\u00e9par\u00e9s \u00e0 ce nouveau sc\u00e9nario. Nous devons nous engager dans un objectif commun”.<\/p>\n

Dr Javier Luque, responsable national du Partenariat mondial pour l’\u00e9ducation (GPE), a soulign\u00e9 l’importance du d\u00e9veloppement des enseignants “qui est le grand d\u00e9fi en suspens dans nos pays, et comment garantir des enseignants form\u00e9s et motiv\u00e9s dans les salles de classe”. “L’\u00e9change de cet \u00e9v\u00e9nement facilitera le d\u00e9veloppement ou l’am\u00e9lioration de ce type de politiques au niveau des pays”, a-t-il ajout\u00e9.<\/p>\n

Lors de la cl\u00f4ture de l’\u00e9v\u00e9nement, Raul Chacon, directeur de KIX LAC, a not\u00e9 que “nous vivons des moments d’apprentissage et d’\u00e9coute. Nous avons entendu des paroles tr\u00e8s inspirantes sur ce que le d\u00e9veloppement professionnel signifie pour l’apprentissage. Puissent ces comp\u00e9tences s’\u00e9panouir et nous transformer en citoyens locaux et mondiaux”.<\/p>\n

Conf\u00e9rence \u00a0Spanish <\/a>\u00a0| English et Francais<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

(Faire d\u00e9filer vers le bas pour obtenir la version fran\u00e7aise) The first International Conference “Teaching and Innovation 2021. Teacher professional development in times of Covid: opportunities from innovation”, took place, organized by the Regional Center for Knowledge and Innovation Exchange for Latin America and the Caribbean – KIX LAC -, led by SUMMA and the […]<\/p>\n","protected":false},"author":8,"featured_media":85896,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[53],"tags":[],"class_list":["post-85902","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-kix"],"acf":[],"_links":{"self":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/85902","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/comments?post=85902"}],"version-history":[{"count":3,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/85902\/revisions"}],"predecessor-version":[{"id":85905,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/85902\/revisions\/85905"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/media\/85896"}],"wp:attachment":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/media?parent=85902"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/categories?post=85902"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/tags?post=85902"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}