Incorporation of technology in the Panamanian educational system, a key tool to reduce the education gap

With the aim of identifying support areas to accelerate the incorporation of technology as a learning tool that contributes to the reduction of the education gap with regard to access, quality and relevance, CAF Development Bank of Latin America, the Ministry of Education (MEDUCA) and the Government Innovation Authority (AIG), held the workshop “Working Towards the Incorporation of Technology in the Educational System in Panama and Identification of Joint Work Opportunities”.

The meeting was divided into two sessions. In the first session, participants shared information on the current state of connectivity, technological infrastructure and availability and characteristics of devices, providing data to help identify the main challenges in terms of access and quality of connectivity. They also discussed the current regulations on data protection of minors and security, and their applicability and related challenges.

In the second session, the main advances and points to be strengthened in the national strategy for the implementation of ICT incorporation in education were analyzed, reviewing the main objectives, beneficiaries, time horizon, actors involved and their roles, targeting criteria, coordination mechanisms with other programs, and available financing.

It also addressed the technological tools available to support teachers’ pedagogical practices, the main aspects to improve and lessons learned during the pandemic in relation to the acquisition and reinforcement of their digital skills, the identification and promotion of learning communities, the tools available to managers to support a more digital education, and the challenges of developing digital skills from initial teacher training.

According to Bibiam Díaz, Senior Executive and Education Specialist at CAF’s Social and Human Development Projects Department, the incorporation of technology as a response to the school closures that occurred during the Covid-19 lockdowns, have made evident the challenges that countries face to accelerate the needed changes, and to enhance and consolidate the lessons learned as a result of the pandemic, now that we are returning to in-person classes

In this expert’s opinion, the approach proposed based on CAF’s experiences is a great input to support the country in its incorporation of technology to benefit learning for all students. Among the key actions to be implemented are: consolidating a policy for the development of digital skills in students and teachers and promoting curriculum renewal and the development of content in line with these objectives; adjusting teacher training and support processes aligned with the results of their digital skills evaluation; and consolidating the ESTER platform and advancing the development of content and strategies to encourage its use.

Alejandro Forero, Chief Executive of the Digital Transformation Department, said that it must be recognized that technological needs are dictated by the uses arising from each educational project and the specific learning objectives. However, there are currently not many examples in Panama that can define the technological requirements associated with specific projects that might be applied elsewhere, at least for cost models for schools and children enrolled in order to estimate the cost of investments required to adapt each school and the costs associated with the operation, beyond the monthly cost of connectivity. According to Forero, specifying the activities and inputs required and their costs would allow the incorporation of technology in the educational process to be assessed for each school, which is essential for funding these projects.

Finally, Dinorah Singer, Senior Executive and Education Agenda Coordinator of CAF’s Social and Human Development Projects Department, highlighted the approach promoted by CAF, in which the design, implementation and evaluation of digital policies for the education sector is based on a comprehensive and multidimensional view. From this, models focused on learning are promoted, which incorporate the four dimensions proposed in the study recently published: (1) connectivity, cloud and devices, (2) data protection of minors and security; (3) technology inclusion programs, skills development, metrics and content; and (4) teacher training and support. The study analyzes the different approaches adopted by fourteen countries inside and outside of Latin America, and identifies opportunities for improvement, according to their stage of digital maturity.