Education in the 21st century must also continue to instil in the young fundamental inpidual, social and community values in the new globalised future.The use of Information Technology in a Learning SocietyThe Ministers acknowledged the importance of information technology (IT) in a learning society. They recognised the immense potential IT has to better prepare students for the future as well as provide opportunities for adults to continue learning. IT offers new and innovative modes of learning at all educational levels. IT can also facilitate greater long-distance research collaborations and distance learning, and the Ministers agreed to encourage these activities and studies on the implications of the advent of "educationwithout frontiers" among the APEC member economies. IT in education will be a key strategy to meet the needs of the knowledge-based economy. The Ministers recognised the challenges faced in introducing IT into education. These include: identifying clear goals for an IT programme; managing resources and stakeholders; equipping teachers with the attitude, knowledge and skills; designing instruments to evaluate the effectiveness of using IT in education and; formulating policies and programmes to bridge the "digital pide" among economies and among members within each economy so that all can keep pace with the rapid developments of technology. The Ministers appreciated the importance of guiding students in the use of new technology in education, so that cultural and moral values are strengthened and support the holistic goals of education. While it is possible for each economy to develop IT programmes on its own, the Ministers agreed that there is much to be gained from working collaboratively.Improving Teaching Systems The Ministers acknowledged that the teacher lies at the heart of education. The teaching profession should enjoy respect within society, so that the profession will continue to draw able and committed inpiduals to it and teachers can perform their roles more effectively. Teachers help develop in their students the desire and ability to excel and to pursue life-long learning, a sense of moral responsibility, their own cultural identity, respect for other cultures and ethnic groups and a responsible attitude towards the well-being of their family, society and the world. In the classroom of the future, the teacher will face the challenge of striking a right balance between the more traditional role of delivering structured, content-based lessons and the role of facilitator to encourage open, independent learning.Teacher preparation is key to equipping teachers at all levels to adapt their new roles as facilitators of learning. Teacher development is a life-long process comprising both pre-service training and continual professional development. Ministers recognised that theory and practicemust be integrated in pre-service training, and that teachers must be actively involved in their own career-long professional development. The Ministers also welcomed the efforts of economies to train teachers to effectively integrate technology into the classroom. They noted that APEC economies are increasingly concerned with developing fair, valid, timely and cost-effective means to assess the quality of teaching, as teaching is both an art and a science.Reforming Education Management SystemsThe Ministers acknowledged that all sectors within APEC economies should have access to an affordable education. Effective school leadership and management of education systems and the requisite resources must be set in place so that all students can benefit from quality education suited to their needs and abilities.The Ministers agreed that the monitoring and evaluation of outcomes will be an essential component of education management systems, especially with the new educational objectives of the 21st century. Using data at the school, system, and global levels in a continuous improvement process would be an essential part of a quality education management system.An education system is only as good as its inpidual schools. A good monitoring system should be developed to ensure that education policies and reforms are effectively translated at the school level. This could be done, for instance, through school appraisal systems that are aligned with the desired outcomes of education. At the systemic level, education management systems should be focused on achieving efficiency, effectiveness and equity. Quality assurance systems should be developed to ensure that good standards of school management lead to good learning outcomes. At the global level, the introduction and comparison of educational indicators will be helpful tools in facilitating comparisons and learning across education systems. Principles and practices similar to those outlined above should be applied to educational institutions at all levels.Enhancing the Co-Operation and Exchange of People and Expertise. The Minister
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