CENTRE OF EXCELLENCE IN ICT

PROJECT BROCHURE

1st September 2010 – 31st August 2012

www.ict-coe.eu

CONTENTS

1. Description of the project and partners

2. Future Development of Centre of Excellence in Varaždin County

2.1. Introduction

2.2. Analysis and objectives

2.3. Implementation

2.4. Development

2.5. Financial indicators

2.6. Results

3. Implementation of the project “Centre of Excellence in ICT” in Varaždin County

3.1. Training of mentors employed in the ICT Centre of Excellence

3.2. Analysis in the “Centre of Excellence in ICT” in Varaždin County and Flemish

3.3. Learning environments for digital natives, the constructivist approach

3.4. ICT competences in Europe

F I T S Y O U

FLANDERS WITH THE SUPPORT OF

THE FLEMISH GOUVERMENT

Project partners

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1. Description of the Project and Partners

The aim of the project “Centre of Excellence in ICT” (ICT COE) is improved ICT education for pupils and students as one of the most effective ways to create knowledge based economy in Varazdin, Croatia. Therefore measures were undertaken to ensure that ICT becomes a vital part of the edu-cation system. In early 2009, the ICT Centre of Excellence was established in Varazdin. It aims to provide ICT education to advanced pupils and students at the primary and secondary educational level. Within the ICT COE project new pedagogical approaches are introduced to ICT mentors. The mentors subsequently apply these methods during ICT classes. As a result, young people become skilled professionals able to face future challenges in a globalizing world.

Varazdin County implements the “ICT COE” project together with Flemish partners. The project is the first of its kind in Croatia and will act as a pilot for similar projects in the region.

Project activities

The main activities of the project are the following:

Benchmark the current situation of ICT education in Varazdin, Croatia.•Organize a training programme to adopt new education methodologies for 10 mentors •from the ICT Centre of Excellence.Organize a pilot semester in ICT education for 15 Croatian pupils and students using new •education methodologies.Evaluate and adjust the new education methodologies for ICT education before further •implementing them in the Varazdin region.

Duration of the project

From 1 September 2010 until 31 August 2012

Project partners

Promoter: Hogeschool-Universiteit Brussels (Belgium)

Partners: Varazdin County (Croatia)

Faculty of Organization and Informatics (Croatia)

First Gymnasium Varazdin (Croatia)

Financing: Flemish Government (Belgium)

Faculty of Organization and Informatics

FOI (University of Zagreb Faculty of Organization and Informatics in Varazdin, Croatia) is the only faculty related to computer science and ICT in the Varazdin Region and one of the first higher education institutions for applied ICT technologies. Currently, 80 members of staff are engaged in the education of 2.500 students. FOI is very active in promoting education, ICT and new tech-nologies. FOI is striving to provide their students with the knowledge through quantitative

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methods, economy, theoretical foundations, information systems development, as well as through the newest technologies in ICT. FOI is recognized in Croatia as an ICT leader. FOI has also implemented various science, research, development and commercial projects related to ICT education. The Faculty is working with student innovators by providing them with the opportu-nities to develop their ideas through various projects and by supporting student competitions.

First Gymnasium Varaždin

First Gymnasium Varazdin is a secondary level education institution in Varazdin, Croatia, which of-fers three national programmes (general, scientific and languages), a bilingual programme in Eng-lish/Croatian and the International Baccalaureate Diploma Program (IBDP). Besides the activities of the regular programmes, there are extracurricular activities and groups, which enable students to express their talents and creativity as well as to develop democratic skills and responsibility. It also offers the possibility to all students to obtain the Deutsches Sprach Diplom.

The First Gymnasium fosters ICT education by organizing various ICT competitions and holding additional ICT classes for advanced students. It is also the seat of the Centre of Excellence in ICT.

First Gymnasium is a member of the International Alpen Adria College and has been involved in a number of projects of the Council of Europe and the European Commission. Furthermore, it is a member of the UNESCO’s Associated Schools, and has been working on projects related to the promotion and protection of the national and global cultural and natural heritage.

Hogeschool-Universiteit Brussels

Hogeschool-Universiteit Brussels (HUB) is a Flemish higher education institution based on 6 campuses in and around Brussels, the economic and political heart of the European Union. It is the result of a merger between three university colleges EHSAL, VLEKHO, HONIM and one university, Katholieke Universiteit Brussels (KUB). The HUB cooperates closely with the university college KaHo Sint-Lieven, which has departments in different Flemish cities. HUB also joined the university association with Flanders’ oldest university K.U.Leuven.

Approximately 7.000 undergraduate students are enroled at HUB, 1.000 others follow continued education and about 1.100 employees are working for the institution.

On the educational level HUB offers both professional and academic education. Professional Bachelors are divided in four fields of study: Education, Health Care, Social & Community Work, Commercial Sciences and Management. The Academic Bachelors and Masters are spread over three faculties: Economics & Management, Linguistics & Literature and Law.

HUB’s mission statement emphasizes internationalization as one of its top priorities. As such, HUB participates in several international projects. COE in ICT is one of them.

Varazdin County

Varazdin County is a regional administrative unit in Croatia which represents the interests of local communities within the jurisdiction of Varazdin region (22 municipalities and 6 cities). The County is engaged in implementing activities set for raising the quality of life of its inhabitants (i.e. plan-ning and ensuring development in the areas of health, education, physical and urban planning,

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traffi c infrastructure, economy and developing networks of educational, health, social and cultural institutions). Varazdin County puts great emphasis on including citizens in the decision making processes, informing the public of EU legislation and the implementation of projects funded by foreign governments, national agencies and ministries.

The Department for Education, Sport and Culture is engaged in creating frameworks, organizing and fi nancing the activities in elementary, secondary and higher education institutions, culture, sci-ence and sports, as well as in devising solutions for issues arising in the above mentioned areas.

2. Future Development of Centres of Excellence in Varaždin County

2.1. Introduction

75 schools (12 secondary, 33 main and 30 subsidiary primary schools)•20,000 students - 2,000 teachers•

1. Working with gifted mathematics and physics students

Started in the 2002-2003 school year•Organized in primary and secondary schools•

2. Working with gifted computer science students

Started in the 2003-2004 school year•Organized in primary and secondary schools•On 16 locations•

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Mathematics and physics have been a basis for the development of technical, technological, bi-ological, medical and other such sciences in the past, and along with information technology they are hugely significant in the future development of these and other sciences and businesses.

The fact is that these subjects are prerequisites for enrolment at secondary school. It’s commonly known that fewer Croatian students are opting for natural sciences and techni-cal studies, whilst in highly developed countries, knowledge and proficiency in these fields are considered crucial factors of progress.

2.2. Analysis and objectives

Analysis

Activities performed at different locations•Different equipment standards•Schools operating in two shifts resulted in a lack of generational solidarity•Non-uniform group sizes•Expensive system•Increased interest year on year from students and mentors•

Objectives

Organize activities in a single location for primary and secondary school students•Ensure generational solidarity •Track gifted students throughout their entire education•Ensure unified equipment standards•Ensure access to new technologies•Organize a uniform timetable for all centres•Establish a gymnasium school class of gifted students•Create an efficient and cheap system•

2.3. Implementation

In 2007 a Centre of Excellence in Mathematics was opened in the Secondary School for Mechani-cal Engineering and Traffic.

A Centre of Excellence in Physics was opened in the Secondary School of Electrical and Mecha-nical Engineering.

A Centre of Excellence in Information Sciences was opened in the First Gymnasium in Varaždin.

A Centre of Excellence in Entrepreneurship was opened in the Secondary School for Economics

Entrepreneurship, and in particular student entrepreneurship, is an important part of the •education process. In primary schools these have been realized in the form of student co-operatives, in which students learn through performing activities. Goals, tasks and programmes of the co-operative are set by the school according to the needs of society and the requirements of traditional community activities. In secondary schools student entrepreneurship is demonstrated through student co-operatives establishing start-ups. Centres of Excellence in entrepreneurship provide a new dimension which prepares students for successful management or establishing new businesses.

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A Centre of Excellence in Chemistry was opened in the Secondary School of Natural Sciences and Mining.

A Centre of Excellence in Croatian language was opened in the Secondary School of Electrical and Mechanical Engineering.

With Croatia entering the European Union, the task of the Centre of Excellence in Croatia •is to research and preserve the Croatian language. In Varaždin County there is a monu-ment to the Croatian Language.

School Year 2011-2012

Ref.No. Subject Primary School

StudentsSecondary School

StudentsOverall Number of

Students

1 Mathematics 157 77 234

2 Computer Sciences 120 82 202

3 Entrepreneurship 0 26 26

4 Croatian 25 21 46

5 Chemistry 50 49 99

6 Physics 90 65 155

TOTAL 442 320 762

2.4. Development

In primary education the existing mode will be used in the future.

In secondary education:

A gymnasium school class for gifted students will be established•Secondary schools will develop into Centres of Excellence •

Establishing a gymnasium school class for gifted students

So far there are secondary school programmes for gifted students in music, dancing, •visual arts and design and sportsThis class will be formed from students who have participated in the primary school •Centres of ExcellenceStaff teaching gifted students will be appointed by the administrative department for •educationThe curriculum and working methods will comply with the IB curriculum •

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Secondary school development into Centres of Excellence

Organisational structure

CNC technologies

Robotics

Automation, Pneumatics,Hydraulics, PLC

3D and CADTechnologies

Primary Schools

Secondary Schools

Adult Education

Higher Schools/Colleges

EU Funds

Energy E�ciency

Research,Development and Economy Support

TV and Audio Studio

Printing

Design

CISCO CCNA

CISCO CCNP

ECDL, Oracle

Microsoft Certi�cates

Solar Systems

GREEN O�ce

Low Energy School,Solar Plant

Konnex Centre forIntelligent Building

Construction Ministry, Counties,City

EU Funds

Chamber of Trades and Crafts

Chamber of Economy

Sponsors, Donators

Self-Financing

Financing

CENTRES OF EXCELLENCE IN

VARAŽDIN

Activities, Projects

MECHATRONICS

Education, TeachingMethods, Didactics

Entrepreneurship

TRAINING

PROJECTS

Secondary Schools

Trades and Crafts, Firms

Local Community (City, County)

VELV, FOI, GTF

Users

PROGRAMMES

Graphic, Audio and Visual Technologies,

Design

IT Technologies

Renewable Energies

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Spatial structure

2.5. Financial Indicators

Work with gifted students

600,000.00 HRK per year•In 2007 1,800,000.00 HRK was used to upgrade the computer science classrooms used •for teaching gifted students

Centres of Excellence

960,000.00 HRK per year•Mentor’s fee amounting to 138.000 HRK (net).•Over 10 years•8,400,000.00 HRK from the County budget•

2.6. Results

Five years of the Centre’s operation have resulted in all areas of school competitions •being won by students taught at schools in Varaždin County.There was a change in the structure of student enrolment in secondary schools and •colleges. According to the parameters laid down by the UN, Varaždin County is the single most competitive county in Croatia and the Centres of Excellence and the new philosophy in education have left a lasting impression. In the 2011-2012 school year, the Centres of Excellence had 760 students enrolled, who •were taught by 79 mentors. In the 2012-2013 academic year, there are 950 ‘freshmen’, double the number of ten •years ago.

August 2012

Mr Miroslav Huđek MSc.Head of the Varaždin County Board of Education, Culture and Sports

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3. Implementation of the project “Centre of Excellence in ICT” in Varaždin County

3.1. Training of mentors employed in the ICT Centre of Excellence

Training of mentors who work in the ICT Centre of Excellence has been a key work package (Phase B) of the ICT COE project, whose activities were carried out during almost the entire dura-tion of the project:

PHASE B: TRAINING OF MENTORS EMPLOYED IN THE ICT CENTRE OF EXCELLENCE

Duration: W5-W70 (29/09/2010 - 28/12/2011)

Result: Increased capacity of ICT mentors in the Centre of Excellence to apply innovative teaching methodologies to ICT education programmes for advanced pupils and students.

B1: Analyzing and benchmarking the current situation in the ICT advanced education in Croatia and Flanders

Duration: W5-W24 (29/09/2010 – 09/02/2011)

Deliverables:

1 analysis and benchmarking document on the current situation in ICT advanced training in Croatia and Flanders is prepared and disseminated to all project partners and the promoter. The analysis and benchmarking document will also identify the main issues in the existing system on advanced ICT education in Croatia and it will use the experience of the Flemish partner to find proper solutions for these issues.

Benchmarking on the equipment and the use of IT equipment and digital educational content in the classroom and daily work in primary and secondary schools in Varazdin County was a star-ting position. The results were presented in the study, and complemented by a similar research of our Belgian partner in order to compare the data.

B2: Preparation and implementation of the four-day study visit to Flanders for Croatian and Flemish mentors

Duration: W24-W32 (09/02/2011 – 06/04/2011)

Deliverables:

10 mentors from Croatia and 5 mentors from Flanders are selected to participate in the four-day study visit.

The study trip group visits 1 education centre that works with advanced pupils and students, participates in 1 seminar on education of advanced pupils and students and in 1 workshop dur-ing which they will prepare a document containing priorities and recommendations which will be taken into account during the creation of the education methodology and guidelines for ICT advanced training in Croatia.

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From 21 to 24 February 2011 Croatian partners visited Flanders, along with 10 mentors who work at the ICT Centre of Excellence. During their stay, a series of workshops were organized. An im-portant task for the partners of the Centre of Excellence in ICT was to develop a profile of com-petences for the target groups of the project. Profile of competences clearly defines what knowl-edge and skills students in Varazdin County should adopt. In addition to workshops, there was also a visit to a secondary school near Brussels, and through discussions with teachers school visitors were able to see differences between Flanders and Croatian schools. The study tour is rated as an excellent experience during which the Croatian partners, particularly mentors, have learned many new things about ICT and education.

In May 2011 recommendations were formulated on how to integrate ICT in the curriculum of Croatian education based on a benchmark analysis. During that same period visits to schools in the Varazdin region were organized. They allowed the Flemish partners to understand the Croatian primary and secondary educational system.

Both steps provided our partners with valuable information in order to develop a competency profile based on European Certification of Informatics Professionals (EUCIP) for the target groups of the project.

B4: Creation of the training program and materials for mentors responsible for the implementation of defined education methodology and guidelines for ICT advanced education in Croatia

Duration: W44-W60 (29/06/2011 – 19/10/2011)

Deliverables:

10 mentors responsible for the implementation of the defined methodology on advanced ICT training are selected to learn how to adopt the created methodology and use it in their day-to-day work with the advanced pupils and students.

1 training program for mentors responsible for the implementation of the defined methodology on advanced ICT training is created and disseminated to all project partners and the promoter. The training program will be adopted to the existing situation and knowledge levels of mentors who will be trained.

The training program that was developed for the ICT mentors was also inspired by both the benchmark analysis and the Croatian educational system. On our project website you will find the final version of the competency profile and the training program.

B5: Implementation of the training program for mentors responsible for the implementation of the defined education methodology and guidelines for ICT advanced training in Croatia

Duration: W60-W65 (19/10/2011 – 23/11/2011)

Deliverables:

5 training modules for mentors responsible for implementation of the defined methodology on advanced ICT education are implemented. The whole training program will be implemented during the 5 days, 4 hours per day.

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10 mentors responsible for implementation of the defined methodology on advanced ICT edu-cation are trained and evaluated via questionnaires.

In November 2011 (9.-16.11.2011) ten mentors attended the “training of the mentors”, which took place in the premises of First Gymnasium in Varazdin, Croatia. The training offered a mix of con-tent and IT-training and didactic skills training. In order to obtain the Cisco certificate, which is an important matter for the future of the Centre of Excellence, the training also focused on this aspect.

B6: Evaluation and adjustment of the training program for mentors responsible for the implementation of defined education methodology and guidelines for ICT advanced training in Croatia

Duration: W65-W70 (23/11/2011 – 28/12/2011)

Deliverables:

1 training program for the training of mentors responsible for implementation of the defined methodology on advanced ICT education is evaluated and adjusted. The evaluation will be con-ducted via questionnaires for training participants and then adjusted according to the results of these questionnaires.

The overall evaluation was positive from both sides. Mentors as well as trainers mentioned the quality of the training course, the high level on which the course was given and the excellent applicability (questionnaire).

ADDITIONAL TRAINING IN MAY, 02.-04.05.2012

Since mentors have good ICT knowledge, they were able to learn fundamentals of Internet and networking based on the CISCO certificate and were eager to deepen their knowledge. An ad-ditional training was organized in May 2012, where they focused on the Internet routing imple-mentation techniques and didactic tips/materials linked to it. This training took 3 days, 02.-04.05.2012.

Janja BanićFirst Gymnasium Varazdin

Head of the Center of Excellence in Informatics for secondary schools

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3.2. Benchmark Analysis in Varaždin County and Flanders

Study sample - schools

Varaždin County: 54 schools•41 primary schools•13 secondary schools•Private-owned schools were not included in the sample•

The schools are included in the sample according to the number of students/•pupils included in the work of Centre of excellence in information sciences3 categories:•

>10%• 2-10%• <2%•

Study sample - subjects

3 primary schools in each category• : One of each of 6th, 7th and 8th grades• Headmaster• All subject teachers•

Secondary schools:• One of each of 2nd, 3rd and 4th grades • Headmaster• All teachers•

The study was conducted via an electronic questionnaire, and the sample may be •considered more or less biased

Study participants

Primary schools Varaždin CountySample Replied Flanders

Headmasters 41 21 (51%) 361

Teachers ~200 110 (55%) 1282

Students ~600 333 (56%) 1679

Secondary schools Varaždin CountySample Replied Flanders

Headmasters 13 8 (62%) 155

Teachers ~400 61 (15%) 377

Students ~700 383 (55%) 1311

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QuestionnaireConsists of 4 groups of questions:•

Institution ICT infrastructure• ICT policy• ICT competences• ICT perception•

the same questionnaire was used to collect data in Flanders and in the Varaždin •countythe study was done in the Varaždin county from January 17 until February 14, 2011•

Comparison of study results (1/4)chosen questions – institution ICT infrastructureStatus indicators

Number of computers•Computer placement•Age of computers•Equipment origin•Additional equipment•Smart boards•Internet (speed and availability)•

Comparison of study results (2/4)chosen questions – institution ICT infrastructureSimilarities

Larger number of computers in secondary schools compared to primary schools•Significantly larger number of computers in classrooms/labs, and smaller number in •communal spacesComputer age ~4 years (with tendency of acquiring new ones)•Use of similar software (e.g. Office, free tools for image editing and other specialised •purposes)

Comparison of study results (3/4)chosen questions – institution ICT infrastructureDifferences (1/2)

In Flanders there are 20% of donated computers, and in the Varaždin county there are 4%•In the Varaždin county most of the schools have or are planning to acquire digital •cameras, supporting equipment and smart boards, and in Flanders only 9%Wireless Internet is available in >2/3 of the schools in the Varaždin county, compared to •1/3 in FlandersIn Flanders teachers are satisfied with ICT, and in the Varaždin county they are satisfied •with the level of equipment, but are lacking the support for the use of ICT

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Comparison of study results (4/4)chosen questions – institution ICT infrastructureDifferences (2/2)

In Flanders there is a tendency to switch to free software (e.g. Open Office), and in the •Varaždin county (as in the whole of Croatia) Microsoft Office is usedIn Flanders the textbooks must be accompanied by the appropriate software•

Comparison of study results (1/3)chosen questions – ICT policyStatus indicators

Existence of the ICT policy plan in the school•Staff competence (through education within and outside of the school)•Inclusion of the teaching staff in the creation of the ICT policy•Clearly defined manner of use of ICT in classes•Existence of a support person for the use of ICT (ICT coordinator)•

Comparison of study results (2/3)chosen questions – ICT policySimilarities

ICT policy is a sensitive issue•ICT policy is not clearly defined•Teaching staff is not particularly motivated for participating in resolving the said issue•The headmasters are stimulating the teaching staff to improve their ICT competence•Teaching staff are aware of the importance of improving their ICT knowledge•Teaching staff are satisfied with their improvements in the knowledge of the technical •aspects of ICT, but are very dissatisfied with the improvements in the pedagogic-didactic aspect, i.e. with the improvements in the application of the ICT in teaching

Comparison of study results (3/3)chosen questions – ICT policyDifferences

In the Varaždin county 1/3 of the primary school headmasters do not know whether •there is a plan or ICT policy for their schoolThe competences and duties of the ICT coordinator in Flanders are clearly defined •(pedagogical ICT coordinator!)In Flanders the ICT coordinators have clearly defined status and the curriculum which •is included in their norm, and in the Varaždin county more than 50% of the teachers of informatics who also perform the ICT coordinator duties are doing it as volunteers, and the time spent on this is not included in their norm1/7 of the headmasters in the Varaždin county do not stimulate the teaching staff to •improve their ICT knowledge

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Comparison of study results (1/5)chosen questions – ICT competencesIndicators

Use of ICT by the teaching staff•Use of ICT by the students•ICT usage characteristics•Attitudes of teaching staff and students towards ICT•Pedagogical and educational competences of teaching staff•Student and teaching staff experience with ICT•Students’ ICT competences•

Comparison of study results (2/5)chosen questions – ICT competencesSimilarities (1/2)

In the opinion of the headmasters, about 50% of the teachers have satisfactory ICT •competencesIn the self-evaluations of the teaching staff there are evident differences between the •study subjects according to: sex, age and the educational level of the institution they work inMost of the teaching staff have 5 to 10 years of experience in working with computers•Areas in which the teaching staff use ICT more often•Areas in which the teaching staff deems that they lack competence (specialised ICT tools)•Students use ICT much more for fun than for education•

Comparison of study results (3/5)chosen questions – ICT competencesSimilarities (2/2)

Students and the teaching staff have a positive attitude towards ICT•The teaching staff feel the lack of competence and support for application of ICT in the •classroomExperience of students and the teaching staff in working with computers is satisfactory•Most of the ICT competences are acquired outside the formal education system•

Comparison of study results (4/5)chosen questions – ICT competencesDifferences (1/2)

Use of ICT by the teaching staff•In the Varaždin county 33% of the primary school pupils and 44% of the secondary •school students do not se the possibility of using ICT for learning at homeIn the Varaždin county (and the whole of Croatia) the informatics teaching in the primary •school is not an obligatory course, and in the secondary school it lasts from 1 to 4 years, depending on the type of programmeIn the Varaždin county (and the whole of Croatia) ICT competence are not integrated •into other subjects taught

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Comparison of study results (5/5)chosen questions – ICT competencesDifferences (2/2)

In Flanders the pupils acquire basic ICT competence from the ages of 3 to 14, integrated •into different school subjectsIn Flanders, the implementation of ICT in the curriculum in accordance with the set •framework is monitored by the inspection on the state level

Comparison of study resultschosen questions – ICT perceptionIndicators

Perception of importance of ICT in education•Perception of efficiency of ICT in education•Perception of the future ICT educationUsporedba rezultata istraživanja•Odabrana pitanja – percepcija IKT•

Similarities

Positive attitudes of headmasters, teaching staff and students towards ICT•ICT is in general considered a useful and interesting tool•Students are of the opinion that during the use of ICT they can express themselves •creativelyThe teaching staff is of the opinion that it is important for them and the students to have •good ICT competencesThe teaching staff show a pronounced need for learning about the application of ICT in •the teaching of their subjectsThe teaching staff considers acquisition of ICT competences without practical examples •to be very bad

DifferencesIn Flanders they have a developed system of learning based on continuing “good practices” •This system is based on active participation of the teaching staff themselves•

Goran HajdinFaculty of Organization and Informatics

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3.3. Learning environments for digital natives The constructivist approach

The challenge

Children born today are called digital natives, in contrast to former generations, labelled as dig-ital immigrants. Digital natives think differently, in a parallel, not sequential way. They are sur-rounded by multimedia and integrate them with ease in their daily life. A major danger in the future is the gap between the experience of natives (pupils) and immigrants in school (teachers). How can a learning environment be created that fits the experience of our pupils and that meets the needs of the future?

The answer

The future of learning is not only a question of hardware, software or technology. A good re-flection on pedagogy or didactics is the fundamental to success. The design of this new learn-ing environment should be inspired by a constructivist approach. This approach indicates that learning can only be successful if it meets following characteristics. We will demonstrate how these were met in the project with the Centre of Excellence.

Goal orientedThe goals of the courses were clearly formulated according to European Standards of IT-competence (EUCIP).

Active In order to give the student an active role in the learning process new types of teaching methods were introduced:

Exploration•Experimentation•Self-reflection•

New types of modelling and exercises were presented. E-learning was experienced.

Context and meaningfulOn demand of the mentors and on the basis of the benchmarking a CISCO networking course was organized for the mentors that fit-ted the needs and the context of the Croatian partners perfectly.

Individually differentNew courses will take in account individual differences of learners and make it possible to follow individual learning paths. In the men-tor training course this was made possible through e-learning.

Learning should be

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Constructive, cumulativeThe training course on networking that acted as a model for fu-ture learning was perfectly built up in small modules along which clear learning paths could be built.

Self-regulative

In the future, students will be able to test their own knowledge with high standard tests that give a clear and valid picture of their competences. Self-evaluation and reflection was a consistent part of training. Tools and models were presented for that.

Interactive, cooperativeThe new millennium learner does not only work on an individual basis. He is member of a team that interacts and works together. Group dynamics were part of the training.

The conclusion

In one word, in the project particpants got a taste of learning in the future and for the future of Varazdin county. The Centre of excellence in IT of Varazdin realized a cooperation sweet as the regional honey and full of promises for the future.

Final Conference Varazdin 30th August 2012

Fernand Mesdom,senior lecturer in IT and education at HUBrussels Teacher training Department

3.4. ICT Compentences in Europe

European Organisations & Frameworks

The following played a role in helping to define the activities of the COE-ICT Project:

CEPIS is the representative body of national informatics associations throughout greater Europe representing over 300,000 ICT and informatics professionals in 32 countries.

Activities

Professionalism•Skills•Education & Research•Women in ICT•Green ICT•Legal & Security Issues•Software Quality•

CEPIS

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“The European Union needs to ensure that the knowledge, skills, competence and creativity of the European workforce -especially its ICT practitioners -meet the highest global professional standard and are constantly updated in a process of effective lifelong learning.”

Michel Catinat, Head of Unit, ICT for Competitiveness and Industrial Innovation, DG Enterprise and Industry, European Commission

EUCIP

EUCIP covers a broad range of ICT knowledge on core topics relevant to all ICT practitioners. There are three EUCIP certification programmes:

EUCIP Core• , an introductory-level three-part ICT professional certification EUCIP Professional• , which is based around one of 21 different job profiles EUCIP IT Administrator• , which is a stand-alone certification focusing on the skills required by an IT administrator typically working for a small or medium-sized enterprise

“Appropriately functioning ICT systems are crucial for social and economic development. The EUCIP (European Certification of Informatics Professionals) certification programme is a profes-sional certification and competency development scheme, aimed at informatics professionals and practitioners.”

European e-Competence Framework (e-CF)

The European e-Competence Framework was designed for use by any person or organization dealing with ICT skills and competence planning, creation and/ or development. It was initially developed by the European ICT business community.

Client Manager

IS Auditor

IS Manager

IS Trainer

Help Desk Supervisor

X- Systems Engineer

Data Ctr. Con�gur. Mgr.

Network Manager

Database Manager Security Adviser TLC Architect IT Systems Architect

Web & Multimedia Master

Systems Int. & Testing Eng.

Software Developer

IS Analyst

IS Project Manager

Business Analyst

Logistics & Autom. Cons.

Enterprise Sol. Cons.

Sales & Application Cons.

IT BusinessManagers &

Professionals SolutionColsutants

e- Business &Innovation

Agents

SoftwareDesigners

Plan

Build

Operate

TechnicalAdvisers

OperationalManagers

ServiceSupport

SpecialistsIT Administrator

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“A growing number of companies, trade unions, qualification & certification providers, researchers, ministries and policy makers etc. from France, Germany, Italy, Estonia, Hungary, Bulgaria, The Neth-erlands, Canada, Malta, Belgium, Russia and at EU level are routinely using the e-CF as an HR plan-ning and development tool.”

European Qualification Framework EQF

European Qualifications Framework (EQF) is a European Union initiative to create a translating facility for referencing academic degrees and other learning qualifications among EU member states. It is designed to allow national qualifications frameworks to be cross referenced.

Competence Levels

Level 1 - Primary EducationLevel 2 - Lower SecondaryLevel 4 - Secondary EducationLevel 5 - Vocational University LevelLevel 6 - Bachelor LevelLevel 7 - Master LevelLevel 8 - Doctor

According to the EQF, competence levels depend on context complexity (e.g. routine, predictable, unpredictable, subject to changes contexts) and competence typologies (e.g. practical, cogniti-ve, social, functional competences): the more dynamic and unpredictable the contexts are, the higher the competences must be. Competence levels also depend upon competence typology: e.g. “analysing” requires higher skills than “using tools”.

EU e-Competence Framework

Dimension 15 e-Competence areas

HRStrategy

Company Needs

Annual individualobjectives

Individualdevelopment plan

Training andcerti�cation o�ering

Employee

Training plan

Job pro�lesdescriptions

Position description,quali�cation and

experience requirements

Dimension 232 e-Competence de�nitions

Dimension 332 e-Competence levels 1-5

Dimension 4knowledge and skills

Career paths

Individual competenceassesment

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e-CF Levels Complexity Autonomy Typical Tasks Behaviour e-CF Levels

descriptions

e-5

e-1

Unpredictable-unstructured

Structured-predictable

Demonstratessubstantial leadership and independence in

context...

Demonstrateslimited independence

where context aregenerally stable

IS strategyor programme

managment

SupportService

Conseving,transforming,

inovating...

Applying,adapting...

Principal

Associate

23 European ICT Professional Profiles built on the e-CF

A set of 23 European ICT Professional Profiles have been developed

Using the European e-Competence Framework (e-CF) as the basis for competence •identification; and Illuminating and structuring each ICT Professional Profile with a number of components •including work outcomes or “Deliverables”

International Influences & Offerings

Cisco Networking Academy

Networking Academy has trained more than 4 million students to date. Many graduates have gone on to successful ICT careers in a variety of industries, while others have harnessed the en-trepreneurial spirit and knowledge they acquired in Networking Academy to start their own businesses and create new jobs.

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“The growth of networks has created a shortage of people, who are qualified to build, design, and maintain, the infrastructure needed to communicate, do business, and “when critical human needs require it” save lives. “

Microsoft IT Academy

Providing Students with 21st Century Technology Skills

The Microsoft IT Academy Program is a college- and career-ready education program available to all accredited academic institutions, designed to provide students with the 21st century technology skills.

“According to an International Data Corporation (IDC) study, IT employment will rise by 5.8 million jobs in 4 years; and 51% of total IT employment will be software related; creating 75K new businesses.”

Oracle Academy

Oracle Academy prepares students for 21st century careers and provides teachers with world-class training and professional development opportunities.

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“The Oracle Academy has provided my students with a special opportunity to learn both business and IT skills. My students are prepared for success, regardless whether they go into finance, medi-cine, or technology. We are very proud of what our students have accomplished through the Oracle Academy program.”

Sayeed Abdel Rahman Instructor As-Salam College for Girls, Egypt.

Conclusions

The projects partners are complementary. Therefore, it is easy to communicate and cooperate in the best possible way. We were able to achieve more than was necessary.

The COE-ICT project has been a good vehicle for the exchange of competences between Flan-ders & Brussels in Belgium and Varazdin in Croatia.

The Centre of Excellence approach is an excellent way to cater for talented pupils and students in advanced domains that are not available in normal school programmes:

1. Science & Technology

2. Information Technology

3. Communication & Business

The further development of a knowledge economy in Europe requires intensive cooperation

1. Standards for Education Levels

2. Frameworks for Competency Profiles

International cooperation projects should start from an early age

We know each other now. So, what next?

Find• win-win opportunities to continue cooperation Extend • Centre of Excellence approach to other domains (see above)

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Continue • Summer School cooperation Write • applications to find funding for further cooperation between Varazdin and HUB

Presentation - Final Conference

30 August 2012 - Varazdin

Yvan RooseleerHead of degree Programme in Applied ICT

Hogeschool-Universiteit Brusselyvan.rooseleer@hubrussel.be

Contact

Hogeschool-Universiteit Brussels (HUB)Address: Warmoesberg 26, 1000 Brussels, BelgiumContact persons:Project management: Stefanie Derks, stefanie.derks@hubrussel.beProject content: Fernand Mesdom, fernand.mesdom@hubrussel.be Yvan Rooseleer, yvan.rooseleer@hubrussel.be Website: www.hubrussel.be/english

Varazdin CountyAddress: Franjevački trg 7, 42000 Varaždin, CroatiaContact person: Silvija Ladić FischerE-mail: Silvija.ladic@varazdinska-zupanija.hr Website: www.varazdinska-zupanija.hr

Faculty of Organization and InformaticsAddress: Pavlinska 2, HR 42000 Varaždin, CroatiaContact person: Goran Hajdin E-mail: goran.hajdin@foi.hr Website: www.foi.hr/en/

First Gymnasium VarazdinAddress: Petra Preradovica, 42000 Varaždin, CroatiaContact person: Janja Banic E-mail: gimnazija-varazdin@skole.htnet.hrWebsite: www.gimnazija-varazdin.skole.hr

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Publisher:

Hogeschool-Universiteit Brussels,

Varazdin County,

Faculty of Organization and Informatics,

First Gymnasium Varazdin

Language editor: Denis Pleić

Prepress and design: “Tarkus“ Varaždin

Circulation: 3000

Printed by:

Secondary School for Mechanical

Engineering and Traffic.

Varaždin, Aug. 2012

F I T S Y O U

FLANDERS WITH THE SUPPORT OF

THE FLEMISH GOUVERMENT