MEDEAnet Deliverable 4 1 Annual Report 2011

Charting Media and Learning in Europe - 2011

Deliverable number D 4.1

Dissemination level PU

Delivery date 03/12/2012

Status Final

Author(s)

Main Author: Ine Vos

Contributing Authors: Atanas Boshkov, Nicoleta Fotiade, Efi Grousouzakou, Atanas Kirilov, Ludmil Kovachev, Jüri Lõssenko, Petra Newly, Sofia Papadimitriou, Sally Reynolds, Ursula Simmetsberger, Elisabeth Stemmler, Xanthippi Tokmakidou, Dirk Terryn, Betty Tsakarestou

URL http://www.medeanet.eu/report

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.

http://www.medeanet.eu/report

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MEDEAnet - Deliverable 4.1 ‘Charting Media and Learning in Europe – 2011’

Document Information

Project

Project Title: MEDEAnet

Project Start date: 01/01/2012

Programme/Action Lifelong Learning Programme

Contract Number 518938 – LLP – 1 – 2011 – 1 – BE – KA3 – KA3NW

Document

Deliverable Number D4.1

Contractual Delivery Date 31/10/2012

Delivery Date 03/12/2012

Author(s) Main Author: Ine Vos

Contributing Authors: Atanas Boshkov, Nicoleta Fotiade, Efi Grousouzakou, Atanas Kirilov, Ludmil Kovachev, Jüri Lõssenko, Petra Newly, Sofia Papadimitriou, Sally Reynolds, Ursula Simmetsberger, Elisabeth Stemmler, Xanthippi Tokmakidou, Dirk Terryn, Betty Tsakarestou

Work package or Task WP4 Knowledge Building & Exchange

Work package Leader CANON Cultuurcel

Work package Participants All partners

Dissemination Level Public

Nature Report

Version Final

Number of pages 118

File Name MEDEAnet_Deliverable_4-1_Annual-Report-2011.pdf

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CONTENTS

1 EXECUTIVE SUMMARY ............................................................................................................................................ 5

2 INTRODUCTION ......................................................................................................................................................... 7

2.1 WHO WE ARE AND WHY WE WRITE THIS REPORT ............................................................................................................. 7 2.2 PURPOSE OF THIS ANNUAL REPORT ..................................................................................................................................... 7 2.3 DEFINITIONS USED FOR MEDIA LITERACY ........................................................................................................................... 8 2.4 COMPLEMENTARITY TO EXISTING INITIATIVES ............................................................................................................... 11 2.5 ABOUT THIS REPORT ........................................................................................................................................................... 11

3 INPUT FROM DIFFERENT PARTNER COUNTRIES ....................................................................................... 13

3.1 BELGIUM / FLANDERS – CANON CULTUURCEL ............................................................................................................ 13 3.1.1 Introduction................................................................................................................................................................. 13

3.1.1.1 General introduction .......................................................................................................................................................... 13 3.1.1.2 Data collection ....................................................................................................................................................................... 13 3.1.1.3 Definitions used for media literacy ............................................................................................................................. 13

3.1.2 Policy (and practice) in place ............................................................................................................................... 14 3.1.2.1 Introduction ........................................................................................................................................................................... 14 3.1.2.2 Compulsory education ...................................................................................................................................................... 15 3.1.2.3 Teacher training ................................................................................................................................................................... 19 3.1.2.4 Higher education .................................................................................................................................................................. 21 3.1.2.5 Vocational training .............................................................................................................................................................. 21 3.1.2.6 Adult learning ........................................................................................................................................................................ 22 3.1.2.7 Non-formal education and informal education ..................................................................................................... 22 3.1.2.8 Additional issues .................................................................................................................................................................. 23

3.1.3 Trends and developments with regard to policy in each of the targeted education and training sectors 24 3.1.4 Conclusion .................................................................................................................................................................... 24

3.2 GERMANY / BADEN-WÜRTTEMBERG – MFG BADEN-WÜRTTEMBERG .................................................................... 26 3.2.1 Introduction................................................................................................................................................................. 26


3.2.2 Policy (and practice) in place ............................................................................................................................... 27 3.2.2.1 Introduction ........................................................................................................................................................................... 27 3.2.2.2 Compulsory education ...................................................................................................................................................... 29 3.2.2.3 Teacher training ................................................................................................................................................................... 32 3.2.2.4 Higher education .................................................................................................................................................................. 36 3.2.2.5 Vocational training .............................................................................................................................................................. 37 3.2.2.6 Adult learning ........................................................................................................................................................................ 38

3.2.3 Trends and developments with regard to policy in each of the targeted education and training sectors in Baden-Württemberg ............................................................................................................................................. 39 3.2.4 Conclusion .................................................................................................................................................................... 40

3.3 GREECE – EDUTV ................................................................................................................................................................ 43 3.3.1 Introduction................................................................................................................................................................. 43


3.3.2 Policy (and practice) in place ............................................................................................................................... 45 3.3.2.1 Introduction ........................................................................................................................................................................... 45 3.3.2.2 Compulsory education ...................................................................................................................................................... 45 3.3.2.3 Teacher training ................................................................................................................................................................... 48 3.3.2.4 Higher education .................................................................................................................................................................. 49 3.3.2.5 Vocational training .............................................................................................................................................................. 50 3.3.2.6 Adult learning ........................................................................................................................................................................ 50 3.3.2.7 Non-formal education........................................................................................................................................................ 51


3.4 ESTONIA – EITF .................................................................................................................................................................. 55 3.4.1 Introduction................................................................................................................................................................. 55


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3.4.2 Policy (and practice) in place ............................................................................................................................... 56 3.4.2.1 Introduction ........................................................................................................................................................................... 56 3.4.2.2 Compulsory education ...................................................................................................................................................... 56 3.4.2.3 Teacher training ................................................................................................................................................................... 58 3.4.2.4 Higher education .................................................................................................................................................................. 60 3.4.2.5 Vocational training .............................................................................................................................................................. 61 3.4.2.6 Adult learning ........................................................................................................................................................................ 62 3.4.2.7 Non-formal education and informal education ..................................................................................................... 62


3.5 ROMANIA – ACTIVEWATCH ............................................................................................................................................... 66 3.5.1 Introduction................................................................................................................................................................. 66




3.6 AUSTRIA – EDUGROUP ....................................................................................................................................................... 74 3.6.1 Introduction................................................................................................................................................................. 74




3.7 BULGARIA - ITPIO .............................................................................................................................................................. 89 3.7.1 Introduction................................................................................................................................................................. 89


3.7.2 Policy (and practice) in place ............................................................................................................................... 90 3.7.2.1 Introduction ........................................................................................................................................................................... 90 3.7.2.2 Compulsory education ...................................................................................................................................................... 90 3.7.2.3 Teacher training ................................................................................................................................................................... 94 3.7.2.4 Higher education .................................................................................................................................................................. 95 3.7.2.5 Vocational training .............................................................................................................................................................. 97 3.7.2.6 Adult learning ..................................................................................................................................................................... 100 3.7.2.7 Non-formal education and informal education .................................................................................................. 101

3.7.3 Trends and developments with regard to policy in each of the targeted education and training sectors 101 3.7.4 Conclusion .................................................................................................................................................................. 103

4 CONCLUSIONS .......................................................................................................................................................105

5 ANNEXES .................................................................................................................................................................106

5.1 ANNEX 1: SUPPLEMENTARY INFORMATION ABOUT GERMANY ................................................................................. 107 5.2 ANNEX 1: SUPPLEMENTARY INFORMATION ABOUT GREECE .................................................................................... 114

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1 Executive Summary

Part of the job of building a successful network is to become as familiar as possible with the context in which this network will operate. This familiarisation process is at the heart of a series of reports on the status of media and learning in Europe which are being written and published by the 8 partners in MEDEAnet1, a 3-year network project funded under KA3 of the Lifelong Learning Programme, running from January 2012 to December 2014. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. One of the core knowledge sharing actions of the consortium is to research and publish an annual report on the status of media and learning in each partner country. For MEDEAnet this means describing the situation at a national level in Estonia, Greece, Bulgaria and Romania. For the three remaining countries with a federal structure, Germany, Belgium and Austria, the focus has been on the relevant regions, Baden-Württemberg, Flanders and Upper Austria although in Baden-Württemberg and Upper Austria some information is also provided about the federal status. The first edition of this report contains the results of the first round of research which focused on the status of policies related to media literacy and media education in each country or region. The main objective of the report is to provide basic information as well as narrative descriptions of trends, developments and good practices. It addresses the extent to which media is generally used to support learning at all levels of education from kindergarten to adult education and describes key players, initiatives, policy frameworks, organisations and courses. In general, it is worth stating that the definitions used are very diverse, and that this diversity in meaning and contexts needs to be taken into account when discussing media literacy and media education. More specifically, it was clear that dealing with media literacy and media education is not the responsibility or competence of one ministry or organisation, but it is a shared responsibility for several stakeholders. Depending on the point of view (schools, parents, ministries of education, broadcasting companies, producers of educational material, youth,…), there is a different understanding of media and learning. On the one hand, this is positive, since it also means that there is an openness to give it a personal meaning, but on the other hand, in terms of budgets spent on media literacy, and taking up responsibilities, it can complicate matters. Secondly, we noted a lack of specific targets and measurable indicators in this area. In general, when it comes to the educational domain, there is an increasing need to express the issue in numbers, tables, percentages, etc., but unfortunately it is not easy to define specific indicators to measure the ‘level’ of media literacy in different European countries although a number of promising efforts in this area are being made. Thirdly, it’s clear that there is a difference between countries or regions where there is a focus on ICT, and those where the focus is more on the cultural component of media literacy. ICT and education is an important consideration, but it only unveils part of the rich story of media literacy and education. It is important to see both foci as

1 http://www.medeanet.eu

http://www.medeanet.eu/

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complimentary, and therefore, both should be addressed simultaneously instead of in a separate way. Fourthly and finally, we feel that there is a lot to be gained from the diversity we have observed in policies and in practices. The 2013 edition will gather specific information about the extent to which media literacy is incorporated into curriculum design and in charting organisations actively engaged in this process and in examples of good practice. The 2014 report will focus more on teacher training and education in each country and on reporting the extent to which training in the production of educational media is provided in participating countries.

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2 Introduction

2.1 Who we are and why we write this report

We write this report in the context of MEDEAnet, a 3-year network project funded under KA3 of the Lifelong Learning Programme, running from January 2012 to December 2014. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. Through MEDEAnet in general, and by writing this report in particular, we want to involve and inspire not only early adopters, but also mainstream practitioners. We want to directly address the importance of an overarching approach to media and learning to different relevant stakeholders: teachers, trainers, researchers policy makers, developers of educational material, … Writing this report is part of Work Package 4, “Knowledge Building and Exchange”, since we believe strongly that the way forward needs to be paved with a good knowledge of what we are discussing when we are talking about media and learning. The difference between the contexts and (policy) structures in the 7 partner countries exemplifies the diversity that exists on the level of media and learning. It is this rich diversity we want to show, and from which we want to learn.

2.2 Purpose of this annual report

This annual report is a key outcome of the MEDEAnet project. It demonstrates the knowledge building and exchange that has already taken place within the partnership, as partners collaborated in the writing of the report. It is also a key plank in the sharing of knowledge within the wider network according as its contents are shared, discussed, refined and commented upon in the wider community. The main objective of the report is to provide both basic information as well as narrative descriptions of trends, developments and good practices. It addresses the extent to which media is generally used to support learning at all levels of education from kindergarten to adult education and describes key players, initiatives, policy frameworks, organisations and courses. The report covers the situation nationally in Estonia, Greece, Bulgaria and Romania. For the three remaining countries, Germany, Belgium and Austria the focus has been on the relevant regions, Baden-Württemberg, Flanders and Upper Austria although in Baden-Württemberg and Upper Austria some information is also provided about the federal status. It is intended as a living document which will be updated and augmented each year according as the partnership and the surrounding network grows and becomes more consolidated. In this first edition the focus has been on policies in place in each partner country or region and trends and developments noted by the relevant partner in respect to these policies. The 2013 edition will gather specific information about the extent to which media literacy is incorporated into curriculum design and in charting

http://www.medeanet.eu/

http://eacea.ec.europa.eu/llp/ka3/information_communication_technologies_en.php

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organisations actively engaged in this process and in examples of good practice. The 2014 report will focus more on teacher training and education in each country and on reporting the extent to which training in the production of educational media is provided in participating countries. In the first two years, the report will be produced as a downloadable .pdf document, while the objective is to publish the final report as a book with a summarised short glossy brochure with the main findings of the report available for policy-makers. Each year, the report will be published online several weeks before the Media & Learning Conference and available for discussion. Extracts will be included in the Media & Learning Newsletter and the team are also considering devoting one or two webinars specifically to a discussion of its outcomes. A presentation of the report will feature in the conference agenda of Media & Learning each year along with presentations and discussions on related topics and themes.

2.3 Definitions used for media literacy

Taking into account that a google search of ‘media literacy’ gives more than 118 million hits, it is not difficult to appreciate the complexity of the term. Various definitions are used in different contexts. We want to highlight the ones that have been formulated by the seven MEDEAnet partners, and some “external” descriptions, in order to provide a general view as to the great diversity that exists in how the term media literacy is interpreted, and at the same time to point to similarities where these are to be found. Although it is not always easy orpossible to give a universal definition of media literacy due to the great diversity that exists in terms of how media is used in different spheres of education, several MEDEAnet partner countries favour the European Commission definition. This is mentioned specifically in the report by Germany, Austria and Bulgaria. The European Commission’s definition of media literacy is as follows:

Media literacy represents the competence to: - Access the media - Understand and to have critical approach towards different aspects of

media contents - Create communications in a variety of contexts.

Media literacy relates to all media, including television and film, radio and recorded music, print media, the Internet and all other digital communication technologies. It is a fundamental competence not only for the young generation but also for adults and elderly people, for parents, teachers and media professionals. The Commission considers media literacy as an important factor for active citizenship in today's information society.2

In addition to the European Commission definition, a special distinction between media literacy and media education is made in Germany.

“[T]here are aspects of media literacy – skills, knowledge, critical understanding –

that may not be acquired or developed spontaneously. This points to the need for

media education. Media education aims to extend and develop both critical

2 http://ec.europa.eu/culture/media/literacy/index_en.htm

http://ec.europa.eu/culture/media/literacy/index_en.htm

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understanding and creative participation in media.[…] It should also be noted

that media education is seen as part of a broad concept of ‘liberal education’,

which encompasses the whole person – or what is termed ‘Bildung’ in German.”3

While in Austria, the definition by the European Commission is used by the Federal Ministry of Education, Arts and Culture, the Federal Ministry of Economy, Family and Youth also addresses media literacy in their own way:

““Media competence” ... is more than merely “being able to use a computer”. Media competence is principally a communicative skill, and as such it is a bundle made up of basic, structural, orientation and application knowledge, and in addition to that always has to contain a social and ethical element.4”

In Romania, digital competences in the context of educational framework plans, are still limited to ICT-related competences. ActiveWatch, the Romanian MEDEAnet partner, uses a model that develops media literacy as a cultural and civic competence in a mediated social environment to help people’s communication abilities and use of traditional and new media. In Greece, there is no official definition of media literacy in common use, but there are several references to relevant terms in different education-related documents, such as the inclusion of ‘awareness and familiarity with visual languages and multimedia’ as a learning goal for compulsory education, and the ‘audiovisual expression’ 5 consisting of an alternative and integrated system of communication beyond oral and written speech. Estonia makes an interesting nuance to the use of the term media education in English: the Estonian language separates two concepts that are included in the English language term media education: meediakasvatus and meediaõpetus. The first, meediakasvatus (media-upbringing), stands for the part of education that takes place mostly (but not only) in family settings and is oriented on values, individual choices in the media market, reflecting one’s media usage etc. This form of media education may start as early as a child’s first contact with any kind of media and should be designed for the specific needs of each child and be an important part of primary education. The term meediaõpetus (media education) is the more normative, systematically designed part of formal education aimed towards developing media literacy in combination with other cognitive and social competences. In Flanders, a recent joint policy initiative between the Ministry of Media and the Ministry of Education, resulted in the following description of media literacy:

3 Cities for Children (2011): Agenda for Media Literacy. Policy Recommendations for European Cities to

support Children and Young People. Retrieved June 27, 2012, from http://www.citiesforchildren.eu/fileadmin/media/PDF/Konferenz_2011/CfC_Agenda.pdf, p.6.

4 Federal Ministry for Economy, Family and Youth. (n.d.). Youth and Media. Retrieved on July 5, 2012, from http://www.en.bmwfj.gv.at/Youth/YouthandMedia/Seiten/default.aspx

5http://digitalschool.minedu.gov.gr/info/newps/Πολιτισμός%20—%20Δραστηριότητες%20Τέχνης%20—%20πρόταση%20β´/Οδηγός%20για%20Οπτικοακουστική%20Έκφραση%20Β%20Πρόταση%20—%20Δημοτι

http://www.citiesforchildren.eu/fileadmin/media/PDF/Konferenz_2011/CfC_Agenda.pdf

http://www.en.bmwfj.gv.at/Youth/YouthandMedia/Seiten/default.aspx

http://digitalschool.minedu.gov.gr/info/newps/%CE%A0%CE%BF%CE%BB%CE%B9%CF%84%CE%B9%CF%83%CE%BC%CF%8C%CF%82%20%E2%80%94%20%CE%94%CF%81%CE%B1%CF%83%CF%84%CE%B7%CF%81%CE%B9%CF%8C%CF%84%CE%B7%CF%84%CE%B5%CF%82%20%CE%A4%CE%AD%CF%87%CE%BD%CE%B7%CF%82%20%E2%80%94%20%CF%80%CF%81%CF%8C%CF%84%CE%B1%CF%83%CE%B7%20%CE%B2%C2%B4/%CE%9F%CE%B4%CE%B7%CE%B3%CF%8C%CF%82%20%CE%B3%CE%B9%CE%B1%20%CE%9F%CF%80%CF%84%CE%B9%CE%BA%CE%BF%CE%B1%CE%BA%CE%BF%CF%85%CF%83%CF%84%CE%B9%CE%BA%CE%AE%20%CE%88%CE%BA%CF%86%CF%81%CE%B1%CF%83%CE%B7%20%CE%92%20%CE%A0%CF%81%CF%8C%CF%84%CE%B1%CF%83%CE%B7%20%E2%80%94%20%CE%94%CE%B7%CE%BC%CE%BF%CF%84%CE%B9




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“Media literacy6 is the totality of knowledge, skills and attitudes with which citizens can move consciously & critically in a complex, changing and mediatised world. It is the capacity for an active and creative media use focused on societal participation.”7

Looking beyond the European Union, we would like to put forward two other definitions of media literacy to broaden the perspective. For the Association for Media Literacy in Canada, “Media literacy is concerned with the process of understanding and using the mass media. It is also concerned with helping students develop an informed and critical understanding of the nature of the mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase students’ understanding and enjoyment of how the media work, how they produce meaning, how they are organized and how they construct reality. Ultimately, media literacy education must aim to produce students who have an understanding of the media that includes a knowledge of their strengths and weaknesses, biases and priorities, role and impact, and artistry and artifice. Media literacy is a life skill. “ (Ontario Media Literacy Resource Guide)8 This association identifies eight key concepts of media literacy, to provide a theoretical base for all media literacy programmes and to give teachers a common language and framework for discussion:

1. All media are constructions. 2. Each person interprets messages differently. 3. The media have commercial interests. 4. The media contain ideological and value messages. 5. Each medium has its own language, style, techniques, codes, conventions, and

aesthetics. 6. The media have commercial implications. 7. The media have social and political implications. 8. Form and content are closely related in the media.

The second definition we put forward is the one used by the Centre for Media Literacy in the United States of America:

“Media Literacy is a 21st century approach to education. It provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.”9

Several of the definitions point to a strong link between media literacy and (formal) education. This is also one of the red threads in this report. Its clear from our investigations that definitions and interpretations digress in several different and important ways.

6 A literal translation of the term ‘mediawijsheid’ would be ‘media wisdom’, but as ‘literacy’ is used commonly in English, we will continue using this term as well.

7 Lieten, I. & Smet, P. (2012) Conceptnota Mediawijsheid, Brussel: Vlaamse Overheid, p.10.

8 http://www.aml.ca/whatis/

9 http://www.medialit.org/media-literacy-definition-and-more

http://www.medialit.org/media-literacy-definition-and-more

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We summarise these as follows: 1. The extent to which media literacy is considered to be intimately linked to a more

general digital literacy and familiarity and experience in general ICT usage. 2. The degree to which media literacy is associated with what are often described as

more traditional media and newer forms of media usage like social media. 3. The extent to which media literacy is connected to competence and skills in

media production and usage. It is clear from the country reports contained in this report that the definitions or understanding of the term “media literacy” in all of the countries or regions described ascribe to these points to a greater or lesser extent, However the degree to which different aspects are emphasised varies from partner to partner. There are also clear indications that the domain of media literacy is very alive and changing. Any discussion of media literacy needs to keep these shifts and developments in mind.

2.4 Complementarity to existing initiatives

There is no doubt that we are witnessing an ever more heightened interest in the topic of media literacy and education. This interest comes from several viewpoints. First of all there is already a long-established network of academic interest in the topic of media literacy which has evolved according as the media landscape has changed to take into account the ever-growing level of media usage in our everyday life. Secondly, those interested in the broad topic of ICT in education and the impact the information society is having on our learning styles and practices are ever more interested in media-based tools and services according as such tools have become almost ubiquitous in our educational environment. The emergence of social media and what is increasingly being called Web3.0 – the social web – as a key factor in how we conduct all aspects of our lives is also having an impact as those involved in education and training struggle to find the best way to use such tools in a pedagogically effective manner. This interest has led to the fact that the MEDEAnet team are not alone in their interest in this topic and the partnership is taking care to collaborate as much as possible with relevant initiatives and organisations at national, regional, European and International level. These include the European Media Literacy Education Study (EMEDUS), studies carried out and supported by the Media Literacy Unit of the European Commission’s Media Programme and studies carried out by the European Association for Viewers Interests (EAVI).

2.5 About this report

This report which is the first of three provides extensive information about organisations and policy initiatives that are relevant in each country. This has necessitated the inclusion of a large number of references according as partners have ensured all descriptions of policy are comprehensively described with their appropriate reference. Footnotes are provided to ensure the reader has access to further information where considered necessary and hyperlinks are used to provide access to organisational web sites. All information provided from web sites is up-to-date at the time of

http://www.emedus.org/


http://www.eavi.eu/

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publication of this report, however the authors cannot accept responsibility for the reliability of this information should it change over time. Given the complexity of the situation in both Germany and Greece, the partners have decided to provide additional information about these countries in the form of annexes. None of the partners play exactly the same role and their involvement in policy creation and implementation differs greatly from country to country. Some are directly involved as they are part of the responsible Ministry of Education like EduTV in Greece and CANON Cultural Unit in Belgium (Flanders) while others operate with some degree of distance from policy-making like MFG and EITF. This means that the degree to which critical comment on the success or otherwise of policy-related initiatives varies considerably as might be expected. As far as possible, where conclusions have been drawn, we have tried to indicate as to whether this conclusion is coming on behalf of the policy-making organisation or whether it is more of a practitioner’s point-of-view.

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3 Input from different partner countries

3.1 Belgium / Flanders – CANON Cultuurcel

3.1.1 Introduction

3.1.1.1 General introduction

Charting media and learning in Flanders is an excercise that will be done for the Flemish Community, the northern part of Belgium. In Belgium, policy competences for education and training lie with the communities, so the Flemish, the French and German speaking communities each have their own education system. Within the Flemish Government, the Minister of Education and Training is responsible for almost all aspects of education policy, from nursery to university education. Nevertheless, the federal authorities are competent for some educational issues (the start and the end of compulsory education; establishing the minimum conditions for obtaining a diploma; determining education staff pensions). It is within this context of a federal state that the story of media and learning in Flanders unfolds itself.

CANON Cultuurcel (CANON Cultural Unit), the cultural unit of the Flemish Ministry of Education and Training aims to encourage teachers to build a school environment in which personal development (discovering each talent) and social interaction (exploring ‘identity’) is realised through culture education. With this aim in mind, CANON employs broad-ranging cultural definitions and focuses on the creative opportunities for self-development which art and culture can offer to every child, especially in terms of opportunities to discover, explore and develop one’s favourite ‘medium’ of expression. How (attention for, knowledge & use of,…) media function in the learning process has been a long term focus of CANON Cultural Unit: since 2003, there has been a long trail of initiatives on the level of media literacy, starting from research, including the production of educational packages, and leading towards coaching and a more comprehensive policy framework in 2012. In the sections that follow, each of these steps will be described in more detail.

3.1.1.2 Data collection

To compile this report, we relied on several sources. Policy documents and research reports were used, as well as input from policy advisors. A special thank you goes to Jan de Craemer from the Department of Education and Training, responsible for ICT in education, and Dirk Terryn and An Feyfer from the CANON Cultural Unit, responsible for media literacy.

3.1.1.3 Definitions used for media literacy

Definitions and concepts are constantly changing, and in Flanders different definitions have been in use over the years. The ’Conceptnota Mediawijsheid’ (’Conceptnote Media literacy’), written by both the Ministries of Media and Education and Training, and approved by the Flemish Parliament on May 4th 2012, puts forward a general and shared description:

http://www.canoncultuurcel.be/

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“Media literacy10 is the totality of knowledge, skills and attitudes with which citizens can move consciously & critically in a complex, changing and mediatised world. It is the capacity for an active and creative media use focused on societal participation.”11

This Conceptnote stresses the importance of emphasising that: - it is not only about practical skills such as ict-skills, learning abilities and smooth

handling of and creative use of different media, but also about media consciousness, insight into the mechanisms of commercial communication and the media industry, critical information- and strategic skills and responsible and safe use of media. This means that knowledge, skills and attitudes are thought of in an integrated way.

- both practical (to work with the actual media) and more critical-reflexive components(components that work on the level of conscoius perception, awareness and media ecology) contribute to a ‘wisdom’ in media literacy.

- when we talk about media, it is both the traditional media (television, radio, press), and the ‘new media’ (Internet applications, sms) and the capacity for an everyday, informal and creative media use that is (implicitly or explicitly) aimed at participation in the cultural-societal sphere (readers letters, YoTtube, chat rooms, blogs, webcam, etc.).

- ‘beeldgeletterdheid’, (audio)visual literacy as a part of media literacy receives extra attention in Flanders.

Although this description is now put forward on the Flemish policy level, it doesn’t necessarily mean that its use is already widespread in different levels of the Flemish education system. One of the conclusions of the first “Monitor for ICT integration in Flemish Education”12 in 2010 was that we are insufficiently aware of the cultural shift that is happening, and that that shift is certainly insufficiently translated into innovative learning strategies or media content.

3.1.2 Policy (and practice) in place

3.1.2.1 Introduction

The growing importance of new media etc. is being reflected more and more in policy documents in different domains of the Flemish Community. In the government policy note ‘Een daadkrachtig Vlaanderen in beslissende tijden’ (A resolute Flanders in decisive times) (2009), media literacy is addressed in the following way:

“It is elementary that every Flemish citizen can participate to the advanced information society that Flanders wants to be. The digital divide should be closed. Our ambition is to make sure that also vulnerable target groups have sufficient

10 A literal translation of the term ‘mediawijsheid’ would be ‘media wisdom’, but as ‘literacy’ is used commonly in English, we will continue using this term as well.


12 Clarebout, G., et al. (2010). MICTIVO. Monitoring ICT in het Vlaamse Onderwijs. Leuven: Katholieke

Universiteit Leuven / Gent: Universiteit Gent.

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media acces and are sufficiently media literate. […]. Media users have to be able to acquire the necessary skills to deal with new media adequately.”13

Media literacy is also mentioned in several other policy documents, such as the policy note Media 2009-2014, the policy letters Media 2010-2011 and 2011-2012, the policy note Education and Training 2010-2014 and different action plans of the Flemish Government, such as the Literacy Plan 2005-2011 and 2011-2016. Multi-stakeholder governance is an important starting point for a media literacy policy: an effective policy is the responsability of many actors, whose cooperation is indispensable.14 Focusing on the education system in Flanders, the Flemish Ministry of Education & Training is responsible for: - funding schools (working resources, salaries, extra subsidies); - developing educational targets (attainment targets); - checking that attainment targets are reached (via the Inspectorate); - developing and running specific projects according to contemporary policy and

societal needs. 15

The recent ‘Conceptnote Media literacy’, focuses on the intersection between media and education and defines four strategic objectives that are intrinsic to moving forward: - creating a sustainable and strategic framework for media literacy; - stimulating and increasing competences; - creating an e-inclusive society; - creating a safe and responsible media environment.16 These objectives, elaborated in more operational objectives and actions, are discussed in the following sections, specific to each level of education.

3.1.2.2 Compulsory education

Compulsory education is from the age of 6 to the age of 18 (primary level 6-12 years old; secondary level 12-18 years old). Before the age of 6, there is nursery (or pre-primary) education, available for children aged from 2,5 to 6 years.17 In Flanders, freedom of education means that the ‘governing bodies’ (or school boards) enjoy considerable autonomy. They are entirely free to choose teaching methods and are allowed to base their education on a specific philosophy or educational view. They can also determine their own curriculum and timetables as well as appoint their own staff. However, schools that want government recognition or funding must meet the attainment targets.18

13 Vlaamse Regering. (2009) Een daadkrachtig Vlaanderen in beslissende tijden. Voor een vernieuwende,

duurzame en warme samenleving. Brussel: Departement Diensten voor het Algemeen Regeringsbeleid. Afdeling Communicatie, p.96.


15 De Craemer, J. (2011) Belgium (Flemish Community) Country Report on ICT in Education. Brussel: European Schoolnet, p.1-2.

16 Lieten, I. & Smet, P. (2012) Conceptnota Mediawijsheid, Brussel: Vlaamse Overheid, p.26-28.

17 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational landsape in a nutshell. Brussel: Vlaamse Overheid, p.10.

http://www.vlaanderen.be/nl/publicaties?uitgever=Departement%20Diensten%20voor%20het%20Algemeen%20Regeringsbeleid.%20Afdeling%20Communicatie

http://www.vlaanderen.be/nl/publicaties?uitgever=Departement%20Diensten%20voor%20het%20Algemeen%20Regeringsbeleid.%20Afdeling%20Communicatie

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Educational networks (representative associations of governing bodies) often take over some of the responsibilities of governing bodies of the schools. For example, they can draw up their own curriculum and timetables. This means that the governing bodies concerned surrender some of their autonomy to the networks. The result is that, as far as teaching methods, teaching programmes, pupil evaluation and pedagogical projects are concerned, the various educational networks and schools are largely autonomous. There is no government control as long as the projects do not contravene democratic principles and the legal and statutory provisions upon which the Belgian State is based.19 Curricula are defined for compulsory education by the Ministry’s “Agency for Quality in Education & Training”. The principle of “learning outcomes” is very important in the Flemish educational administration. In Flanders a distinction is made between final objectives (“eindtermen”) and developmental objectives (“ontwikkelingsdoelen”). Final objectives are minimum objectives with regard to knowledge, insight, skills and attitudes, which the educational government regards as necessary and attainable for compulsory education. Developmental objectives are minimum objectives which the educational government regards as desirable for special education. Final objectives and developmental objectives are used by the Flemish government for quality control. Both final and developmental objectives can be subject-related or cross-curricular. Subject-related objectives are stipulated at a certain stage for all pupils.20 Cross-curricular final objectives are minimum objectives which do not specifically pertain to one area of learning but which can be aspired to by several areas of learning or educational projects. Schools are obliged to develop cross-curricular final objectives. One of the most important structural measures to embed media literacy in the education policy is to integrate it in the final objectives. This means that minimum standards are decided upon by the Ministry of Education and Training, and the way these standards are given shape, is the responsibility of the schools. This leads to a very richly diverse school landscape.

The educational inspectorate of the Flemish Ministry of Education and Training acts as a professional body of external supervision by assessing the implementation of these attainment targets and developmental objectives.21

18 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational

landsape in a nutshell. Brussel: Vlaamse Overheid, p.12.

19 De Craemer, J. (2011) Belgium (Flemish Community) Country Report on ICT in Education. Brussel: European Schoolnet, p.1-2.

20 De Craemer, J. (2011) Belgium (Flemish Community) Country Report on ICT in Education. Brussel: European Schoolnet, p.5.

21 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational landsape in a nutshell. Brussel: Vlaamse Overheid, p.40.

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Specifically for ICT, a monitoring instrument (MICTIVO22) has been developed to monitor information about four types of indicators for policy assessment: - ICT competence of pupils and teachers; - ICT infrastructure (computer/pupil ratios, PC & Internet/pupil ratios, type and age

of PCs, Internet facilities, etc.); - The use and integration of ICT in the learning environment (level and type of use of

ICT, use of electronic learning environments, methods, etc.); - Relevant stakeholders’ perceptions of the educational use of ICT.23

3.1.2.2.1 Pre-primary & primary education

Pre-primary (or nursery) education is not compulsory, but is available for children from 2,5 to 6 years. In mainstream nursery education, the educational provision covers at least, and if possible, in a co-ordinated way, the following subject areas: - physical education; - expressive education;24 - Dutch; - environmental studies; - initiation into mathematics. Primary education runs from the age of 6 to the age of 12. Curricula for primary education are generally structured as follows: - Subject-related final objectives: physical education, Dutch, French, environmental

studies, expressive education, mathematics; - Cross-curricular final objectives: ICT, learning to learn, social skills. The final objectives related to media literacy are situated in the area of ‘expressive education’ and ICT. After a research project ‘Audiovisual training in Flemish Education’ (2004), CANON Cultural Unit (within the Ministry of Education) started an initiative called ‘INgeBEELD’ (In Images/Imagined). The first elements of INgeBEELD were 2 media packages for primary schools: - INgeBEELD 1 for ages 3-8: using 5 short films, young children are familiarised with

the different building blocks of audiovisual media. They are also taught how to communicate about their experiences;

- INgeBEELD 2 for ages 6-14: focussing on experimental film, video art and shorter aduvio-visual creations, which introduces the basic principles of network culture and new media.

22 MICTIVO stands for "Monitor ICT in Flemish Education". This ICT-monitor contains analyses on four groups of indicators that are investigated: ICT infrastructure, ICT integration, skills and perceptions about ICT use in schools. The questionnaire is administered to school directors, as well as teachers and students so as to provide a broad picture of the ICT situation and use of new media in Flemish education. A new data collection is planned for 2012.


24 Expressive education (muzische vorming) consists of the following five domains: drama, dance, visual arts, music and media-education.

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Both the packages were spread via specific training initiatives, sales and training via the Regional Networks of Expertise (REN Vlaanderen). INgeBEELD 1 reached about 1450 primary schools (62% of all primary schools in Flanders) and about 65% of in-service training institutions. INgeBEELD 2 reached about 42% of all primary schools in Flanders and 62% of in-service training institutes. These numbers are quite impressive, given the fact that the autonomy of school boards in realising the final objectives is very large, especially in comparison with our neighbouring countries.

3.1.2.2.2 Secondary education

The integration of media literacy in the final objectives has been realised since 1 September 2010: media literacy is one of the cross-curricular final objectives for the whole of the secondary education system. 25 The specific cross-curricular final objectives for media literacy are as follows: - That pupils deal with media in a conscious way; - That pupils participate, via the media, in the public space in a comprehensive way. These objectives are presented in a cross–curricular manner. This means that combinations with other objectives like aesthetics, sense of public responsibility, creativity or one of the other 14 objectives are strongly advised. Regarding media literacy, the explanatory notes to these goals clarified that it is about media literacy in the sense of a conscious and critical attitude towards traditional (television, radio, press) and new media (web applications, SMS) and the ability to everyday, informal and creative use of media that is aimed (implicitly or explicitly) at participation in the cultural public sphere (letters to the editor, Yout\Tube, chat rooms, blogs, webcam, etc.). In the first grade, media literacy is integrated in the cross-curricular final objectives. Starting from the 2nd grade, we distinguish four different education forms: general secondary education (ASO, broad general education), technical secondary education (TSO, with a special emphasis on general and technical/theoretical subjects, secondary arts education (KSO, combining a broad general education with active arts practice and vocational secondary education (BSO, practice-oriented). These different forms have various objectives in common, as well as specific objectives.26 Although the final objectives and developmental objectives offer opportunities to make education more contemporary and audiovisual, there is still a great need for media literacy in all sectors and at all levels of the Flemish education: the use of imagery in the classroom is very limited, and then merely illustrative, i.e. embedded in a literary discursive. This means that the technical infrastructure is relatively unused for media literacy. A similar conclusion applies to educational games. Although the potential of games in an educational context has been acknowledged for many years, it must be noted that, in class, they are certainly not yet a standard part of teaching methods. This poses a major challenge for education policy.

25 Lieten, I. & Smet, P. (2012) Conceptnota Mediawijsheid, Brussel: Vlaamse Overheid, p.17-18.



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When it comes to policy for ICT in education, we have seen major shifts over the years. Now a new shift is occuring, one in which the emphasis is more on digital media and a more integrated use of ICT.27 We would like to focus on two specific programmes, INgeBEELD3 and the production, launch and use of serious games in all secondary schools. INgeBEELD 3 is the third educational package that was produced in the aftermath of the research project ‘Audiovisual training in Flemish Education’ (2004). While INgeBEELD 1 and 2 were media packages for primary schools, INgeBEELD 3 (12-18 years) is a web site that contains four modules, challenges and materials for all types of secondary education. Teachers can find many ideas and have access to any audio-visual tool to set up or complete their activities. It was introduced in secondary schools in 2007, and teachers could follow training to use the package in the school context. Because INgeBEELD 3 is a web tool, we can have an idea of the the numbers of visitors it attracts, however we have less of an idea as to how it is used or the context within which it is used. Secondly, during the 2010-2011 school year, the game PING - Poverty Is Not a Game - was launched in all secondary schools. During the 2011-2012 school year, the game Re: Pest is being used in secondary education. This game was developed in the context of a campaign against bullying and antisocial behavior in school. An evaluation has shown that the game has a lot of potential, but it would be better to embed it in a broader support programme. Therefore, in the first half of 2012 extra material was developed to support the schools in the use of the game. In addition, an investigation into how the production of serious games in Flanders can be stimulated is also being carried out.28

3.1.2.3 Teacher training

Teacher training institutes and other educational stakeholders have an important task in providing professional training for teachers, both on the level of initial teacher training and of in-service training. Media literacy in general terms is still not yet very wide spread, and nor is it omni-present in the curriculum of the (initial) teacher training programmes. There is also a big difference between the different programmes. What is observed, is that the mind shift that is taking place on societal & cultural level, has not been implemented in a broad sense on a didactial level. Students (in initial teacher training) may be big users of the latest media, but they don’t make a related transition towards didactical applications.29 When it comes to ICT, it is worth noting that ICT is compulsory in initial teacher education and the learning outcomes for this are described as basis competences. There are three groups and ten subgroups of basic competences for the totality of the initial teacher training programme, and ICT and media literacy are integrated in several of the subgroups.30


28 Lieten, I., Smet, P. (2012) Conceptnota mediawijsheid, Brussel: Vlaamse Overheid, p.35.

29Claerhout, S., Hautekiet, J., Brille, L. (2011) Simpel als krijt. Brugge: HOWEST. www.simpelalskrijt.be


http://www.simpelalskrijt.be/

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There is, however, a concrete but limited offer available for in-service training. First of all between 2000 and 2011, approximately 10,000 teachers per year received specific ICT training within the framework of the Regional Networks of Expertise (REN Vlaanderen). Starting from the 2011-2012 school year, this training is embedded in the training offer of the pedagogical counselling services of the educational networks. The ICT training is no longer given in separate courses, but is an integral part of a thematic or subject-specific training.31 Secondly, within the platform for media literacy INgeBEELD (In images/Imagined), a training offer has been developed that focuses explicitely on professionalisation in teacher training. After INgeBEELD 1, 2 and 3, INgeBEELD 4 focusses on teacher training as a specific target. The platform is an open, digital learning environment in which pupils, students, teachers and lecturers build multimedia literacy or media literacy together, using relevant examples. The platform was developed in close cooperation with the educational networks and from the autumn of 2011 it is administered by the Ministry of Education and Training (CANON Cultural Unit, Agency for Educational Communication). Thirdly, as already pointed out, there is a separate sub-project for teacher training within INgeBEELD/Imagined. Within the network that deals with the cultural education of teacher training programmes (in which all teacher training institutes in Flanders are represented), CANON Cultural Unit has matched the laboratory projects32 for 2010 and 2011 with the further development and the sharing of expertise around the platform. Several colleges and universities have already subscribed to these laboratory projects. The support offered by CANON Cultural Unit has developed from financial funding to coaching on the level of content. The first results are already on the platform, e.g. how subjects like maths, science ... can make use of multimedia and (hence of) the platform are already mapped.33 Fourthly, the ‘Conceptnote Media Literacy’ (2012) also refers to the innovation fund for teacher training. With this fund, the Flemish Government wants to fund projects that improve the quality of teacher training through innovation. For the 2011 call project proposals could be submitted within 5 themes, one of which is related to gaming. Within this theme, a game on classroom management will be developed for use in teacher training. For the next call, media literacy will be included as a separate topic.34 Finally, there is the project ‘Media coach’, which started in the autumn of 2011. One of its activities is a course on media training for professionals, focusing on a multiplicator effect (‘train the trainer’-principle). The pilot project that has already begun, focuses on mentors of youngsters between 12 and 16 years. The target group consists of teachers (secondary education, 1st and 2nd grade), library personel and youth workers.35


32 The laboratory projects from CANON Cultural Unit are a funding programme for projects and products with a cultural finality for the education system. Since 2007, this funding could be applied for by all institutions except compulsory education (e.g. libraries, cultural institutions, teacher training institutes…).

33 Lieten, I., Smet, P. (2012) Conceptnota mediawijsheid, Brussel: Vlaamse Overheid, p.37-38.


35 www.linc-vzw.be/mediacoach

http://www.platformvoormediawijsheid.be/

http://www.linc-vzw.be/mediacoach

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Unfortunately, this training supply does not yet meet all the needs that have been identified.

3.1.2.4 Higher education

In Flanders, the following higher education courses are provided: bachelor courses (professional or academic), master courses, further training programmes, postgraduates and updating and in-service training courses and doctoral programmes. The different courses of higher education are organised by universities, colleges or associations (of one university and one or more colleges). 36 Because of the autonomy of institutions in organising their study programmes, it is difficult to give a general overview of media and learning in higher education. What can be said, is that e-learning platforms and other tools for distance learning etc., are well integrated in the different institutions for higher education in Flanders. Several associations, consisting of universities and colleges, develop innovative tools centrally, and share this knowledge with all the partners of the associations. Several software packages have reached different institutions of higher education in Flanders in this way. Furthermore, Flemish universities and colleges have conducted research into various aspects of media literacy such as developing tools, the introduction of digital didactics, the development of standards for accessibility of media, the monitoring of skills, the mapping of needs and desires etc. They are also active in the field of games research and game development. It is important to also integrate media literacy in a general-educational activity instead of reducing it to subject-specific tips and tricks. We need to explore new ways of learning consistent with the spontaneous learning strategies that media users have developed within this digital-cultural shift.37 Study programmes in higher arts education institutes and related teacher training programmes also offer good contexts in which media literacy can receive the attention it requires. In one the current laboratory projects, there is a link between the teacher training programme of a higher arts institute & the platform for media literacy (see chapter 3.1.2.3 on teacher training).

3.1.2.5 Vocational training

Vocational training happens in different ways in Flanders. Firstly, there is vocational secondary education, which is a practice-oriented type of education in which young people learn a specific occupation in addition to receiving general education. This starts in the second grade of secondary education (approximate ages 14-18). Then there is the part-time vocational secondary education, to which pupils can transfer to from the age of 15 or 16.38 Thirdly, there is higher vocational training. Higher vocational education comprises of training courses of adult education, extended with a 7th specialist year in technical




38 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational landsape in a nutshell. Brussel: Vlaamse Overheid, p.27-28.

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secondary education, arts secondary education and the fourth stages of vocational secondary education. Typical of these courses is a close co-operation with the professional sectors. Moreover, workplace learning plays a key role in these courses.39

3.1.2.6 Adult learning

Adult education is entirely apart from the initial educational pathway. Courses delivered in this type of education may lead to a recognised diploma, certificate or qualification. Adults aged 18 and over and young people who have completed full-time compulsory education, may enrol. There are three levels of education: - adult basic education (offered by adult basic education centres); - secondary adult education; - higher vocational education (these last two are offered by adult education centres).40 In the framework of the Strategic Literacy Plan, basic education has an important task in teaching basic computer skills to lower-skilled adults. In order to meet the needs, a new training profile focused on ICT (including digital media) has been developed. In the Flemish Centres for Adult Education, media literacy is offered in a number of courses.41

3.1.2.7 Non-formal education and informal education

Learning occurs in different contexts. Besides the formal context of the (compulsory) education system, there are many other contexts within which learning takes place. Specifically for media and learning, two projects are worth mentioning: ‘Action(s) Youth and Media’ and EVC & e-portfolio. In implementing the Flemish Youth Policy Plan which represents the integrated youth policy of the Flemish Government up to 2014, a network of youth organisations can be founded. This founding of a network is preferably done by the various youth media organisations themselves. Within this network, these organisations can learn from one another's expertise, and increase their visibility with respect to the outside world and more specifically in traditional media. They can join forces and establish joint projects. This network can be facilitated by a number of actions such as the organisation of a youth media day.42 Many youngsters and adults gain skills outside the formal education context: young people who become more proficient in computer skills themselves while being at home, making music digitally, sampling, making videos themselves, writing articles for a blog or web site, ... The recognition of such skills will become increasingly important in the future. Therefore it is important to invest in EVC procedures such as the e-portfolio. Diverse portfolio systems are already publicly funded or supported: My-Digital-Me for students who leave school, WAI-PASS for pupils with autism, Oscar for competences acquired in socio-cultural and youth work, C-stick, etc. E-portfolios have the ability to



40 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational landsape in a nutshell. Brussel: Vlaamse Overheid, p. 33.

41 Lieten, I., Smet, P. (2012) Conceptnota mediawijsheid, Brussel: Vlaamse Overheid, p.20-21.

42 Lieten, I., Smet, P. (2012) Conceptnota Mediawijsheid, Brussel: Vlaamse Overheid, p.33.

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support personal development planning, to preserve your own media productions etc. With this action, the Ministries of Media and Education want to encourage the use of such portfolio systems by consulting all stakeholders involved.43

3.1.2.8 Additional issues

As mentioned earlier, there are many actors responsible when talking about media and learning. This includes not only the compulsory education system and other educational stakeholders, but also others, such as those involved in part-time arts education, the public broadcasting company, libraries, newspapers, parents, etc. who all play an important role in increasing the level of media literacy for children and in general. In the following sections we will provide more detailed information on additional issues to further contribute to this overview of media and learning in Flanders. The part-time arts education system in Flanders is currently going through an important reform. In the future, there will be a new initiative to enable people to subscribe to: ‘media art’. It is expected that this part-time arts education system will play an active role in dealing with media in a creative way, and this in function of further individual development, leisure time, or as a trajectory leading towards a bachelor and/or master in which media play a role.44 Klascement is an educational portal for different educational actors, which offers learning content in a structured and standardised way. This portal, started as an initiative of several enthusiastic teachers, will in the future be more embedded within the structures of the Flemish Ministry of Education. It goes without saying that this portal can play an important role in supporting media literacy in general, with a special focus on gaming. Details of how this will happen have still to be elaborated in detail. In the management agreement of the VRT (Vlaamse Radio- en Televisieomroep: Flemish Radio & Television Broadcaster) for 2012-201645, certain provisions relating to media literacy have been included. VRT integrates the teaching of media literacy competencies in its programming, and the (mostly young) viewer or listener is offered an opportunity for creation and co-creation. In addition, VRT also has a role to play in terms of bridging the digital divide. VRT is also committed to cooperate on a structural level with the media literacy platform 'INgeBEELD’/ Imagined of CANON Cultural Unit.46 ‘Kranten in de Klas’, Newspapers in the Classroom, is a reading promotion project which started during the 2003-2004 school year. It works extensively on media literacy. Pupils are first introduced to the whole spectrum of (paying) Flemish newspapers. They then learn to critically deal with media and information. The third pillar of media education is also dealt with: pupils can actively work with the KrantenMaker (NewspaperMaker) to make their own newspaper digitally. Given the success of this project, an investigation will be made in the future into whether it is possible to add certain new features such as a link to digital news gathering.



45 http://www.vrt.be/sites/default/files/attachments/Beheersovereenkomst_VRT_2012-2016.pdf, p.30-31.


http://www.klascement.be/

http://www.vrt.be/sites/default/files/attachments/Beheersovereenkomst_VRT_2012-2016.pdf

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Libraries have already been players in the field of media literacy for a long time. Rooted in different initiatives towards increasing general literacy for all, their domain of expertise has widened towards media literacy. Bibnet, a Flemish organisation that aims to empower local libraries and give them tools to reach out to the public in new media and social networks, organises different projects in relation to media literacy. With ‘The Library at School’, Bibnet intends to stimulate structural cooperation between the public library and local schools. Through the electronic learning environment of the school, students and teachers are given access to reliable and quality sources in the local library: the physical collection is searchable, and the digital collection is immediately accessible. Besides this access, the library offers additional support, ranging from substantive support on promoting reading and media literacy, to practical logistical support. In 2011, Bibnet and media database Mediargus expanded the current agreement to allow members of the library to access all articles in the database with their library account, and from home. Finally, the recent ‘Conceptnote Media literacy’ also focusses on several initiatives regarding e-safety. Via diverse sensitising initiatives, it is important for Flemish people to become more aware of the opportunities and risks offered by media use. There is a special focus on parents and educators in the PTA meetings that will be organised in schools of compulsory education, focussing on the opportunities offered by new media and the Internet. Other campaigns will focus on children and youth as a priority target group: commercial communication, privacy and social network sites. The campaigns will also consist of supporting tips and tricks for teachers and pupils to work with these themes on class level. Different tools and instruments will be developed to promote safe and responsible use of media.47

3.1.3 Trends and developments with regard to policy in each of the targeted education and training sectors

The recent ‘Conceptnote Media literacy’ has announced several new initiatives which will have an impact on different aspects of media literacy in different domains. The specific impact of the planned initiatives on the different levels of education will become more clear in the coming years. There is also a big reform of secondary education taking place at the moment. Currently, different issues regarding the organisation of secondary education are being discussed. The reform is still in a preparatory phase, and it is clear that developments within the field of media literacy will also be taken into account. How this will have a concrete impact on the reality of secondary schools remains to be seen.

3.1.4 Conclusion

Making an overview of media literacy in Flanders has taught us several things. We see, for instance, that in recent years, there has been a shift from more financial support for concrete projects, to an approach that focusses more on coaching e.g. the laboratory projects by CANON Cultural Unit).

47 Lieten, I., Smet, P. (2012) Conceptnota Mediawijsheid, Brussel: Vlaamse Overheid, p.42-43.

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This is in line with another phenomenon that we have observed, namely that two streams of focus that were apparent in the (policy) discussions during the former years, are reaching a kind of synthesis. Both from the perspective of integrating ICT in education, as from a more cultural interpretation of media literacy, it has become clear that both are complimentary, and therefore need to be addressed together (and not separately). The ‘Conceptnote Media Literacy’ is a good example of this movement towards more integration of approaches. It is a phase in the continuing search in which technological evolutions and the knowledge that goes along with them, remains important, but in a ‘media wise’ story are never a goal on their own. Flanders has already come a long way, but there are still several challenges to face. The enthousiasm of many teachers, the expertise of ICT-professionals, the willingness to improve and evolve, together with the opportunities offered by the new media, will undoubtedly bring about interesting changes in the future.

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3.2 Germany / Baden-Württemberg – MFG Baden-Württemberg

3.2.1 Introduction


This part of the MEDEAnet report will deal with the promotion of media literacy in Germany, with a special focus on the Land Baden-Württemberg. It provides an insight into the implementation as well as recent trends and developments in media literacy policies at federal and at Baden-Württemberg level. As MFG is the public innovation agency for ICT and media linked to Baden-Württemberg, activities implemented by the other 15 Länder are not considered. More than a decade ago both the Federal government and the Land Baden-Württemberg (which has a population of 10,78 mio. inhabitants) began to develop new policies and initiatives to promote media uptake at different educational levels in order to offer more learner centred and up-to-date education. As most activities in the field of media-based learning and education in media literacy in Germany are project-based this report will highlight some of the best known and respected initiatives and projects at federal and at regional level. Only a limited number of examples will be provided in this report however further projects and activities will be provided in the planned MEDEAnet reports 2012 and 2013.48


The data collected for the country report for Germany/Baden-Württemberg is mainly based on primary and secondary literature published by the federal, multi-state and regional public authorities responsible for educational matters as well as by other stakeholders in the field of e-learning/teaching and media literacy/education. In this context the authors would like to thank Horst Niesyto, Professor of Education with a focus on Media Education at the University of Education Ludwigsburg49, Vera Schäffer, special adviser at State Academy for Training and Personnel Development at Schools in Esslingen50 and Manfred Berberich, section head for the profile section media didactics/media pedagogy who provided their expertise in teacher education and training. 51


In the German-speaking context there are various definitions of media literacy. However, the most considered ones include the ability to critically analyse and reflect media content (cp. Baacke (1996), Groeben (1996), Tulodziecki (1998)), and related to social aspects also include communicative media literacy (cp. Jarren/Wassmer (1996)).

48 A comprehensive list of federal, multi-state and regional activities can be found in the report of the

study commission of the German Bundestag: The German Bundestag (2011): Second progress report by the Study Commission on the Internet and Digital Society (2011) - Media literacy, www.bundestag.de/Internetenquete/dokumentation/Medienkompetenz/Zwischenbericht_Medienkompetenz_1707286_eng.pdf, p. 44ff.

49 Telephone interview with Horst Niesyto, 22 June 2012.

50 Telephone interview with Vera Schäffer, 27 June 2012.

51 Telephone interview with Manfred Berberich, 28 June 2012.

http://innovation.mfg.de/en

http://www.bundestag.de/internetenquete/dokumentation/Medienkompetenz/Zwischenbericht_Medienkompetenz_1707286_eng.pdf


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The definition provided by Ofcom52(2009) was considered useful in the Second progress report by the Study Commission on the Internet and Digital Society of the German Bundestag as it provided direction in terms of necessary action:

- Possibility: This means having all the technological pre-requisites for inclusion in the

information society;

- Ability: This relates to acquiring and developing skills needed in different

circumstances;

- Activity: This refers to skills that allow active use of media.53

In Germany, a special distinction between media literacy and media education is made.

“[T]here are aspects of media literacy – skills, knowledge, critical understanding – that

may not be acquired or developed spontaneously. This points to the need for media

education. Media education aims to extend and develop both critical understanding and

creative participation in media.[…] It should also be noted that media education is seen as

part of a broad concept of ‘liberal education’, which encompasses the whole person – or

what is termed ‘Bildung’ in German.”54



In Germany, the Länder (regions) have the right to enact legislation for (pre-) primary and secondary schools, higher education, adult education, and continuing education55. Administrative responsibilities in these areas lie almost exclusively within the Länder. The rules are set out in detail in the Länder constitutions and in Länder laws on (pre-) primary, secondary and higher education, adult learning, and continuing education.56

“Media literacy initiatives from EU countries tend to emerge both in the context of the mandatory curriculum, whether within specific curricular spaces or through cross-curricular dissemination, or as non-mandatory enrichment activities, frequently conceived as extra-curricular projects (e.g., school newspaper or radio). Examples from England, Ireland and Poland demonstrate the former; from Luxembourg, Germany, Belgium, Greece and France illustrate the later.” Menezes (2006)57

52 Ofcom is the communication regulator in UK. The authority has a research department which regularly

conducts studies on media literacy in the UK: stakeholders.ofcom.org.uk/market-data-research/media-literacy-pubs/

53 The German Bundestag (2011): Second progress report by the Study Commission on the Internet and Digital Society (2011) - Media literacy, www.bundestag.de/Internetenquete/dokumentation/Medienkompetenz/Zwischenbericht_Medienkompetenz_1707286_eng.pdf, p. 7.

54 Cities for Children (2011): Agenda for Media Literacy. Policy Recommendations for European Cities to support Children and Young People. www.citiesforchildren.eu/fileadmin/media/PDF/Konferenz_2011/CfC_Agenda.pdf, p.6.

55 Continuing education (Weiterbildung) is the term which is most often used in Germany. In the following continuing education is used as a synonym to adult learning (Erwachsenenbildung).

56 Cp. Federal Ministry of Education and Research (BMBF) (2012): Cooperation between the Federal Government and the Länder, www.bmbf.de/en/1263.php

57 Menezes, Isabel (2006): Fact or just news? European Youth and Media Literacy as a challenge to Civic Education?, 10. Bundeskongress für Politische Bildung, 2 - 4 March 2006, Mainz – Sektion II Media Use, Media Literacy, and Civic Education in Europe.

http://stakeholders.ofcom.org.uk/market-data-research/media-literacy-pubs/

http://stakeholders.ofcom.org.uk/market-data-research/media-literacy-pubs/



http://www.citiesforchildren.eu/fileadmin/media/PDF/Konferenz_2011/CfC_Agenda.pdf

http://www.bmbf.de/en/1263.php

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As a consequence

“There is no general curriculum for Germany’s educational system – the curriculum depends on the Federal States, in which media education is not a specific subject and media literacy, is not yet explicitly included as compulsory school subjects. However, the inclusion of ICT is very linked with media literacy through the concept of media competence. Furthermore, there are a lot of different activities in the German Länder to raise awareness on the importance of media literacy and to integrate media education into the different curriculums.” (UAB (2007)58

Due to the division of responsibilities, media literacy activities at federal level do exist but are restricted to recommendations and support measures outside formal learning contexts59

- the promotion of special groups such as children, young adults lacking training

maturity or elderly people (50+) lacking employability;

- improving the digital competency of citizens;

- use of Internet technologies for public participation in policymaking;

- taking greater account of the special concerns of persons with disabilities for

accessible and barrier-free use of ICT services (such as Internet applications, digital

television media, digital health management, home environment, traffic information

systems and workplace design).60

Overview: Important stakeholders at Baden-Württemberg level

The following section contains a short description of the most prominent stakeholders with regard to policy development and implementation stakeholders in Baden-Württemberg in order to provide the reader with a better understanding of the regional media literacy promotion landscape. A more detailed description of each is available in Annex 1.

The most prominent stakeholders in Baden-Württemberg are the following:

- Government ministries: Culture, Youth and Sports which covers compulsory and continuing education; Science, Research and Art which is responsible for all universities, most of the non-university research institutions, academic libraries and archives as well as the arts institutions, Finance and Economy which focuses on job-related continuing education; Rural Areas and Consumption Rights which focuses on digital consumption rights and the Ministry of State Baden-Württemberg which

www.bpb.de/veranstaltungen/dokumentation/133201/sektion-2-media-use-media-literacy-and-civic-education-in-europe.

58 Universidad Autonoma de Barcelona (UAB) (2007): Study Media Literacy Current Trends and Approaches in Europe - Country profile GERMANY V4.0. ec.europa.eu/culture/media/literacy/docs/studies/country/germany.pdf, p.15.

59 An exception is the promotion of research activities on media-based learning and education in media literacy in (continuous) vocational training focusing on Web 2.0 and mobile learning. For further details see chapter 2.4.

60 Federal Ministry of Economics and Technology (BMWi) (2010): ICT Strategy of the German Federal Government: Digital Germany 2015. www.bmwi.de/English/Redaktion/Pdf/ict-strategy-digital-germany-2015,property=pdf,bereich=bmwi,sprache=en,rwb=true.pdf, p. 25.

http://www.bpb.de/veranstaltungen/dokumentation/133201/sektion-2-media-use-media-literacy-and-civic-education-in-europe

http://www.bpb.de/veranstaltungen/dokumentation/133201/sektion-2-media-use-media-literacy-and-civic-education-in-europe

http://ec.europa.eu/culture/media/literacy/docs/studies/country/germany.pdf

http://www.bmwi.de/English/Redaktion/Pdf/ict-strategy-digital-germany-2015,property=pdf,bereich=bmwi,sprache=en,rwb=true.pdf

http://www.bmwi.de/English/Redaktion/Pdf/ict-strategy-digital-germany-2015,property=pdf,bereich=bmwi,sprache=en,rwb=true.pdf

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promotes media literacy of children and teenagers on a more general level and also in extra-curricular learning contexts.

- Kindermedienland Baden-Württemberg, which is funded by the Ministry of State Baden-Württemberg with Landesmedienzentrum Baden-Württemberg, Landesanstalt für Kommunikation, Südwestrundfunk (SWR) and MFG Baden-Württemberg as partners. The initiative, which is one of the most well-known activities for media literacy promotion in South Western Germany, aims at strengthening the media literacy of children, teenagers, parents and other persons in charge of education. MFG Baden-Württemberg runs the initiative's secretariat and is, among others, responsible for developing and operating the platform www.kindermedienland-bw.de.

- The Landesmedienzentrum Baden-Württemberg (LMZ) which offers various media education services such as general information on media education, advice on computer networks at schools, media education advice for parents and teachers and manages the office for media review (a commission which evaluates analogue and digital media with regard to their use in classroom teaching within various subjects).

- The Medienpädagogischer Forschungsverbund Südwest (Media Education Research Association Southwest (mpfs)) which collects documents and disseminates data and information on the use, function, and the effect of media content for the South West region of Germany and nationwide.


3.2.2.2.1 Pre-primary education

In Germany every child three years and older is legally entitled to half a day (per day) in daycare (Constitutional Court ruling on the § 218 StGB). However, children under six years old are not obliged to attend a kindergarten.

The fact that childcare in Germany did not evolve from the need for education for children under six years old but has its origins in the welfare sector results in the structural deficits of today’s pre-primary education and the diverse quality of child care centres in Germany. In comparison to the primary and secondary education sector pre-primary education is confronted with a lack of funding, complex structures of responsibilities and poor training and low levels of salary of childcare workers.61 In terms of media literacy promotion this means that every kindergarten decides which pedagogical concept is the most suitable and thus whether and how media literacy and media-based education takes place or not.

The working group on media literacy of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (abbr.: Kultusministerkonferenz – KMK) expressed the need for media education in early childhood education. Media education should not begin in primary/secondary schools but already in early childhood education and needed to be a key component in teacher

61 Cp. vbw – Vereinigung der Bayerischen Wirtschaft e.V. (Hrsg.) (2010): Zwischen Regulierung und Eigenverantwortung. www.aktionsrat-

bildung.de/fileadmin/Dokumente/Jahresgutachten_2010.pdf , p.39ff.

http://www.kindermedienland-bw.de/

http://www.lmz-bw.de/

http://www.mpfs.de/

http://www.aktionsrat-bildung.de/fileadmin/Dokumente/Jahresgutachten_2010.pdf

http://www.aktionsrat-bildung.de/fileadmin/Dokumente/Jahresgutachten_2010.pdf

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training. Media literacy was only not limited to promoting reading but it also included teaching the critical use of computers, televisions, video/movies, games, cameras, etc. 62

Currently there is a shift in the perception of the function of childcare in Germany brought about because of the growing number of working mothers which has resulted in the need for a greater number of child care centres as well as a growing recognition as to the relevance of early childhood education. At federal level, structural changes are taking place but this is as a slow pace. The political priorities at federal level are currently related to measures for increasing the numbers of places in kindergartens and day childcare centres. Additionally, due to the fragmentation of stakeholders and providers, the great numbers of pedagogical concepts and a disagreement as to whether media literacy should be part of early childcare education or not, it is unlikely that media-based learning and education in media literacy will play a major role in pre-primary education policy in the near future.

In Baden-Württemberg media literacy promotion is not yet explicitly part of the educational plans for kindergartens and other child care centres. The Land Baden-Württemberg has not yet included media literacy promotion in the Day-care Development Act of 2009 and the Orientation Plan for kindergarten and other child care centres.63

Example at regional level: Medienwerkstatt Kindergarten: Vom Konsumieren zum Gestalten (Media workshop Kindergarten)

This project provided educational media support for parents and teachers in kindergarten between 2009 and 2012. Teachers in eight day care centers were trained as media mentors where they learned how to creatively and appropriately use media in the kindergarten context. In the final report which will be published in summer 2012, the scientific evaluators underlined the necessity of media education in pre-primary education.64 The project was funded by the Stiftung Kinderland Baden-Württemberg. 65

3.2.2.2.2 Primary & secondary education

At primary level, children undergoing compulsory schooling enter a local primary school (Grundschule). Generally, children are admitted to Grundschule from the age of 6.

62 AG Medienkompetenz der KMK (2010): Bericht über Möglichkeiten zur Stärkung der Medienkompetenz bei Kindern und Jugendlichen, Eltern sowie Fachkräften in Schulen und in der Kinder- und Jugendarbeit. www.berlin.de/imperia/md/content/seninn/imk2007/beschluesse/100601_anlage10.pdf?start&ts=1276601927&file=100601_anlage10.pdf, p.10f.

63 Landesrecht BW Bürgerservice (2009): Gesetz über die Betreuung und Förderung von Kindern in Kindergärten vom 19. März 2009. www.landesrecht-bw.de/jportal/?quelle=jlink&query=KiTaG+BW&psml=bsbawueprod.psml&max=true&aiz=true#jlr-KiTaGBW2009rahmen.

Ministry of Culture, Youth and Sports (2011): Orientierungsplan für Bildung und Erziehung in baden-württembergischen Kindergärten und weiteren Kindertageseinrichtungen, Version 15. März 2011. www.kultusportal-bw.de/servlet/PB/show/1285728/KM_KIGA_Orientierungsplan_2011.pdf .

An overview on the educational plans with regard to pre-primary media education in all 16 German Länder can be found on: BIBER (2009): Medienpädagogik im Bildungsplan. www.bibernetz.de/wws/bildungsplan-laendervergleich.php?sid=16141318995511702634096849684610,

64www.medienwerkstatt-kindergarten.de/news-presse/pressemitteilungen/pressemitteilungen-detail/article/15.html

65Further examples of projects at regional level can be found at www.kindermedienland-bw.de/index.php?id=3814 and www.kindermedienland-bw.de/index.php?id=3528

http://www.medienwerkstatt-kindergarten.de/

http://www.berlin.de/imperia/md/content/seninn/imk2007/beschluesse/100601_anlage10.pdf?start&ts=1276601927&file=100601_anlage10.pdf


http://www.landesrecht-bw.de/jportal/?quelle=jlink&query=KiTaG+BW&psml=bsbawueprod.psml&max=true&aiz=true#jlr-KiTaGBW2009rahmen



http://www.kultusportal-bw.de/servlet/PB/show/1285728/KM_KIGA_Orientierungsplan_2011.pdf

http://www.bibernetz.de/wws/bildungsplan-laendervergleich.php?sid=16141318995511702634096849684610

http://www.bibernetz.de/wws/bildungsplan-laendervergleich.php?sid=16141318995511702634096849684610

http://www.medienwerkstatt-kindergarten.de/news-presse/pressemitteilungen/pressemitteilungen-detail/article/15.html

http://www.medienwerkstatt-kindergarten.de/news-presse/pressemitteilungen/pressemitteilungen-detail/article/15.html

http://www.kindermedienland-bw.de/index.php?id=3814



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Secondary education generally starts when the child is 10 or 11. Once pupils have completed compulsory schooling they move into upper secondary education. The range of courses includes full-time general education and vocational schools, as well as vocational training within the duales System (dual system). Primary and secondary schools – most of them public in nature – are the responsibility of the Länder.

With regard to media literacy activities in the field of primary and secondary education the 16 German Länder cooperate with each other within the framework of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK). In the declaration "Media Education in Schools"66 the KMK states the importance of media education in schools particularly with regard to:

- the promotion of the quality of teaching and learning through media;

- the possibilities for social and cultural participation and involvement;

- the identity and personality development of adolescents;

- the development of attitudes, values, and aesthetic judgment;

- the necessary protection against the negative effects of the media and the use of media.

The Länder are free to decide which measures are needed to achieve these common goals. The Länder design education plans and curricula independently from one another. In Baden-Württemberg the common curricula of schools of 2004 specify media-related activities. However, in many cases a huge gap still exists between the targets set in the education plan for schools and implementation. The reasons for this gap are a combination of infrastructural problems (equipment), a lack of an appropriate curricula specification and inadequate media education training for teachers.67

The recent findings of the 2011 educational study “Digitale Medien in der Schule” carried out by the D21 Initiative68 identified the need for infrastructural support as well: 89.5 percent of German schools have computers, however pupils only have access to a PC ,laptop or netbook in the classroom in some cases,. The study also revealed that computers are used more frequently if they are portable devices.

According to the Professional Association for Media Education (Gesellschaft für Medienpädagogik und Kommunikationskultur in der Bundesrepublik Deutschland e.V. (GMK)) media education and practical media work are not systematically embedded in and outside schools. It often depends very much on the commitment of individuals as to whether media literacy projects exist or not. Moreover, analytical approaches of active

66 Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal

Republic of Germany (KMK) (2012): Medienbildung in der Schule (Beschluss der Kultusministerkonferenz vom 8. März 2012). www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_03_08_Medienbildung.pdf.

67 Cp. PH Ludwigsburg (2008): Medien in der Lehrerbildung – Ludwigsburger Erklärung, www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/Ludwigsburger-Erklaerung.pdf, cp. GMK-Landesgruppe (2008): Stellungnahme der GMK-Landesgruppe zur Situation und Perspektiven der Medienbildung in Baden-Württemberg. www.gmk-net.de/fileadmin/pdf/Stellungnahme_0408.pdf,

68Initiative D21 (2011): Bildungsstudie: Digitale Medien in der Schule, www.initiatived21.de/wp-content/uploads/2011/05/NOA_Bildungsstudie_140211.pdf, p.9.

http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_03_08_Medienbildung.pdf

http://www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/Ludwigsburger-Erklaerung.pdf


http://www.gmk-net.de/fileadmin/pdf/Stellungnahme_0408.pdf

http://www.initiatived21.de/wp-content/uploads/2011/05/NOA_Bildungsstudie_140211.pdf


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media work are almost exclusively dependent on project funds – which means they are in danger of cutbacks and/or a lack of funding for follow-up activities.69

Example at regional level: Media Development Plan for Schools70 and Multimedia Recommendations71

The Ministry of Culture, Youth and Sports of Baden-Württemberg in cooperation with the Kommunale Landesverbände (local state associations) provides guidance with the two publications Media Development Plan for Schools and Multimedia Recommendations. The Media Development Plan describes pedagogical and educational issues, necessary technical requirements and standards for the optimal use of media in schools. As an important part of the school curriculum it contributes to internal school development and the implementation of education plans. In addition, school network consultants and media education counselors in regional media centers offer counseling. Basically, a media development plan has to consider the requirements of educational plans in three areas: standards and requirements of basic IT education, requirements of (individual) subjects, and requirements arising from the standards for media education. The Multimedia Recommendations publication complements the Media Development Plan and provides assistance for schools and education authorities focusing on equipment, networking of schools and operation management of school systems. However, both guides need to be revised due to developments e.g. in the fields of social media and mobile learning since their publication in 2002 and 2004.

3.2.2.3 Teacher training72

Teacher training is divided into two parts, university attendance, and practical pedagogical training. Teacher training courses require the “Allgemeine Hochschulreife”, the advanced school leaving certificate students receive after 12 or 13 years of schooling.

Despite awareness as to the need for integration of media education as a part of compulsory education in educational plans and in teacher training not a lot of progress has been made. Stefan Aufenanger, professor for education at the University of Mainz, states in 2011:

“A key problem in Germany is that acquiring and teaching media skills plays a minimal role in teacher training. Media education is an obligatory part of the curriculum in very few teacher training courses. Prospective teachers learn next to nothing about how to make

69Gesellschaft für Medienpädagogik und Kommunikationskultur in der Bundesrepublik Deutschland e.V.

(GMK) (2008): Stellungnahme der GMK-Landesgruppe zur Situation und Perspektiven der Medienbildung in Baden-Württemberg. www.gmk-net.de/fileadmin/pdf/Stellungnahme_0408.pdf.

70 Ministry of Culture, Youth and Sports of Baden-Württemberg et al. (2004): Medienentwicklungsplanung für Schulen - Eine Anleitung Schritt für Schritt. www.support-netz.de/fileadmin/tx_dcfiles/mep-broschuere.pdf.

71 Ministry of Culture, Youth and Sports of Baden-Württemberg et al. (2002): Multimedia-Empfehlungen. www.lmz-bw.de/fileadmin/user_upload/Paedagogik/Beratung/MEP/multimedia-empfehlungen2002.pdf

72 In the text structure teacher training and teacher education are used as synonyms in order to have a consistent structure throughout the publication. However, within chapter 2.3. teacher training, the author will preferably make a distinction between teacher education underlining the education of teachers in formal learning context (in Germany 1st (university) and 2nd (federal seminars on teaching and teacher education) phase) and teacher’s advanced training.

http://www.gmk-net.de/fileadmin/pdf/Stellungnahme_0408.pdf

http://www.support-netz.de/fileadmin/tx_dcfiles/mep-broschuere.pdf

http://www.support-netz.de/fileadmin/tx_dcfiles/mep-broschuere.pdf

http://www.lmz-bw.de/fileadmin/user_upload/Paedagogik/Beratung/MEP/multimedia-empfehlungen2002.pdf

http://www.lmz-bw.de/fileadmin/user_upload/Paedagogik/Beratung/MEP/multimedia-empfehlungen2002.pdf

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effective use of digital media in their teaching or how to teach media literacy skills. Other European countries are way ahead here. The same goes for university teacher training staff. They hardly use any digital media in their teaching themselves. Although a range of options is available for further teacher training, these cannot adequately address the situation as a whole.” Stefan Aufenanger in German Bundestag (2011)

In 2010, according to 68% of pupils surveyed, teachers must be better trained in the use of digital media.73 These numbers correlate somehow with the voluntary participation by teachers in continuing educational opportunities on the use of new media. About 50% of teachers, regardless of school type, did not take part in any training, about 20% only once. 74 But teachers also complain about the lack of media teaching concepts, the shortage of relevant further training options, and the fact that the available software and hardware is often not suitable for schools.75

Teacher education is offered in Baden-Württemberg at universities of education (Pädagogische Hochschulen) permitted to confer degrees at both doctoral and post-doctoral levels as well as at universities which offer teacher education for the upper secondary level Gymnasium.76 In universities of education questions on media pedagogy are part of the oral examinations study and examination regulations for teachers in primary and secondary schools.77 Contrary to this, teachers for the upper secondary level Gymnasium do not receive any media education training as no university in Baden-Württemberg is offering a professorship with a media pedagogical denomination.78 In summary, it has not been possible so far to establish a mandatory media education for all students of teacher education in the first phase of teacher education.

73 Vgl. Bitkom (2010): Pressekonferenz Bildung 2.0: Digitale Medien in der Schule. www.bitkom.org/files/documents/BITKOM_Praesentation_IT_in_Schulen_18_11_2010_final%281%29.

pdf, p. 9.

74 Vgl. Bitkom (2011): Schule 2.0 eine repräsentative Untersuchung zum Einsatz elektronischer Medien an Schulen aus Lehrersicht. www.bitkom.org/files/documents/BITKOM_Publikation_Schule_2.0.pdf, p. 34.

75 The German Bundestag (2011) with reference to the D21 study: Initiative D21 (2011), Bildungsstudie: Digitale Medien in der Schule, Eine Sonderstudie im Rahmen des (N)Onliner Atlas 2011, www.initiatived21.de/wp-content/uploads/2011/02/NOA_Bildungsstudie_140211.pdf

76 Lehrerbildung Medien: www.lehrerbildung-medien.de/lehramtsstudium-u-lehrerfortbildung-in-baden-wuerttemberg.htm

77 Verordnung des Kultusministeriums über die Erste Staatsprüfung für das Lehramt an Grundschulen (Grundschullehramtsprüfungsordnung I - GPO I), §17, Vom 20. Mai 2011. www.landesrecht-bw.de/jportal/portal/t/v5o/page/bsbawueprod.psml;jsessionid=126F6C52553C1DC0F54174AB45F3E77A.jpb4?doc.hl=1&doc.id=jlr-GHLehr1PrOBW2011rahmen%3Ajuris-lr00&documentnumber=1&numberofresults=3&showdoccase=1&doc.part=R&paramfromHL=true#focuspoint

Verordnung des Kultusministeriums über die Erste Staatsprüfung für das Lehramt an Werkrealschulen, Hauptschulen sowie Realschulen (Werkreal-, Haupt- und Realschullehramtsprüfungsordnung - WHRPO I) Vom 20. Mai 2011, §17 www.landesrecht-bw.de/jportal/portal/t/v8e/page/bsbawueprod.psml?doc.hl=1&doc.id=jlr-RSchulLehr1StPrOBW2011rahmen%3Ajuris-lr00&documentnumber=1&numberofresults=3&showdoccase=1&doc.part=R&paramfromHL=true#focuspoint

78Niesyto, Horst (2012): Medienbildung in der Lehrerbildung, to be published. See also: Niesyto, Horst (2012): Medienpädagogik in der Lehrerbildung in Baden-Württemberg. Konzeptionelle Überlegungen und praktische Schritte zu einer medienpädagogischen Grundbildung. In: Schulz-Zander, Renate; Eickelmann, Birgit; Moser, Heinz; Niesyto, Horst; Grell, Petra (Hg.): Jahrbuch Medienpädagogik 9. Wiesbaden: VS-Verlag, p. 333-357.

http://www.bitkom.org/files/documents/BITKOM_Praesentation_IT_in_Schulen_18_11_2010_final%281%29.pdf

http://www.bitkom.org/files/documents/BITKOM_Praesentation_IT_in_Schulen_18_11_2010_final%281%29.pdf

http://www.bitkom.org/files/documents/BITKOM_Publikation_Schule_2.0.pdf


http://www.lehrerbildung-medien.de/lehramtsstudium-u-lehrerfortbildung-in-baden-wuerttemberg.htm

http://www.lehrerbildung-medien.de/lehramtsstudium-u-lehrerfortbildung-in-baden-wuerttemberg.htm

http://www.landesrecht-bw.de/jportal/portal/t/v5o/page/bsbawueprod.psml;jsessionid=126F6C52553C1DC0F54174AB45F3E77A.jpb4?doc.hl=1&doc.id=jlr-GHLehr1PrOBW2011rahmen%3Ajuris-lr00&documentnumber=1&numberofresults=3&showdoccase=1&doc.part=R&paramfromHL=true#focuspoint





http://www.landesrecht-bw.de/jportal/portal/t/v8e/page/bsbawueprod.psml?doc.hl=1&doc.id=jlr-RSchulLehr1StPrOBW2011rahmen%3Ajuris-lr00&documentnumber=1&numberofresults=3&showdoccase=1&doc.part=R&paramfromHL=true#focuspoint





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After scientific education at universities of education and universities, an 18-month practical pedagogical training at State Seminars on Teaching and Teacher Education follows (second phase). The State Seminars are divided between school forms and regional districts. The State Seminar Karlsruhe is introduced in this report as a best practice with regard to teacher education in the second phase due to its specific media profile. It is currently the only State Seminar in Baden-Württemberg which offers mandatory multimedia training aimed at the production of media-supported teaching units. 79

The following section contains examples of media literacy measures in academic teacher

training in the first (university), second (state seminars on teacher education) and third

(teachers' advanced training) phases as well as proposals for integrating media

education as a part of the compulsory education in educational plans and in teacher

training.

a) Teacher education in the first phase

Example at regional level: Bildungsprojekt Medienkompetenz

In addition to teacher education in the first phase based on university level, teachers and educators can attend training courses in media education for free as part of the project "Bildungsprojekt Medienkompetenz". This training is made up of the following modules:

- Media Literacy in the discussion

- Fundamentals of Media Production

- Children and youth media protection

- Development of project concepts

Concepts developed in the context of the training courses are tested and evaluated in practice and then made available to the public under www.unterrichtsmodule-bw.de and www.mediaculture-online.de. The education project is part of the media literacy initiative Kindermedienland Baden-Württemberg.

b) State seminars on teacher education (second phase)

Example at regional level: Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasien) in Karlsruhe - Profilbereich Mediendidaktik/Medienpädagogik80

The State Seminar for didactics and teacher training (Gymnasium) in Karlsruhe offers a mandatory multimedia training for all student teachers. The basic phase (24 hours) covers a general introduction, e-learning methods, word processing (OpenOffice Writer), Spreadsheet (OpenOffice Calc), image editing, Sound editing and conversion, Video editing and conversion, Presentation (OpenOffice Impress, Prezi) which combines all media elements (text, table, image, sound and video), authoring tools, How the Internet works, Moodle from a teacher/trainer point of view, a blended-learning project in collaboration with subject-specific-didactics and an information event at the LMZ in Karlsruhe on LMZ services for teachers. Recently, media-supported individualized learning methods has also been included as part of the multimedia-training.

79 cp. section c) State seminars on teacher education, p.17

80 www.seminare-bw.de/servlet/PB/menu/1276642/index.html?ROOT=1182905


http://www.unterrichtsmodule-bw.de/

http://www.mediaculture-online.de/

http://www.seminare-bw.de/servlet/PB/menu/1276642/index.html?ROOT=1182905

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c) Teachers' advanced training (third phase)

Example at regional level: Lehrerfortbildungsserver

The Lehrerfortbildungsserver (teacher training server (LFB)) is an Internet platform dedicated to teacher training in Baden-Württemberg. It was initiated in the context of the media campaign from 1999 by the Ministry of Culture. It is managed and has been further developed by the State Academy for Training and Personnel Development in Schools in cooperation with the Ministry of Culture, Youth and Sports. It provides information on teacher training in general and training opportunities, information materials as well as database and e-learning applications.

d) Proposals for integrating media education as a part of compulsory education in educational plans and in teacher training

Representatives of schools, colleges, seminars for teaching and teacher education and further institutions in Baden-Württemberg have already raised the need for media education as a part of the compulsory education in educational plans and in teacher training in their Declaration of Ludwigsburg (2008) addressing directly the Land Baden-Württemberg:

- Media education has to be integrated into the compulsory study and examination

regulations of academic teacher training in the first (university) and second (state

seminars on teacher education) phases.

- In the evaluation of learning outcomes in school education, media education should

be included as an evaluation criterion.

- Media education should also be part of continuous training for teachers.81

Horst Niesyto (2012) further elaborates it four years later:

- A new, media education needs to become an elective subject in academic teacher

training in the first phase.

- Universities need more resources for staff in order to provide an appropriate study

programme in the field of media education for all teacher education students as well

as for lectureships and qualification measures.

- The question as to how teacher education students for upper secondary level

Gymnasium receive an appropriate media pedagogic training has to be solved. A

professorship with a media pedagogical denomination or a stronger cooperation

between universities of education and universities would be a solution.

- A more comprehensive cooperation with (especially smaller) faculties needs to be

promoted.

81 PH Ludwigsburg (2008): Medien in der Lehrerbildung – Ludwigsburger Erklärung, www.ph-

ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/Ludwigsburger-Erklaerung.pdf.

http://www.lehrerfortbildung-bw.de/wirueberuns



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- A more in-depth cooperation with schools with a media focus; and a greater

cooperation between the different phases of teacher education and training is

required.

- Polyvalent seminars need to be further developed in order to prepare the

cooperation between media education in and outside schools.

- Masters in the field of media education need to be further developed. 82


The promotion of media literacy in Higher Education (HE) institutions is mainly taking place through services offered by e-learning departments. With these counseling, support and training services the departments are addressing in the first place trainers and professors in HE institutions. Among the services for students the majority are related to media-based management and support - from application, to course management via the learning management system to alumni management. Introductory sessions at the start of study courses mainly deal with media skills needed for research.83 Many HE institutions offer media education courses that students can incorporate into modular degree courses as part of their professional training. However, these courses are often only optional and compete with other elective subjects such as foreign languages or public speaking seminars. Furthermore, media education and the use of interactive media are by no means integrated into all areas of teaching at HE level. A study by Haug/Gaiser (2010) showed that although e-learning and therefore interactive media are widely used in German HE institutions, they are mainly used by teaching staff to organise their work rather than as a teaching tool.84

In the sense of HE institution autonomy, every HE institution remains responsible for the planning and implementation of media education and media-based learning.

Example at regional level: Master Online

With the support program Master Online, the state Baden-Württemberg intends to strengthen academic education at universities in Baden-Württemberg and expand the use of new media. Funding is available for design, development, installation and implementation of multi-media and online-based graduate programs in disciplines with high demand. Those applying are required to have taken an undergraduate course. The didactic concept combines tutor-assisted online self-learning phases and face-to-face meetings (blended learning). The Master Online is funded by the Ministry for Science, Research and Arts Baden-Württemberg (MWK).85

82 Niesyto, Horst (2012): Medienbildung in der Lehrerbildung, to be published.

83 Haug, Simone (2009): Studierende als Medienakteure - E-Learning-Aktivitäten zur Kompetenzentwicklung. www.e-teaching.org/projekt/organisation/personalentwicklung/medienkompetenz/Haug_Medienakteure.pdf .

84 The German Bundestag (2011) with reference to Haug / Gaiser (2010), Schnittstellen im ELearning.

85 Ministry of Science, Research and Art Baden-Württemberg (MWK) (2012): Master Online. mwk.baden-Württemberg.de/studium/wissenschaftliche-weiterbildung/master-online.

http://www.e-teaching.org/projekt/organisation/personalentwicklung/medienkompetenz/Haug_Medienakteure.pdf

http://www.e-teaching.org/projekt/organisation/personalentwicklung/medienkompetenz/Haug_Medienakteure.pdf

http://mwk.baden-wuerttemberg.de/studium/wissenschaftliche-weiterbildung/master-online

http://mwk.baden-wuerttemberg.de/studium/wissenschaftliche-weiterbildung/master-online

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The Vocational Training Act (BBiG) is the Federal Government’s legal framework for all provisions governing initial and continuing vocational training. The Chambers of Commerce and Industry monitor the application of the legislation on vocational training. A special feature of vocational training in Germany is the dual system which combines part-time vocational school with practical work experience in small firms, large companies and public institutions.86

The responsibilities are divided among the Federal Government, Länder, Employers and Unions and self-governing bodies (Chambers). An overview of the different responsabilities of each can be found in Annex 1.

In the first instance, media-based learning remains the responsibility of the employers whose personnel development and/or e-learning department coordinates the planning and implementation. Education in media literacy is not yet part of the curriculum in vocational schools and vocational continuing education.

In order to increase the effectiveness of new media in vocational training, the Federal Ministry for Education and Research (BMBF) has announced various calls for proposals promoting the use of digital media, Web 2.0 technologies and mobile applications in training and further education.87

These project-based activities should also strengthen media education in vocational education in general and are supplemented by institutional funding in order to strengthen in particular the area of information infrastructure.88

One of the projects funded by the Ministry of Education and Research is BLIP:

Example at federal level: "Berufliches Lernen im Produktionsprozess" (Professional Learning in the production process – BLIP)

“Berufliches Lernen im Produktionsprozess " (BLIP) is a joint project of Daimler AG, the Leadership Foundation for Culture Landau (University of Koblenz-Landau), IG Metall (union), the Infoman GmbH and the Werner-von-Siemens-Schule. The BLIP project has developed a new teaching approach using Web 2.0 technologies. The aim is to facilitate active, process-oriented and self-directed professional learning through an IInternet-based learning platform. Various places of learning (vocational school, faculty, training workshop) as well as other learning opportunities (outside classic learning locations), are interlinked through the provision of appropriate interfaces and interactive teaching concepts.

The project enables a systematic transfer of knowledge between different learning places and provides an opportunity for trainees to specifically prepare themselves for the demands of modern production.

86 Federal Ministry of Education and Research (BMBF) (2007): Dual Training at a Glance - Additional

information, www.na-bibb.de/fileadmin/user_upload/Dokumente/LDV/mob/df/2011_ldv_mob_df_spIII_dual_zusatz_eng.pdf

87 German Aerospace Center (DLR), New Media in Vocational Training. www.dlr.de/pt/en/desktopdefault.aspx/tabid-3162/4875_read-7021,

88 Federal Ministry for Education and Research (BMBF) (2012): Digitale Medien in der Bildung. www.bmbf.de/de/16684.php

http://www.blip-projekt.de/

http://www.na-bibb.de/fileadmin/user_upload/Dokumente/LDV/mob/df/2011_ldv_mob_df_spIII_dual_zusatz_eng.pdf

http://www.na-bibb.de/fileadmin/user_upload/Dokumente/LDV/mob/df/2011_ldv_mob_df_spIII_dual_zusatz_eng.pdf

http://www.dlr.de/pt/en/desktopdefault.aspx/tabid-3162/4875_read-7021

http://www.bmbf.de/de/16684.php

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3.2.2.6 Adult learning89

Federal and regional policies for the regulation of continuing education in Germany provide a general framework and are restricted to the organisation and support of activities. Continuing education in Germany is regulated within federal and regional continuing education laws. Continuing education includes continuing education that is not directly job-related, continuing vocational training, continuing political education and continuing education offered by universities.90

“Continuing education is less regulated by the state than other areas of education. The field of continuing education features a high level of pluralism and competition among providers. Voluntary participation in continuing education is one of the guiding principles. The activity of the state in the area of continuing education is generally limited to the stipulation of principles and basic parameters and to the introduction of rules to ensure that continuing education is properly organised and supported. These rules are then incorporated into the laws of the Federation and the Länder.[…]

At the level of the Länder, the continuing education laws of the individual federal states are particularly important. These stipulate the basic conditions governing public-sector support of continuing education and describe continuing education as an area of education in its own right, the design of which is a state responsibility.” (BMBF (2008))91

This means that when it comes to the promotion of media literacy, the regulation is open but does not give any specific recommendations. Nevertheless, there is a common understanding of media literacy as an interdisciplinary skill for education, business and working life in general:

- “Greater potential for sharing knowledge and skills within institutions and organisations such as schools, universities and companies;

- A new culture of learning and teaching using interactive media;

- Networking between pupils, trainees, students and workers, regardless of time and location, particularly within decentralised and/or interfederal structures;

- A dynamic and innovative environment for creating new business models and further developing existing ones, thanks to constant technical innovations;

- Greater opportunities for further training and development (for example, at online seminars or in virtual academies).” (German Bundestag (2011))

Example at regional level: www.fortbildung-bw.de

The portal for adult training of the State of Baden-Württemberg www.fortbildung-bw.de provides information on adult training in general e.g. comprehensive information on e-learning, a database of training institutions and their programmes and information on funding opportunities. Special information and consultation is also given to specific target groups. The web site also offers a regular chat where questions can be discussed more in detail. The Study Commission of the Landtag of Baden-Württemberg (regional

89 Continuing education (Weiterbildung) is the term which is most often used in official documents in

Germany. In the following continuing education is used as a synonym to adult learning (Erwachsenenbildung).

90 Federal Ministry of Education and Research (BMBF) (2008): Weiterbildung.www.bmbf.de/de/1366.php.

91 Federal Ministry of Education and Research (BMBF) (2008): The Development and State of the Art of Adult Learning and Education (ALE), www.bmbf.de/pub/confintea_bericht_deutschland.pdf, p.147ff.

http://www.fortbildung-bw.de/


http://www.bmbf.de/pub/confintea_bericht_deutschland.pdf

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parliament) for VET and adult learning centres recommends the site as a suitable instrument to assist people interested in continuing education in the selection of specific training opportunities and to providers in communicating their services. It therefore contributes to a greater transparency and higher quality in the continuing education sector in Baden-Württemberg.92

Furthermore, for the future the Study Commission of the Landtag of Baden-Württemberg for VET and adult learning centres recommends that the portal www.fortbildung-bw.de should be further developed in terms of:

- Improved descriptions of services offered with regard to learning outcomes;

- Provision of criteria for quality management;

- Explicit reference to specific target groups;

- Inclusion of interactive elements.93

3.2.3 Trends and developments with regard to policy in each of the targeted education and training sectors in Baden-Württemberg

In terms of media education in general, follow up to the umbrella initiative Kindermedienland from 2013 onwards is currently being discussed. In its Support Guidelines, the Ministry of State plans:

- More continuously-financed support measures, less project-oriented funding: Best

practice projects addressing schools, kindergartens, extracurricular youth work and

families will be rewarded through regular financial support.

- To show equally the opportunities and risks of digital media.

- To give advice to parents on how to adequately accompany their children when

using digital media. A special emphasis is placed on families who are particularly

disadvantaged.

- Opening Kindermedienland for new ideas and external partners and creating

synergies.

- To further coordinate activities of specialised ministerial departments.

- To establish Kindermedienland as a focal point for media education which manages

the network of activities and provides input for the further development of the

initiative.94

92 Landtag von Baden-Württemberg (2010): Bericht und Empfehlungen der Enquetekommission. Fit fürs

Leben in der Wissensgesellschaft – berufliche Schulen, Aus- und Weiterbildung“. www9.landtag-bw.de/WP14/Drucksachen/7000/14_7400_d.pdf, p.238ff.

93 Ibid., p. 239 ff.

94 Kindermedienland (2012): Eckpunkte zum neuen Konzept des Kindermedienlandes Baden-Württemberg ab 2013. 87.106.79.96/fileadmin/_kindermedienland/downloads/Eckpunkte_zum_neuen_Konzept_des_Kindermedienlandes.pdf

http://www.fortbildung-bw.de/

http://www9.landtag-bw.de/WP14/Drucksachen/7000/14_7400_d.pdf

http://www9.landtag-bw.de/WP14/Drucksachen/7000/14_7400_d.pdf

http://87.106.79.96/fileadmin/_kindermedienland/downloads/Eckpunkte_zum_neuen_Konzept_des_Kindermedienlandes.pdf

http://87.106.79.96/fileadmin/_kindermedienland/downloads/Eckpunkte_zum_neuen_Konzept_des_Kindermedienlandes.pdf

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Regarding compulsory education, opportunities to integrate media education in educational plans and in teacher training can be found:

- In the context of the amendment of the study and examination regulation for first phase teacher education;

- In the context of the amendment of training curricula for teacher education in the second phase;

- In the context of the development of teacher training for teachers in comprehensive schools (Starterschulen);

- In the context of the academisation amendment for teachers of pre-primary education and thus the development of appropriate curricula for BA and MA studies;

- In the context of the amendment of the school curricula of 2004 e.g. media education as own school subject.

Concrete policy developments can also be seen for the adult learning sector. Following the regional analysis of the LdV-funded project SVEA conducted in Baden-Württemberg, most of the trainers and training institutions are much more aware of the benefits Web 2.0 tools offer but only very few are able to use web 2.0. for designing collaborative and learner-oriented courses or for using them in their organisation.95 Taking this into accont, the Ministry of Culture is looking for appropriate ways to support educational institutions and train trainers in the use of new media within the learning contexts.

In summary, it can be stated at regional as well as at federal level that a greater emphasis is being put on combatting the digital divide. Offering specific support to certain target groups (women, senior citizens, unemployed people, people from immigrant families, people with mental and physical disabilities, children and teenagers from families with social problems) through public and private educational institutions will become more and more relevant in policy development and implementation.

Apart from the policy agenda setting, development and implementation there is a need for better educational monitoring and evaluation in general with regard to quality and sustainability of media literacy promotion activities96 and in particular with regard to common educational standards for media education (assessment of competences).97

3.2.4 Conclusion

The diversity and number of actions in Germany and in Baden-Württemberg is a result of the great numbers of stakeholders at different policy levels, which can definitely be seen as a great advantage. However greater coordination of actions is needed – at regional as well as at federal level - in order to create synergies and to have a greater impact on beneficiaries. The Study Commission of the German Bundestag thus recommends improved interlinking of media education activities at the federal and regional level, teacher training, the establishment of media education chairs at universities and an expert panel for media literacy:

95 SVEA project (2010): Summary of the Regional Needs Analysis - THE USE OF WEB 2.0 IN VET AND

ADULT TRAINING IN BADENWÜRTTEMBERG, www.svea-project.eu/fileadmin/_svea/Retrieveds/Baden-Württemberg_Regional_Needs_Analysis_Report_fi_.pdf,

96 Cp. German Bundestag (2011) , p. 40.

97 Cp. Medienanstalt Hamburg / Schleswig-Holstein (MA HSH) (2010), p.57f., Keine Bildung ohne Medien (2011), p. 56.

http://www.svea-project.eu/

http://www.svea-project.eu/fileadmin/_svea/Retrieveds/Baden-Württemberg_Regional_Needs_Analysis_Report_fi_.pdf

http://www.svea-project.eu/fileadmin/_svea/Retrieveds/Baden-Württemberg_Regional_Needs_Analysis_Report_fi_.pdf

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“The federal government supports media education activities in various ways, even though the states have the regulatory authority. In the past, the connections have been rather arbitrary, and this needs improvement. […] The study commission recommends setting up an interdisciplinary panel of experts to improve collaboration across different policy fields (education, media, youth, business, etc.) and to improve how they respond to new technologies and social phenomena on the web. This panel should meet regularly (at least once every six months) to discuss new developments and analyse their associated opportunities and risks and to develop new concepts for responding to them. The panel should then make those concepts available to media education practitioners.”(German Bundestag (2011))

In this context an expert working group is currently developing recommendations for the federal government on the basis of their expertise and past experiences. This expert group is dealing with the question as to how greater cooperation of federal, state, local governments, academia and the media economy could be fostered through a media education pact. 98

Recommendations for Baden-Württemberg are progressing in a similar direction. In the context of the online consultation organised by the initiative Kindermedienland Baden-Württemberg the majority of those involved voted for the widening and further development of regularly financed media literacy activities. A large majority also favoured integrating media education into early childhood education and to strengthen decentralized and extra-curricular activities but at the same time to better coordinate these projects and initiatives. The most important long-term goal according to the majority was the integration of media education as a part of compulsory education in educational plans and in teacher training.99

In the proposal for a round table on media education in Baden-Württemberg, Horst Niesyto (2012) also asks for greater involvement of stakeholders in addition to the “big players” in order to guarantee the diversity of perspectives in policy development and to create forms of continuous exchange and networking between all stakeholders of media education.100 The "round table" is an instrument of cross-sectional coordination generally composed of experts from different institutions in order to share and contribute ideas. An existing example for a round table on media literacy can be found in the German state of Lower Saxony.101

The country report on media education in Germany is an overview report on current policies as well as trends and developments. It shows the complex structure of activities with various players at Länder and at federal level. However, continuous comparative

98 Cp. Niesyto, Horst (2012): Nachhaltige Förderung digitaler und medialer Kompetenzen. www.dialog-

ueber-deutschland.de/SharedDocs/Blog/DE/2012-03-19_Gastbeitrag_Prof_Niesyto.html.

99 Kindermedienland (2012): Ergebnisse der Online-Konsultation „Digitaler Briefkasten“, Published 10 May 2012, from www.kindermedienland-bw.de/fileadmin/_kindermedienland/downloads/Ergebnisse_der_Online-Konsultation.pdf

100 Niesyto, Horst (2012): Vorschlag für einen „Runden Tisch Medienbildung“ in Baden-Württemberg. www.keine-bildung-ohne-medien.de/wp-content/uploads/2012/05/Vorschlag-f%C3%BCr-einen-Runden-Tisch-Medienbildung_Mai-2012.pdf

101 AG Medienkompetenz der KMK (2010): Bericht über Möglichkeiten zur Stärkung der Medienkompetenz bei Kindern und Jugendlichen, Eltern sowie Fachkräften in Schulen und in der Kinder- und Jugendarbeit. www.berlin.de/imperia/md/content/seninn/imk2007/beschluesse/100601_anlage10.pdf?start&ts=1276601927&file=100601_anlage10.pdf.

https://www.dialog-ueber-deutschland.de/SharedDocs/Blog/DE/2012-03-19_Gastbeitrag_Prof_Niesyto.html

https://www.dialog-ueber-deutschland.de/SharedDocs/Blog/DE/2012-03-19_Gastbeitrag_Prof_Niesyto.html



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policy research with regard to media education policies in Germany for all educational sectors is still needed. There are few comparative studies which evaluate the quality and sustainability of policy actions in the 16 Länder as well as at federal level. But for designing, monitoring and further developing sustainable and target group-oriented future policies this will be essential.

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3.3 Greece – EduTV

3.3.1 Introduction


Like so many other countries where education is of particular concern, Greece is also planning considerable changes. These changes start with Primary Education and extend to Secondary Education and refer to what is termed in Greece the New School. These changes pertain to promotion and generalisation of all-day schools, upgrading of upper secondary school, improving access to tertiary education, increasing the significance of Technical and Vocational Education and the issue of Career Orientation. Adopting the principle "pupils first", emphasis is being placed on the value of the pupils’ role. In this context, changes are planned in the educational curricula, the teaching methods and tools, schools' administration and the establishment of an "Educational Priority Zone" so that all children can enjoy equal opportunities and facilities. The New School is a programme geared towards positive actions and providing additional funding to schools in regions where education has previously faced adversity due to geographical, social or/and economic conditions.

“The Digital School” is a key component of the New School vision and aims to provide a way for all schools without exceptions to reach the digital era, as a response to the need to adjust to digital cosmogony102. A powerful network of infrastructures is being created to serve Greek pupils, therefore enabling all pupils, even those in the most remote areas, to enjoy equal opportunities and the same means enjoyed by children all over Europe.

The Digital School has had 5 million visitors so far. The use of new technologies promoted by the Digital School intends to becoms a catalyst for changing:

- the content of the curriculum and school knowledge, - teaching and learning practices, - the relationship between teachers and pupils, - the relationship between parents and school.

The digital transition of Educational Radio-Television of Greece (EduTV) is a significant pillar of the “Digital School” reform. EduTV, the Greek partner in the MEDEAnet project, has been in operation since 1977 under the auspices of the Ministry of Education and Religious Affairs, Culture and Sports (MoE). It houses a significant number of high-quality productions aimed at complementing educational resources in the classroom. On top of being available via the public television channels, EduTV is committed to becoming a multimedia platform available on-demand and connected to the most popular social media. In this context it aims to provide educators and students with the opportunity of using the available video content in the classroom, re-using it, uploading their own content, sharing and evaluating it.


The collected data are mainly based on primary and secondary literature published by the public authorities responsible for educational matters including the MoE, The Institute of Educational Policy (IEP), The Computer Technology Institute and Press "Diophantus" (CTI), The Greek School Network (GSN), The Eurydice Network, relevant web sites of public educational organisations, as well as on recent educational and media conference proceedings. In addition, we have collected data from participants in 102 Metaphorically meaning: a digital revolution, a pioneer initiative.

http://digitalschool.minedu.gov.gr/

http://www.edutv.gr/

http://www.minedu.gov.gr/

http://www.minedu.gov.gr/

http://www.iep.edu.gr/

http://www.iep.edu.gr/

http://www.cti.gr/en/



http://www.sch.gr/

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Greece:Overview

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European projects and other stakeholders in the field of media based learning & teaching and media literacy. Universities and Technical Institutes have been asked and some of them have provided data via e-mail or via their web pages. Policy documents and research reports were used, as well as input from professors in Media Departments of Universities in Greece.

A special “thank you” goes to Betty Tsakarestou, Assistant Professor & Head of Advertising and Public Relations Lab at Panteion University of Social and Political Sciences Department of Communication, Media and Culture Department, for supporting this effort.


New technologies have had a significant impact on pedagogy and this has also had an impact on the definition of media literacy. On 20 December 2007, the European Commission (EC) adopted a Communication on Media Literacy in the Digital Environment (COM 2007: 833). Greece was represented in the First Media Literacy Expert Group and the first official text “the Commission Recommendation” C, (2009), 6464 of the EC was presented to clarify the content and the basic parameters of media. According to the text of the Recommendation, Media literacy represents the competence to:

- Access the media;

- Understand and to have critical approach towards different aspects of media contents;

- Create communications in a variety of contexts.

Media literacy relates to all media, including television and film, radio and recorded music, print media, the Internet and all other digital communication technologies. It is a fundamental competence not only for the young generation but also for adults and elderly people, for parents, teachers and media professionals. The Commission considers media literacy as an important factor for active citizenship in today's information society.

In the Greek curriculum for compulsory education, in the Cross-Curricular Thematic Framework (CCTF) “video” is mentioned as a resource while awareness and familiarity with visual languages and multimedia is expressed as a learning goal. In the curriculum for Information and Communication Technologies (ICT) in the Lower Secondary Education there are references to “multimedia”, “Web2.0 tools” “digital tools of expression, communication, and creation” and “networking” in all grades, and “Internet”, “virtual world”, “new technologies” in the third grade. In the Upper Level of Secondary Education, the Curriculum for ICTs also includes “multimedia”, “networking”, “Web2.0 tools” and “Web Applications Development”.

The Guide for audiovisual expression in Primary and Lower Secondary Education (2011) argues that “audiovisual expression” consists of an alternative and integrated system of communication beyond oral and written speech. Narrating and expressing meanings with pictures and sounds is not as rigorous as written speech but includes all the characteristics of a communication system, the same as written and oral speech. It may include video-art, animation, computer graphics, and virtual reality installations.

Furthermore, “New Media” and new courses are mentioned in “The Digital School” aiming to transform existing courses, using new teaching and learning practices in addition to new digital media and environments. Integrated educational lessons will be broadcast by Digital Television e.g. teachings or science experiments. The MoE is putting

http://ec.europa.eu/avpolicy/media_literacy/index_en.htm

http://ec.europa.eu/avpolicy/media_literacy/index_en.htm

http://digitalschool.minedu.gov.gr/info/newps/Πολιτισμός%20—%20Δραστηριότητες%20Τέχνης%20—%20πρόταση%20β´/Οδηγός%20για%20Οπτικοακουστική%20Έκφραση%20Β%20Πρόταση%20—%20Δημοτι

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in substantial efforts to provide teachers that are interested in the application of media in their teaching and learning activities with training materials. This has led to the MoE encouraging the development of different media projects, such as Project method, Olympic Education, Environment and Health Education, e-twinning projects, and Flexible Zone.



The Greek education system is governed by national laws and legislative acts. The general responsibility for education lies with the MoE. The administration of primary and secondary education is conducted hierarchically by: the MoE; the Regional Education Directorates; the Directorates of Education (Prefecture); the Education Offices (Province); and the School. Higher education institutions are fully self-administered legal entities of public law. Collective bodies that are established and act in compliance with special legislation administer each institution. Detailed information on the Greek education system can also be found on the MoE web site.


Six-year attendance at Primary School, one year prior attendance at Pre-primary School and the subsequent three-year attendance at Lower Secondary School constitute the ten year compulsory education in Greece. Pre-primary education in Greece begins at the age of 4 when children are allowed to enroll in pre-primary schools. Attendance is compulsory for all 5 year old children. The next stage comprises the compulsory attendance of primary school which constitutes primary education and lasts for 6 years (6-12). The 3 year attendance in lower secondary education (12-15) represents the last period of compulsory education and is a prerequisite for enrolling and attending general or vocational upper secondary schools. In parallel with day lower secondary school, Evening Schools operate, in which attendance starts at the age of 14. The second tier of secondary education lasts also for 3 years, and constitutes the non-compulsory upper secondary education (15-18) and comprises general secondary education and vocational secondary education. In General and Vocational upper secondary school pupils enroll at the age of 15 while in Vocational School they enroll at the age of 16. Parallel to day General and Vocational schools, evening schools operate with the same conditions concerning pupils' age for admission. Their timetable allows pupils to be in regular full time attendance and acquire work experience at the same time.

The “New School” from Primary to Secondary Education

“The Digital School” constitutes a holistic approach with parallel developments of all the parameters which experience has shown to be critical for the successful introduction of ICT to schools. Specifically, a number of actions are being implemented that are organised along five basic axes:

- Enhancement of network infrastructure and electronic equipment in schools, aiming at creating a digital classroom equipped with fast Internet connection and interactive smart boards, while teachers and pupils interact in a dynamic way by using all modern ICT tools;

- Rich, interactive e-books that correspond to the curricula for all grades and courses;

- Teacher training in the educational utilisation of new technologies;

http://www.pi-schools.gr/content/index.php?lesson_id=300

http://archive.minedu.gov.gr/el_ec_category27.htm




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- Integrated system for the electronic administration of education and the management of education data;

- Horizontal support actions.

This framework addresses regular timetable Primary Schools as well as 961 Pilot All-Day Primary Schools with an extended schedule, implementing a single reformed education programme at a pilot stage. Attendance is free including the provision of books and supplementary educational material to every pupil. With a view to providing well-rounded education, policies related to digital convergence, knowledge of the Greek Language and Multilingualism as well as the institution of All-day Primary Schools are promoted. There is a particular reference to the ICT field as the use and ongoing

application of new technologies are promoted (ongoing training for teacher and constant

increase of educational software and material). The ongoing increase of All-day Primary

Schools facilitates working parents but mostly allows the application of many alternative

teaching approaches and aims to provide a more well-rounded and multifaceted education.

Media in Compulsory Education

EduTV plays a key role in the implementation of the “The Digital School” reform through the deployment of multiple digital and social media projects. In this context, it has taken significant steps in generalising the use of media in education through social media engagement for pupils and educators in both formal and informal educational settings. Key activities include the creation and operation of the i-create platform which encourages student-generated content across a series of thematic categories and events with contests, social responsibility and awareness-raising campaigns, the production of interactive educational games, audiovisual content, and the development of pedagogical scenarios for use in the classroom. Furthermore, they include the pilot implementation in schools of the EduTubePlus Programme and the development of a portfolio of online media which ensure EduTV’s digital presence through the upgrading of the site and the daily content management on social media platforms.

Media projects and networks of State policies

The following section contains a short description of the most prominent media projects and networks of state policies in Greece in order to provide the reader with a better understanding of the media literacy landscape. A more detailed description is available in Annex 2.

The use of New Technologies has become a catalyst for changing several aspects of teaching and learning. A number of actions are being implemented in the Digital School that are organised along five basic axes. Specifically, in relation to the first axis of the Digital classroom, schools are being equipped with interactive teaching systems. Regarding Horizontal support actions, the fifth axis, the following have been planned and are rapidly being implemented:

- Excellence and innovation in ICT use by the educational community is being promoted with prizes, contests, etc. In the context of the good practices promotion policy, it is expedient that both the school units and the teachers’ excellence are recognised and promoted. To this end, 100 innovative schools and teachers have been distinguished in 2010 and 2011, which is one of the biggest challenges of the “New school” policy. The depository of good practices in Greek primary and secondary education contains projects relevant to the implementation of new media in the classroom as well as Media literacy.

http://www.i-create.gr/

http://excellence.sch.gr/index.php

http://excellence.sch.gr/index.php?option=com_chronocontact&Itemid=85

http://excellence.sch.gr/index.php?option=com_chronocontact&Itemid=85

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- Action is being taken in order to provide information to parents, pupils and educators on safer Internet use.

Other important stakeholders and projects in Greece are: - The Computer Technology Institute and Press "Diophantus" (CTI), which is a research

and technology organisation focusing on research and development in ICT and consists the digital pillar in Greek educational system.

- The Greek School Network (GSN), which is the advanced educational network in Greece which interconnects schools, educators, educational units and administrative services of MoE. GSN supports learning communities and social networking for Greek teachers and pupils providing the relevant services of blogs, e-class, and Moodle LMS.

- The Educational Portal (e-yliko) of MoE, which is the web portal of meeting and mutual support for the educational community, aiming to help teachers find resources more quickly and easily (more than two million unique hits). The on-line educational material provided, is constantly enriched and renewed and aims at becoming an incentive for different teaching scenarios.

The digital transition of Educational RadioTelevision (2010, 2011)

The development and penetration of new technologies in the contemporary social and educational environment, where schools are not just consuming content but also creating their own, has inspired and motivated EduTV to get out, meet the Digital Generation in its own space and become part of its community.

The vision of EduTV is to empower students as creators, researchers and global citizens reconnecting with a young audience and moving on from traditional media in the digital era, where “We, (are) the Media”. An important vehicle in this effort is the continually upgraded web site of the organisation, launched in 2009. High-quality videos relevant to class curricula are available for streaming or on demand delivery, as digital archives. Since September 2010, EduTV has dynamically entered the digital era and connected with communities of young people. Recognising that knowledge is a process in constant evolution, it expects to be both part of and a catalyst in this process. The second generation of EduTV is a multimedia platform connected to social networks which offers pupils and teachers the environment and the tools to design and create their own multimedia projects. Taking an active role in connecting school communities and contributing to the development of audiovisual culture, it motivates and enables pupils to create User Generated Video/Content (UGC) reusing and remixing the available videos and newly documented digital content. In this context, EduTV2.0 has developed an open collaborative learning environment of youth creation at http://www.i-create.gr/, supporting experimentation, creativity, exchange, production of ideas and promoting school communities’ projects. Videos, games, blogs and Web2.0 applications are developed and submitted through video contests and social responsibility and awareness-raising campaigns in partnership with schools, universities and other organisations. Aimed at motivating, activating and engaging pupils in collaborative projects and fostering an alternative learning philosophy, EduTV2.0 has developed five projects in i-create: the contests ‘Al.Papadiamantis, N.Gatsos, Str.Tsirkas and Od.Elytis: 100 years later and ‘School Cooking-Mediterranean Diet, the interactive game ‘A Letter-A Story, a social responsibility campagin ‘Score against Violence. It’s a Game, not war, and the science communication video context ‘School-Lab’. More information about these projects can be found in Annex 2.

http://www.cti.gr/

http://www.sch.gr/

http://blogs.sch.gr/

http://www.e-yliko.gr/

http://www.edutv.gr/

http://www.i-create.gr/

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European projects

- The EduTubePlus (ETP) 2010-2011-project aimed to develop a European hybrid, multilingual video-based service for schools. This service integrated 5,400 of multi-lingual curriculum-related video-clips by major European educational TV & video providers, with tools enabling educators to enrich the library with user generated clips.

- Within the context of the European e-twinning project, 35 projects, 44 schools and 61 educators participated in e-twinning from Greece in 2010. In addition, 7 Greek e-Twinners from 5 schools have been awarded for their projects in 2011.

- The Teachers 4 Europe project is aimed at contributing to enhancing participants’ knowledge with regard to European issues and at improving teachers’ skills by applying innovative methods of teaching, using ICT.


In Greece, just like in all other EU member states, the issues of utmost importance regarding teachers and education staff are Initial teacher education, conditions of service, continuing professional development, and Upgrading teacher’s role – establishment of assessment and meritocracy rules in education and other provisions. This law constitutes the first step in applying national policy on the "New school", which places the student at the centre of the learning process. In addition, within the New School policy framework, the MoE is implementing a number of legislative initiatives redefining the teacher-education relationship with the teacher assuming the leading role in the upgrading of education.

“ICT in education” A and B level concerns the training of 28,100 educators of primary and secondary education in ICTs preparing them to play an active role in the knowledge society. In particular, A level concerns training in basic ICT skills and B level concerns the implementation of ICT in specific cognitive domains using appropriate software and relevant pedagogical principles. RACTI has implemented the B level of this training and has developed the MIS Ifigeneia which includes a repository of good practices. “The Digital School” in relation to teacher training, has planned and begun the implementation of the training of 103,000 educators (57.2% of the total number) in the educational utilisation of ICT tools in courses related to their specialisation and in the use of interactive smart boards and the digital educational platform.

As regards teachers’ continuing professional development, “The major in-service teacher training Programme” has begun in May 2011. It aims to provide training for teaching staff of all specialisations both in primary and secondary education (approximately 150,000 teachers). The framework for the design and development of this programme was established following a consultation with educational, social and scientific bodies, a survey on the training needs of the teaching staff who are subject to training, the implementation of good teaching practices, as well as the use of Greek and international experience. The suggested objectives of this training include:

- upgrading of the quality of education and the success of the New School initiative, both intending to reinforce the role of training as a basic pillar of change and transformation,

- the development of pupils’ abilities (i.e. the ability of ‘’learning to learn’’),

- familiarisation with the pedagogical use of ICTs such as the safe use of the IInternet in educational practice, included in the action of “The Digital School”.

http://www.edutubeplus.info/

http://www.etwinning.net/en/pub/index.htm

http://www.teachers4europe.gr/

http://ifigeneia.cti.gr/mis/

http://ifigeneia.cti.gr/repository/

http://www.epimorfosi.edu.gr/

http://www.epimorfosi.edu.gr/

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The training methodology is based upon 4 pillars, taking into consideration the new school philosophy: emphasis on teaching practice, utilisation of adult education and distance education methodology and the implementation of training related issues in the classroom.


Higher education constitutes the last level of the education system and comprises the University and Technological sectors. The University sector includes Universities, Technical Universities, and the School of Fine Arts. It aims at establishing, producing and developing science and technology, achieving our country's future scientists’ high level, comprehensive, theoretical and applied training while promoting and developing scientific research.

The technological sector includes the Technological Education Institutions (TEIs), and the School of Pedagogical and Technological Education. Compared to University studies, TEI studies have a more applied character.

The Hellenic Quality Assurance and Accreditation Agency according the Annual report 2011-12 in Higher Education, considers that Universities should implement modern educational methodology in order to enhance active participation and critical thinking in the learning process. Moreover, they should enhance the use of new technology and multiple bibliographies. However, most universities offer a large number of digital learning resources which are in most cases available in web-based learning environments. Digital and social media are used in national and European projects on a large scale. Digital media are also used for administration, quality assurance and communication issues. Some universities have developed e-learning courses. Web2.0 tools and social networks have proven to be very useful for the development of teaching, learning and researching processes.

With regard to media in higher education, we refer to the following projects and actions as providing good examples of what is happening in Greece(more information is found in Annex 2):

- The Hellenic Open University (HOU) has designed and developed supplementary digitized educational material in order to support a number of undergraduate and postgraduate modules. In particular, HOU offers adults students a "second chance" for lifelong learning and training.

- The National Technical University of Athens (NTUA) has participated in and completed (2008-2011) several European projects, which includes projects funded under the eContentplus programme, ATHENA and Access to cultural heritage networks across Europe. Furthermore NTUA is currently participating (2010-2013) in several ongoing projects, such as: Connecting Archaeology and Architecture in Europeana, Social games for conflIct REsolution based on natural iNteraction, and EUscreen - Providing online access to Europe’s television heritage.

- The Media Department of the University of Athens has developed the project Mathisi 2.0 (Learning 2.0), an initiative to raise awareness in networked education and lifelong learning. The objective of this initiative is to contribute towards the awareness of youngsters, school and university students and teachers, parents and everyone else with a shared interest in education about new online tools and the collaborative potential that they bring to education and lifelong learning.



http://www.aspete.gr/index.php

http://www.hqaa.gr/data1/%CE%91%CE%94%CE%99%CE%A0_%CE%95%CE%A4%CE%97%CE%A3%CE%99%CE%91_%CE%95%CE%9A%CE%98%CE%95%CE%A3%CE%97_2011-12.pdf

http://www.hqaa.gr/data1/%CE%91%CE%94%CE%99%CE%A0_%CE%95%CE%A4%CE%97%CE%A3%CE%99%CE%91_%CE%95%CE%9A%CE%98%CE%95%CE%A3%CE%97_2011-12.pdf

http://www.eap.gr/

http://www.ntua.gr/

http://www.image.ece.ntua.gr/php/rd_details.php?proj=73


http://image.ntua.gr/,http:/image.ntua.gr/pages/in-the-news.php





http://www.media.uoa.gr/medialab/



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- A second project from the Media Department of the University of Athens concerns an online platform for social interactive digital storytelling, Milia (AppleTree) (Euromedia Seal of Approval 2011).

- Ilektrodomatio (Electroroom) is a digital game for learning electricity concepts at primary school web site. The game comprises a number of challenges that are presented to the player as realistic representations of everyday life objects and devices, rather than laboratory exercises.

- Educational Approaches to viRtual reality TecHnologies, EARTH lab from Pedagogical Department of Primary Education of University of Ioannina developed in 2011 “a second life for future teachers in a pedagogical department” using the Second Life software.


Besides attending Vocational Upper Secondary schools which have already been mentioned in section 3.3.2.2, young people in Greece can also start an apprenticeship after completing their nine-year compulsory education. The 52 apprentice schools follow the MoE national policy to include media in their curricula. However, most of the training regulations contain a paragraph stating that apprentices should not only acquire the professional knowledge they need for their working life but also gain the key competences required from a skilled worker. These include method competence as well as competences of self-directed learning – in both cases, media literacy is crucial.

Between secondary and higher education operates post-secondary non-tertiary education. It is provided by Vocational Training Institutes offering formal initial and further vocational education and training and private Post-secondary Education Centres classified as belonging in the informal post-secondary education and training.


The Lifelong Learning policy in Greece is part of a wider development plan aiming at giving emphasis to human knowledge, abilities and skills.

The first effort for adult education in Greece dates back in 1929 when the government of El.Venizelos tried to face the big problem of adult illiteracy.

In 2008 the General Secretariat for Life Long Learning (GSLLL) was established. As part of this development, the entire LLL strategy has been reviewed. The existing adult education structures and technical-vocational education and training have been upgraded. The institutions providing Adult Education and Training related to media have implemented the following projects and actions:

Programmes in the Adult Education Centers aim to enable all citizens over the age of 18 to update and upgrade their knowledge and skills on a lifelong basis and to acquire, new, contemporary knowledge and skills in order to participate more effectively in economic, social, cultural and political affairs. This means that they emphasize ICT skills and tools. The Parent Schools’ curricula includes programmes like ‘Family in the modern era’, ‘Development for senior citizens’, and ‘Children and new technologies’. The Distance Adult Education Centre for LLL, under the GSLLL aims to provide distance e-learning and training to any interested citizen. ICT is included in programme modules. Museums, libraries and social– educational – cultural bodies are recognized as bodies of informal learning for citizens. These operate at national, regional or local level and offer LLL services including new media on a large scale.

http://www.media.uoa.gr/medialab/milia

http://users.sch.gr/mtomara/ilektrodwmatio.html

http://www.etpe.gr/files/proceedings/27/1305145811_1-0655.pdf

http://epas.oaed.gr/main.php?cat=1

http://archive.minedu.gov.gr/el_ec_page912.htm

http://www.minedu.gov.gr/dioikhtika-eggrafa/keme/

http://www.gsae.edu.gr/

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Greece:Adult_Education_and_Training

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The Teacher Training Programme for adult education was primarily based on distance study and participation and covered the Training of Second Chance School teachers and provided support toLLL executives in counseling issues, e-learning and issues related to vulnerable social groups.. Second Chance Schools were established as a means to combat social exclusion (57 schools are in operation today). They are aimed at citizens over the age of eighteen who have not completed the nine-year compulsory education and who are therefore threatened with social exclusion and marginalization. Emphasis is placed on acquiring basic qualifications and on the development of personal skills. General knowledge acquisition, the use of new technologies, foreign language learning and career guidance counseling significantly improve participants’ chances of joining the labour market. In addition to traditional teaching methods anddepending on the needs of learner groups, special audiovisual material is used; an emphasis is placed on groupwork and the project method as well as on learning in the work place. Their curricula are based on innovative approaches encompassing traditional cognitive fields developed on the basis of an interdisciplinary approach.

The HERON-2 Program addresses adult education in terms of the acquisition of basic skills and new technologies. The ODYSSEAS Program addresses immigrants’ education in Greek language, history and culture. It is addressed to European Union citizens and third country nationals regardless of their country of origin, aged 16 and above, without any discrimination, according to the principle of equal treatment and in the context of safeguarding equal access and inclusion opportunities in LLL.

Within the framework of the National Strategy for LLL, higher education institutions independently or through their Institutes of LLL, offer specific certified programmes either in or out of their premises or through distance learning programmes.

3.3.2.7 Non-formal education

Non-formal education is provided by the General Secretariat for Youth (GSY), Youth Institute and a wide variety of voluntary and non-governmental organisations. The following institutes, organisations, actions, meetings and projects are worth noting(more information is to be found in Annex 2):

- The GSY’s “Youth in Action” Programme aimed at young individuals aged between 13 and 30.

- Karpos - Center of Education and Intercultural Communication supports the use of all forms of media, information technology and training to help expression, exchange of views and development of creative ideas.

- "Video-museum" is a Regio Comenius project bringing together a network of 10 High-school youth groups from Greece and Germany, who are making videos about something that is worth preserving in their Own Youth Virtual Museum of Tomorrow.

- The European Meeting of Young People’s Audiovisual Creation – Camera Zizanio (CZ) shows films created by children and young people under the age of 20.

- The Multi-ethnic festival Comicdom Con Athens (since 2006) presents digital comics and artists to a Greek audience.

- The 6th International Science Film Festival of Athens took place in November 2011, organized by CAID – Centre of Applied Industrial Design, with special morning screenings for high school children.

- The Institute of audiovisual media has developed an up-to-date, well informed, on-line library, offering multiple data on organisations and scientists involved in media literacy and focusing on actions and research conducted in the same field.

http://www.gsae.edu.gr/index.php/heron

http://www.gsae.edu.gr/index.php/isiodos

http://www.neagenia.gr/

http://www.ify.gr/

http://www.ify.gr/

http://www.karposontheweb.org/

http://www.videomuseums.eu/

http://camerazizanio.net/

http://www.comicdom-con.gr/about/history/comicdom-con-athens-2011/

http://www.caid.gr/isffa/

http://www.caid.gr/en/index.html

http://www.iom.gr/

http://www.medialiteracy-iom.gr/


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The creation of “The Digital School” is a top priority so that Greek schools can become competitive within Europe. The main challenge schools currently face is the substantial integration of new technologies in the teaching of all courses and in general school life. As an indication, at the moment in Greece, 35% of educators state they have used ICT in their lessons (EU average: 74%); 31% of educators state they have little to no experience in ICT use (EU average: 7%); 40% of schools have their own web site (it is estimated that barely 10-15% are active); just 1.4% of educators in primary education and 3.7% of educators in secondary education have an active web site on the GSN.

In terms of current developments in relation to Digital educational content (e-books), a publicly accessible digital open-source software platform will be developed, which will facilitate the active involvement of users using Web 2.0 tools. This platform will include:

- all books in digital format, enriched with added interactive material; - digital “cram school” (recorded model teaching) for all courses of 12th grade entry

exams; - lesson plans for each module, incorporating new technologies into teaching; - added digital content related to each lesson module, such as photographs, videos,

educational games, digital archives (ERT, Hellenic National Audiovisual Archive, General State Archives, Libraries, Museums, etc.);

- possibility of local educational management of each class.

Through this platform, pupils can have access at home in order to better comprehend the material and to practice at their own pace, while parents can receive information on the overall progress and education of their children. At the same time, educators acquire a dynamic tool that significantly upgrades their classroom teaching. In relation to Digital classroom the following practical installations have been planned: Mobile PC lab, consisting of 15 PCs, 1 Wi-Fi network, 30 USB memory sticks and a mobile desk for the 800 all-day primary schools and all Lower Secondary Schools. In addition, 1,300 schools in 57 Municipalities will acquire broadband connection via Metropolitan Urban Network optic fiber. In terms of the electronic administration of education, the current basic data recording systems of education (e-survey, e-school, e-data centre, management information system) is being replaced by a single, inter-operational system that will be accessible by all, in accordance with their position or role (e.g. parents for their children, educators for their classes, school advisors on the schools they supervise and so forth). In terms of Horizontal support actions, a helpdesk is being developed at the central and regional level; small-scale research actions are being carried out to examine technical and pedagogical requirements for the proper integration of ICT at schools and the evaluation of experimental and innovative actions; the ICT knowledge of all 9th grade pupils is being certified. Then in relation to teacher training, a special e-platform will be created for distance teacher training.

The Greek curriculum is described as being too analytical, time-consuming and prescriptive to leave room for creative lesson planning. On the other hand, teachers and students in Greece use the opportunities offered by the second generation of Web (Web2.0), in order to exchange ideas, knowledge, information, and cooperate in groups. According to a survey (2008) the implementation of Web 2.0 services in education is increasing focusing especially on blogs and wikis, usually without a theoretical context.

In terms of Compulsory and Higher Education, the MoE plans to coordinate actions and create synergies among its organisations, universities and stakeholders in order to achieve a greater impact for learners. In particular the MoE plans to develop a

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repository of learning objects for Primary and Secondary education, enhance the participation of its bodies in relevant European projects, and extend the “Excellence and Innovation” project in higher education.

In relation to the changes taking place in the organisation of academic institutions, a report provided by the International Committee on Higher Education in Greece has suggested that distance education programmes should be introduced, and Centers of Excellence should be enacted for the organisation of teaching and learning. The development of relevant LLL programmes in higher education is part of the new expanded mission of educational institutions. These programmes will show the outward-looking identity of higher education and provide a means to connect with local communities and to address their needs for knowledge. The MoE envisages a situation where the new university or technological institution will be organised internally and effectively, in order to meet demand for the renewal of knowledge and skills, and to provide specialised and flexible training programmes for specific categories of citizens and workers according to their educational needs and professional aspirations.

Adult education institutes offer a large number of courses on the use of ICT, some even on media literacy. In addition, some courses use e-learning and blended learning environments. Most trainers and training institutions are very much aware of the benefits which Web 2.0 tools offer but very few are able to use them for designing collaborative and learner-oriented courses.

Adult learning institutions need to continuously adjust to societal changes, target groups with changing educational requirements and new forms of learning and communication, combating social exclusion. Therefore, the state plans to support the development and testing of innovative pedagogies, and to raise awareness of such pedagogies. In terms of media literacy this means:

- Developing e-learning and blended learning training courses using Web 2.0 tools, to especially address people on islands, in mountainous and rural areas and younger target groups.

- Promoting the inclusion of minorities in further education. - Counseling parents on how to adequately accompany their children when they are

using digital media and surfing the Web.

In summary, it is worth highlighting that a key objective in LLL in Greece is to combat the digital divide. Offering specific support to certain target groups such as women, senior citizens, unemployed people, and people from immigrant families or minorities, people with mental and physical disabilities, children and teenagers from families with social problems, through institutions providing LLL services will become a significant pillar of policy development and implementation. Working towards this fundamental goal of LLL involves the development of new pedagogies for adults.

3.3.4 Conclusion

Media is being used to support learning at all educational levels in Greece. Educators use media to teach and they are aware of the importance of media literacy and using media in the learning process. The diversity and the large number of initiatives, projects and actions has come about due to the large number of State bodies and stakeholders at different policy levels and the awareness and creativity of Greek educators. However this implies that greater coordination of actions is needed in order to create synergies and to achieve a greater impact for learners.

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In addition, more and more adults need a second chance in education by attending open, distance or adult education courses as well as working full time. Therefore, a greater flexibility is needed which has led to an increased emphasis on e-learning and the use of media to share resources, and to support participation, communication and collaboration, especially in higher and adult education. Media literacy is crucial in order to accomplish these goals.

Integrating media education as a part of the compulsory education curriculum and in teacher training could be a strategic goal in education policies, knowing that media is both a means and a goal. A means, because of the huge quantity and diversity of information coming from various complementary sources and a goal because learning through media sources is absolutely necessary for global citizens today.

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3.4 Estonia – EITF

3.4.1 Introduction


This section of the report will concentrate on media literacy in Estonia, a small country with a population of 1.3 million people. The focus of the following chapters is mainly on policy issues at all levels of education as well as the implementation of policy across all sectors. Later on in this section, , emerging trends and future developments will be highlighted. Specific actions and initiatives are only briefly touched upon as they will feature more prominently in future editions of this report. The data is collected and the report compiled by the Estonian Information Technology Foundation (EITF), a non-profit organisation which aims to assist in the preparation of highly qualified IT specialists and to support ICT-related developments in Estonian education. EITF has established and manages several national initiatives and programmes which among other aspects contribute to an increase in the quality and efficiency of learning in Estonian institutions of higher education and vocational schools through a wider application of e-learning methods and ICT in the learning process.


The data is collected primarily through desk research including available government policy documents as well as relevant papers from various public authorities and stakeholders contributing to education and media literacy. Additional data was accumulated through interviews with a number of people active in media education. Finally, the author wishes to give special acknowledgment to the work done by Kadri Ugur103104105 and Halliki Harro-Loit3 from the University of Tartu.


In order to set the context of media literacy within the national setting of Estonia, a few nuances in terminology need to be explained. The English-language term media education includes two concepts that are expressed separately in the Estonian language: meediakasvatus and meediaõpetus. The first, meediakasvatus (media-upbringing), stands for the part of education that takes place mostly (but not only) in family settings and is oriented on values, individual choices in the media market, reflecting one’s media usage etc. This form of media education may start as early as a child’s first contact with any kind of media and should be designed for the specific needs of each child and be an important part of primary education. The term meediaõpetus (media education) is the more normative, systematically designed part of formal education aimed towards developing media literacy in combination with other cognitive and social competences. Although the line between these two terms is not always clear, the same kind of separation is made in the Finnish and Swedish languages and pedagogical practices. In Estonian the word meediaharidus that could also be translated as media education, is

103 Ugur, Kadri. (2010). Implementation of the concept of media education in the Estonian formal education

system. http://dspace.utlib.ee/dspace/handle/10062/15899

104 Ugur, Kadri. (2011). Media education as cross-curricular theme in Estonian schools: reasons of a failure. http://bit.ly/RNA5Io

105 Ugur, Kadri & Harro-Loit, Halliki. (2008). Media education as a part of higher education curriculum. http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf

http://dspace.utlib.ee/dspace/handle/10062/15899

http://bit.ly/RNA5Io

http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf

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sometimes used for professional training of journalists but this variation is not relevant for the current document. In the context of Estonian formal education, the definition of media literacy is outlined in the term meediapädevus (media competency) as the individual ability that combines knowledge, skills and attitudes related to media. This can be defined as the ability of a concrete person in their actual media environment. Media education in formal education can follow the developmental stages of pupils and, with some delay, react to the changes that are taking place in media content and technology. According to the current formulation106, an individual can be considered media literate if they are able (to their own satisfaction in their current situation): - to find and analytically use information; - to express themselves and distribute the message to the desired audience; - to understand their role in the media market; - to understand their responsibility as media consumer and content provider.



Estonia is a republic with approximately 1.3 million inhabitants. About 900,000 of them speak Estonian as their first language, 400,000 belong to several nationalities but use mostly Russian as their primary language. Estonian children start mandatory education at the age of 7, and stay in school for at least 9 years or until they are 17. In reality, most pupils graduate after 12 years in school. The reputation of vocational schools is low but growing; most graduates try to continue their education in universities. Primary and secondary education is free, for tertiary education half of the students need to finance their studies themselves. Estonia is a high-performing country in terms of the quality of its educational system. 88% of adults aged 25 to 64 have earned the equivalent of a high-school diploma, much higher than the OECD average. An average student scored 501 out of 600 in the reading ability test according to the latest PISA student assessment programme which is higher than the OECD average107. However, Estonian schools have problems with pupils’ self-esteem, early leavers, with secondary education in Russian, and with curriculum development. Furthermore, the underlying problems facing Estonian compulsory education is that children find school uninteresting, stressful and/or boring108.


Estonian schools have some experiences with teaching the production of written media genres but very limited understanding of what media literacy actually is. Despite the fact that since 2002 media education has been a cross-curricular theme in the Estonian national curriculum, there has been no constructive development towards understanding media literacy.



107 OECD 2011. OECD Better Life Initiative. http://www.oecdbetterlifeindex.org

108 Rebane, K. (2010). Information Society Yearbook 2009. Tallinn: Ministry of Economic Affairs and Communications of Estonia.


http://www.oecdbetterlifeindex.org/

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It is suggested that the reasons for this situation are the following109: - Teachers have no cognitive understanding of media literacy and therefore they tend

to see media education as an extra load; - Curricula are overloaded and assessment is oriented towards factual knowledge and

not on critical reading skills; - Teachers do not have skills of critical reading, nor the methodology to teach critical

reading; - Media literacy is narrowly understood as producing news stories or as an ability to

use the Internet; - School culture does not support cooperation of teachers - Generation gaps (between teachers of different ages and teachers and pupils) in the

field of media usage is huge - different generations live in different media environments

Although the level of media usage of Estonian children is well studied, there is very little reliable data about media education in schools. Curriculum analysis does not depict a complete picture since this does not indicate what is actually happening in classes. Even the analysis of teaching materials is not sufficient due to the fact that teachers are free to choose what parts of materials to use. Since children come to school with different media skills, media habits and attitudes, it is hard to determine what the influence of schools or teachers is as mediators of media literacy. Many secondary schools take the opportunity of allocating a few hours to teach subjects of their choice. In many cases this includes media education. However, currently there is no overview of what exactly is taught in those classes. Mostly it depends on teachers’ views, perceptions and preparation, and usually there is no or very little control over the content or quality of teaching. Usually, the emphasis is on teaching journalistic genres - news, feature stories, interviews, etc. – especially for the written press. In many cases, school boards expect the existence of a school newspaper or a school radio, but rarely is there a discussion as to whether production-oriented media education actually supports pupils’ media literacy in the surrounding media environment.


The emphasis at this level is based on two specific areas: communicative skills and behaviour in the “information environment”.110 The aforementioned is placed under social skills and the latter is one of the cross-curricular themes in the new national curriculum. The main objective is to elaborate various aspects of individual communication. Pupils should by the end of primary education be able to independently find their way in the ever-changing information society, evaluate adequately the boundaries of their competencies and seek help if necessary111. There is no separate

109 Ugur, Kadri. (2011). Media education as cross-curricular theme in Estonian schools: reasons of a failure.


110 Harro-Loit, H; Ugur, K. (2005). Kommunikatsiooni- ja meediaõpetus põhikoolis. Selgitus riikliku õppekava eesmärkide ja õpitulemuste juurde. http://www.ut.ee/curriculum/orb.aw/class=file/action=preview/id=126690/meediaselgitus_20%5B1%5D.10.05.pdf

111 Põhikooli ja gümnaasiumi riiklik õppekava (National Curriculum for Primary and Secondary Schools). (2002). https://www.riigiteataja.ee/akt/174787


http://www.ut.ee/curriculum/orb.aw/class=file/action=preview/id=126690/meediaselgitus_20%5B1%5D.10.05.pdf

http://www.ut.ee/curriculum/orb.aw/class=file/action=preview/id=126690/meediaselgitus_20%5B1%5D.10.05.pdf

https://www.riigiteataja.ee/akt/174787

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media education subject at this particular level as the emphasis is on reiterating strong connections between media education and communication and on acquiring of other similar social skills. Currently, the focus is on acquiring skills related to searching, managing and forwarding information rather than introducing and explaining the specifics of the channels and formats distributing that information. In other words, the shift from direct communication to mediated communication is clearly evident while also taking into account the data available publicly in various databases and portals. Developing the skills needed to get and disseminate relevant information through appropriate channels is at the forefront.


Media literacy was brought explicitly into the Estonian national curriculum in 2002. This curriculum includes skills and knowledge related to media literacy in the curricula of mother tongue, social sciences, foreign languages and occasionally in the curricula of other subjects, and as a cross-curricular subject112. Mostly the emphasis is on creating media texts according to unidentified genre conventions and on using media as a source of information. As many teachers have experienced, the learning outcomes that are described in the national curriculum are unrealistic due to a tight timeframe and the lack of teachers’ competencies which would guarantee these outcomes. In the national curriculum, the cross-curricular theme “Media education” is oriented for school levels III and IV (grades VII – XII, involving the age group between 13 and 15). As the concept of cross-curricular themes was introduced to Estonian schools only in 2002, the schools still struggle to implement all these themes. In September 2011 a new national curriculum was implemented. It included several developments related to media literacy: the cross-curricular theme “Media literacy” was replaced with a theme called “Information environment”. This change should diminish the current misunderstanding that media literacy equals the ability to write news stories and draw more attention to the communication processes in which we are engaged on a daily basis. However, the first reliable research project into the implementation strategies of cross-curricular themes in Estonian schools was only conducted in 2009 – 2010 and the results regarding media education showed the following: teachers claim that they do not have enough knowledge to implement these themes in the classroom. Today it must be admitted that when it comes to media literacy, Estonian teachers are not ready to act as educators, although they may be there for pupils as trusted conversation partners113.


Although media literacy is the outcome of the learning and teaching process within any given context: in formal, informal, social, family and media settings114, the task of providing systematic media education lies with the formal school-based education 112 Põhikooli ja gümnaasiumi riiklik õppekava (National Curriculum for Primary and Secondary Schools).

(2002). https://www.riigiteataja.ee/akt/174787

113 Kõiv, P. (2011). Riikliku õppekava läbivate teemade rakendamise strateegiad koolis (Implementation strategies of cross-curricular themes in schools). Tartu: Tartu Ülikool.

114 Tornero, J. M. P. (2008). Empowerment Through Media Education. An Intercultural Dialogue. Göteborg: The International Clearinghouse on Children, Youth and Media.


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system. Therefore on a national level it is important to determine what competences teachers should acquire at university level or from further training courses. In order to fulfil the Bologna process, higher education institutions in Estonia had to rewrite the curricula but the need for media literate teachers raises the question as to whether the journalism, media and communication institutes and schools should provide media education programmes, modules or courses for trained teachers and for teacher education programmes. The current proposed content of media education modules is depicted in the following table by using a matrix of knowledge structures115: Key competences for different phases of information processing

Knowledge structures

Image + audio-visual education

Communication education (listen-ing, reading, writing, functional reading

Civic education

Technological education

Access Different methods of text analysis in order to be able to decode information that is configured in different discursive (and generic) arrangements; Ability to handle modalities

Public communication law and ethics, basic understanding of media economy

Basic skills of using ICT;

Understanding and analysis

Evaluating

Knowledge on methods of analysis of communication environment in organisation, community

Safe use of the Internet and new media

Creating

Ability to decode and create texts according to the requested function, e.g. understanding of news value; mixed time structure in news story

Methods of im-proving listening abilities, question-ing, self-reflection etc.

School newspaper, homepage, radio etc.

Creating multi-media projects; programming, etc.

Distributing

Practical delivery of audiovisual projects

Practical training of writing news text, essay, speech

Use of various channels and programmes in creating different communication formats

Practice in classroom and school environment

115 Ugur, Kadri & Halliki Harro-Loit. (2008). Media education as a part of higher education curriculum.



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Current teacher training (pre-service and in-service) in Estonia does not support media literacy of teachers and consequently, the media education in Estonian schools. Teachers’ pre-service training is too isolated in the framework of particular faculties and does not use the competency that exists in other parts of universities. Secondly, since media, media literacy and consequently media education are constantly developing, pre-service teacher trainees will not benefit as much from additional courses of media education in their already overloaded curricula as they would benefit from a learning process that integrates several different competences. There is a need for inclusive methods in both the teacher training process and in the process of implementing media literacy in schools116. Real integration and co-operation with experts of different disciplines must become a natural part of teacher education before it can be expected to be on the level that is required in the national curriculum.


In Estonia, the development of media education programmes in the curricula of a higher education system depends on four components117: i) how media literacy is defined at national level: i.e. how the EU media and education policy documents are interpreted in national media policy and education policy documents and teacher education programmes; ii) the existing programmes, modules and subjects on media and communication education in either or both higher education curricula and further education projects; iii) the concept of media education and communication competences in the national curricula of formal education, which could be a cross-curricular theme, a special subject (optional or compulsory), an element in a language course, social sciences or art subject or a mixture of different approaches and iv) local media context (number of active Internet users, national journalistic culture, level of e-society etc.) Journalism, media and communication studies are usually established in universities as a major programme or a minor subject. In the Estonian landscape, the discipline represents both faculties of humanities and social sciences, but also art, design and technology oriented programmes118. With the development of new media, convergence and globalization, the field has rapidly expanded and diversified. Therefore departments of media and communication studies usually may have the skills, experience and resources to deliver key competences for different phases of information processing in different media environment, but lack pedagogic methods, understanding of specific classroom requirements and knowledge about child development. Hence, the know-how on media performance should be translated into classroom didactics. Some higher education systems with better resources (e.g. the Finnish) develop specific programmes on media education where media studies and pedagogy are combined and the whole programme is an embedded discourse of media and pedagogy. In situations of limited human and financial resources (e.g. Estonia) students could specialize by combining different BA and MA studies. It is claimed that the media and communication schools, departments and institutes of today provide challenging prospects by interdisciplinary programmes which seem to be becoming popular at the MA level



117 Ugur, Kadri & Halliki Harro-Loit. (2008). Media education as a part of higher education curriculum. http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf

118 Nordenstreng, K. (2007). Discipline or Field? Soul-searching in Communication Research. http://www.nordicom.gu.se/common/publ_pdf/248_248_nordenstreng1.pdf



http://www.nordicom.gu.se/common/publ_pdf/248_248_nordenstreng1.pdf

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opening up the possibilities to combine different BA backgrounds119. Combining different BA programmes might be one solution for teacher training programmes in media education. As media education is not recognized as a subject on its own in the national curriculum (except as an optional course carried out by enthusiastic teachers), the most efficient solution that has been implemented is to provide it as a minor subject or as part of a minor subject. One module usually consists of 2–6 subjects and is combined with any other minor subject the student would like to choose. A good example is provided by the largest university in Estonia, University of Tartu. As the university does not have a separate media education programme, people with different BA backgrounds can take an MA in journalism. The journalism programme has two options for specialization: practical journalism and media education. In addition, the institute provides single subjects on media education at BA level and a special module at MA level. A national e-learning programme which aims to improve the quality of higher and continuing education by supporting the implementation of e-learning tools and delivery methods resulting in the growth of mobility of students and better accessibility to higher education in various regions of Estonia is currently being implemented120. This programme also focuses on the development of interactive and innovative learning materials including examples of media-based education.


Vocational education may be acquired either after graduation from basic school or after graduation from upper secondary school. Since 2006 it can also be acquired by people who have not obtained their basic education. Studies in the vocational secondary education curricula on the basis of basic education last at least 3 years. The duration of studies in the post-secondary vocational education curricula on the basis of secondary education is from 0.5 to 2.5 years. Vocational education institutions in Estonia are primarily funded by the state. The network of vocational education institutions has been reorganized over the last 10 years. Several small vocational education schools have been merged to become regional vocational education centres which serve as a bridge between VET education and the labour market. Students can acquire either vocational secondary or vocational post-secondary non-tertiary education in vocational education institutions. Education in media literacy is not part of the current national curricula in vocational education. Media-based learning initiatives remain scarce and of uneven quality121 and depend largely on the enthusiasm of individual institutions and/or teachers. At national level there is a programme promoting the uptake and development of ICT-based teaching and learning in vocational education122. One aspect of the programme focuses on the creation of interactive e-learning materials promoting the use of new

119 Nordenstreng, K. (2007). Discipline or Field? Soul-searching in Communication Research.


120 National e-learning progamme for higher education. http://portaal.e-uni.ee/best.

121 Repository of the Estonian e-Learning Development Centre. http://e-ope.ee/en/repository/.

122 National e-learning programme for vocational education. http://portaal.e-uni.ee/vanker.


http://portaal.e-uni.ee/best

http://e-ope.ee/en/repository/

http://portaal.e-uni.ee/vanker

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technologies and methods. These cover a wide spectrum of national curricula and may include certain aspects of media education.


In Estonia the concept of the adult learner is in general not related to the age of the learner. According to legislation123, the adult learner is a learner whose primary or main activity is other than studying, i.e. he/she is working or taking care of children and studying at the same time. Since November 1993, adult education is governed by the Adult Education Act124 which provides for adults lifelong individual development, i.e. settles the obligations of the government and local authorities as well as employers in the coordination and implementation of adult education and also the funding of adult education from the state budget. However, adult education in Estonia is in general not financed through the state budget. According to the Adult Education Act, adult education is one of the following: - formal education in adult comprehensive schools (Gümnaasium), vocational

education institutions or higher education institutions, - professional education and training, - non-formal education (popular adult education). The current main policy document for adult education is the "Development Plan for Estonian Adult Education 2009-2013"125. This development plan has three main goals. The first of them is the same as that of the previous lifelong learning strategy for the years 2005-2008 – the implementation of the development plan to enable adults better access to both formal education and non-formal education in order to improve people’s knowledge and the education level of the population and to increase the percentage of people aged 25-64 participating in lifelong learning to 13.5% by 2013. The other two goals of the development plan add more qualitative indicators in addition to the measurement of participation rate – to decrease the proportion of people aged 25-64 with general education (general secondary education, basic education or a lower level of education) and those without professional or vocational education to 32% in the population and to create the preconditions for obtaining a one level higher level of education or qualification through high-quality education for as many people as possible. Unfortunately the document makes no references to media literacy or media education.


The Adult Education Act is the central act of the adult education system covering also non-formal and informal education. It stipulates the right of every person to constantly develop their knowledge and skills, the obligations of the state and local government in the coordination of adult training, and the obligation of employers to grant study leave to learners engaged in distance learning, evening courses, external study or part-time

123 Täiskasvanute koolituse seadus. (Adult Education Act).


124Täiskasvanute koolituse seadus. (Adult Education Act). https://www.riigiteataja.ee/akt/118032011008

125Development plan for Estonian adult education 2009-2013. http://bit.ly/O2u1YJ.



http://bit.ly/O2u1YJ

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study. According to the Act, adult education institutions can be led by state and municipal authorities, private schools which hold an education licence, or individuals, provided that they follow the statutes and laws stipulating adult education provision. The main actor in the field in Estonia is the Estonian Non-Formal Adult Education Association126 which is a non-governmental, national umbrella organisation in the non-formal adult education field associating education-orientated NGOs. The mission of the association as a civic association and nation-wide organisation is to connect educationally oriented non-governmental associations and adult training institutions. It supports and recognises the educational goals of members at state government and parliamentary level and aims to create an environment of accessible information, to contribute to civil society more generally. The association outlines 5 specific objectives with multiple sub-goals, none of which bear any reference to media literacy or media education in this particular sector.


Based on the assumption that media literacy is a constantly developing competency that enables a person’s active participation in social processes, it is suggested by national policy developments that the implementation of media education (as an activity that leads towards promoting media literacy) must be understood as a constant process rather than as a product and that the cycle of reflective learning can be effectively used as a basis for this system. The primary steps required in the future to incorporate media literacy into the system of formal education as currently discussed by policy makers are127: - Reflection of teaching practices and media literacy; - Research into media usage practices; - Curriculum development and teacher education; - Media education in the context of formal education and lifelong learning. Research into media, media usage practices, media content, and monitoring of different processes in media and society, complemented by educational research, is crucial in order to create the background for media education. Dissemination of research results enables educators to indicate the points where content or methods of education need updating or even replacing with more necessary content. A constant dialogue between different disciplines is required in order to understand which processes are so important and relevant, that changes in the content of media education are required. Dialogue between social scientists and media and education researchers is also needed, since the outlet – school lesson or pedagogical activity – is a common activity. The results and ideas of different disciplines help to define the most important learning outcomes in a particular situation, and identify the most optimal implementation methods. Since schools are responsible for their own curricula, dissemination of research results must reach school leaders. Political decisions about education are important, since they influence the financing of new developments. European education policy provides significant freedom of decision-making to member countries about the priorities of developing the educational system.

126Estonian Non-Formal Adult Education Association. http://www.vabaharidus.ee/

127Ugur, Kadri. (2010). Implementation of the concept of media education in the Estonian formal education system. http://dspace.utlib.ee/dspace/handle/10062/15899

http://www.vabaharidus.ee/


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Media literacy has received a lot of attention in the policy documents of the EU and UNESCO128,129 leaving decisions about implementation to the member states. There is a possibility that some issues of media literacy (for example safety in the Internet) are getting significant priority, leaving other issues out of the discussion (for example critical reading skills). This raises the issue of identifying stakeholders and interest groups in each particular country that are interested in media education as a whole. Estonia is experiencing difficulties in finding stakeholders who could stand up for media education in general, not only supporting specific elements of it. A lack of understanding of the complexity of media education has slowed down the discussion about implementing media education and this process must be reversed. Curricular framework and teacher education will build the concrete forms of media education. In the process, the development of the curriculum and teacher training should “translate” scientific conclusions and political decisions into school practice. Today, the Estonian national curriculum enables different forms of media education and the new curriculum takes the concept of media education to a new level: but since teacher training does not cover media and communication literacy, the implementation of the national curricula is not guaranteed. Occasional in-service training is not sufficient for creating a teacher’s own media literacy and understanding how to promote pupils’ media literacy, nor can in-service training provide adequate understanding of the inclusive teaching methods that are necessary in media education130. The parallel process to curriculum development must be the development of higher education curricula, in order to provide pre-service training for teachers at the level that enables them to benefit from additional methodological materials. Another issue that must be defined in the process of curriculum development is the question of mandatory and voluntary content of media education. This question has ideological but also practical features (how many lessons are required, what amount of in-service training teachers need, what kind of teaching materials are necessary etc.). Those parts of media literacy that are considered to be less relevant or not relevant for all pupils, will have a place in extra-curricular activities, voluntary educational programmes, youth programmes, within media clubs etc. and financed from different sources. Reflection and assessment is the least studied part in the process of media education. There are some tools to assess activities in organising media education and methods to describe an individual’s media usage at school level or within a particular country but no trusted tools for assessing a person’s level of media literacy131. This is natural, considering that media literacy is understood as a continuum that develops according to the media environment. However, pupils need to acquire the ability to reflect on their own media usage and media literacy. At the same time, critical self-reflection and self-evaluation is necessary for each teacher and each school, as long as they take partial responsibility for developing media literacy of pupils. The attention in policy developments will be placed on the process of self-reflection as well as turning scientific

128 UNESCO. (1982). Grünwald Declaration on Media Education. http://portal.unesco.org/ci/en/ev.php-

URL_ID=27310&URL_DO=DO_TOPIC&URL_SECTION=201.html

129 UNESCO. (2008). The Global Literacy Challenge: A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003-2012. Paris: UNESCO.

130 Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge: Polity.

131 Ugur, Kadri. (2010). Implementation of the concept of media education in the Estonian formal education system. http://dspace.utlib.ee/dspace/handle/10062/15899

http://portal.unesco.org/ci/en/ev.php-URL_ID=27310&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://portal.unesco.org/ci/en/ev.php-URL_ID=27310&URL_DO=DO_TOPIC&URL_SECTION=201.html


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attention to new usage practices, new attitudes, unsatisfactory results in some areas of media education, changes in media or in the society that challenge current media education etc.

3.4.4 Conclusion

The Estonian education system has faced and solved many problems regarding media literacy, but questions about media literacy have not yet received a lot of critical attention. Accordingly, media education in Estonian schools is occasional and out of date, does not reach all pupils, does not respond to pupils’ questions and does not support all aspects of media literacy – despite the fact that minimal curricular settings are created. In order to be updated to take into account changes in media, development of media education must be a constant process which includes all the necessary elements. This task cannot be fulfilled sufficiently as long as there are only limited resources for in-service training of teachers available. A positive attitude towards media education can successfully be created during pre-service training and supported with the periodical in-service training programmes. Media literacy can be achieved only if media education is fully recognized and integrated into the national curriculum. But in order to improve teacher training, it should find a place in the higher education curricula. In-service training for experienced teachers is necessary but media education also needs a critical mass of teachers who have systematically gained basic competences in media education training methods. In addition, the accreditation system that is applied to the university curricula provides assessment and quality control that usually is not available for different projects that support media education courses for teachers.

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3.5 Romania – ActiveWatch

3.5.1 Introduction


Romania has been timidly taking off in the field of media and education. Most initiatives for media education in schools and outside schools since the 1990s have been promoted and implemented mainly by non-governmental associations often in partnership with the Ministry of Education. As will become apparent in this report, Romania does not have a long term policy strategy to promote media education within initial and lifelong learning. Media-based learning happen in schools mainly at the initiative of motivated teachers. In the last six years, ever since the European Parliament and Council 2006 Recommendation on key competences for lifelong learning132, information and communication technology (ICT) competences have been integrated formally in lower and upper secondary education. The Romanian report has been compiled by a member of ActiveWatch133, a local human rights organisation that fights for free communication in the public interest. ActiveWatch is engaged in a large array of activities, with an emphasis on human rights monitoring, advocacy, direct intervention, education and media research and collaborates on an on-going basis with local and international NGOs. ActiveWatch has been working to promote media education ever since 1997. ActiveWatch published the first textbook in Romania dedicated to media education, in two editions, has organised training courses in the media education field for teaching staff, conducted studies and workshops with students and teachers in lower and upper secondary schools and published supporting materials for teachers interested in promoting media education and media-based learning among students.


The data collected for the Romanian country report is based on primary and secondary literature published by the Ministry of Education and regional public authorities responsible for educational matters as well as other stakeholders in the field of e-learning/teaching and media literacy. This first issue of the report on Romania does not claim to offer an exhaustive view of the media-based learning and media education policies in Romania but rather a first appraisal of the main drivers and current situation. The data have been collected with the efforts and modest resources of the ActiveWatch team, based on their own networks and contacts. Follow-up phonecalls to verify information with members of various public institutions in the field of education have been made, this includes an expert at the Institute for Education Sciences (Institutul de Știinte ale Educatiei) and lecturers at the Faculty of Pedagogy and the Sociology Faculty in Bucharest, Political Sciences, Administration and Communication in Cluj-Napoca.

132 Recommendation of European Parliament and of the Council on key competences for lifelong learning

(2006/962/EC).

133 ActiveWatch web site, the Media Education and Research program (Romanian).

http://www.bmukk.gv.at/medienpool/15190/key_comp_lifelong_learning.pdf

http://www.activewatch.ro/Cercetare-si-Educatie-Media

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Some of the information was already available to the ActiveWatch team because of their on-going interaction with teachers and students in recent years. ActiveWatch team members, Laura Orlescu and Roxana Bursuc, contributed to the online documentation. Many thanks to Anca Velicu (University of Bucharest), Andreea Mogos (Babes-Bolyai University in Cluj-Napoca) and Angela Tesileanu (Institute for Education Sciences) for their valuable contribution.


The analysis of the education framework plans for primary and secondary education shows that the definition of digital competence in the Romanian case has thus far been limited to ICT-related competences. For instance, the digital competences tested during the final exam after the completion of highschool are: technical use of a computer and the organisation of folders, use of text and table editors, understanding of the HTML language, the use of browsers and the production of presentations and databases. The digital competences that are tested do not include issues related to representation, media language and production or audience (the methods that media use in order to reach their audience), these four dimensions that David Buckingham put forward in relation to the definition of digital competences back in 2007134. This is the only definition related to media and learning in formal education that we could identify in official documents. Otherwise, the definitions used in informal learning situations vary from the ones that embed the protectionist approach (teaching the young people to protect themselves against the negative effects of mass media) to the ones closer to the participatory model of media education135 (the role of media education is to facilitate “engagement with the media through both critical and creative practice”). Initially, ActiveWatch started its media education program so as to offer a solution to a problem – news bias. Most of the education materials and training focused on this particular issue – critical analysis of the news. Gradually, ActiveWatch has developed training activities and materials that still retain the critical analysis of media content, but also embed learning aspects that should help its target groups to better understand the role of the media in their everyday lives, as well as media production and representation issues.



The Ministry of Education, Research, Youth and Sports (MECTS) manages the education system at national level in Romania. In the execution of its specific responsibilities, MECTS cooperates at central level with other ministries and institutional structures subordinated to the Government.

The Romanian Constitution and the National Education Law (Law 1/2011)136 has

established the general legal framework for the organisation, administration and

134 Buckingham, D. (2007). Digital Media Literacies: rethinking media education in the age of the

Internet. Research in Comparative and International Education, 2, 1, 43-55.

135 Leaning, Marcus, (2009), Issues in Information and Media Literacy: Criticism, History, and Policy, Informing Science Press, USA, p12.

136 Romanian National Education Law, no.1/2011.

http://www.edu.ro/index.php/legaldocs/14847

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provision of education in Romania. Specific procedures and regulations have been established through Government Decisions and Orders of the Minister of Education, Research, Youth and Sports.

Pre-university education, including schools at all levels and extra-school activities, is subordinated to the Ministry of Education, Research, Youth and Sports through the County School Inspectorates acting as regional level decentralised bodies. According to the National Education Law, all Romanian citizens have equal access rights to all levels and forms of education, irrespective of their social and financial condition, gender, race, nationality, political or religious orientation. Education is compulsory between the ages of 6 and 16 years. The official language of instruction is Romanian but teaching is also given in the language of linguistic minorities (Bulgarian, Polish, Hungarian, German, Serbian, Ukrainian, Czech, Croatian, Turkish, Romani, Russian and Slovakian)137.

The Romanian national education system is organised into several levels of education: Pre-primary education (children from 3 up to 6 years of age) for which attendance is optional. This type of education is provided in special institutions – Kindergartens (gr dini e), most of them are public. Compulsory education lasts 10 years and is divided into three phases: primary education (școala primar , 4 years, children between the ages of 6 and 10), first phase of lower secondary education (Gimnaziu) – general (4 years, pupils between the ages 10 and 14 years) and second phase of lower secondary education (Liceu – ciclul inferior, 2 years, pupils between the ages 14 and 16 years). The latter form of education provides general, specialised or vocational courses. It follows, during post-compulsory education, upper secondary education (pupils between the ages of 16 and 18 years), post-secondary education and higher education138. According to the Eurydice Report, 92.08 % of all pupils attended public schools funded by the State in 2010/11. Digital and information literacy has been mentioned as a key competence in compulsory education in Romania (1st to 8th grade) ever since the 2003 Report on the Reform of Compulsory Education in Romania139. And indeed article 68, (1d) of the 2011 National Education Law integrates digital competence as a key competence for primary and secondary education. Alineate (3) of the same article emphasises that ICT (Information and Communication Tehnology, Tehnologia Informației și Comunic rii, TIC) is an optional subject for primary education and compulsory for lower secondary education. Media-based learning is mainly linked to the SEI program (Sistemul Educational Informatizat – IT-Based Education System) that the Ministry of Education together with a private company has developed since 2001 in order to equip schools with computers train teachers in ICT competences, provide IT support for national exams at high school level and an educational online platform for teachers, students and parents140.

137 Eurydice, National System Overview of Education Systems in Europe (2011).

138 According to the same Eurydice report.

139 “The Reform of Compulsory Education in Romania”, Ministry of Education and Research, Bucharest, 2003.

140 IT-Based Education System official web site, www.portal.edu.ro.

http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_RO_EN.pdf


http://www.edu.ro/index.php/rap_rez_desc_sitstat/c481/

http://www.portal.edu.ro/

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Media-based learning is sporadic in kindergarden, primary as well as secondary schools. It is more available at high school level, many times due to external projects that teachers bring in to their classrooms. ActiveWatch could not identify official statistics in this respect. Schools have been equipped with computers and furniture141 and, in some cases, with interactive boards. However, based on what ActiveWatch has observed and on interaction with educators and teachers over the past years, three main issues seem to occur in the use of the media available in the school headquarters: (1) generally, teachers lack the knowledge and skills to use media and to integrate media into teaching, (2) the computer rooms are locked and used for the IT classes, and (3) lack of Internet connection for various institutional reasons. Digital competence (ICT) is optional for primary schools. The education framework plan for primary schools published on the Ministry of Education web site142 does not include any mention of media literacy or media-based learning. In practice, there are sporadic endeavours on the part of motivated educators to integrate media-based learning or media education in the classroom.


As mentioned in the introduction of thischapter, ICT learning is prevalent in secondary education. Education about media is present in the curriculum as an optional subject for highschool and embedded in the Social Studies discipline (final year of secondary education). The 2011 National Education Law mentions the D exam to evaluate digital competences during the final exam after the completion of high school. “The evaluation result is expressed through the level of competence in relation to European standards recognised in the field”143. According to the presentation document of the final exam144, the main competences evaluated are: the use of a computer and organisation of folders, the use of text and table editors, HTML language and the use of browsers, production of presentations and databases.

The Information and Communication Technologies discipline is part of the core curriculum of all profiles (theoretic, vocational and technologic) and specialisations of lower secondary education (9th and 10th grade) and some specialisations of the upper (non-compulsory) secondary education. Starting the 2010/2011 school year, a new optional subject “Computers and Networks Administration” was introduced for 9th and 10th grades in order to extend the core curriculum for ICT, according to the document which describes this subject.

141 According to the implementation plan of the SEI program.

142 Education Framework Plan for primary school.

143 Art. 77 (4) Romanian National Education Law, no.1/2011.

144 2010 Curriculum for the Final Exam (upper secondary education, Romanian).

http://portal.edu.ro/index.php/articles/c1751/

http://www.edu.ro/index.php/articles/c538/

http://www.edu.ro/index.php/legaldocs/14847

http://www.calificativ.ro/Programa_Bacalaureat_2010_Evaluarea_Competentelor_Digitale___Proba_D-a23540.html

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Starting 2004 the optional discipline “Competence into Mass Media” was introduced in the national curriculum at school discretion and it is taught at high school level. ActiveWatch, who took the initiative, trained a pool of 120 teachers to teach the subject in schools all over the country and published the textbook and a teacher’s guide. The course is being taught in more than 100 high schools145 but we do not have official statistics about the availability of the subject. “Social Studies” is the only core curriculum that integrates media education chapters. It is taught in upper secondary education, humanist profile, social sciences specialisation (12th grade).


The 2003 ministerial document on the reform of compulsory education in Romania146 states generally the need to adapt the training of teachers to support their students’ development of competences useful in the knowledge based society and economy. Media and digital literacy should be such a key competence but so far only ICT competences have been incorporated into teachers’ training in order to sustain the ICT classes that are part of the core curriculum in lower and upper secondary education. Within the SEI programme the Ministry of Education has trained teachers all over the country to be able to use ICT skills in class. When it comes to teachers’ continuous training, the 2011 National Education Law does not make any particular mention related to ICT or media literacy training. The 2011 Ministerial Order no. 5.561147, which approves the methodology for teachers’ continuous training, refers to digital competences among the additional competences a teacher should develop during continuous training. However, the term is not clearly defined, and the methodology refers only to ICT skills. According to the same document, additional competences refer to flexible and persuasive communication, correct access of sources of information and understanding of the relationship within the students/teachers/parents/school community. In terms of media and communication, additional competences for teachers aim to support their acquisition of concepts and theories of communication as well as their use of a computer in the teaching-learning process.

Casa Corpului Didactic (CCD, Teachers’ House)148 are resource and education assistance centers for teachers and are organised in a national network of offices in every county of Romania149. CCDs offer a variety of courses for teachers’ continuous training. ICT courses and “Multimedia in education” are available for teachers’ training.

145 Out of 1461 of lower and upper secondary schools in the country.

146 “The Reform of Compulsory Education in Romania”, Ministry of Education and Research, Bucharest, 2003.

147 Ministerial Order no. 5.561/2011 to approve the methodology for the teachers’ continuous training in preuniversitary education, Art. 92, points (2b), (6), (7).

148 Ministerial Order no. 5554/2011 to establish the organisation and functioning of the CCDs.

149 Contacts for the CCDs in Romania.

http://www.edu.ro/index.php/rap_rez_desc_sitstat/c481/

http://www.isjcj.ro/htm/2011/Dec11/grade%20%20%20rapoarte%202012%20afisare/Ordin%205561_2011.pdf

http://www.ccdvaslui.ro/images/stories/download/OMECTS5554.pdf

http://www.edu.ro/index.php/articles/c256

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According to the education plan for teachers initial training at university level150, no media and learning or media literacy related content is mentioned in the course outline.


According to the Eurydice report mentioned above, “in Romania, universities and other higher education institutions are autonomous and have the right to establish and implement their own development policies, within the general provisions of the in-force legislation. Public higher education is financed from the state budget based on financing contracts signed between the Ministry of Education, Research, Youth and Sports and the higher education institutions. Higher education is accomplished through educational institutions such as: universities (Universitate), academies (Academie) and postgraduate schools (Şcoal de studii academice postuniversitare)”151.

There is sporadic academic interest in media education at university level. The Faculty of Psychology and Educational Sciences in Bucharest has developed an MA programme in “Innovative Teaching Strategies” that contains a Media Education course. Also, the Faculty of Political, Administrative and Communication Sciences at the Babes-Bolyai University in Cluj-Napoca has developed several media literacy projects. However, we were not able to identify a clear-cut media education strategy for any of the main universities in Romania.


Since the 2003/04 school year, during post-compulsory education, pupils may choose to continue their education either in the lower cycle of Liceu (upper secondary education), or in Şcoala de Arte i Meserii (the School for Arts and Trades ), which provides vocational education, corresponding to various occupational domains and leading to employment. In this case graduates should follow a completion year (An de completare) to acquire a higher vocational qualification before entering upper secondary education. The study of the education framework for the pedagogic, artistic and teology profiles of vocational education shows that ICT competences are integrated into the compulsory curriculum for all grades (9th to 12th grade). Technical competences to create computer-based images have been integrated in the curriculum (the artistic profile - architecture, design, arts). Visual education and communication techniques are mentioned in the education framework of the pedagogical profile (the 9th and/or 10th grade), but not as compulsory education.


Art 340. of the 2011 Education Law establishes the National Authority for Qualifications (ANC, Autoritatea Național pentru Calific ri)152, which coordinates the authorization of providers for Adults’ Professional Lifelong Training at national level. IT competences are mentioned in the list of key competences common to various professional fields. According to the online document available on the ANC web site153

150 Faculty of Pedagogy in Bucharest, Course Outline Year I, II, III.

151 Eurydice, National System Overview of Education Systems in Europe (2011).

152 ANC web site, http://www.anc.gov.ro/.

153 IT competences, ANC.

http://www.fpse.ro/images/Planuri_invatamant/Pedagogie/plan_inv-3ani.pdf


http://www.anc.gov.ro/

http://www.anc.gov.ro/uploads/Autorizare/Competente_Informatice.pdf

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“IT competences imply the critical and safe use of information society technologies during working hours, spare time and to communicate”. Media and digital literacy is not present in the scope of adult learning policy documents.


Several non-profit organisations provide media and learning activities. ActiveWatch is one of the associations dedicated to media education154. Teachers’ training and assistance for media education, research, students workshops and supporting materials to teach media education are the main actions carried out by ActiveWatch to promote media literacy in Romania. The Center for Independent Journalism in Bucharest, one of the main media organisations in Romania, promotes media education through journalism courses for high school students with a strong civic component of the training155. One other example is Educatiff156, a yearly film education program initiated in 2009 within the Transilvania International Film Festival. During the festival high school youngsters can participate in film education workshops.


Since February 2012 Romania has been engaged in the Digital Agenda for Europe 2020 strategy initiated by the European Commission. ADpR (the Digital Agenda for Romania)157 is a partnership agreement between four public institutions, companies and civil society organisations to sustain digital inclusion in Romania. The institutions which are responsible for putting the Digital Agenda in Romania into practice are (1) the Ministry of Communication and Information Society – which has the lead role, (2) the Ministry of Education, Research, Youth and Sport, (3) the Ministry of Culture and National Patrimony and (4) the National Audiovisual Council (C.N.A.), which is highlighted in the document as being “responsible for media literacy according to the Audiovisual Law”158. Under the 6th Pillar of the Planned Actions – Enhancing e-skills159, as envisioned by the European Commission at European level. This partnership has set out a series of national action steps in order to solve the 11 issues that hamper the development of e-skills in Romania160.

154 See points 1.1 and 1.2 for more details on the Media Education program of ActiveWatch.

155 http://www.cji.ro/?p=1227

156 http://tiff.ro/educatiff

157 www.digitalagenda.ro was launched by the partnership in March 2012.

158 Article 10, (3i) of the Romanian Audiovisual Law makes reference to the obligation of the National Audiovisual Council to ensure the increase in public’s awareness in how to use audiovisual media services efficiently and securely through development and promotion of media education at all social categories level. The article was integrated in the law through Governmental Act in 3th of December 2008 in order to upgrade the former law according to the Audiovisual Media Services Directive (AVMSD).

159 The term “e-skills” as available in the English version of the Digital Agenda for Europe has been translated into Romanian “competențe digitale”. In ActiveWatch opinion, this particular term should refer to the broader concept of digital literacy, with e-skills as integrating part.

160 The Digital Agenda for Romania, Pillar 6 of the General Framework of Action – Enhancing e-skills.

http://www.cji.ro/?p=1227

http://tiff.ro/educatiff

http://www.digitalagenda.ro/

http://www.cna.ro/Legea-audiovizualului.html

http://ec.europa.eu/information_society/newsroom/cf/pillar.cfm?pillar_id=48&pillar=Enhancing%20e%252Dskills

http://digitalagenda.ro/cadru-de-actiune/pilon-6-imbunatatirea-competentelor-digitale/

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Planned Actions under Pillar 6 – Enhancing e-skills: - Action 57: Make digital literacy and competences a priority for the European Social

Fund - Action 58: Develop tools to recognise and identify competences of ICT practitioners

and users - Action 59: Make digital literacy and skills a priority of the "New skills for new jobs"

Flagship - Action 60: Promote higher participation of young women and women returners in ICT - Action 61: Develop an online consumer education tool on new media technologies - Action 62: Propose EU-wide indicators of digital competences and media literacy - Action 63: Systematically evaluate accessibility in all revisions of legislation - Action 64: Make sure that public sector web sites are fully accessible by 2015 - Action 65: Memorandum of Understanding on Digital Access for persons with

disabilities - Action 66: Member States to promote long-term e-skills and digital literacy policies - Action 67: Member states to implement provisions on disability in Telecoms

Framework and AVMS - Action 68: Member States to mainstream eLearning in national policies Even though the document refers to terms like media literacy, digital literacy and media education, the actual steps to be taken nationally refer mainly to ICT skills as the description of the national actions reveals. For instance, under Action 62, the two main national endeavours will be to carry out a study at national level to collect up-to-date information on the availability and use of ICT in schools for the purpose of learning and to ensure the technical circumstances for access to digital skills in schools.

3.5.4 Conclusion

No policy strategy exists for media and learning, as defined in this report, to be embedded into formal education. As it has become clear from our research, so far, only ICT competences are taken into consideration in education policy documents. Media education as an object of study is available at high school level, as an optional course and embedded into the Social Studies curriculum (12th grade). Teachers’ training programmes focus mainly on information and communication technologies. Apart from the ActiveWatch programme for teacher training, we have not identified any other similar programmes to develop teachers’ media literacy. Non-formal media education is available sporadically mainly for high school youngsters, less for younger ages, and almost not at all for adult learning.

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3.6 Austria – EduGroup

3.6.1 Introduction


This section of the report will provide an overview of media literacy policy and practice on federal level and in Upper Austria. The situation in the other Bundesländer (Provinces) will not be addressed. Given the large number of projects/initiatives in the field of media education in Austria, it is not possible to mention them all here. More detailed information about some of the projects and activities will follow in future

MEDEAnet reports.

All in all, there are about 6,000 schools in Austria; about 1,000 of them are located in Upper Austria161. Even though the Austrian partner Education Group is active throughout Austria, it mainly focuses on providing services for Upper Austria. One of Education Group’s emphases is on increasing the level of media literacy among children and young people. The organisation not only makes a large number of high quality educational media resources accessible to all Upper Austrian schools, it also provides teachers with teaching materials on media education, offers seminars/workshops on the use of media in the classroom and is a producer of many kinds of educational media.


The data collected for the Austrian country report is based on primary and secondary literature published by the federal, multi-state and regional public authorities responsible for educational matters as well as other stakeholders in the field of e-learning/teaching and media literacy.


In addition to definitions like the ones already mentioned by the German partner, the “Bundesministerium für Unterricht, Kunst und Kultur” (Austrian Federal Ministry of Education, Arts and Culture) uses the definition published by the European Commission: “Media literacy relates to all media, including television and film, radio and recorded music, print media, the Internet and all other new digital communication technologies. It is a fundamental competence not only for the young generation but also for adults and elderly people, for parents, teachers and media professionals. The Commission considers media literacy as an important factor for active citizenship in today's information society.162

The “Bundesministerium für Wirtschaft, Familie und Jugend” (Federal Ministry of Economy, Family and Youth) also addresses media literacy: ““Media competence” .. is more than merely “being able to use a computer”. Media competence is principally a communicative skill, and as such it is a bundle made up of basic, structural, orientation

161 STATISTIK AUSTRIA (n.d.): Schulen im Schuljahr 2010/11 nach Schultypen. from

http://www.statistik.at/web_de/static/schulen_im_schuljahr_201011_nach_schultypen_020953.pdf

162 Bundesministerium für Unterricht, Kunst und Kultur (2012). Medienbildung. from http://www.bmukk.gv.at/schulen/unterricht/prinz/medienpaedagogik.xml

http://www.edugroup.at/

http://www.statistik.at/web_de/static/schulen_im_schuljahr_201011_nach_schultypen_020953.pdf

http://www.bmukk.gv.at/schulen/unterricht/prinz/medienpaedagogik.xml

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and application knowledge, and in addition to that always has to contain a social and ethical element.”163



In Austria, competence for legislation in education and its implementation is divided between the Bund (Federation) and the Bundesländer (Provinces).

“[T]he Federation has overwhelming responsibility for the system of education, which covers virtually all areas of school organisation, the organisation of school instruction, private schools as well as the service, remuneration and retirement law-governing teachers. ... The [Provinces] are mainly responsible for the provision of teaching staff at public compulsory schools. Moreover, they support the municipalities in the construction and maintenance of these schools via dedicated school construction funds, which they administer.

Schools enjoy some autonomy in budgetary management and, up to a point, are free to adapt the curriculum to local needs.164”

Kindergarten education is solely the responsibility of the provinces who have administrative and legislative sovereignty. This means that no national structures exist. The only exception is the determination of “professional requirements of recruitment applicable to nursery school teachers165”.

In 2002, universities were transformed from federal institutions into public-law entities which are no longer under federal administration. They are usually responsible for their own administration. They can, for example, manage their own curricula and are founded by the Federation through three year global budgets that are based on performance agreements.

Territorial entities and private legal entities may run Fachhochschulen (Universities of Applied Sciences). At present, their study programmes are predominantly funded by the Federation dependent on the number of authorised students. The Fachhochschulrat (FH Council) is “responsible for [their] external quality assurance (accreditation and evaluation).”166

The responsibility for primary and secondary education as well as for the University Colleges of Teacher Education lies within the “Bundesministerium für Unterricht, Kunst und Kultur (BMUKK)” (Federal Ministry of Education, Arts and Culture).167 The “Bundesministerium für Wissenschaft und Forschung (BMWF)” (Federal Ministry for

163Federal Ministry for Economy, Family and Youth (n.d.). Youth and Media. from


164 Eurydice (2011). National system overview on education systems in Europe. Austria. p.1f., from http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_AT_EN.pdf

165 Eurydice (2012). General Administration at Regional Level of Kindergarten Education. from https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Administration_and_ Governance_at_Central_and/or_Regional_Level#General_Administration_at_Regional_Level_of_Kindergarten_Education

166Managing Body of the FH Council (n.d.). FH Council. from http://www.fhr.ac.at/fhr_inhalt_en/01_about_us/fh_council.htm

167Cf. Bundesministeriengesetz 1986 Anl. 2J. from http://www.ris.bka.gv.at/Dokumente/Bundesnormen/NOR40103949/NOR40103949.pdf

http://www.bmukk.gv.at/

http://www.bmwf.gv.at/


http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_AT_EN.pdf


https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Administration_and_%20Governance_at_Central_and/or_Regional_Level#General_Administration_at_Regional_Level_of_Kindergarten_Education



http://www.fhr.ac.at/fhr_inhalt_en/01_about_us/fh_council.htm

http://www.ris.bka.gv.at/Dokumente/Bundesnormen/NOR40103949/NOR40103949.pdf

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Science and Research) is responsible for universities and Universities of Applied Sciences168. The Bundesministerium für Wirtschaft, Familie und Jugend (BMWFJ) (Federal Ministry of Economy, Family and Youth) has overall responsibility for company-based apprenticeship training.169 Details of this type of training can be found in section 3.6.2.5.

The Federal Ministry of Education, Arts and Culture has defined so-called “Unterrichtsprinzipien” (teaching principles) which have to be part of the curriculum at all levels of education, all school types and all subjects. These principles are expected to run like a thread through the school system and should support teachers in their daily work.

Media education is one of these teaching principles. The “Grundsatzerlass Medienerziehung” (policy decree on media education) forms the basis for its implementation in school:

“Media rule our private sphere as much as our working life. The technical facilities for multiplication, transfer and networking are gaining ever greater influence on the “natural” environment of pupils and students; they are part of their reality, their world. Education should accompany and encourage the children and adolescents in their relations to the world/reality. ...

In view of the challenge posed by the electronic media, school needs even more to face up to the need to contribute to educating human beings who are able to communicate and to arrive at a judgment of their own, to enkindle creativity and pleasure in own creations, and – within the scope of the “media education” educational principle – to encourage individuals in finding their focus in society and a constructive-critical approach to experiences to which they are exposed.170”

The establishment of media literacy as an educational principle has led to the setting up of many initiatives by the Federal Ministry of Education, Arts and Culture. The most important one in this context is efit21. Its goals include using ICT in education to increase educational quality and to give students the necessary competencies for their personal, professional and social success. Projects established under the framework of efit21 include eLSA and eLSA advanced, eLearning Cluster, eLearning at NMS, EPICT, Virtuelle PH and “Individualisieren mit E-Learning” all of which will be elaborated in more detail in chapter 3.6.2.2.2. and chapter 3.6.2.3. respectively of this report,.

The initiative “Futur(e)Learning II” was introduced by the Federal Ministry of Education, Arts and Culture as an important mechanism to reach the goals of efit21. It “set targeted priorities in the concrete application of new forms of teaching and learning and the didactics of new media. The expansion of central services for schools is one priority objective: Learning platforms and subject portals provide the basis for individual learning paths. Collaborative learning environments and interactive learning arrangements support creative ideas and solutions. E-content and e-learning projects support the individualisation of the learning process. The continuation of

168Cf. Bundesministeriengesetz 1986 Anl. 2M. from

https://www.ris.bka.gv.at/Dokumente/Bundesnormen/NOR40103959/NOR40103959.pdf

169 Cf. Eurydice (2011). National system overview on education systems in Europe. Austria. p.2, from http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_AT_EN.pdf

170 mediamanual.at (n.d.). media literacy in the curriculum. from http://www.mediamanual.at/en/media.php

http://www.bmwfj.gv.at/

http://www.schulpartnerschaften.at/start.asp?b=4091

http://www.bmukk.gv.at/medienpool/5795/Medienneueerlass.pdf

http://www.bmukk.gv.at/medienpool/5795/Medienneueerlass.pdf

http://www.efit21.at/

http://www.bmukk.gv.at/medienpool/17328/fl_ii.pdf

https://www.ris.bka.gv.at/Dokumente/Bundesnormen/NOR40103959/NOR40103959.pdf



http://www.mediamanual.at/en/media.php

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professionalisation in teacher training represents one major focus: concepts for e-learning didactics and online teacher training colleges are planned to be renewed and extended.171”

As a consequence, three institutions were engaged to provide learning management systems for Austrian schools. These are edumoodle maintained by Education Group, LMS.at maintained by Verein Bildungsnetzwerk Burgenland and “Moodle für Schulen” maintained by Kompetenzcluster Süd. edumoodle and LMS.at are the most widely used ones.

In addition, Education Group is responsible for the maintenance of the approximately 40 subject portals which hold a large number of educational resources for students and teachers. They are managed by teachers following the principle “by educators - for educators”.


3.6.2.2.1 Pre-primary and primary education

Attending a kindergarten or crèche full-time is free for children with primary residence in Upper Austria from the age of 30 months up to their school enrolment. In all other cases, parents have to contribute to the costs depending on their income. “Kindergarten is compulsory for all children ... completing their 5th year prior to September 1 of the year and required to attend school the following year.”172

Aims of pre-primary education are to: - “support and complement education within the family (special emphasis is placed on

co-operation with parents and guardians); - promote individual development through appropriate measures as well as social

interaction of peers; - prepare children for school life (by involving parents and school).”173 In Upper Austria, the law explicitly states that these goals have to be met by using age-appropriate teaching methods and by excluding any form of school-like instruction174. Children should be able to gain experience by playing without any time or achievement pressure. There are no binding regulations concerning the thematic organisation of the kindergarten year – topics dealt with involve seasonal festivities as well as current events within the kindergarten or the kindergarten group.175 There is also no national compulsory curriculum but only documents outlining educational aims to be achieved

171Chabera, B., Jankovic, P., Macho, M. & Nöbauer, R. (2009). National Report for Austria on the

Implementation of the EU Education and Training 2010 Work Programme. p.10, from http://www.bmukk.gv.at/medienpool/18834/abb2010_fb09_e.pdf

172Amt der Oö. Landesregierung (n.d.). Kindergarten requirement – FACT SHEET. from http://www.ooe-kindernet.at/xbcr/SID-1EE3D5BE-94BCE2D4/Merkblatt_Englisch_Kindergartenpflicht.pdf

173Eurydice (2012). Early Childhood Education and Care. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Early_Childhood_Education_and_Care

174Cf. Oö. Kinderbetreuungsgesetz (2010). from http://www.ris.bka.gv.at/Dokumente/LrOO/LOO40010512/LOO40010512.pdf

175Eurydice (2012). Organisation of Time. from https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Organisation_of_Programmes_for_Children_over_2-3_years#Organisation_of_Time

http://www.edumoodle.at/

http://www.lms.at/

http://www.eduservice.at/index.php/moodle-fuer-schulen.html

http://www.edugroup.at/praxis/portale.html

http://www.edugroup.at/praxis/portale.html

http://www.bmukk.gv.at/medienpool/18834/abb2010_fb09_e.pdf

http://www.ooe-kindernet.at/xbcr/SID-1EE3D5BE-94BCE2D4/Merkblatt_Englisch_Kindergartenpflicht.pdf

http://www.ooe-kindernet.at/xbcr/SID-1EE3D5BE-94BCE2D4/Merkblatt_Englisch_Kindergartenpflicht.pdf

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Early_Childhood_Education_and_Care

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Early_Childhood_Education_and_Care

http://www.ris.bka.gv.at/Dokumente/LrOO/LOO40010512/LOO40010512.pdf

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Organisation_of_Programmes_for_Children_over_2-3_years#Organisation_of_Time

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Organisation_of_Programmes_for_Children_over_2-3_years#Organisation_of_Time

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and providing an educational framework curriculum which also includes some basic information on media education176. Further details about this approach will be provided in next year’s report. Volksschule (primary school) is attended by children aged 6 to 10 years. “Compulsory schooling starts on the first of September after a child’s sixth birthday.”177 Children who are not yet mature for school at this time may complete their first year of compulsory schooling at a Vorschule (pre-school). As primary school and pre-school share the same curriculum guidelines, the term “primary school” comprises both school types in the remainder of this chapter.

The goal of primary education is to individually foster every child and to provide a common elementary education for all children with a focus on the social integration of children with special needs. The “Allgemeines Bildungsziel” (general educational objective) of primary schools which forms part of the curriculum also points out the importance of teaching children an age-appropriate use of modern ICT.178

In addition, (new) media and ICT are explicitly mentioned in some of the “Allgemeine didaktische Grundsätze für die Grundschule” (general didactical principles for primary education) which also form part of the curriculum of primary schools and determine the most important characteristics of appropriate primary education179: The principle “Activation and motivation” (Aktivierung und Motivierung) aims to foster the pupils’ interest, curiosity, inquisitiveness and commitment. Modern ICT can and should be used to achieve this – dependent of course on the school’s infrastructure.

The principle “Individualisation, differentiation and encouragement” (Individualisieren, Differenzieren und Fördern) mentions the use of different kinds of media as a suitable means of supporting this principle. This can be accomplished easier by equipping schools/classrooms with electronic media or modern ICT.

Furthermore a paper by the “IKT Grundschulexpertengruppe des BMUKK” (ICT experts for primary education of the Federal ministry of Education, Arts and Culture) states that children in primary school should perceive computers as a tool for learning and should use them for collaborative and creative work. Computer access should be as easy as possible for them.

Even though there are no curricular requirements in terms of ICT knowledge in primary schools, the ICT experts recommend that children should be able to work independently with important operating elements. In addition they should know and be able to use common computer terms and gain experience in text processing software, Internet use

176 Eurydice (2012). Teaching and Learning in Programmes for Children over 2-3 years. from

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teaching_and_Learning_in_Programmes_for_Children_over_2-3_years

177 Eurydice (2012). Primary education. from https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Primary_Education

178Cf. Bundesministerium für Unterricht, Kunst und Kultur. (2005). Lehrplan der Volksschule, Erster Teil, Allgemeines Bildungsziel. from http://www.bmukk.gv.at/medienpool/14043/lp_vs_erster_teil.pdf

179Cf. Bundesministerium für Unterricht, Kunst und Kultur. (2005). Lehrplan der Volksschule, Dritter Teil, Allgemeine didaktische Grundsätze. from http://bmukk.gv.at/medienpool/14044/vslpdritterteil3682005frhp.pdf



https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Primary_Education

http://www.bmukk.gv.at/medienpool/14043/lp_vs_erster_teil.pdf

http://bmukk.gv.at/medienpool/14044/vslpdritterteil3682005frhp.pdf

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and different learning software. By doing so, social discrimination (e.g. the digital divide) can be prevented180.

According to the “2. Oö. Kinder-Medien Studie” (2nd Upper Austrian study on the use of media by children aged 3-10), 80% of teachers in primary schools and kindergartens consider children’s familiarity with computers as very important or important – 42% of them think the same about the Internet. One out of six teachers talks to children about their experiences with the Internet or computers.

In terms of Internet accessibility in schools or kindergartens, 62% of primary school teachers state that children have Internet access at school. This is only the case for 4% of Upper Austrian kindergartens.

Sensible media use is mainly promoted by discussions (according to 88% of kindergarten teachers and 86% of primary school teachers), setting up rules (57% in kindergartens, 60% in primary schools), providing information to parents (47% in kindergartens, 49% in primary schools) and practical work with media in daily school/kindergarten life (73% in kindergartens, 55% in primary schools). Even though books and other printed media are the most popular types of media, 56% of educators stated that computers are used for their daily work. However, only a third of educators feels well-informed about how to use media for education without infringing copyright. Finally, the study shows that 46% of kindergarten teachers and 55% of primary school teachers want to receive more information about enhancing the media literacy of their pupils. This is only the case for 21% of the parents of children aged between 3 and 10.

In this context, SaferInternet.at is also worth being mentioned. It “seeks to give children, youths, parents, teachers and other interested parties tips and support to highlight and avoid risks when using the Internet, while at the same time SaferInternet.at illustrates the positive aspects of Internet use.”181 In 2011, the organisation published two brochures which are especially useful in the context of media and learning in primary schools:

- Safer Internet in der Volksschule (Safer Internet in primary school) provides information and ideas to increase the media literacy of primary school students in an age-appropriate way.

- In the Safer Internet Aktionsmonat (Safer Internet action month), which was organised for the first time in 2011, schools were invited to deal with topics such as the use of media, Internet safety and social media. Their projects were collected and included in a publication to give other schools ideas about how to tackle media literacy – six of these projects were carried out in primary schools.


After primary school, children enter the “Sekundarstufe I” (lower secondary school) which comprises grades 5-8 (ages 10-14). They can attend a “Hauptschule” (general secondary school), a “Neue Mittelschule” (new secondary school) or a “Gymnasium” (academic secondary school).

180Einhorn, P., Koch, C., Kysela-Schiemer, G., Langgner D., Lauber, F., Schoder, K., & Wanner, E. (2008).

Empfehlungen der IKT Grundschulexpertengruppe des bm:ukk. from http://www.bmukk.gv.at/medienpool/16205/ikt_grundschule.pdf

181SaferInternet.at – Austrian Awareness node. from http://www.saferInternet.at/english/

http://www.edugroup.at/innovation/forschung/kinder-medien-studie/detail/2-ooe-kinder-medien-studie-2010.html

http://www.saferinternet.at/

http://www.saferinternet.at/uploads/tx_simaterials/Safer_Internet_in_der_Volksschule.pdf

http://www.saferinternet.at/fileadmin/files/SID_2011/Safer_Internet_Aktions_Monat_Beispielsammlung_Mai2011.pdf

http://www.bmukk.gv.at/medienpool/16205/ikt_grundschule.pdf

http://www.saferinternet.at/english/

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In “Sekundarstufe II” (higher secondary school), the students can basically choose between full-time general education (usually grades 9-12) and vocational schools (usually grades 9-11 or 9-13). There are schools focusing on technology, economics or even providing vocational training for kindergarten teachers. In addition, there is also the “Polytechnische Schule” which is pre-vocational and “is used as a ninth school year by those students aged 14-15 who aim to enter working life as soon as they have completed compulsory schooling182”. After grade 12 (in general education schools) or 13 (in vocational schools), students can take the secondary school-leaving examination (“Matura”) which allows them to go to a university or a university of applied aciences.

Of course, the significance of media and learning depends greatly on the type of school. However, the policy decree on media education and the initiatives by the Federal Ministry of Education, Arts and Culture which were already mentioned in this report also provide the basis for the use of media in learning in secondary schools. There are two school networks forming part of the ministry’s initiative efit21: - eLSA (eLearning im Schulalltag) “… is an innovative project ... for students aged 10 to

15. It is the main objective of the eLSA network to make e-learning part of regular school life, thus fundamentally modernising and adjusting didactics to the requirements of the world students live in. In ... 2009 a high profile ‘eLSA advanced’ project was initiated taking e-learning to an even higher level. The ‘eLSA advanced’ project includes eleven top eLSA-certified schools, and by spring 2011 there were 130 member schools.183“ The certification of eLSA schools is done by external experts.

- „The eLC 2.0 (eLearning Cluster Project) is an initiative ... for Upper Secondary Schools and Colleges to implement eLearning on a practical level. The project focuses on school development supported by methods of change management, in-service training of teachers, implementation of learning management systems and content development concentrating on methodological aspects of learning.184” Emphases include ePortfolios, podcasting, individualisation and/or mobile learning.

The experiences of the work in the eLSA and eLC schools (see chapter 3.6.2.2.2 for more details) were compiled in two publications which collected examples on the use of new media for individualisation in schools. In 2009, “Individualisieren mit eLearning” (Individualisation by elearning) was published; the year after that “Individualisieren lernen” (Learning individualisation) was made available to Austrian teachers to provide them with inspiration and recommendations.

In Neue Mittelschulen, eLearning is one of the basic educational principles185. To support this, these schools receive access to a Moodle-platform where they can access a large number of resources to support the teachers in their successful use of new media in

182Eurydice (2012). Secondary and Post-Secondary Non-Tertiary Education. from

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Secondary_and_Post-Secondary_Non-Tertiary_Education

183Stemmer, H., Hummer, E., & Hermann, W. (n.d.). e-learning – a part of regular school life. from http://elsa20.schule.at/topmenu/english-site/

184Bundesministerium für Unterricht, Kunst und Kultur. (n.d.). über uns – eLC Definition. from http://www.elc20.com/definition/73.php

185 Bundesministerium für Unterricht, Kunst und Kultur (n.d.). eLearning – vernetztes Lernen mithilfe des Internets. from http://www.neuemittelschule.at/die_neue_mittelschule/paedagogische_konzepte.html#c16

http://elsa20.schule.at/

http://www.elc20.com/

http://www.bmukk.gv.at/medienpool/17846/eindividualisierung2009.pdf

http://www.bmukk.gv.at/medienpool/19736/individualisierenlernen.pdf

http://www.bmukk.gv.at/medienpool/19736/individualisierenlernen.pdf

http://www.neuemittelschule.at/

http://www.edumoodle.at/nms



http://elsa20.schule.at/topmenu/english-site/

http://www.elc20.com/definition/73.php

http://www.neuemittelschule.at/die_neue_mittelschule/paedagogische_konzepte.html#c16

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their daily work. In addition, it enables them to get in touch with one another and to network.

To foster school development, Upper Austrian education minister Doris Hummer initiated the certificate “OÖ Schule Innovativ” (Upper Austrian innovative school) which is valid for two years. All lower secondary schools in Upper Austria can apply for this certificate – more than 100 have already done so.186 One of the criteria these schools have to fulfil is to raise awareness of new media, to foster a sensible choice of media used for teaching and to use computers (including learning software and learning management systems) for learning and for research on the Internet. Furthermore, students have to be taught a judicious use of media. Media pedagogy is seen as crucial to increase the students’ awareness of the opportunities and the risks of media such as misuse or dependency.187 The “2. Oö. Jugend-Medien-Studie 2011”(2nd Upper Austrian study on the use of media by young people aged 11-18) showed that 100% of teachers consider their students’ familiarity with the Internet and computers important or very important. About two out of three teachers talk to their students about their experiences with computers or the Internet.

A sensible media use is mainly promoted by discussions (in 86% of cases), setting up rules (68%), providing information to parents (53%) and practical work with media in daily school life (77%). Safer use of the Internet and mobile phones is tackled in many subjects and the study showed that computers are used in class by almost all teachers (97%). Finally, the study showed that 56% of teachers would like more information about enhancing the media literacy of their students. This is only the case for 25% of the parents of young people between 11 and 18 years.

The abovementioned publication concerning the “Safer Internet Aktionsmonat 2011” (Safer Internet action month) also includes a large number of projects by general secondary schools (21), academic secondary schools (25) and vocational schools (4). In addition, SaferInternet.at offers many more publications which tackle the sensible use of media and help teachers to integrate media literacy into their teaching more easily.


Initial training of kindergarten teachers is done in full-time vocational schools (grades 9-13). The policy regarding media literacy in these schools was already summarised in chapter 3.6.2.2.2.

“[C]ompulsory general school teachers (primary, secondary general, special and pre-vocational school) are educated at University Colleges of Teacher Education (public and private) which end with a Bachelor of Education. ....

Teachers at academic secondary schools must complete at least 4.5 years of university studies that end with a diploma. Depending on their subject area, teachers at technical and vocational schools may be trained at universities. A relevant professional

186Amt der Oö. Landesregierung (2012). „OÖ Schule Innovativ“ Mit stärkeorientiertem Unterricht aus der

Durchschnittsfalle. from http://www.doris-hummer.at/media/presse/PK_OSchuleInnovativHS14neu.pdf

187Land Oberösterreich (2010). Kriterien/Lernen als Prozess. from http://www.ooe-schule-innovativ.at/inhalte/kriterien.html

http://www.ooe-schule-innovativ.at/

http://www.edugroup.at/innovation/forschung/jugend-medien-studie/detail/2-ooe-jugend-medien-studie-2011.html

http://www.saferinternet.at/broschuerenservice/

http://www.doris-hummer.at/media/presse/PK_OSchuleInnovativHS14neu.pdf

http://www.doris-hummer.at/media/presse/PK_OSchuleInnovativHS14neu.pdf

http://www.ooe-schule-innovativ.at/inhalte/kriterien.html

http://www.ooe-schule-innovativ.at/inhalte/kriterien.html

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background and experience is required for teaching technical theory and practice at technical and vocational schools.”188 Future teachers also have to gain practical experience either during their studies or immediately after their graduation – depending on the type of teacher training institution they have attended.

There are numerous courses in the field of media education offered by these institutions – many of them are compulsory. They include media pedagogy189, “Teaching with new ICT”190 or courses on subject didactics/teaching methodology191.

In addition, a lot of the institutions also offer courses on their learning management systems or support students and their educators alike via their centres for e-learning or media pedagogy192.

Continuing education of teachers is mainly organised via the University Colleges of Teacher Education. Teachers can easily sign up for the courses they are interested in via the information management system PH Online.

Examples of continuing education opportunities for teachers include: - Virtuelle PH

Each trimester, the „Virtuelle PH“ (Virtual Teacher Training College) offers about 60 1- to 4-week online courses on the use of learning management systems, software and tools in education or media didactics. In addition, one-hour eLectures are organised frequently. A lot of them focus on media-related topics such as the use of learning management systems, using the Internet safely or the use of media in class.

- Courses on media Education Group works closely with the two University Colleges of Teacher Education in Upper Austria and with the “Kindergarten- und Hortreferat des Landes OÖ” (responsible for kindergartens and after-school care in Upper Austria). It offers a large number of on-site seminars and workshops on the use of media and media pedagogy for teachers of each educational level.

- Gewalt – Schule – Medien (Violence – school – media) Since 2010, Education Group has been offering 3-day workshops to Upper Austrian teachers to inform them about topics such as cybermobbing, happy slapping or social networks and to train them how to deal with those new challenges. These workshops are organised together with partners such as the “Kinder- und Jugendanwaltschaft OÖ” (Upper Austrian children’s and young people’s ombudsman), the police, the “Institut für Suchtprävention” (Institute for the prevention of addictions), SaferInternet.at and School Psychology of Upper Austria. They are mainly targeted at teachers in general secondary schools and “Polytechnische Schulen”. After the workshop, trained teachers work as multipliers in their schools and support pupils, teachers and parents. At least 2 teachers in each secondary school and

188Eurydice (2012). Teachers and Education Staff. from

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teachers_and_Education_Staff

189E.g.http://www.phdl.at/fileadmin/_fileMounts/Redakteure/institut-ab/Curricula_VL/36_Medienpaedagogik.pdf

190 E.g.http://www.ph-ooe.at/fileadmin/Daten_PHOOE/Ausbildung_APS/20091117_Modulbeschreibungen_SL_ab_1_10_2009.pdf

191E.g. https://www.sbg.ac.at/fachdidaktik/AbteilungIDN/biologiedidaktik/Link1c.html

192E.g. http://www.phdl.at/institute/e-learning-mp-und-ikt.html or http://zid.univie.ac.at/

https://www.ph-online.ac.at/

http://www.virtuelle-ph.at/

http://www.edugroup.at/bildung/seminare.html

http://www.edugroup.at/bildung/%20medienratgeber/gewalt-schule-medien.html

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teachers_and_Education_Staff

http://www.phdl.at/fileadmin/_fileMounts/Redakteure/institut-ab/Curricula_VL/36_Medienpaedagogik.pdf

http://www.phdl.at/fileadmin/_fileMounts/Redakteure/institut-ab/Curricula_VL/36_Medienpaedagogik.pdf

http://www.ph-ooe.at/fileadmin/Daten_PHOOE/Ausbildung_APS/20091117_Modulbeschreibungen_SL_ab_1_10_2009.pdf



https://www.sbg.ac.at/fachdidaktik/AbteilungIDN/biologiedidaktik/Link1c.html

http://www.phdl.at/institute/e-learning-mp-und-ikt.html

http://zid.univie.ac.at/

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“Polytechnischer Schule” in Upper Austria will be trained by November 2012 – in total more than 500 people.

- EPICT The Danish EPICT course was adapted to the requirements of Austrian teachers by a working group of the BMUKK. The modules were revised and updated and additional accompanying training elements were developed. These included seminars, peer coaching and the EPICT ABC which offers an easy way to get started with EPICT without committing to the whole programme from the beginning. The three compulsory and six elective EPICT-modules are supervised by “godparents” and updated once a year. In addition, the Austrian EPICT-team organises regular conferences to foster networking amongst EPICT-mentors.

- Online Tutoring Ausbildung (OTA) (Education for online tutors) As the demand for a uniform certified online tutoring educational opportunity became more evident, the e-learning consulting company common sense, Danube University Krems and what was then the e-LISA academy developed OTA in 2007. In 2008, the first pilots started; in 2011, the licence for carrying out OTA was acquired by the BMUKK. Since then, it has been offered by the University Colleges of Teacher Education in cooperation with the “Virtuelle PH” as nationwide continuing training across school-types. Participants gain experience about the interaction of e-learning, learning management systems and self-directed teaching and will be able to create and tutor learning scenarios on Moodle. Those who want to deepen their knowledge can attend the 4-week online course “OTAadvanced” after that. Up to now, more than 80 people have participated in OTA and are now certified online tutors.

Among the many relevant publications by the Federal Ministry for Education, Arts and Culture, there is one that is especially worth being mentioned in that context: The brochure “Recht in virtuellen Lernumgebungen” (Legal issues in virtual learning environments) was published in 2010. It deals with relevant issues such as data protection and data security, IPR, virtual learning environments and netiquette.


In Austria, the system of higher education distinguishes between universities and universities of applied sciences. The latter offer their students less flexibility, on the other hand they are more focused on their future professional lives.

The “Universitätsbericht 2011” (University report 2011) states that blended learning concepts have become a constant in higher education. Many universities offer a large number of digital resources which are in most cases available in learning environments.

The report also points out that media is often used to enable students to be more flexible. Streams of lectures are mainly used by part-time students, students with children or those with special needs.

Centres for e-learning and e-teaching have been introduced in a large number of universities – some of them even play an important part in terms of quality development of university teaching. For example, lecturers are offered advice and support in terms of organising their lectures more flexibly. In addition, some of these centres offer training for them to help them improve their teaching competence193 or they train e-tutors who can support lecturers independently194.

193 E.g. http://ctl.univie.ac.at/qualifizierung/teaching-competence/

194E.g. http://www.uni-salzburg.at/portal/page?_pageid=145,194663&_dad=portal&_schema=PORTAL

http://www.epict.at/

http://www.virtuelle-ph.at/course/category.php?id=10

http://www.common-sense.at/

http://www.virtuelle-ph.at/course/category.php?id=37

http://www.saferinternet.at/uploads/tx_simaterials/Recht_in_virtuellen_Lernumgebungen_1012.pdf

http://www.bmwf.gv.at/uploads/tx_contentbox/Universitaetsbericht2011.pdf

http://ctl.univie.ac.at/qualifizierung/teaching-competence/

http://www.uni-salzburg.at/portal/page?_pageid=145,194663&_dad=portal&_schema=PORTAL

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Of course, digital media is also used for the administration of lectures (this is the case in all universities) and for quality control, quality assurance and development of university teaching. Some universities also organise the introductory phase solely online – sometimes supported by tools such as e-portfolios which can support students assessing themselves and thus making their choice of studies easier.

According to § 12 Abs. 5 Universitätsgesetz (University law)195, 34 million Euro has been made available to universities in the period 2010-2012 to improve university teaching and studying. The fact that many universities planned to spend this money in the field of e-learning/blended learning shows that the universities aim to develop themselves further in that area. Many of the Austrian Universities of Applied Sciences offer courses for part-time students which also contain e-learning elements. The “Fachhochschulplan 2010/11 – 2012/13” (Plan for the development of Universities of Applied Sciences) furthermore states that e-learning should be used even more frequently for teaching, learning and examination to enable students with special needs to attend Universities of Applied Sciences as well.

The “Guidelines of the Fachhochschule Council for the Accreditation of Bachelor’s, Master’s and Diploma Degree Programmes” state the following concerning the use of e-learning: “If e-learning is part of [a degree programme], the didactic, technical, organisational and financial aspects shall be described.196” These descriptions have to include the didactic goals, teaching and learning methods and tools uses, student assessment, the integration of e-learning into the study program and “how teachers and students are to be prepared for e-learning with respect to technical software and didactic elements.197”

A survey by the University of Applied Sciences Vorarlberg in 2009 investigated how useful first-year students consider tools and services in the field of e-learning or e-administration. The survey showed that services that were somewhat more administrative (such as online information about the degree programme, portals enabling students to organise their own studies or online communities of the Fachhochschule or the respective department) were considered as very useful or useful by about two out of three students.

By contrast, learning management systems were considered useful or very useful by only 46,4% of the students. In terms of e-learning tools, wikis were the most popular ones – more than half of the students regard them as being useful or very useful for learning; web-based training is seen as useful or very useful by 44,7% of those surveyed. In contrast to this, online-lectures replacing on-site lectures met with disapproval: a quarter of the students consider them hardly useful or not useful at all.

The survey also showed that a lot of students use web services such as Wikipedia, YouTube or Facebook and can thus be considered as media and Internet savvy. Nevertheless, this does not necessarily mean that they are also media literate. For example, 60,8% of them considered Wikipedia as reliable or very reliable whereas the Encyclopedia Britannica or Meyers Lexikon were only seen to be reliable or very reliable

195 Cf. Universitätsgesetz 2002. from http://www.ris.bka.gv.at/Dokumente/

Bundesnormen/NOR40109671/NOR40109671.pdf

196 FH Council (2010). Guidelines of the Fachhochschule Council for the Accreditation of Bachelor’s, Master’s and Diploma Degree Programmes. p.18, from http://www.fhr.ac.at/fhr_inhalt_en/00_documents/AR_08102010_Version1.1.-en.pdf

197 FH Council (2010). p.26.

http://www.bmwf.gv.at/uploads/tx_contentbox/FH-Plan_IV_2010_02.pdf

http://www.bmwf.gv.at/uploads/tx_contentbox/FH-Plan_IV_2010_02.pdf

http://www.ris.bka.gv.at/Dokumente/%20Bundesnormen/NOR40109671/NOR40109671.pdf

http://www.ris.bka.gv.at/Dokumente/%20Bundesnormen/NOR40109671/NOR40109671.pdf

http://www.fhr.ac.at/fhr_inhalt_en/00_documents/AR_08102010_Version1.1.-en.pdf

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by approximately 10%. However, more than 80% of those surveyed did not give an answer at all. This seems to indicate that students are no longer familiar with these encyclopedias.

Finally, the study stated that the level of media and information competence which is necessary for attending university cannot be taken for granted but has to be acquired during the degree programme.198

As new media is used by more and more lecturers, a large number of training courses have been developed which put one of their focuses on the use of ICT in education. This is either accomplished by separate courses or by providing e-tutors who help lecturers to create blended learning scenarios.

Many study programmes which are specifically oriented toward the needs of working people are offered by the Danube University Krems, one of the pioneering institutions in Europe in the field of university-based advanced education. A lot of these courses deal with aspects of media literacy; some particularly address teachers and managers in the education sector enabling them to use media and technology in their daily work. Regarding media and learning in higher education, we would like to mention two initiatives. - Zertifikat eLearning (e-learning certificate)

This certificate provides training in the field of e-learning and e-teaching. It is organised by a cooperation of nine universities, six universities of applied sciences, two teacher training colleges and the educational server of Tyrol.

- Forum Neue Medien Austria The “Forum Neue Medien Austria” was founded in 2010 to enable the exchange of experiences amongst e-learning experts from various institutions of higher education. It is the only nationwide and cross-university e-learning network in the German-speaking countries and promotes the use of new media in university teaching. In addition, it develops and exploits activities and services in technology assisted education.


Besides attending full-time vocational schools to be trained for a profession which have already been mentioned in chapter 3.6.2.2.2, young people can also start an apprenticeship after completing their nine-year compulsory education.

“Apprentices receive practical on-the-job training within companies [80% of the time] [and] special theoretical instruction at vocational schools [20% of the time], with classes being held either on one or two days per week or within a block of classes over several weeks (dual system). Depending on the chosen trade, an apprenticeship can last two, two and a half, three, three and a half or four years, and will always be concluded with a final examination.199”

198 Weber, F. & Mayer, B. (o.J.). Erstsemestrige – Teil der „Net Generation“? from

http://learningsupport.at/wp-content/uploads/2011/06/erstsemestrige-net-generation.pdf

199Federal Ministry of Economy, Family and Youth (n.d.). Apprenticeships and vocational training. from http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Seiten/default.aspx

http://www.donau-uni.ac.at/en/index.php

http://www.zertifikat-elearning.at/

http://www.fnm-austria.at/

http://learningsupport.at/wp-content/uploads/2011/06/erstsemestrige-net-generation.pdf

http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Seiten/default.aspx

http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Seiten/default.aspx

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The responsibilities for vocational training lie on federal, provincial and local level. “The legal bases for dual training are laid down in the Vocational Training Act (Berufsausbildungsgesetz, BAG) [which is issued by the Federal Ministry of Economy, Family and Youth]. For each individual apprenticeship trade, the Minister of Economy issues a training regulation [Ausbildungsordnung], which is binding for the training provided in the training companies. Training regulations stipulate the occupational profile specific to the respective apprenticeship trade. In a catalogue broken down by apprenticeship years, the occupational profile covers the minimum occupational basic skills and knowledge that must be taught in the course of company-based training. For newly regulated apprenticeship trades, not only occupational profiles but also activity descriptions are formulated, which lay down, in the form of a short list, the occupational requirements that the trained apprentice should be able to meet.”200

Concerning media and learning, the Berufsschulen (vocational schools) are also subject to the above-mentioned decree on media policy by the Federal Ministry of Education, Arts and Culture and thus have to include this in their curricula.

For the employers, there are no binding regulations. However, most of the training regulations contain a paragraph stating that apprentices should not only acquire the professional knowledge they need for their working life but also gain the key competences required from a skilled worker. These include method competence as well as competences of self-directed learning – in both cases, media (literacy) is crucial.


“Non-vocational adult education is provided by a wide variety of voluntary and non-governmental organisations including religious groups [and] advocates for specific groups within the population ... In Austria the big non-profit adult education institutions are members of an umbrella group called KEBÖ (Austrian Conference of Adult Education Institutions, the organisation of non-governmental providers of adult education), which includes BFI (Berufsförderungsinstititut Österreich, the Vocational Training Institute of the Chamber of Labour), WIFI (Wirtschaftsförderungsinstitut, the Institute of Economy Promotion of the Austrian Economic Chamber to which all employers belong) and other ‘non formal´ providers 201.” In addition, there is a number of vocational courses offered by universities, Universities of Applied Sciences or other institutions.

Nowadays, adult education providers offer a large number of courses on the use of ICT, some even on media literacy or e-learning.

Gruber-Rotheneder (2011) states that media literacy is necessary for both adult educators and adults taking courses. The latter need to achieve media competence for the sensible use of digital media in their daily lives. Adult educators themselves need to be able to handle new technologies as they are used by adult education providers more and more often to enhance the learners’ flexibility. In this context, it was pointed out that it is most important for educators to be able to work with Web 2.0-tools. They

200Federal Ministry of Economy, Family and Youth (n.d.). Apprenticeship Dual Vocational Education and

Training in Austria. p.5, from http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Documents/Apprenticeship[1].pdf

201 European Association for the Education of Adults (2011). Country Report on Adult Education in AUSTRIA. p.7, from http://www.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Austria.pdf

http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Documents/Apprenticeship%5b1%5d.pdf

http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Documents/Apprenticeship%5b1%5d.pdf

http://www.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Austria.pdf

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should be capable of showing learners how to work collaboratively, how to use such tools for professional purposes and/or how to use those tools to acquire knowledge.202


The “LandesJugendReferat des Landes OÖ” (responsible for youth) offers “Webchecker” workshops for 10- 26-year olds which help them increase their media literacy. They deal with topics such as Internet security, IPR, cybermobbing, shopping on the Internet or Internet fraud. Up to now, about 3,000 young people have attended these workshops. Education Group offers a number of media workshops promoting practical media work in schools, kindergartens or youth centres. Students can work themselves and can, for example, experience topics such as geocaching, podcasting or creating animated films. "The Federal Ministry of Economy, Family and Youth promotes measures and initiatives to convey this media competence, so that young people are able to learn how to deal with media consciously and critically.”203 These include topics such as computer games, Internet, mobile phones, movies and TV and also laws for the protection of the youth.


- LehrerInnenbildung NEU (New teacher education) There are plans to re-organise teacher education in the coming years. Media literacy and media pedagogy will play a significant role in such re-organisation.

- Bildungsstandards (Rollout of educational standards) The educational standards define “the subject-specific proficiency pupils / students are expected to acquire upon completion of the 4th and the 8th grades. ... The first reassessments at grade 8 are scheduled to start as of 2012, at grade 4 as of 2013.”204

3.6.4 Conclusion

Even though there are a large number of initiatives in Austria, there is little concertation amongst the instigators of such initiatives and few synergies are exploited. There is definitely a need to improve in that respect.

Media plays a role at all educational levels in Austria. Studies on the use of media by Upper Austrian children and young people show that a lot of educators are interested in using media to teach and that they are aware of the importance of media education and media literacy among young people. However, there is a great need for teacher training: after all, there is still a relatively small number of trained computer science teachers – university programmes for teaching IT have started only in 2000205. Because of this, 202 Gruber-Rotheneder, B. (2011). Lernen mit digitalen Medien. Ein Handbuch für Erwachsenenbildung

und Regionalentwicklung. from http://www.oieb.at/upload/4570_Handbuch_Digitale_Medien.pdf

203 Federal Ministry of Economy, Family and Youth (n.d.). Youth and Media. from http://www.en.bmwfj.gv.at/Youth/YouthandMedia/Seiten/default.aspx

204 Introducing national educational standards into the general education system. p.1f., In: Polzer, S. & Dölen-Erbay, K. (editors) (2009). Austrian Education News (57, März 2009, pp. 1-7). from http://www.bmukk.gv.at/medienpool/17804/aen57.pdf In: Polzer, S. & Dölen-Erbay, K. (editors) (2009). Austrian Education News (57, März 2009, pp. 1-7).

205 Cf. Krainer, K., Benke, G. (2009). B5: Mathematik – Naturwissenschaften – Informationstechnologie: Neue Wege in Unterricht und Schule?! From https://www.bifie.at/buch/1024/b/5

http://www.ooe-jugend.at/

http://www.ooe-jugend.at/networld/webchecker.html

http://www.edugroup.at/praxis/workshops.html

http://www.bmwf.gv.at/fileadmin/user_upload/aussendung/lehrerinnenbildung-neu/Endbericht-2010.pdf

http://www.oieb.at/upload/4570_Handbuch_Digitale_Medien.pdf


http://www.bmukk.gv.at/medienpool/17804/aen57.pdf

https://www.bifie.at/buch/1024/b/5

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many of the current IT teachers are self-taught and it is hard for them to deal with the fast changes in technology.

In the last few years, more and more training opportunities addressing both the actual use of ICT as well as media literacy are offered – the variety ranges from on-site workshops or online seminars lasting several weeks to postgraduate university programmes. In the future, these topics wil be given a higher priority in teacher training.

In addition, more and more people study part-time or attend adult education courses as well as working full-time. This means that greater flexibility is needed which leads to the increasing importance of e-learning, especially in higher education and adult education. As previously mentioned, highly skilled educators are necessary to be able to organise that kind of training – and media literacy is also crucial for anybody attending it. This remains a big challenge in terms of the actual use of ICT and of media literacy in general.

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3.7 Bulgaria - ITPIO

3.7.1 Introduction


There are over 2,100 schools206 as well as 54 universities and colleges207 in Bulgaria. In all of them ICT are used in one way or another and media literacy is acquired. Some of these schools offer profiled and in-depth computer training and some also use , various different methods of e-learning/teaching. The acquisition of knowledge relating to modern information technologies in school education (primary, secondary and vocational) is governed by laws and regulations, reviewed in detail in the relevant chapter of this report. The sphere of higher education enjoys autonomy in this regard, that’s why more attention will be paid to current practices in students support and to the use of different platforms of e-learning/teaching in the university sector. In terms of vocational training acquired in school institutions, measures are also being taken to promote the level of media literacy amongst students which are addressed below. In the sphere of vocational education and training, practices and models in the process of teaching related to the media literacy of learners will also be examined. Several different initiatives, projects and practices related to adult education, informal education and non-formal self learning will be considered. In addition, we will also examine national normative documents related to the media literacy of students and trainees in all spheres of education and training,, as well as campaigns and successful practices. Attention will also be paid to teacher training, aiming to improve teachers’ level of media literacy and to integrate modern information technologies in the process of teaching. As well as public institutions, there are also a number of NGOs and business organisations, which in one way or another work actively to expand the use of ICT in the process of teaching and learning and which have a significant impact.


The data collected for the country report for Bulgaria is based on primary and secondary literature sources published by the national public authorities responsible for educational matters and media literacy, as well as their official web sites.


In recent years, multimedia applications in education and training have become crucial to the use of interactive tools in the education process and the increase of its effectiveness. This is observed in all spheres of education and training in our country to varying degrees, which in practice means that it is difficult to provide a universal definition of media literacy in Bulgaria.

206Регистър на училищата, детските градини и обслужващите звена (Register of schools,

kindergartens and servicing units). http://www2.mon.bg/adminmon/schools/

207 Регистър на висшите училища в република България към 01 юли 2012 г.(Register of the higher schools in Bulgaria as of 01.07.2012). http://www.minedu.government.bg/left_menu/registers/vishe/registar.html

http://www2.mon.bg/adminmon/schools/

http://www.minedu.government.bg/left_menu/registers/vishe/registar.html

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However, the most common definition used for media literacy is published by the European Commission: “Media literacy relates to all media, including television and film, radio and recorded music, print media, the Internet and all other new digital communication technologies. It is a fundamental competence not only for the young generation but also for adults and elderly people, for parents, teachers and media professionals.208 In science and research communities dealing with media literacy in initial and preschool pedagogy, the term multimedia is associated with the concept of literacy, which underlines the need to apply a broader understanding of literacy beyond the frames of reading and writing and using the alphabetic code. Multimedia literacy means the ability to handle different ways of using audiovisual means to present information. There is a trend to supplement the use of printed materials with different electronic forms for storage and use of information and this is one of the ways in which communication takes place nowadays. This view is accompanied by a trend in both research and the development of applications towards new ways of obtaining, processing and presenting information.209 In the same text a thorough and detailed analysis of the concept of media literacy can be found.



In this paragraph, the current state of affairs of media literacy in the different education levels in Bulgaria will be discussed. For each individual level, an overview is given of the legislative system and initiatives taken in recent years.


In Bulgaria, primary competence for legislation in education and its implementation lies with the Ministry of Education, Youth and Science. One of the main legal documents on education is the National Education Act, which governs the structure, functions and management of the school education system across the country. By virtue of this law, the public education system includes kindergartens, schools and service units and provides education according to the state educational requirements. In the texts of this law it is stipulated that school education begins with the child’s admission to first class at the age of 7, admission is also allowed at the age of 6, and is compulsory until the age of 16. In Chapter Four of the National Education Act, school education is defined, according to the level as primary and secondary, and according to the content of the training as general and vocational. The general education means reaching a minimum level of education and, where possible, receiving specialised training in compliance with state educational requirements. The vocational education means reaching a minimum of

208 European Commission, Media literacy. 2012, http://ec.europa.eu/culture/media/literacy/index_en.htm

209 Юри Тодоров, Иван Душков, За понятието мултимедийна грамотност, (Yuri Todorov, Ivan Dushkov, The concept of media literacy), pg. 1-2, 2012, http://web.clio.uni-sofia.bg/todorov/MuMeLit.pdf


http://web.clio.uni-sofia.bg/todorov/MuMeLit.pdf

http://web.clio.uni-sofia.bg/todorov/MuMeLit.pdf

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education and acquiring professional qualifications in accordance with the state educational requirements.210 Another important law in this respect is the Law on the Level of Education, General Education Minimum and Curriculum. This law regulates the state educational requirements for different levels of education, the general education minimum and the curriculum in the public education system. This indicates that general education in Bulgarian schools is realised through the study of subjects grouped into cultural and educational fields, among them mathematics, informatics and information technology.

211 The Information and Communication Technologies Directorate of the Ministry of Education Youth and Science is responsible for the implementation and application of information and communication technologies (ICT) in the sphere of education, youth and science. This directorate is involved in the development of training programmes in ICT; it coordinates and is responsible for implementing the Ministry's policy regarding the introduction of ICT in schools; it coordinates and is responsible for activities regarding the creation and updating of electronic learning content; etc.212


Pre-school is mandatory for children for two years before entering first class, but not earlier than the year in which the child turns 5 years old. Pre-school education is provided in preparatory groups at kindergartens or preparatory groups in schools. The state educational requirements for pre-school education and the preparation of children for school is determined by the pre-school education and training regulation. According to Art. 2 of this regulation, the educational content of pre-school training includes attaining knowledge, skills and attitudes in accordance with the cultural and educational spheres as per Art. 10 of the Law on the Level of Education, General Education Minimum and Curriculum. This text determines that the education of pre-school children may include training in information technologies because they are part of the third cultural and educational sphere. Primary education in Bulgaria is carried out in two stages: initial - I to IV class (from 7 until 10 years old) and junior high school - from V to VIII class (from 11 until 14 years old). Graduates from the initial stage of primary education receive a certificate for completion of class IV. A certificate of primary education is obtained after the completion of class VIII and it entitles the holders to continue their education or to start vocational training.

210 Закон за народната просвета, (National Education Act), last changed 16.12.2011, Art.22:

http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_prosveta.pdf

211 Закон за степента на образование, общообразователния минимум и учебния план (Law on the Level of Education, General Education Minimum and Curriculum), last changed 15.09.2009, Art. 10.: http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_obr_minimun.pdf

212 Структура на Министерство на образованието, младежта и науката, Дирекция „Информационни и комуникационни технологии" (Structure of the Ministry of Education Youth and Science, Information and Communication Technologies Directorate): http://www.minedu.government.bg/left_menu/ministry/structure/ds_ikt.html



http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_obr_minimun.pdf

http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_obr_minimun.pdf

http://www.minedu.government.bg/left_menu/ministry/structure/ds_ikt.html

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According to the curricula , presented on the web site of the Ministry of Education Youth and Science pupils from the first to the fourth class may choose to study information technology in the form of a compulsory optional subject. The Compulsory Optional Education (COE) provides additional training in subjects in the cultural and educational spheres as per Art. 10 and / or professional training in accordance with the individual abilities and interests of pupils and the resources of the school. The training in "Information Technology" (IT) in the primary classes is propaedeutic in nature and is aimed at acquiring basic knowledge, skills and attitudes. It is carried out on the basis of modern computer systems and software that is appropriate for the age of the students that creates a positive emotional attitude and supports the overall development of the child's personality. The educational content for all IT classes is represented by the expected results in generalised topics for each of the four core areas, determined by the state educational requirements: "Computer System", "Information and Information Activities", "Electronic Communication", "Information Culture".213 The "National Strategy for Implementing ICT in Bulgarian Schools"214 is an important document, which sets out the basis for increasing media literacy in the sphere of school education and expanding the use of information technologies. This strategy was implemented for the period 2005 - 2007and as a result over 65 000 computers were delivered in the schools. In the light of this strategy and the necessity to raise media literacy, a new multi-year project was launched for continuous implementation and updating of ICT in the schools. This programme “Information and communication technologies /ICT/ in school for 2012” establishes the beginning of a new four-year renovation cycle and aims to modernise technological facilities in Bulgarian schools and to allow the use of the latest IT developments in the education system.215 Special attention is also paid to the study and application of information and communication technologies in school in the National Program for Development of School Education and Pre-school Education and Training216 (2006 – 2015). This national programme states that one of the greatest challenges of our times is the rapid introduction of new information and communication technologies (ICT) in all spheres of public life. The school must be part of this process which means that the programme indicates that major steps are required to ensure that ICT plays a more important role in Bulgarian schools. Another important document concerning the improvement of media literacy is the Memorandum signed between the Ministry of Education and Science and the Bulgarian

213 A detailed description of the contents of the four cores is presented in Annex № 3 of the Ordinance № 2 of 18.05.2000 about the curriculum.

214 Национална стратегия за въвеждане на ИКТ в българските училища (National Strategy for

Implementing ICT in Bulgarian Schools). http://helpdesk.mon.bg/files/strategia_ikt.pdf

215 Национална програма „информационни и комуникационни технологии (ИКТ) в училище (National Program “Information and communication technologies /ICT/ in school), Pg.1: http://www.mon.bg/opencms/export/sites/mon/left_menu/projects/national_programs/2012-3-IKT.pdf

216 Национална програма за развитие на училищното образование и предучилищното възпитание и подготовка (National Program for Development of School Education and Pre-school Education and Training): http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/programa_obrazovanie.pdf

http://helpdesk.mon.bg/files/strategia_ikt.pdf

http://www.mon.bg/opencms/export/sites/mon/left_menu/projects/national_programs/2012-3-IKT.pdf

http://www.mon.bg/opencms/export/sites/mon/left_menu/projects/national_programs/2012-3-IKT.pdf

http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/programa_obrazovanie.pdf

http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/programa_obrazovanie.pdf

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Association of Information Technology for cooperation in the implementation and application of ICT to develop the education system and improve the quality of education 217. The signing of this memorandum is a good example of cooperation on the political level between government and NGOs in Bulgaria, as a result of the objectives, priorities and measures presented in previous documents for development and expansion of media literacy. When it comes to the promotion of media literacy for people with disabilities, including students, the Agency for the Disabled which is a structure developed by the Ministry of Labour and Social Policy and is an electronic information portal218 which contains a database for education and training sorted by location and types of specialised educational resources for people with disabilities as well as specialised ICT and products.


In Bulgaria, secondary education is made up of four years of study and is carried out after completion of primary education. It covers the classes IX to XII (from 15 until 18 years old). Training is conducted in secondary schools, specialised schools, secondary general education schools, vocational secondary schools or vocational schools, sports schools, art schools and special schools.219 The study of information technology in Bulgarian secondary education is part of the mandatory curriculum for IX and X class (15 and 16 years old). The emphasis in the teaching of this subject is placed on acquiring skills about applications in the field of information technology which are most commonly used in daily life and small business. This contributes to building up the confidence of pupils in applying the acquired skills in real life situations which are facilitated by the use of IT. According to current legislation, there is no requirement for mandatory training in information technology in the XIth and XIIth classes (17-18 years old) and, therefore, no such curriculum currently exists for the last two classes of secondary education.220 However, distance learning is allowed in the school education system , which, according to the Rules of Implementation of the National Education Act is a remote form of studying where learning takes place by means of modern information and

217 Меморандум между Министерството на образованието и науката и Българската асоциация по

информационни технологии (Memorandum between the Ministry of Education and Science and the Bulgarian Association of Information Technology), 2007, Pg.1: http://www.minedu.government.bg/opencms/export/sites/mon/documents/07-12-15_bait_memorandum.pdf

218 Информационен портал, база данни за образование и обучение по населени места и видове предлагани специализирани образователни ресурси за хора с увреждания (Information portal, data base for education and training as per locations ant types of specialized educational resources offered to disabled people): http://ahu.mlsp.government.bg/cat/store/listclass.asp?idCategory=53

219 Правилник за прилагане на Закона за народната просвета (Implementing Regulations of the National Education Act), last changed 27.11.2009, Art.34: http://sacp.government.bg/normativna-uredba/podzakonovi/pravilnik-zakon-narodna-prosveta/

220 Учебни програми на МОНМ (Curricula of MEYS): http://www.minedu.government.bg/top_menu/general/educational_programs/index.html

http://www.minedu.government.bg/opencms/export/sites/mon/documents/07-12-15_bait_memorandum.pdf

http://www.minedu.government.bg/opencms/export/sites/mon/documents/07-12-15_bait_memorandum.pdf

http://ahu.mlsp.government.bg/cat/store/listclass.asp?idCategory=53

http://sacp.government.bg/normativna-uredba/podzakonovi/pravilnik-zakon-narodna-prosveta/


http://www.minedu.government.bg/top_menu/general/educational_programs/index.html

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communication technologies.221 This text of the act is applicable to all classes in primary and secondary education in Bulgaria. The development of key competencies like ICT set out in primary and secondary school education, is included as part of the activities foreseen by the National Strategy for Lifelong Learning. In this sense, the strategy sets out guidelines for the future development of secondary education in the context of current requirements in relation to educational content. In particular, one of these guidelines is the systematic integration of key competencies such as ICT, and the specific activities covered are: updating the education documentation - state educational requirements, curricula, syllabi and national examination programmes and introducing interactive methods of training.222 In the framework of the Action Plan for 2010-2011 implementing the National Strategy for Lifelong Learning for the period of 2008-2013, panoramas of vocational education in 2010 and 2011 were held, aimed at increasing the attractiveness of vocational education.223 Measures in the priority areas in the Action Plan include improving facilities and equipment, using modern information technologies in the classroom, as well as increasing the rate of application of interactive methods in teaching. The project "ICT in education", funded by the Operating Programme (OP) "Human Resources Development" and implemented by the Ministry of Education will implement sustainability and effectiveness of National Education Portal224 as an abundant resource of training and self-learning materials, and it is envisaged that such materials will be used by pupils and teachers. For the period 2012 - 2013 the proposed indicators are: 42,148 pupils and teachers to be registered in the portal and at least 183,440 visits to be made. The portal includes providing free educational and information resources which will be available to all citizens.


Besides the general requirements for the position “teacher” the national legislative framework contains texts which define the in-service teacher training policy. The National Education Act225 (NEA) states that teachers and headmasters are provided with conditions for in-service training. The Regulations for the Implementation of the National Education Act (RINEA) state specifically that the school creates conditions for 221 Правилник за прилагане на Закона за народната просвета (Implementing Regulations of the

National Education Act), last changed 27.11.2009, Art.86 Par.2: http://sacp.government.bg/normativna-uredba/podzakonovi/pravilnik-zakon-narodna-prosveta/

222 Национална стратегия за учене през целия живот (УЦЖ) 2008-2013 (National Strategy for Lifelong Learning /NSLL/2008-2013), Pg.11: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf

223 План за действие за 2010-2011 година в изпълнение на Националната стратегия за учене през целия живот за периода 2008-2013 година (Action Plan for 2010-2011 implementing the National Strategy for Lifelong Learning for the period of 2008-2013), 2010, Pg.2: http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/strategies/action_plan_2010-2011.pdf

224 Национален образователен портал (National Educational Portal): http://start.e-edu.bg/

225 Закон за народната просвета (National Education Act), last changed 16.12.2011, Art.39: http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_prosveta.pdf



http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf


http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/strategies/action_plan_2010-2011.pdf


http://start.e-edu.bg/



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teacher in-service training in organised forms of training and through self-preparation. The RINEA also states that when new state educational requirements are introduced or the current ones are updated the expenses for the teacher in-service training are provided by the Ministry of Education, Youth and Science. In this sense, the changes in the national education system associated with widening the use of ICT in schools also presume adequate training of teachers, both for the implementation of these technologies in teaching and for the enrichment of the multimedia skills of pupils. The National Strategy for Lifelong Learning (LL) for the period 2008 – 2013 contains directives connected with the professional development of teachers including teachers in the VET system. One of the directives aims to deepen cooperation among educational institutions, enterprises and unions at local, regional and national level in relation to acquiring updated knowledge and skills for new technological achievements. Teacher and management staff training in the school system is financed by the state budget in national programmes to MEYS. The programmes are implemented each year by the National Institute for Training and Career Development in the System of Education226 (NITCDSE) and in the existing departments for information and in-service teacher training to higher education schools in Bulgaria. A vocational qualification degree is available in higher education school departments in the respective vocational area/specialisation. A specific measure “Retraining of pedagogic specialists”227 was agreed in 2012 under OP “Human Resources Development” with MEYS and NITCDSE as beneficiaries. This means that training for 42,230 teachers, 1500 deputy-headmasters in learning activity and 2200 head-masters of schools and kindergartens is planned during the period 2012-2014. Training topics relate to key competencies required for effective work in the learning environment, including digital skills. One example of a relevant innovative project is the LARGE (Learning augmented reality global environment) project financed by the European Commission - EACEA under the Lifelong learning programme, Key activity 3 – ICT in education and training which aims to extend the use of virtual reality in the educational. This project is developing learning tools applicable in all forms and degrees of education and training. Part of the planned activities are connected with teacher and trainer training in the use of extended virtual reality and independent marker structuring with coded content to support the aims of the training process.


The main legal document regulating matters concerning higher education in Bulgaria is the Law on Higher Education. Higher education can be provided by universities and colleges, functioning on the principle of academic autonomy in accordance with the law. Admission to universities takes place upon completion of secondary education. The state

226Уеб-страница на Национален институт за обучение и кариерно развитие в системата на

образованието (Web page of the National institute for training and career development in the system of education): http://www.niod.bg/modules/news/index.php?storytopic=2&storynum=15

227 Уеб-страница на проект BG051PO001-3.1.03-0001 „Квалификация на педагогическите специалисти” (Web page of the project BG051PO001-3.1.03-0001 “Qualification of Pedagogic Specialists”): http://uchitel.mon.bg/?m=7

http://www.niod.bg/modules/news/index.php?storytopic=2&storynum=15

http://uchitel.mon.bg/?m=7

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authority for implementing the national policy on education is the Minister of Education Youth and Science. In chapter three of the Law, it is stated that the university is a higher school, which, among other criteria, must have a library and other means for providing information related to education and scientific research. 228 Despite the lack of more comprehensive regulatory requirements to increase media literacy, higher education institutions in Bulgaria have taken significant steps on this important issue, as will become clear in the relevant paragraphs. In most of the universities in Bulgaria effective systems for e-learning are being implemented, accompanied by a strategy for the introduction of ICT in the education process. This shows that information technologies are a focus of university managements. However, providing access to current information technologies is much more problematic for the universities where more students are educated and IT professionals are prepared. All higher schools in Bulgaria are represented on the Internet with their own web sites. They publish information about the school, information concerning prospective students and information about the learning organisation. Some university sites also provide an extended range of services such as web access to email and internal information system, references of the catalogue of the university library, etc. Platforms for e-learning are used in almost all universities. The IT solutions in this area are very diverse and some universities even use their own developments. The number of projects in the field of ICT that universities are currently working on is varied and affects both the use of modern technologies in the process of regular or distance form of education and training, and the enhancement of students’ skills to work with specialised software. The main priorities for the higher education schools in this area are associated with the development of platforms for distance learning or the improvement of the ones already established for this objective. Building an integrated information system for efficient management and administration of educational activities and the development of virtual university libraries are also currently the focus of projects in Bulgarian universities. Given the level of autonomy enjoyed by Bulgarian universities, there is a limitation in the number of government regulations related to the increase of multimedia literacy and the use of modern information technologies. Nevertheless, as is clear from our investigation, , ICTs are widely implemented in this sector. The National Strategy for Lifelong Learning provides guidelines for the future development of higher education in Bulgaria. One of these guidelines is associated with the formation of competencies for working with new technologies in a competitive environment. The national strategy also envisages the promotion and development of distance learning using modern information and communication technologies, as well as the provision of appropriate learning environments for people with special educational needs and disadvantaged people.229

228 Закон за висшето образование (Law on Higher Education), Last changed 16.12.2011, Art.17:

http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_vo.pdf

229 Национална стратегия за учене през целия живот (УЦЖ) 2008-2013 (National Strategy for Lifelong Learning /NSLL/2008-2013), Pg.12:



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In the Action Plan for 2010-2011 implementing the National Strategy for Lifelong Learning, raising the qualifications of academic staff in higher schools is carried out through strengthening foreign language, ICT and specialised training in the form of training and qualification of teachers in higher schools. 230


The National Agency for Vocational Education and Training (NAVET) is committed to ensuring and maintaining the quality of vocational education and training for youths and adults, which is adequate to the needs of the labour market as well as enhancing the competitiveness of Bulgarian economy.231 NAVET is a legal entity funded by the state budget with headquarters in Sofia and is a specialised body of the Council of Ministers of Bulgaria, established by the Vocational Education and Training Act (VETA) in 2000. The law states that the system of vocational education and training includes vocational guidance, vocational training and vocational education. 232One of the main tasks of NVET is participating in the development of policy documents, preparing proposals for improvement of legislation in the field of vocational education, training, counseling and employment. In this sense, the agency has an impact on the optimisation of education and training standards, including those related to increasing media literacy and e-learning/teaching in the sphere of vocational education and training. The connection between general education and vocational education and training is realised through the common framework in the existing National Education Act233 and the new draft of the School Education Act 234 as well as in VETA235. A characteristic positive feature of Bulgarian vocational education is the opportunity it provides for students in vocational schools and vocational secondary schools to study in parallel the comprehensive secondary educational minimum and to acquire a vocational qualification. Acquiring a vocational qualification is part of the whole educational process in the schools. It is subordinate to and synchronous with all rules of school education.


230 План за действие за 2010-2011 година в изпълнение на Националната стратегия за учене през целия живот за периода 2008-2013 година (Action Plan for 2010-2011 implementing the National Strategy for Lifelong Learning for the period of 2008-2013), 2010, Pg.6: http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/strategies/action_plan_2010-2011.pdf

231 За НАПОО (About NAVET): http://www.navet.government.bg/bg/AboutNAPOO

232 Закон за професионалното образование и обучение (Vocational Education and Training Act), last changed 10.12.2010, Art. 4:

http://www.navet.government.bg/assets/cms/File/normativni_dokumenti/zakoni_2011/ZPOO.pdf

233 Закон за народната просвета (National Education Act), last changed 16.12.2011: http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_prosveta.pdf

234 Проект за Закон за предучилищното и училищното образование (Draft of the Pre-school and School Education Act): http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/documentsproject/2012/proekt_zakon_obrazovanie_14-02-2012.pdf

235 Закон за професионалното образование и обучение (Vocational Education and Training Act), last changed 10.12.2010: http://www.navet.government.bg/assets/cms/File/normativni_dokumenti/zakoni_2011/ZPOO.pdf





http://www.navet.government.bg/bg/AboutNAPOO




http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/documentsproject/2012/proekt_zakon_obrazovanie_14-02-2012.pdf



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The State Educational Requirements (SER) for acquiring a vocational qualification clearly define the learning outcomes as the achievement of some outcomes which are helped by some subjects from the general education curriculum in the field of the key competences. Vocational education and training students study all subjects from the comprehensive educational minimum, which includes the study of IT subject in 9th and 10th class, and also they study subjects in their vocational preparation – theory and practice during the whole training period which may be 4 years long (if admitted after 8th class) or 5 years long (if admitted after 7th class). Vocational training in Bulgaria is carried out in the system of formal education and training, as well as through many forms of informal education and non-formal self learning. Initial vocational training and continuing vocational training are associated with the acquisition of knowledge and skills related to a profession. Vocational education and training is provided by vocational schools, trade schools, vocational colleges, higher schools, licensed vocational training centers, organisations of the employers and the employees, NGOs, etc.236 As it has already been mentioned, vocational education in Bulgaria can be implemented during secondary education. In this respect, according to the State Educational Requirements (SER) for the acquisition of a professional qualification, learners in vocational education are taught in all subjects included in the general education curriculum, which includes the obligatory study of information technologies in the 9th and 10th class. The lifelong learning strategy defines as a horizontal priority the acquisition of key digital competences and ICT /digital skills/ as a type of key competence for all target groups of trainees including groups at risk. In this way, the increase of multimedia literacy of students and trainees is laid down on a strategic level. The admission to VET (vocational education and training) is free and missing qualifications can be acquired through different forms of training – daytime classes, extramural, self-study and evening classes. Some vocations have distant learning courses available in the Employment agency schemes “I can do more” and “Development”. In Bulgaria, in order to increase multimedia literacy and the use of IT for the goals of teaching, under the scheme for training in key competences "I can do more" of the Employment Agency, electronic remote courses are also offered, which are generally available to all citizens, including those in at-risk groups.237 Through the voucher schemes for teaching key competencies and professional training financed by the Employment Agency through funds of the OP "Human Resources Development"238, an opportunity for learning computer skills for all interested citizens is provided.

236 Национална стратегия за учене през целия живот (УЦЖ) 2008-2013 (National Strategy for

Lifelong Learning /NSLL/2008-2013), Pg.21: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf

237 Уеб страница на Схема „Аз мога повече”, обучение с ваучери (Web page of “I can do more” scheme, Voucher trainings): http://www.az.government.bg/OPHR/voucher.asp?type_id=1

238 Уеб страница на Оперативна Програма „Развитие на човешките ресурси“ 2007 – 2013г (Web page of Operative Program “Development of human resources” 2007 – 2013): http://www.az.government.bg/OPHR/



http://www.az.government.bg/OPHR/voucher.asp?type_id=1

http://www.az.government.bg/OPHR/

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Policies are structured on the principle of equal access and comprehensive targeted impact. The Action Plan for the year 2010-2011 implementing the National Strategy for Lifelong Learning, for the period of 2011-2013 includes the development of an electronic platform for distance education (containing initially a study programme and learning materials designed to acquire knowledge and skills which are related to the possibility of extending the package of learning programmes at a later stage).239 For this purpose, a team has been formed within the Resource Centre for Distance Learning, an electronic platform for e-learning "Support for Decent Work" 240 (software and hardware) has been created, curricula and teaching materials for distance learning have been developed, a database of information and training materials, lectures, case studies and quizzes, located on the electronic platform has been created. Consultants are also trained to work with the electronic platform. In Bulgaria, there are other platforms in the field of vocational education and training. A national portal for vocational education and training 241 has been created, which has been developed within the Project BG2006/018-343.10.01 "Human Resources Development and Employment Promotion": Improvement of 30 vocational qualification standards, organisation and realisation of specialised teacher training schemes. The web portal for vocational education and training brings experts and the general public together and provides the largest volume of information relating to vocational education and training in Bulgaria. It also integrates resources from the available information and management systems of the Ministry of Education, Youth and Science, the National Agency for Vocational Education and Training and other educational institutions as well as creating its own resources for information, communication and exchange between experts and trainers in VET. The web portal for vocational education and training supplements the educational resources available in the Internet space and puts a stress on resources related to training without duplicating the existing functionality of the National Educational Portal242 which is involved in providing e-learning opportunities. In the sphere of vocational education and training, additional measures related to increasing the use of information technologies in the contemporary vocational training have been taken. An annual national vocational education modernisation programme has been in operation in Bulgaria which invests resources through the state budget and co-financing from business. This programme helps achieve the renovation of specialised

239 План за действие за 2010-2011 година в изпълнение на Националната стратегия за учене през

целия живот за периода 2008-2013 година (Action Plan for 2010-2011 implementing the National Strategy for Lifelong Learning for the period of 2008-2013), 2010, Pg.6: http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/strategies/action_plan_2010-2011.pdf

240 Електронна платформа „ПОДКРЕПА ЗА ДОСТОЕН ТРУД“ (Electronic platform “Support for Decent Work”): http://dostoentrud.podkrepa.org

241 Национален портал за професионално образование и обучение (National portal for vocational education and training): http://www.vet-bg.com

242 Национален образователен портал (National Educational Portal): http://start.e-edu.bg/



http://dostoentrud.podkrepa.org/

http://www.vet-bg.com/

http://start.e-edu.bg/

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equipment in schools’ classrooms, laboratories and workshops in vocational secondary schools in accordance with contemporary modern production technologies and conducting practical training in the real-life working environment. One of the specific fields targeted is information and communication technologies.


The National Strategy for Lifelong Learning243 is an important strategic document which seeks to optimise policies associated with the expanded use of information technology in all educational areas. In practice, in the Strategy the acquisition of key competences, including ICT / digital skills / as a kind of key competence on complete system level and for all target groups of learners, is defined as a horizontal priority. As will be explained later, this Strategy includes various guidelines and activities for the for education and training related to increasing media literacy in the country. According to the National Strategy for Lifelong Learning, an "adult" is anyone who is 16 and older. Lifelong learning offers a variety of possibilities for learning and training, tailored to different target groups in different stages of their lives: young people, elderly people, unemployed as well as employed people who may have skills, not corresponding to the constant changes.244 In the National Strategy, special attention is paid to older people before and after retirement. The text says that the majority of people in this group have acquired education, training and professional status as well as relatively rich professional and social experience and experience relating to learning, but usually they are not flexible in terms of the rapid technological change and globalisation processes. Therefore attention is drawn to the need that they master foreign language and computer skills and intercultural experience in a way corresponding to their specific abilities to acquire knowledge. Acquiring key competences has been designed as a horizontal priority in the National strategy for lifelong learning 2008 – 2013. Training is carried out by educational and training centers, centers for continuing education in the system of the universities as well as by non-governmental organisations specialised in the field of education. Training in key competences for the unemployed is carried out with the financial support of the state budget under national programmes by implementing NEAP. Training in key competences for the employed is successfully carried out under the voucher scheme “I can do more”, and for the unemployed under the voucher scheme “Development”. So far around 24,000 people have participated and 1,.000 have completed training in the in “I can” scheme. To date, over 40,000 people have been included in training in the continuation phase “I can do more”, which started at the end of 2011, and the number who have successfully completed their training is around 10,000. Some of this training is also carried out at a distance using modern ICT, while


Lifelong Learning /NSLL/2008-2013): http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf

244 Национална стратегия за учене през целия живот (УЦЖ) 2008-2013 (National Strategy for Lifelong Learning NSLL/2008-2013), Pg.13: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf





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others are directly oriented towards the expansion of multimedia literacy of the learners. The availability of existing portals, which were described in detail in the section on vocational education and training, is of essential importance for adult education through the use of modern information technology. These portals can also provide learning resources as well as information to all citizens on occupations, licensed vocational training centers, etc.


Informal education is not regulated by laws, rules and regulations. It can be implemented in either institutionalised schools or outside the system. Informal education covers all age groups. In informal education, learning content, forms, methods and educational technology are defined in dialogue between the person who leads the learning offer and the one who learns, who actually determines the general use of ICT, which is particularly the case in distance learning. In Bulgaria, many events are held in the sphere of informal education which use multimedia applications or which aim to enhance multimedia literacy. Such learning events include seminars, open online forums and discussions, workshops and so on. In addition, web portals, providing an opportunity for e-learning, such as the ones described in the preceding paragraphs, allow access for all citizens to education and training resources, as well as to institutions providing vocational education and training. The use of ICT in informal education is directly related to the availability of computers and the ability of learners to access such computers on the one hand, and to the learner having the necessary skills to use such computers the other hand. One example of the active implementation of informal education by providing broad public access to modern technologies and the increase of multimedia literacy of citizens is the establishment of community centers and libraries in all Bulgarian residential settlements. Computer centers provide free Internet access. In many of these centers, clubs have also been created which are open to all citizens regardless of their age. This means that citizens, led by a common interest in ICT can help each other in the learning process and can benefit from the organisation of group courses, lectures and consultations. The availability of the existing portals, which were described in detail in the chapter on vocational education and training, is also of importance for both informal education as well as the non-formal self learning aimed at seizing the opportunities offered by modern information technologies. The acquisition of such skills and experience outside the labour process and the school environment prepares young people much more for the free labour market than the classical education sometimes does. This has led to a steady increase in interest in online courses and workshops.


The National Strategy for Lifelong Learning covers the period 2008 - 2013. It is one of the most significant national documents related to the expansion of multimedia literacy in all spheres of education. As has been evident in previous sections of this chapter, many of the priorities and measures imbedded in this strategy are already being

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implemented while others are currently being undertaken. Several steps are planned to take place by the end of 2013245 in relation to secondary education. These include recognition on a system level, of informal education and non-formal self learning as a tool for development and / or the improvement of learning skills, strengthening the exchange of information of good practices in schools through active participation in the national education portal, provision of high-speed Internet in every school, development of e-learning courses, multimedia training and so on, the provision of opportunities for enhancing the qualification of teachers in secondary education - general and vocational, affirmation of the role of parents in the management, monitoring and control of school activities as well as developing partnerships and collaboration between schools and other training centers, community centers and non-governmental organisations. In the sphere of higher education, the plan is address lifelong learning issues in the Strategy for the Development of Higher Education and the Higher Education Act by 2013. In relation to adult education, the plan is to improve the institutional framework for lifelong learning by expanding learning opportunities in clubs, libraries, community centers, youth information and counseling centers, regional and local community centers by the end of 2013. There are also plans to improve curricula and teaching methods in order to bring them into line with the previous education and experience of learners and to promote the training and qualifications of teachers of adults and the development of various forms of learning - distance learning, e-learning and mixed forms of learning. For the training of teachers, there are plans to establish a specialised portal for the exchange of best practices in teaching in different disciplines, and to promote opportunities for e-learning, also by the end of 2013.246 The Bulgarian government has approved a draft of the Pre-school and School Education Act247, which will actually synchronize Bulgarian education policy directives to European directives. This project provides autonomy for schools to develop their own curricula for extended and additional learning. In these classes, students can study subjects such as entrepreneurship, civic education, health education and so on. With this new legislative act social relations are being regulated, which are associated with the possibility to validate competences for people over 16 years who have not completed primary or secondary education which have been acquired through informal education and learning. This is a way to optimize non-formal self-learning and individual forms of learning. This allows for the development of distant learning and blended learning.


Lifelong Learning NSLL/2008-2013), Pg. 19-20: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf

246 Национална стратегия за учене през целия живот (УЦЖ) 2008-2013 (National Strategy for Lifelong Learning NSLL/2008-2013), Pg.14-15: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf

247 Проект за Закон за предучилищното и училищното образование(Draft of the Pre-school and School Education Act): http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/documentsproject/2012/proekt_zakon_obrazovanie_14-02-2012.pdf







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The draft act also optimizes the system of evaluation. It will be a tool for monitoring the educational process and for developing policies to improve quality. To ensure care for children and recognition of their achievements, centers for supporting personal development are being created. They cover the existing service units in the system. These are just some of the changes that will take place in the pre-school and school education in the foreseeable future. Apart from this, in view of its legal effect, this draft act could provide additional opportunities for expanding the multimedia skills and enhancing the use of computer technologies in school education in Bulgaria. Also, the draft act will inevitably lead to a number of changes in other national regulation documents, which in turn will have an impact by increasing the level of multimedia literacy in other areas of education and training.

3.7.4 Conclusion

Modern information technologies are used in one way or another in all sectors of education and training in Bulgaria. These aim to both improve the quality of education implementation and to enhance the multimedia literacy of students and learners. In addition, teachers and trainers also learn about the application and use of modern ICT in each of the respective educational spheres. In the different sectors, levels and forms of education and training in Bulgaria policies and initiatives related to the expansion of multimedia literacy and the use of modern methods of e-learning and teaching are being implemented. In the sphere of school education (primary, secondary and vocational secondary), we observe the following: the implementation of strategies and programmes which promote the introduction of ICT in Bulgarian schools, the modernisation of facilities and equipment, the provision of free Internet access, the training of teachers, etc. Normative documents which aim to enhance the expansion of multimedia literacy of learners also include obligations for the study of information technologies in the 5th to 10th classes, leaving the opportunity for students in the lower classes to study the same subject as a compulsory optional subject. The widest dissemination of ICT in the process of teaching and learning occurs in the sphere of higher education, where in most of the universities electronic learning platforms are available, information systems are built and the software associated with the profession to which the students aspire are learned and used. In the sphere of vocational education and training various projects are implemented, through which learners can acquire initial knowledge or expand their existing knowledge in the field of information technologies. Also, some of these training sessions are held remotely, which encourages the use of a variety of methods in the learning process. In both this sphere and in the sphere of adult education and non-formal self learning, the existence of the above represented platforms is of significant importance. The acquisition and expansion of the knowledge and skills of citizens in the sphere of informal education and non-formal self learning is ensured by the free computer centers established in the country, which provide Internet connectivity and access to various e-learning and training resources. With regard to the policies implemented in Bulgaria as a whole, it can be said that there are sustained actions by state institutions to expand the use of information technologies for the purposes of teaching in all educational and training spheres. The foundations of

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these actions have been laid and realised as a result of the implementation of the National Strategy for Introducing ICT in Bulgarian Schools. Other national programmes and strategies are currently being implemented based on what has already been achieved,. In political terms, the approved Draft Pre-school and School Education Act, also presented in this report, actually provides autonomy to schools in developing curricula for additional subject areas. , This allows them to support the acquisition of knowledge and skills in compliance with requirements set in the curricula for the subject "Information Technologies". Another important to the increasd availability of distance learning and the introduction of blended training, which is also a prerequisite for the expansion of the multimedia literacy of learners. At the same time, the authors believe that the activities that are planned and being implemented that have been described in this chapter will have a positive influence on the level of multimedia literacy of learners in all education and training spheres.

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4 Conclusions

Overall conclusions In general, we can tell from the overview on media and learning in the seven partner countries that the definitions used are very diverse, and that this diversity in meaning and contexts needs to be taken into account when discussing media literacy. More specifically, it becomes clear that dealing with media literacy is not the responsibility or competence of one ministry or organisation, but it is a shared responsibility for several stakeholders. Depending on the point of view (schools, parents, ministries of education, broadcasting companies, producers of educational material, youth,…), there is a different understanding of media and learning. On the one hand, that’s positive, since it also means that there is an openness to give it a personal meaning, but on the other hand, in terms of budgets spent on media literacy, and taking up responsibilities, it might make a straightforward approach a bigger task. The challenge lies in involving all stakeholders, and investing in a multiplier effect when taking measures in a certain domain, by making sure it all builds up to improving media literacy and giving every stakeholder a responsibility of their own. Secondly, we observe a lack of specific targets and measurable indicators in this area. In general, when it comes to the educational domain, there is an increasing need to express the issue in numbers, tables, percentages, etc., but unfortunately it is not easy to define specific indicators to measure the ‘level’ of media literacy. We see more and more attempts to make media literacy more tangible and measurable, and are looking forward to follow the developments on this level. Thirdly, we could read in the different chapters, explicitly or more implicitly, a difference between countries or regions where there is a focus on ICT, and those where the focus is more on the cultural component of media literacy. ICT and education is an important consideration, but it only unveils part of the rich story of media literacy and education. It is important to see both foci as complimentary, and therefore, both should be addressed simultaneously instead of in a separate way. Fourthly and finally, we feel that there is a lot to be gained from the diversity we have observed in policies and in practices.

Towards the following MEDEAnet reports This is the first of three reports to be written in the framework of the MEDEAnet project. We see this as an open and ongoing process, whereby we started with general overviews for the first edition. We are hoping that this basis will help us to put more focus towards the following reports, and by doing so, we hope to contribute to the interesting developments for improving media literacy for all on an international level.

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5 Annexes

Annex 1: Supplementary information about Germany Annex 2: Supplementariy information about Greece

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5.1 Annex 1: Supplementary information about Germany

This annex offers further information about the organisation of education at different levels in Germany, examples of relevant projects related to media literacy in different education sectors and at both federal and regional level and offers an overview of additional key players in the field of media literacy in Baden-Württemberg.

1. Compulsory education

a. Pre-primary education

Example at federal level: Schulen ans Netz e.V.

The initiative Schulen ans Netz e.V worked in the field of "Early Childhood Education" by offering online and classroom-based information and training opportunities for teachers in kindergartens and elementary schools. Projects in the field of early childhood education were funded by the Federal Ministry of Education and Research between 2007/2008 and 2011/2012:

- BIBER - Network early childhood education: BIBER is a network of early childhood

education and supports the implementation of the educational mission in early

education. The BIBER network also offers the internet-based Database "Web Sites for

Children".

- Media training for educators: Media training for educators is a project to promote the

media competence of kindergarten with none or basic skills in job-related use of

digital media.

Example at regional level: Rahmencurriculum für BA Studiengänge im Bereich der

Frühen Bildung/Bildung und Erziehung im Kindesalter/Kindheitspädagogik in Baden-

Württemberg (Framework curriculum for the BA degree programmes in the field of

early childhood education in Baden-Württemberg)248

The academisation of the teachers for pre-primary education has been going on in Germany for several years. Higher education institutions are therefore currently developing and implementing curricula for new BA and MA studies that also cover media education in early childhood. The framework curriculum for the BA degree programmes in the field of early education in Baden-Württemberg describes relevant qualification targets and course content for the academic training of teachers specialised in early childhood education. The framework should be adapted in all relevant academic disciplines but can be adjusted to the specific conditions of every individual academic institution. It was developed by a network of universities in Baden-Württemberg249 aiming at the development of a university-wide framework. With regard to media education it describes competences

248 Hochschulnetzwerk Bildung und Erziehung in der Kindheit (2012): Rahmencurriculum für BA

Studiengänge im Bereich der Frühen Bildung/Bildung und Erziehung im Kindesalter/Kindheitspädagogik in Baden-Württemberg. www.eh-freiburg.de/inc/template/ehfreiburg/de/Pdf/aktuelles/Rahmencurriculum-BA-Fruehpaedagogik_Mai12.pdf.

249 PH Freiburg, EH Freiburg, PH Ludwigsburg, EH Ludwigsburg, SRH Heidelberg, PH Heidelberg, PH Karlsruhe, HS Esslingen, PH Weingarten, Universität Tübingen and PH Schwäbisch Gmünd.

http://www.schulen-ans-netz.de/projekte/fruehkindliche-bildung.html

http://www.schulen-ans-netz.de/projekte/fruehkindliche-bildung/biber.html

http://www.schulen-ans-netz.de/projekte/fruehkindliche-bildung/biber.html

http://www.schulen-ans-netz.de/fortbildungen/medienqualifizierung.html

http://www.eh-freiburg.de/inc/template/ehfreiburg/de/Pdf/aktuelles/Rahmencurriculum-BA-Fruehpaedagogik_Mai12.pdf



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and qualifications of BA graduates, learning content leading to the media education of students, learning and teaching formats as well as references to other modules of the framework curriculum.

b. Primary & secondary education

Example at regional level: paedML

The Landesmedienzentrum Baden-Württemberg (LMZ), the regional state media authority for Baden-Württemberg, offers technical advice and support through the support network paedML. paedML is a standardised networking solution that offers technical support and easy maintenance facilitating everyday functions such as e-mail communication, sharing of software programs and data, Internet surfing or printing. On the basis of the paedML solution school network consultants working in regional media centres give advice in planning and developing school computer networks. About two thirds of the secondary and about half of the vocational schools in Baden-Württemberg use paedML.

2. Higher education

Example at federal level: Qualitätspakt Lehre von Bund und Ländern (Quality Pact for Academic Teaching by the Federal State and the Länder)

In the context of the Quality Pact for Academic Teaching, universities receive financial support for the improvement of conditions for studying and teaching quality. The basis for this pact is a joint agreement by the federal and state governments.250 By 2020, the federal government will provide about 2 billion € for better conditions for studying at German universities. Among others objectives, the development of teaching quality and professionalism of teaching will be promoted. This includes both individually funded projects such as the testing of innovative teaching formats as well as joint projects between universities e.g. in the areas of e-learning, engineering or medical training. HE institutions such as the University of Düsseldorf (situated in the state of North-Rhine Westphalie) invest in e-learning experts. In Baden-Württemberg 29 HE institutions are currently being funded. For example, the Stuttgart Media University receives funding for the project "MyCurriculum” which will allow students to individualise their study courses. Another example is the University of Freiburg which is further developing an information and communication platform for curricula development.251

250 Bekanntmachung der Verwaltungsvereinbarung zwischen Bund und Ländern gemäß Artikel 91b

Absatz 1 Nummer 2 des Grundgesetzes über ein gemeinsames Programm für bessere Studienbedingungen und mehr Qualität in der Lehre - Vom 18. Oktober 2010, http://www.bmbf.de/pubRD/vereinbarung_qualitaetspakt_banz.pdf.

251 Hochschule der Medien (2011): 1,6 Millionen Euro für Projekt der Hochschule der Medien. www.hdm-

stuttgart.de/view_news?ident=news20111216110537.

University of Freiburg (2011): Qualitätspakt Lehre: Förderung startet zum Wintersemester. blog.lehrentwicklung.uni-freiburg.de/category/qualitatspackt-lehre/, Online version 19 September 2011.

http://www.support-netz.de/


http://www.bmbf.de/pubRD/vereinbarung_qualitaetspakt_banz.pdf

http://www.hdm-stuttgart.de/view_news?ident=news20111216110537

http://www.hdm-stuttgart.de/view_news?ident=news20111216110537

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3. Vocational Education

The following table provides a breakdown of the distribution of responsibilities between the Federal Government and the Länder:

Responsibilities

Federal Government Länder

recognises training occupations by regulation and stipulates binding requirements for training and examinations in the training regulations.

promotes measures to support dual training.

promotes vocational training research.

issue curricula for part-time vocational schools.

finance teaching staff (local authorities: buildings and equipment).

supervise chamber activities.

Employers and unions Self-governing bodies (chambers)

draft proposals for the creation of new and the updating of existing training occupations.

nominate experts for participation in the drafting of training regulations.

negotiate provisions in collective agreements, for example, concerning the amount of allowance paid to trainees.

advise the stakeholders in training.

supervise training in the company.

verify the aptitude of companies and training instructors.

register training contracts

administer examinations.

Source: BMBF 2012

4. Key Players in relation to media literacy

The following organisations play an important role in relation to the status of media literacy in Baden-Württemberg:

Ministry of Culture, Youth and Sports / Ministry of Science, Research and Art / Ministry of State Baden-Württemberg / Ministry of Finance and Economy / Ministry for Rural Areas and Consumption Rights

“The ministries of education and cultural affairs are the supreme authorities at Land level with respect to education, science and culture. Their work includes, above all, schools, higher education and adult education, the general preservation of art and culture, and relations between the state and religious communities (known as Kultusangelegenheiten). The majority of the Länder, in addition to a ministry for schools, also have separate ministries to cover science and research.” German Eurydice Unit of the Länder (2010)252

252 German Eurydice Unit of the Länder (2010): GLOSSARY ON EDUCATION Institutions, Examinations,

Qualifications, Titles and other Specialist Terms, www.kmk.org/fileadmin/doc/Dokumentation/Glossary_dt_engl.pdf, p. 8f.

http://www.kultusportal-bw.de/

http://mwk.baden-wuerttemberg.de/

http://www.stm.baden-wuerttemberg.de/

http://www.stm.baden-wuerttemberg.de/

http://www.fortbildung-bw.de/fileadmin/uploads/Retrieveds_FIFO_Broschueren/2012/Stuttgart_FitdurchFortbildung2012.pdf

http://www.verbraucherportal-bw.de/

http://www.verbraucherportal-bw.de/

http://www.kmk.org/fileadmin/doc/Dokumentation/Glossary_dt_engl.pdf

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In Baden-Württemberg the Ministry of Culture, Youth and Sports and the Ministry of Science, Research and Art are the main responsible ministries in the field of media literacy education. The Ministry of Culture, Youth and Sports covers compulsory and continuing education, complementary the Ministry of Finance and Economy focuses on job-related continuing education and supports the Netzwerk Fortbildung (network continuing education), a regional network of educational institutions. The Ministry of Science, Research and Art is responsible for all universities in the country, most of the non-university research institutions, academic libraries and archives as well as the arts institutions. In addition, the Ministry of State Baden-Württemberg promotes media literacy of children and teenagers on a more general level and also in extra-curricular learning contexts. The Ministry for Rural Areas and Consumption Rights focuses on digital consumption rights.

Kindermedienland Baden-Württemberg

Funded by the Ministry of State Baden-Württemberg and with Landesmedienzentrum Baden-Württemberg, Landesanstalt für Kommunikation, Südwestrundfunk (SWR) and MFG Baden-Württemberg as partners, the umbrella initiative Kindermedienland Baden-Württemberg is one of the most well-known activities for media literacy promotion in Baden-Württemberg. Kindermedienland Baden-Württemberg is an initiative for strengthening IT- and media literacy of children, teenagers, parents and other persons in charge of education. State-wide the project aims to concentrate, bundle, connect - and if necessary also to build up - initiatives, projects and proponents dealing with the development of media skills of children and teenagers on one platform. MFG Baden-Württemberg is one of the project partners and, among others, responsible for developing and operating the platform www.kindermedienland-bw.de.

Landesmedienzentrum Baden-Württemberg (state media authority)

Besides the Länder ministries, important players for media literacy promotion are the 14 state media authorities in Germany. Their goal with regard to media literacy promotion is the promotion of a responsible and safe use of media through media education and counselling. They finance, initiate and support more than 20 local community projects and hundreds of individual projects, networks, institutional support, events, publications and web sites – at local, regional and federal level. These media literacy activities address a wider audience: young children, teens and elderly citizens to parents and teachers - in rural and urban areas. New target groups are migrants and disabled people.253 The Landesmedienzentrum Baden-Württemberg (LMZ) offers various media education services such as general information on media education, advice on computer networks at schools, media education advice for parents and teachers and manages the office for media review (a commission which evaluates analog and digital media with regard to their use in classroom teaching within various subjects).

Medienpädagogischer Forschungsverbund Südwest

The Medienpädagogischer Forschungsverbund Südwest (Media Education Research Association Southwest (mpfs)) collects documents and disseminates data and information on the use, function, and the effect of media content - for the South West region of Germany and nationwide. Since 1998 the mpfs has been collecting on a

253 Arbeitsgemeinschaft der Landesmedienanstalten in der Bundesrepublik Deutschland (ALM) GbR

(Eds.) (2012): Medienkompetenz - Förderung, Projekte und Initiativen der Landesmedienanstalten 2010/2011. http://www.die-medienanstalten.de/fileadmin/Retrieved/Publikationen/ALM-

Jahrbuch/Jahrbuch_2011/Sonderdruck_Medienkompetenz_2011.pdf.


http://innovation.mfg.de/en


http://www.lmz-bw.de/

http://www.mpfs.de/

http://www.die-medienanstalten.de/fileadmin/Retrieved/Publikationen/ALM-Jahrbuch/Jahrbuch_2011/Sonderdruck_Medienkompetenz_2011.pdf

http://www.die-medienanstalten.de/fileadmin/Retrieved/Publikationen/ALM-Jahrbuch/Jahrbuch_2011/Sonderdruck_Medienkompetenz_2011.pdf

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continuous basis representative data on the media use of children and adolescents in the context of the JIM (children age 12-19), the KIM (children age 6-13) and the FIM (families with children age 3-19) surveys. The mpfs is a cooperative project between the Landesanstalt für Kommunikation Baden-Württemberg and the State Media Authority of Rhineland-Palatinate. Within the surveys JIM and KIM mpfs cooperates with SWR (regional state broadcaster) Media Research.

5. Teacher training in Germany

The following sections provide further information about teacher training in Baden-Württemberg:

a) Additional policy documents

Besides regulations on teacher education254, relevant policy documents with regard to media education in teacher education in Baden-Württemberg are:

- Bundesministerium für Bildung und Forschung (BMBF) (2010): Kompetenzen in einer digital geprägten Kultur255: According to the study commission mandatory media education should be guaranteed in teacher education and teacher training in all German states regardless of the subject. Media education is understood as a cross-sectional competence linking expertise within the educational and professional scientific research / teaching areas.

- Coalition Agreement between the Green and the Socialdemocratic Party256: the current government of Baden-Württemberg understands media education as a cross-cutting issue in school curricula, not only as an additional subject. Media pedagogy therefore needs to be considered as a cross-sectional task in the forthcoming restructuring of teacher education - as well as in other educational programmes and trainings.

b) Additional information on teacher education in the 1st phase

Example at regional level: Supplementary studies in media education257

Several universities of education offer students of teacher education the opportunity to acquire additional qualification in the field of media education through an extension course. However, only a few students have enrolled in this class for this additional qualification.

254 Legal basis are the respective training and examination regulations of the Ministry of Culture in

Baden-Württemberg: www.kultusportal-bw.de/servlet/PB/menu/1180568/index.html.

255 Federal Ministry of Education and Research (BMBF) (2010): Kompetenzen in einer digital geprägten Kultur, www.bmbf.de/pub/kompetenzen_in_digitaler_kultur.pdf, p.13.

256 Der Wechsel beginnt. Koalitionsvertrag zwischen BÜNDNIS 90/DIE GRÜNEN und der SPD Baden-Württemberg. Baden-Württemberg 2011 – 2016, http://www.gruenebw.de/fileadmin/gruenebw/dateien/Koalitionsvertrag-web.pdf, p.77.

257 PH Freiburg: http://www.ph-freiburg.de/imb/lehre/studiengaengezertifikate/erweiterungsstudium-

medienpaedagogik.html

PH Heidelberg: www.ph-heidelberg.de/wp/lorenz/medienpaed0.htm

PH Ludwigsburg: www.ph-ludwigsburg.de/1357+M50039cec051.html

PH Schwäbisch Gmünd: www.ph-gmuend.de/deutsch/studium/studiengaenge/medienpaedagogik.php

http://www.kultusportal-bw.de/servlet/PB/menu/1180568/index.html

http://www.bmbf.de/pub/kompetenzen_in_digitaler_kultur.pdf

http://www.ph-freiburg.de/imb/lehre/studiengaengezertifikate/erweiterungsstudium-medienpaedagogik.html

http://www.ph-freiburg.de/imb/lehre/studiengaengezertifikate/erweiterungsstudium-medienpaedagogik.html

http://www.ph-heidelberg.de/wp/lorenz/medienpaed0.htm

http://www.ph-ludwigsburg.de/1357+M50039cec051.html

http://www.ph-gmuend.de/deutsch/studium/studiengaenge/medienpaedagogik.php

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Example at regional level: media education at the University of Education of Ludwigsburg (PHL) 258

The Department of Media Education in recent years tried to establish media education in various courses and at the same time offering opportunities for specialisation. At the PHL it is possible to attend media educational seminars in the framework of the following study courses:

- Teacher’s education (primary and secondary schools);

- Bachelor in education; specialisation in education in early childhood, cultural education and adult education; media education as a compulsory optional subject;

- Master of Arts in adult education and cultural and media education; Master of Science in educational research (media education as optional subject);

- Specific supplementary studies in media education (2 semesters) as an additional qualification for the teacher’s education.

The PHL currently is conceptualising and testing a curriculum on media education in teacher education in the first phase in the context of the amendment of the study and examination regulations.259

c) Additional information on teachers' advanced training opportunities (third phase)

Example at federal level: Web sites for media-based learning addressing teachers260

More than 35 web sites address media-based learning in schools. They include free information services with links to other content providers such as the German Education Server or provide free educational materials for teachers such as Teachers Online and ZUM.DE. Web sites such as Primolo address specific topics or target groups; working environments for collaboration between teachers and pupils are provided e.g. by lo-net2.

Example at regional level: Landesakademien für Fortbildung und Personalentwicklung an Schulen (State Academies for Training and Personnel Development at Schools)

The Landesakademien für Fortbildung und Personalentwicklung an Schulen in Baden-Württemberg provide training for teachers on behalf of the Ministry of Culture. In Baden-Württemberg the State Academies are situated in Bad Wildbad, Comburg and Esslingen.

The State Academies offer in the field of media literacy following services (selection):

- Training in computer networking: planning of school networks, basic courses on school networks, training opportunities for experienced school network consultants;

258 PH Ludwigsburg (2011): Media Education in Ludwigsburg. www.ph-

ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/English_version_Maerz_2011.pdf

259 PH Ludwigsburg (2010): Medienpädagogik in Studiengängen an der Pädagogischen Hochschule Ludwigsburg, www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-

01/user_files/Aktuelles/Handout_Medienpaedagogik.pdf

260 Cp. Schulzki-Haddouti, C./Ziegler, P-M (2008, April). Digitale Schule: Potenzial noch lange nicht ausgeschöpft, http://www.heise.de/newsticker/meldung/Digitale-Schule-Potenzial-noch-lange-nicht-

ausgeschoepft-204390.html.

http://www.eduserver.de/

http://www.eduserver.de/

http://www.lehrer-online.de/

http://www.lehrer-online.de/

http://www.zum.de/

http://www.primolo.de/

http://www.lo-net2.de/

http://lehrerfortbildung-bw.de/lak/

http://lehrerfortbildung-bw.de/lak/

http://www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/English_version_Maerz_2011.pdf

http://www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/English_version_Maerz_2011.pdf

http://www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/Aktuelles/Handout_Medienpaedagogik.pdf

http://www.ph-ludwigsburg.de/fileadmin/subsites/1b-mpxx-t-01/user_files/Aktuelles/Handout_Medienpaedagogik.pdf

http://www.heise.de/newsticker/meldung/Digitale-Schule-Potenzial-noch-lange-nicht-ausgeschoepft-204390.html

http://www.heise.de/newsticker/meldung/Digitale-Schule-Potenzial-noch-lange-nicht-ausgeschoepft-204390.html

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- Training of multimedia consultants (MMB): basic knowledge of the Internet and its use in school, Creating web sites and multimedia presentations, Processing of images, Basic knowledge of educational software;

- Training in the "use of new media in the subjects / subject associations";

- Media workshop (Medienwerkstatt): instructions and teaching materials for classroom work as well as course content for teacher trainings;

- Beginner to advanced tutorials as well as training on Moodle;

- Abenteuer Unterricht (Adventure education): Abenteuer Unterricht initiated by the Ministry of Culture is a blended learning training that promotes active engagement with educational issues and problems. The modules are called Communicating successfully, Mastering difficult situations and Self-management;

- "Intellectual property and privacy at school” training for teachers, headmasters, network administrators and Moodle administrators.

Currently, the State Academy for Training and Personnel Development at Schools is conceptualising new training concepts within working groups on the individual promotion of pupils through new media and the use of tablets in schools.

Example at regional level: Media-based training for teachers

On behalf of the Ministry of Culture, Youth and Sports, the distance learning center (FSZ) of the Karlsruhe Institute of Technology (KIT) offers subject-specific teacher training as blended learning courses. Currently, the FSZ offers the training courses "Science teaching for teachers in secondary schools (Realschule)", "Science teaching for teachers of upper secondary schools (Gymnasium)" and "Teaching economics for teachers of upper secondary schools (Gymnasium)".

http://www.fsz.kit.edu/lehrerfortbildung.php

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5.2 Annex 1: Supplementary information about Greece

In this annex, you can find additional information about the structure of education in Greece. Details about the different education levels and projects that take place on these different levels, are offered in the different paragraphs.

1. Compulsory education

Media projects and networks of State policies

The initiatives undertaken within the projects of the "All-Day School" and the "Digital School" are co-financed by the European Union (European Social Fund - ESF) and Greek national funds (National Strategic Reference Framework (NSRF) through the Operational Program "Education and Lifelong Learning" .

Specifically, in relation to Digital classroom, schools are equipped with interactive teaching systems (interactive smart boards, data projects), initially for the 8th grade (1,250 schools submitted a relevant request in recent months) and subsequently for all Lower Secondary School classes (7th through 9th grade) and for 6th grade at 1,190 Lower Secondary Schools (60% of the total number) and 5,200 Primary Schools (85% of the total number).

In relation to Electronic administration of education, a web site is being developed for each school and decentralised Ministerial Service, where decisions and developments will be posted, aiming at transparency and social accountability. Furthermore, all the schools of the country will acquire their own electronic “identity card” that will fully list all their data (pupils, staff, equipment, etc.).

The Computer Technology Institute and Press "Diophantus" (CTI) is a research and technology organisation focusing on research and development in ICT and provides the digital pillar in the Greek educational system. Particular emphasis is placed on education, by developing and deploying conventional and digital media in education and lifelong learning; publishing printed and electronic educational materials; administrating and managing the Greek School Network; and supporting the organisation and operation of the electronic infrastructure of the Greek MoE and all educational units. The Greek School Network (GSN) is the advanced educational network in Greece which interconnects schools, educators, educational units and administrative services of MoE. Key Services of GSN are the Portal, the Helpdesk, user administration, e-mail lists, instant messaging, teleconference, video on demand, e-Learning, web hosting, e-magazine, forums, remote management, LDAP, e-mail, web mail, safe access, remote access, GIS and live streaming. GSN supports learning communities and social networking for Greek teachers and pupils providing the relevant blogs services, e-class, and Moodle LMS. 16,041 members are involved and 15,971 blogs, 192 groups and 66 discussions, have been created from educators highlighting interesting topics in the learning community on a daily basis, providing vivid interactions among educators and pupils. A special service, Safe internet, provides information and advice for safe web navigation. The Educational Portal (e-yliko) of MoE is the web portal that provides meeting opportunities and mutual support for the educational community, aiming to help

http://www.edulll.gr/

http://www.cti.gr/

http://www.sch.gr/

http://www.sch.gr/files/PSD_Portal_GR.pdf

http://www.sch.gr/files/PSD_Helpdesk_Service_GR.pdf

http://www.sch.gr/files/PSD_Diaxeirish_Xristwn_GR.pdf

http://www.sch.gr/files/fyladio12.pdf









http://www.sch.gr/files/PSD_Remote_Control_Service_GR.pdf

http://www.sch.gr/files/PSD_Directory_GR.pdf







http://blogs.sch.gr/

http://www.e-yliko.gr/

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teachers find resources more quickly and easily (so far there have been more than two million unique hits). Teaching Scenarios, Supporting Material, Articles and Useful Links are available for the Greek teacher as well as Conferences, Announcements, and Contests that might be of interest to the educational community. The on-line educational material provided, is constantly enriched and renewed and aims to become an incentive to enhance teaching scenarios. There are links to educational activities like “ Kallisto” environmental programmes, the “Full Time Kindergarten Program”, “Eurydice” network, “Kalipateira” Olympic Education Programme, the eTwinning action, the “Safer Internet“ action as well as the portal providing online asynchronous training http://istos.sch.gr.

The digital transition of Educational Radio Television (2010, 2011) EduTV2.0 has developed the following five projects in i-create:

The contest “Al.Papadiamantis, N.Gatsos, Str.Tsirkas and Od.Elytis: 100 years later” was dedicated to the re-discovery of four great Greek authors through their writing. Pupils wrote their own stories supported by teachers from their schools and also cooperated with other schools. A total of 190 schools participated and 90 videos, 27 blogs and 73 posters were uploaded, enriching everyone’s knowledge with UGC. The contest “School Cooking-Mediterranean Diet” was created due to the inclusion of the Mediterranean Diet in the UNESCO Cultural Heritage of Humanity list which focussed on the changes in traditional diet, as well as the position of Greece in Europe regarding childhood obesity. 376 schools participated providing 29 videos, 58 posters, 115 digital drawings and 174 Mediterranean recipes. The interactive game “A Letter-A Story” is an innovative Web-based Learning Environment aiming to teach preschool and primary school pupils the Greek alphabet and language through entertainment, play and active participation. Score against Violence. It's a Game, not war is the slogan of a social responsibility campaign against violence which works across different media. This micro-site includes an animated cartoon series with five spots and an interactive animated cartoon with “hot areas”, hyperlinked to new pages with rich and vivid digital content; videos, photos, presentations in Prezi and Slideshare format, all of which provide valuable information aimed at raising awareness on the topic of violence. Pupils participating in the campaign created their own slogans in radio spots, podcasts, video-animations and posters using figures from the animated cartoon series. The science communication video contest School-Lab was co-organised by the British Council and i-create through the Programme “New Generation in action” of the EC. The contest helped pupils better understand some of the exciting challenges faced by scientists and researchers, as well as gain self-confidence and presentation skills to better communicate their ideas. The contest projects were very well accepted in school communities and led to the introduction of various innovations in Greek education by pupils and teachers . EduTV2.0 as a part of the Social Media ecosystem curates and aggregates educational and UGC in You Tube, Facebook, Twitter, Blog, scoop.it, Vimeo and Linked-In. Visit the presentation EduTV 2.0 in the slideshare platform for more information.

European projects

The EduTubePlus (ETP) project aimed to develop a European hybrid, multilingual video-based service for schools. This service integrated 5,400 multi-lingual curriculum-related video-clips by major European educational TV & video providers, with tools enabling educators to enrich the library with user generated clips. The ETP service enabled users to develop, translate and share video-based learning scenarios and lessons, to search resources using terms related to their national curriculum and to use video in a

http://www.e-yliko.gr/resource/teach_Prot.aspx

http://www.e-yliko.gr/resource/suppMaterial.aspx

http://www.e-yliko.gr/_layouts/itn/search.aspx?Type=1&MaterialType=1&MaterialSubject2=-1&TeeSector=-1

http://www.e-yliko.gr/resource/useLinks.aspx

http://www.e-yliko.gr/Lists/List42/Synedria/conferenceViewPerMonth.aspx

http://www.e-yliko.gr/Lists/List42/Anakoinoseis/anakoinoseisView.aspx

http://www.e-yliko.gr/Lists/ContestsTOP10/Contests/contestView.aspx

http://www.e-yliko.gr/htmls/perivallon/kallisto.aspx

http://nip-oloimero.sch.gr/frontoffice/portal.asp?cpage=NODE&cnode=1

http://www.e-yliko.gr/htmls/eurydice/eurydice_1.aspx

http://kallipateira.sch.gr/

http://www.etwinning.gr/

http://www.e-yliko.gr/htmls/pc_use/safety.aspx

http://www.istos.gr/

http://www.i-create.gr/index.php?option=com_k2&view=item&layout=item&id=698&Itemid=124

http://www.i-create.gr/index.php?option=com_content&view=article&id=1443&Itemid=192

http://www.i-create.gr/index.php?option=com_content&view=article&id=1443&Itemid=192

http://www.i-create.gr/index.php?option=com_k2&view=item&layout=item&id=732&Itemid=234

http://www.i-create.gr/index.php?option=com_k2&view=item&layout=item&id=697&Itemid=93&lang=el

http://www.i-create.gr/index.php?option=com_k2&view=item&layout=item&id=697&Itemid=93&lang=el

http://school-lab.org/

http://www.youtube.com/user/EducationalTVGreece

https://www.facebook.com/pages/Educational-Radiotelevision-Digital-Media/181904595162468

https://twitter.com/#!/EduTV_Greece

http://blogs.sch.gr/dertv/

http://www.scoop.it/t/digital-and-social-media-in-education

http://vimeo.com/educationaltvgreece

http://www.linkedin.com/groups/Educational-Radio-Television-Greece-3585689?mostPopular=&gid=3585689

http://www.slideshare.net/sofipapadi/edutv20-english-11908747

http://www.slideshare.net/sofipapadi/edutv20-in-digital-media-and-social-networks

http://www.edutubeplus.info/

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pedagogically relevant manner in class. The pilot implementation phase of ETP in 2010-11, provided an opportunity to test-out the platform and approach with 19 practicing Greek teachers, trained to effectively use videos in their classrooms. 17 UGV, and 16 learning activities and lessons were created or customised using the ETP library and e-service. In addition an active community emerged during the pilot phase between Greece and Romania who shared their video based learning experiences and engaged in the first cross-border collaboration between these countries.

The e-twinning project takes advantage of the possibilities offered by the Internet and digital media to promote European school cooperation, collaborative learning and project based pedagogy. In 2010, 35 projects, 44 schools and 61 educators participated in e-twinning from Greece collaborating through the web tools of the Twinspace platform. In addition, 7 Greek e-Twinners from 5 schools have been awarded for their projects in 2011.

The Teachers 4 Europe project is aimed at contributing to the acquisition of deeper lnowledge on the part of participants in regard to European issues and at improving teachers’ skills by applying innovative methods of teaching, using ICT. During the first pilot implementation in 2011, 97 teachers of primary education were trained and 2500 pupils actively and experientially participated in their project activities.

2. Higher education

In regard to media in higher education, we refer to the following projects and actions:

The Hellenic Open University (HOU) designed and developed Supplementary Digitized Educational Material (SDEM: Video, Hypertext, Webcast) in order to support a number of undergraduate and postgraduate modules. The HOU 's mission is to provide distance undergraduate and postgraduate education and training, developing and using appropriate educational materials and teaching methods. In particular, HOU offers adults students a "second chance" for lifelong learning and training. The HOU students’ views about the quality of each module’s SDEM they used during their study are presented in the 6th ICODL proceedings. The research findings indicated that students consider Hypertext as the least effective mode of digitized material whereas Webcast is viewed most favourably especially in the pedagogical dimension. Moreover, the HOU participated in the Lifelong Learning Program ERASMUS project Innovative OER in European Higher Education (2009-11) aimed at exploring the Open Educational Resources (OER) movement and the methods with which, Higher Education (HE) in Europe can exploit them. HOU provides the description of best practices in Greece and contributes to the evaluation framework.

The National Technical University of Athens (NTUA) participated and completed (2008-2011) the European projects WeKnowIt, METABO, Controlling Chronic Diseases related to Metabolic, eContentplus, ATHENA, Access to cultural heritage networks across Europe. Furthermore the NTUA participates (2010-2013) to the following ongoing projects: CARARE, Connecting Archaeology and Architecture in Europeana, ECLAP, European Collected Library of Artistic Performance, SIREN - Social games for conflIct REsolution based on natural iNteraction, INDICATE - International Network for a Digital Cultural Heritage e-Infrastructure, Euscreen - Providing online access to Europe’s television heritage.

The Media Department of the University of Athens has developed the project Mathisi 2.0 (Learning 2.0), an initiative for raising awareness in networked education and life-long learning. The objective of the initiative is to contribute towards increasing the

http://www.etwinning.net/en/pub/index.htm

http://www.teachers4europe.gr/

http://www.eap.gr/

http://www.proceedings.openet.gr/

http://www.eadtu.nl/oerhe/

http://www.eadtu.nl/oerhe/

http://www.ntua.gr/
















http://mathisi20.wordpress.com/

http://mathisi20.wordpress.com/

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awareness of youngsters, school and university students and teachers, parents and everyone else with a shared interest in education about new online tools and the collaborative potential that they bring to education and lifelong learning. Additionally, this initiative aims to bring into contact individuals and organisations interested in networked learning, with a view to reinforcing their dialogue and cooperation. To this end, the Mathisi 2.0 initiative makes extended use of online platforms for awareness, networking and exchange of ideas and viewpoints. A second project concerns an online platform for social interactive digital storytelling, Milia (AppleTree) (Euromedia Seal of Approval 2011). The objective of the Milia project is to offer an online space where creators can make stories by planting their own trees, in digital fields or in their own digital gardens. In this way the Milia platform can enable creation of a data bank of interactive stories, which readers will have the right to extend and enrich with their own ideas and alternative versions. The Milia platform aims to offer itself as a new instrument at the service of free expression, knowledge and creativity. Storytelling has largely to do with the narration of a series of incidents that take place in space and time. Ilektrodomatio (Electroroom) is a digital game for learning electricity concepts on a primary school web site. The game comprises a number of challenges that are presented to the player as realistic representations of everyday life objects and devices, rather than laboratory exercises. The moving pieces in the game are mostly electric components (bulbs, wires, batteries, switches, etc.) that the player must position in the right place in order for a device/circuit to function.

Educational Approaches to viRtual reality TecHnologies, EARTH lab from Pedagogical Department of Primary Education of University of Ioannina developed in 2011 “A second life for future teachers in a pedagogical department” using the Second Life software. Moreover, the lab uses new media as Open Sim, OpenWonderland, Smart boards, Moodle LMS.

3. Non-formal education

Non-formal education is provided by the General Secretariat for Youth (GSY), Youth Institute and a wide variety of voluntary and non-governmental organisations. The following institutes, organisations, actions, meetings and projects are given as examples:

The GSY’s “Youth in Action” Programme concerns young individual aged between 13 and 30. Five actions offered young people the opportunity to become familiar with another European country and its culture through youth exchanges, individual voluntary work or support activities, training and networking. Karpos - Center of Education and Intercultural Communication supports the use of all forms of media, information technology and training to help expression, exchange of views and creative ideas. The objective of Karpos is to contribute to the development of a European society that respects cultural diversity and promotes creativity and citizens' participation. It develops local and European projects encouraging self-expression as well as the exchange of views, creative ideas and initiatives. "Video-museum" is a Regio Comenius project bringing together a network of 10 High-school youth groups from Greece and Germany, aiming at inspiring those young people to work around the concept of making videos about something that is worth preserving in their Own Youth Virtual Museum of Tomorrow. The European Meeting of Young People’s Audiovisual Creation – Camera Zizanio (CZ) began in 2001 as an initiative of Youth Plan in the framework of the Olympia International Film Festival for Children and Young People activities. CZ shows films created by children and young people under 20 years of age. Hundreds of children and educators from all over Europe meet every year, in order to present their work,

http://www.media.uoa.gr/medialab/milia

http://users.sch.gr/mtomara/ilektrodwmatio.html



http://www.neagenia.gr/

http://www.ify.gr/

http://www.ify.gr/



http://www.videomuseums.eu/



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made in school or other workshops or in private, to exchange ideas, to collaborate and to come to agreements for common activities. The Multiethnic festival Comicdom Con Athens has been held in Athens since 2006, presenting digital comics and artists to the Greek audience. The 6th International Science Film Festival of Athens took place in November 2011, organized by CAID – Centre of Applied Industrial Design. Competition screenings took place daily and also special morning screenings for high school children. Institute of audiovisual media has developed an up-to-date, well informed, on-line library, offering multiple data on the organisations and scientists involved in media literacy and focusing on the actions and research conducted in the same field.



http://www.caid.gr/isffa/

http://www.iom.gr/

