Austria Policy example N° 1....................................................................................................................3Austria Policy Example N° 2.....................................................................................................................9Belgium Flanders Policy N° 1.................................................................................................................13Belgique - Communauté française - Exemple de politique n°1...............................................................18Bulgaria Policy N° 1................................................................................................................................25Czech republic Policy N° 1......................................................................................................................28Danemark Policy N° 1.............................................................................................................................31Estonia policy example N° 1...................................................................................................................36Finland policy example N° 1...................................................................................................................43France - Policy example N° 1.................................................................................................................48France - Policy example N° 2.................................................................................................................50France - Policy example N° 3.................................................................................................................52France - Policy example N° 4.................................................................................................................54France - Policy example N° 5.................................................................................................................55Germany - Policy example N° 1..............................................................................................................56Germany - Policy example N° 2..............................................................................................................61Germany - Policy example N° 3..............................................................................................................66Germany - Policy example N° 4..............................................................................................................68Germany - Policy example N° 5..............................................................................................................70Germany (Land Baden-Wuerttemberg) - Policy example N° 6..............................................................74Greece Policy Example N° 1...................................................................................................................79Greece Policy Example N° 2...................................................................................................................82Greece Policy Example N° 3...................................................................................................................86Presentation of Hungarian Policy N° 1....................................................................................................89Presentation of Hungarian Policy N° 2....................................................................................................97Presentation of Hungarian Policy N° 3: TELECOTTAGE MOVEMENT...........................................105ICT and Learning in Iceland..................................................................................................................110Presentation of Italian Policy N° 1.......................................................................................................115Presentation of Lithuanian Policy N° 2.................................................................................................120Presentation of Maltese Policy N° 1......................................................................................................126Presentation of MALTA – Policy Number: 2........................................................................................133Presentation of Maltese Policy Number: 3............................................................................................141Presentation of Maltese Policy No 4......................................................................................................144Presentation of Maltese Policy No 5......................................................................................................147The Netherlands - Policy example n° 1 – Education on line.................................................................149The Netherlands - Policy example n° 2 - KENNISNET.......................................................................154The Netherlands - Policy example n° 3 – ICT at School.......................................................................159The Netherlands - Policy example n° 4 – ICT Expertise Centres.........................................................164Presentation of Norvegian contribution n° 1 - PLUTO.........................................................................169Presentation of Norvegian contribution n° 2 – VITEN.no....................................................................175Presentation of POLAND Policy N° 1..................................................................................................182Presentation of POLAND Policy N° 2..................................................................................................188Presentation of PORTUGAL Policy N° 1.............................................................................................195ROMANIAN Policy example................................................................................................................202SLOVAKIAN POLICY EXAMPLE.....................................................................................................208Slovakian policy example N° 2.............................................................................................................210Sweden Policy example N° 1.................................................................................................................212Educational ICT policy - example of good practice in Sweden............................................................219TURKEY POLICY EXAMPLE............................................................................................................223European Agency for Development in Special Needs Education Ex N°1............................................231European Vocational Training Association (EVTA) Ex. N° 1..............................................................238

Austria Policy example N° 1....................................................................................................................3Austria Policy Example N° 2.....................................................................................................................9Belgium Flanders Policy N° 1.................................................................................................................13Belgique - Communauté française - Exemple de politique n°1...............................................................18Bulgaria Policy N° 1................................................................................................................................25

Title ICT Olympiad.............................................................................................................................25Czech republic Policy N° 1......................................................................................................................28

SPRING (SIPVZ) Programme.............................................................................................................28Danemark Policy N° 1.............................................................................................................................31

Title: Information and Communication Technologies in the Education.............................................31System. Action Plan for 1998 – 2003..................................................................................................31

Estonia policy example N° 1...................................................................................................................36Finland policy example N° 1...................................................................................................................43Germany - Policy example N° 1..............................................................................................................56Germany - Policy example N° 2..............................................................................................................61Germany (Land Baden-Wuerttemberg) - Policy example N° 6..............................................................74Greece Policy Example N° 1...................................................................................................................79Greece Policy Example N° 2...................................................................................................................82Greece Policy Example N° 3...................................................................................................................86Presentation of Hungarian Policy N° 1....................................................................................................89Presentation of Hungarian Policy N° 2....................................................................................................97Presentation of Hungarian Policy N° 3: TELECOTTAGE MOVEMENT...........................................105ICT and Learning in Iceland..................................................................................................................110Presentation of Italian Policy N° 1.......................................................................................................115Presentation of Lithuanian Policy N° 2.................................................................................................120Presentation of Maltese Policy N° 1......................................................................................................126Presentation of MALTA – Policy Number: 2........................................................................................133Presentation of Maltese Policy Number: 3............................................................................................141Presentation of Maltese Policy No 4......................................................................................................144Presentation of Maltese Policy No 5......................................................................................................147The Netherlands - Policy example n° 1 – Education on line.................................................................149The Netherlands - Policy example n° 2 - KENNISNET.......................................................................154The Netherlands - Policy example n° 3 – ICT at School.......................................................................159The Netherlands - Policy example n° 4 – ICT Expertise Centres.........................................................164Presentation of Norvegian contribution n° 1 - PLUTO.........................................................................169(Program for Teacher Education, Technology and Change).................................................................169Presentation of Norvegian contribution n° 2 – VITEN.no....................................................................175Presentation of POLAND Policy N° 1..................................................................................................182Presentation of POLAND Policy N° 2..................................................................................................188Presentation of PORTUGAL Policy N° 1 Programme Nónio XXI Century.........................................195ROMANIAN Policy example................................................................................................................202SLOVAKIAN POLICY EXAMPLE.....................................................................................................208Slovakian policy example N° 2.............................................................................................................210Presentation of Swedish Policy N° 1.....................................................................................................212Educational ICT policy - example of good practice in Sweden............................................................219The Swedish Schoolnet..........................................................................................................................219TURKEY POLICY EXAMPLE............................................................................................................223European Agency for Development in Special Needs Education Ex N°1............................................231European Vocational Training Association (EVTA) Ex. N° 1..............................................................238

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Austria Policy example N° 1

Identification of policy:

- Title:

- “efit-Austria” Information Technologies for teachers and students

- Name and full contact details of key informant:

Dr. Rudolf Apflauer, CIO of the Austrian ministry of education science and cultureMinoritenplatz 5, A-1010 Wienphone: +43 1 53120-2700eMail: Rudolf.apflauer@bmbwk.gv.at

- Keywords efit-Austria, e-learning-Cluster, bildung.at, ICT-policy for the Austrian educational system

- Duration of policy Jan 2001 – Dec. 2003; prolongation to 2006 planned

- Outline, Summary:

The eFit-Austria programme is a cooperative schema to make educational Institutions and all people who are involved in the Austrian educational system fit for the knowledge society and information technology.By using the characteristics of ICT and the powerful services of the internet lofty purposes are allowed to be persued:- enlarging access to education for all - raising the quality of education - reshaping the organisation and management of educational processes - enabling lifelong learning - enhancing ICT competencies of pupils, students, teachers and administrative

staff - raising the efficiency of school-administration

The ICT-policy comprises 8 fields of activity which cover fully the ICT-responsibilities of the Austrian ministry of education, science and culture (new media for teaching and learning, IT-vocational qualifications, infoportal and e-content providing, IT at universities, IT in adult education, IT and culture, IT-administration, IT-infrastructure). A project manager has been appointed by the minister for each field.

About 180 specific projects, mostly for students, teachers and school/university-partners have already been launched. Now in the third year of tehe programme a frame of sustainable structures to continue with successful projects will be developed.

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Contextual information:

- as regards previous national ICT policies:

In the field of education and science “efit-Austria” is the first comprehensive policy (no previous programme). Since 1960 new ICT-curricula were launched step by step in schools, 1985 ICT and “computing” was introduced in all school types. Since 1995 a systematic use of internet-technologies and services was established in secondary schools.

- as regards other national ICT policies:

Close relations of efit-Austria exist to other policy fields in Austria like e-Commerce, e-culture, e-science, e-government and several ICT-research-programmes.

- as regards more general national policies:

Close connection to action plans e-europe 200x, to the Austrian eGovernment-strategy (yet under construction) to the structure of OECD development and research programmes, to general curriculum developments at schools and universities,…...

Content of policy:

- Needs attended to, issues, problems solved:

Approaching the knowledge based society: Creating and spreading knowledge is primary production form and investment; embedded “intelligence” in devices and manufacturing (car electronics, high bandwidth communication, traffic control, energy production and transportation,..); intelligence of organisation is more effective than capital or classic economic growth.

The Internet is perhaps the most transformative technology in history, reshaping business, media, entertainment and society in astonishing ways. But for all its power, it is just now being tapped to transform education (Kerrey report, 2000)

Needs of the internet society attended to: new learning processes, new learning culture (nonlinear thinking and working, mediabased, new forms of networking), more motivation through media based learning, more effective learning processes ; use of unlimited source of low structured information in the global networks.

- Aims and objectives : The “efit-Austria-initiative” meets the challenges of the knowledge based society and creates a number of projects and perspectives for schools, colleges and universities. Branding “efit-Austria” (www.efit-austria.at), a support programme with about 36 Million Euro was established, where pupils, students, teachers and educational institutions as a whole can participate in.

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Typical examples of this initiative are:

The campaign “New media in teaching and learning at schools and universities” with platforms and courses for e-learning and internet skills for teachers and a project application procedure for university teachers and institutes; to adopt ICT in pedagogical practice

- A support structure (funding, organisation, evaluation) for e-learning projects of educational institutions (also adult education) and student groups; to support and gain experience of bottom-up models in ICT-development

- An electronic learning portal www.bildung.at , where community building, directory services and content providing is managed

- An approach to reshape the informatics studies at Austrian universities has been established (informatics bachelor, master and teacher-training studies at five universities form a virtual computer-science-cluster; about fifteen new Fachhochschul-study courses were founded; two electronic new media centers in Graz and Innsbruck had been developed)

- Establishing private-public-partnerships to enable the attainment of internationally acknowledged ICT-industry certificates for students (from the age of 16 upwards) and teachers e.g. Network Academies, courses for Computer and Network operation systems, ERP-Software (enterprise resource programs) and Internet –script languages (JAVA, PHP, ASP,…)

- Specific actions in the sector of informatics: An Open source software initiative was launched in December 2002 to promote working with software like LINUX, Star-Office or shareware learning platforms. A certificate for students and teachers will strengthen the acceptance of “free software” and support training structures.

- Setteling of school-agreements for ICT-hard- and software and services with important ICT-companies in fouror of schools, teachers and students to save school-budgets and to conduce coordinated ICT-integration in the pedagocical field as well as school- administration

Focus of some of the recent performed developments in elearning was the transition from instruction to problem solving. The higher independence of learners from teacher instruction or fixed learning programmes due to behaviouristic ideas changes to elements of cognitivistic or constructivistic learning. Not only teacher-pupil interaction but also learning within learning environments or professional support structures (simulation of real working places) determines more and more the learning culture. Concepts from the beginning of the last century like Daltonplan or “Arbeitschul”-concepts (in new forms) are rediscovered.The model of “training firms” at school (grade 10 to 13) is one of the success stories of the Austrian vocational school system.

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In terms of quality thinking a change process of an old top-down education administration (rigid laws, strict workflow between ministry, local boards and schools, single interpretation of decisions) must be changed to quality circles with a “reflecting” learning culture. Schools are pedagicical service companies in non profit markets, which should reflect the possibilities of globalisation (global information transfer, global information software,..), of knowledge based production and rising significance of acting in regional areas. An offensive transformation culture must help to start and support this change process, to give a national frame for regional development. So there is an national need for educational institutions to develop to e-learning schools within regional decision processes.

- Implementation: (programmes, methods, measures and actions)

Since 2001 the initiative efit-Austria is effective

- Scope or level: regional, national, European; geographical coverage

efit-Austria is scoped nationally but includes a variety of European objectives

- Target Group(s)Students (1,4 Mio), teachers (125.000), Schools (6 400), about 60 Fachhochschulen and universities), all people interested in lifelong learning, School-partners, Companies and Organizations of the private sector

- Partners involved:

- IT-Firms and companies (certificates,….); all educational institutions working together (“e-learning-competence-centers”); school-partners; ICT-companies: Telekom Austria, IBM, Microsoft, UTA, Sony, CISCO, SAP, Novell, Oracle, Siemens….

-

- Financial support

Current budget of the ministry and other of school-maintainers, some initiatives and projects are funded by associated partners or sponsors

- Overhead and other costs incurred by the policy

Not assessable

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Outcomes and results

As of February 2003: More than 99 % of the Austrian schools are already connected to the internet, more than 20 %

among them by broad band-lines About 2100 schools present themselves in the internet on school-websites In every federal country of Austria an educational server is available About 36 000 students and 1 600 teacher are fully ECDL-certified An Austrian educational-portal is established providing an central point access to elearning-

programmes, content for teaching and learning and it offers directory-services for students and teachers

Special ICT-agreements for schools, teachers and students concerning ICT-equipment are settled and published on the official webserver of the ministry www.bmbwk.gv.at.

5 to 8 e-learning clusters are under construction and some media-development-competence centers will support them. These competence centers, serving the schools at one side and doing research work in media and e-learning for pedagogic purposes on the other side will be the next step growing from the clusters. Now, at the beginning of the cluster constitution, school and classroom development are the main targets. The teaching staff must be seen as a whole cooperation partner in e-learning projects; all teachers must be involved in the process of creating a new learning culture and new learning environments. Among the teachers one must involve the mainstreamers –the whole process needs a “critical mass” and then will run by the targets of students and teachers themselves.

With e-learning features the access to learning possibilities is enlarged, the choice of the learning style can be alleviated for all individuals. One can customise learning materials and services, one can individualise tracking and recording of the learning process. Self-assessment and monitoring of the learning performance can be done easier and the interactive communication between participants and teachers is possible nearly without time and place restrictions. We will also try gender sensitive approaches and offer different programmes for handicapped and gifted students without discrimination. We will strictly learn to use constructivist principles in our learning environments.

- Perceived strengths:

Awareness of netbased growth (considered not only technically), school development strategies as a main principle, private public partnerships as necessary to reach educational goals, common and nation-wide strategies for different issues(eContent, eLearning platforms, full information environments, significant pedagogical innovations,…) are allowed, improved communication between all involved in eEducation

- Perceived weaknesses and areas requiring further improvement:No permanent powerful “strategic” partner, not really enough money available; lots of initiatives with some lack of national coordination (foederalistic school-organization,…), motivating the last 20 % of teachers to implement ICT in their job, creating a fair accounting and payment-system for balancing eContent-development

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-Outcomes, specific achievementsMost of the targets have been attained, an annual report is published (in a brochure

and in the internet)

- Is this example suitable / recommended for further peer review?

Yes

- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

Conclusions, recommendations and calls of the EC (Lisbon - 2000, Stockholm - 2001, Barcelona – 2002) are part of the efit-Austria-initiative as well as agreements of the European educational minister-meetings.An additional very varuable basis is also the EC-document: designing tomorrows education (2001)

Evaluation criteria used for selecting this policy as good:

Sustainabilityof effectivness, broad acceptance at educational institutions, school-maintainers and private companies (as candidates for PPP), chance of co-financing (using EU-structure fonds), standardisation of curricula, EU- and national indicators (the efit-policy consists of defined and quantified targets. Therefore the grade of achievement of these goals is assessable.) An annually report on the whole initiative is set-up by an external company.External evaluations by scientific communities of Austrian an German universities are ordered for special or focal projects. Depending on the importance of the project the evaluations will be performed permanently or at project-milestones.

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Austria Policy Example N° 2

Identification of policy:

- Title Initiative New Media in higher education at universities and Fachhochschulen (www.nml.at).

Note: The Acronym NML-Initiative will be used within this presentation instead of the full title.

- Name and full contact details of key informant Mrs.Dr.Felicitas PFLICHTER, Department of innovation in studysystems and research at universities,

VII/10, Austrian Ministry of Education, Science & Culture (bm:bwk), Teinfaltstrasse 8, A-1014 Vienna, Austria, Phone: +43 1 53120 5898, Fax: Ext. 7895,

e-Mail: felicitas.pflichter@bmbwk.gv.at, Internet: http://www.nml.at

- Keywords e-Learning (Tertiary Section), New Media in Higher Education, e-Science,

- Duration of policy : 3 years: From 2000 to 2003

- Outline, Summary Universities and Fachhochschulen and the new media have an important role to play in the transformation of our society into a knowledge-based society. Whereas the new media have been used in the academic world to date for the most part for research purposes only, efforts should now be made to use their revolutionary potential for higher education. Based on the eEurope/eLearning scope and the Lisbon summit of 1999 the Austrian Ministry has devised a framework in collaboration with universities and universities of applied sciences that provides a working basis for three years and a budget of more than 7 Million EUR. This policy can be regarded as supporting innovation in teaching at universities.

Contextual information:

- as regards previous national ICT policies- as regards other national ICT policies - as regards more general national policies: This initiative was the first in this kind for the tertiary level of education; it was a kick-off-initiative in particular to get more awareness by the key-players of the institutions of higher education.

Content of policy:- Needs attended to, issues, problems solved, Establishing the use of ICT in

teaching and learning in higher education in Austria. Key elements include innovation in teaching, intensification of contacts and easier access to higher education.

- Aims and objectives, Three core objectives characterize the NML-Initiative:

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- 1) Innovation in teaching: The new possibilities, such as multimedia and interactive communication, should improve the quality of teaching and make the syllabus more international.

- 2) Intensification of contacts: Existing innovations should be consolidated through interdisciplinary cooperation and the setting up of platforms for the exchange of information.

- 3) Easier access to higher education: The greater use of online teaching resources should make it easier and indeed possible in the first place for students to study at any time and from any place (for instance: disabled, working students; facilitate distance education)

- Implementation: (programmes, methods, measures and actions)The NML-Initiative is based on and implemented by a solid and carefully

developed concept in close accordance with the aims of the eEurope/eLearning Action Plan.

To ensure that this concept (green paper, online available via http://www.bmbwk.gv.at/medien/4421_new_media.pdf) was implemented best, the NML-Initiative was supervised by external experts and reviewers and a steering group encompassing both national and international experts from academia and industry. The steering group ensured that the aims and goals which were outlined in the NML-strategy were implemented in the best possible way. It is also to mention that the whole two stage review-process concerning the evaluation of the projects was done fully electronically. The acceptance of this was extremely high. The positively evaluated projects are supervised while developing phase and at the end of development.

- Scope or level: regional, national, European; geographical coverage regional (Austria)

- Target Group(s) approx. 200.000 students at universities and a growing number of students at Fachhochschulen; 21 universities, 18 Fachhochschulen-maintainers offering 124 programs

- Partners involved The NML-Initiative encompasses - 1) the members of the “Forum New Media” which was formed by delegation

principles including all universities and universities of applied sciences, - 2) a steering committee including national and international experts and

consultants, 3) Project-Teams of 25 projects and 4) last but not least the Initiators of the Ministry.

- Financial support public

- Overhead and other costs incurred by the policy : about 10%

Outcomes and results

- Perceived strengths The framework of this initiative (green paper) was worked out in corporation with experts from universities, Fachhochschulen and industry. The green paper was published and transparency was given by choosing the online way in: call of tender, the two stage review process and the feedback-phase.

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Having built up a network of experts (the so called “Forum New Media: see later) covering the whole community of higher education and research.

- Perceived weaknesses and areas requiring further improvement The relatively short duration of this initiative. But there are national intentions to carry on this initiative. There is much more time necessary to establish such a new area in a broad way. Lacking of incentives (money, acknowledgements etc.) amongst university teachers is still one of the most important obstacles, also the organizational structures and partly the lack of priority of the local universities management. The latter is continuously improving, but there will still some more time and effort necessary. - Outcomes, specific achievementsThe outcome and achievements of the NML-Initiative can be subsumed within

three major establishments:

1) The so called “Forum New Media” consists of delegates (approximately 120) from all universities and universities of applied sciences and formed a well established network with the aim of dissemination and exchange of knowledge, expertise and experiences towards the application of New Media in research and teaching. This “Forum New Media” is supported by

2) the so called “Serverproject” (the name is not to be understand in a technical sense) which provides the Forum with not only technical, but organizational and social services including e.g. monthly newsletters, discussion boards, information via e-Mail lists etc. and the organization of workshops, national conferences, meetings etc. and servicing a content-pool of online-modules. The acceptance of this service amongst the target group is extremely high. Finally as an outcome of the NML-Initiative resulted

3) 25 projects developing e-Learning applications to reach estimated 44.000 students, nearly 40.000 graduates and approximately 4.500 teachers. Amongst this running projects there is an abundance of new, interesting, valuable and lasting results. Dissemination and networking at interuniversity level is functioning well. Some of the projects will carry on within the 6th Framework program others will carry on supported by their local administrations. The outcome in relation to the monetary effort can be described as extremely high.

After finishing the projects they have to be serviced for three years. This is part of the contract and will guarantee sustainability.

- Is this example suitable / recommended for further peer review? Yes, absolutely, we will welcome colleagues from other European Countries to review this policy!

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- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

The NML-Initiative is in close accordance of the eEurope/eLearning Initiative and follows the Lisbon goals which will enable that Europe will become "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion". Evaluation and research on learning environments is a definite goal; with possible emphasis on the use of ICT for the promotion of interdisciplinary projects, also on the design and production of interactive learning on-line materials and educational software, as well as on new services.

Evaluation criteria used for selecting this policy as good:

The NML-initiative was supervised by a) external experts, consultants and reviewers and b) a steering group encompassing both national and international experts from academia and industry. The steering group ensured that the aims and goals published in the NML-strategy (green paper, online available via http://www.bmbwk.gv.at/medien/4421_new_media.pdf) were implemented in the best possible way. It is also to mention that the whole two stage review-process concerning the evaluation of the projects was done fully electronically. The criteria for the review process done by three independent international experts on each project were qualitatively high and ensured that only the best project ideas could have been granted.

In a two-phases evaluation concept the project teams are supervised during the developing phase and at its end when the product (or process) is finished. This supervision is done by experts of the steering group.

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Belgium Flanders Policy N° 1

Identification of policy:

- Title: “Policy vision on ICT in education”

- Name and full contact details of key informant:Jan De Craemer Ministry of the Flemish Community – Education DepartmentKon. Albert II-laan 15, B1210 Brussels T: +32 2 553 95 97; F: +32 2 553 95 65 Jan.decraemer@ond.vlaanderen.be

- Keywords: Education, ICT, Knowlegde society, e-learning, powerful learning environment, open learning centres, lifelong learning

- Duration of policy: 2002-2004

- Outline, SummaryIn the knowledge society gradually emerges a new paradigm about learning and teaching : the learning polymorph, with at its core the active learning process of every learner. This implies the setting up of powerful learning environments that are able to strike a balance between the self-monitoring of learners on the one hand and the range of assisting actors (the teacher, peers, the teaching team) and the processes (ranging from strictly controlled to total self-monitoring) on the other hand. Schools are able and have to grow as an organisation on the impetus of ICT and the new learning. They evolve towards multimedia, open learning centres. Teachers play a key role in schools. Within this learning environment ICT is one of educational resources – as a tool and as a target - but it can support learners, teachers and peers in the social and interactive process which is learning. The government policy aims at six key objectives : awareness-raising of the education sector ; supporting teachers ; providing the necessary basic infrastructure ; introducing ICT literacy in the attainment targets and developmental objectives ; stimulating schools to become open learning centres ; ensuring that the (minimum) quality standards are respected. This means a complete break with the policy of the past five years. Although permanent efforts to fulfil the preconditions (infrastructure, training, digital contents) have to be made, attention is shifting towards the learning environment itself. It is our firm conviction that only in this way a successful and valuable integration of ICT can be carried through.

Full text version available in English: http://www.ond.vlaanderen.be/ict/beleid.htm

Contextual information:- as regards previous national ICT policiesDeparting from their key task, the Flemish education authorities focused their ICT policy on three goals : providing infrastructure, training teachers and supporting schools via projects, content developing and awareness-raising initiatives. The outcome of these actions is that most schools largely fulfil the prerequisites of a full-fledged integration of ICT in schools. The new policy wants to mark a new era. The authorities want to help schools convert into open learning centres and multimedia learning environments. In this respect the policy is perfectly linked up with the incentives policy from 1996-2002.

- as regards other national ICT policies and more general national policies:

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There is a clear allignment with the lifelong learning policy and with the Flemish governments so called “Vilvoorde Treaty” – 21 targets for the 21st Century.

Content of policy:- Needs attended to, issues, problems solved,Learning about ICT, learning with the assistance of ICT and learning by means of ICT are three ways of educational ICT use. Learning about ICT is an essential precondition to learn with the assistance or by means of ICT, but is a component of them at the same time . Although the three functions are dealt with independently here, they will always occur in an integrated way in practice. The sequence of the functions mentioned here cannot be viewed linearly as "ICT is a building block of a powerful learning environment" that marks the end of an evolution starting with "learning about ICT". Moreover, ICT is one learning resource amongst many others. Therefore, the ICT option must be based on the added value it creates in the learning-teaching situation.

- Aims and objectives,4 Strategic objectives 1. Integrating education in the knowledge society2. Boosting lifelong learning by a flexible educational provision3. Aiming at equal opportunities for everyone4. Smoothing the transition from education to the labour market

6 Operational Objectives

1. Raising awareness in the educational worldICT-integration succeeds or fails according to the willingness and efforts of the schools and the teachers to use ICT. Innovative literature already repeatedly stressed the fact that large-scale innovations have to fulfil a number of conditions in order to be successful. Form and content of the innovation must be determined in interaction with the users in the concrete context. It is important that the users experience a sense of ownership with regard to the innovations. The authorities cannot impose the ICT policy on schools from top down. Schools have to set their own priorities on the basis of their educational philosophy and see to their implementation. The authorities have to give sufficient support in this matter.

2. Supporting teachers in their new roleTeachers play a key role in the integration of education in the knowledge society. The development and implementation of an adapted teaching method is paramount if the integration is to be successful. Teachers must have the adequate infrastructure, master the skills and benefit from the necessary support to assume this new role. In order to attain this operational target, maximum attention should be paid to teacher training.

3. Providing sufficient and adequate infrastructureEqual opportunities ask for an adequate infrastructure to which each pupil, student and learner has access.

4. Elaborating appropriate learning objectives and didactic formatsICT fits in with a broad educational reform. The ICT support for the extension of the special needs provision, participation, lifelong learning and intercultural education can create a significant added value for these policy reforms. ICT literacy must be instructed as a basic skill (tool) within the framework of the teaching strategy aiming at learning to learn or self-monitored learning. Therefore ICT should be fully introduced in the developmental objectives, attainment targets and minimum competencies.

5. Guiding schools to convert themselves into open learning centresIn the framework of lifelong and lifewide learning we want to give more citizens the opportunity to acquire basic ICT skills or familiarise with the new media. Therefore the education institutions should be converted into open learning centres. They can make their ICT infrastructure available or even go one step further and create and use electronic learning environments.

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6. Developing quality standards and having them respectedIn Flanders, a quality control system was opted for in which developmental objectives, attainment targets and minimum competencies play a substantial part. When ICT elements will be increasingly integrated in the developmental objectives, attainment targets and minimum competencies, quality control will stimulate the implementation of ICT in education.

- Implementation: (programmes, methods, measures and actions)A wide range of projects and action programmes are developed to implement the Policy, including:

Infrastructure subsidies for the purchase of hardware and software and in-service training. Info : The ADSL I-line connectivity program ensures that schools can get connected to the Internet

via ISDN technology at a fixed price. Grants for schools to use videoconferencingGeneral Info : http://www.ond.vlaanderen.be/ict/infrastructuur.htmVideo conferencing : www.alden-biesen-be

Support All schools receive extra hours for ICT-co-ordination A variety of content development projects are being financed A project on dissemination of good practice Several awareness rising campaigns have been and are being set up (eg about safe ICT use)Info : General info : http://www.ond.vlaanderen.be/ict/ondersteuning.htmContent development : http://www.anywize.netContent development : http://www.onderstroom.beContent support : http://www.programmamatrix.beEducational portal : http://www.klascement.netAwareness rising : http://www.surfsafe.be

Training Five regional expertise networks are trying to catch up with regard to ICT in-service training

at pedagogical, technical and organisational level. Info :http://www.ond.vlaanderen.be/ict/renomzendbrief.htm (in Dutch only)

Internationalisation The European Schoolnet established in 1998 presents a framework for networking and

exchanging information and projects. The GENT-agreements led to a close co-operation with the Netherlands in the field of ICT. Collaborative actions are also undertaken with OECD General info : http://www.ond.vlaanderen.be/ict/ict_internationaal.htm

Follow-up and research The ICT policy is underpinned by scientific research and is regularly

monitored and evaluated.General info: http://www.ond.vlaanderen.be/ict/ictonderzoek.htm

- Scope or level: regional, national, European; geographical coverageRegional coverage: schools recognized and/or subsidized or financed by the Flemish Governments. Some implementation projects have a European or multilateral dimension.

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- Target Group(s):Compulsory edycation, pre-school education, adult basic education, adult education and part-time arts education.

- Partners involved Government provides the necessary basic infrastructure; formulates pedagogical targets (attainment targets and educational objectives) and verifies if the schools attain these effectively ; supports schools through good practice examples, research, development of training profiles, in-service training and pilot projects. The schools are expected to make use of their autonomy to develop a policy plan in view of a high quality educational provision. This policy plan contains : the state of development (where are we?), a vision (what are we aiming at?) and an action plan (how are we to make this happen?). Teachers are expected to give proof of openness and willingness towards using ICT and to introduce the new media in their educational work. The professional world can support education by sharing infrastructure and providing training to use it. Of course, optimising the participation of all citizens in the knowledge society is not the task of education alone. In the field of adult education scale effects and job requirements will be created in collaboration with other education providers. By means of pupil-oriented pedagogical methods within powerful learning environments we develop learning processes which foster enthusiasm and pleasure in learning. Therefore, co-operation with culture and youth work policy makers should be aimed at. One of the main actors is teacher training. The poor integration of ICT in teacher training is a restraining factor to educational ICT use. Together with teacher trainers it will be examined how a wider take up can be achieved as soon as possible.

- Financial support; overhead and other costs incurred by the policyGeneral budget: € 25 million annually is allocated for the implementation of this policy by the Flemish Government. PPS is currently being explored as a means to implement the ICT policy in an even more cost-effective way.

Outcomes and results (provide source of the information given in this section, when relevant)- Perceived strengths

- Perceived weaknesses and areas requiring further improvement

- Outcomes, specific achievements An ICT policy evaluation is currently being carried out The ICT monitor 2003 will be available in July 2003 The ICT monitors 2001 and 2002 are available and can be consulted:

http://www.ond.vlaanderen.be/ict/english.htm

- Is this example suitable / recommended for further peer review?The Flemish ICT policy is recommended for further peer review.

- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

The strategies are embedded in the European Action Plan eLearning and the policy objectives are perfectly in line with the Lisbon and Barcelona Objectives.

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Evaluation criteria used for selecting this policy as good:

(If pertinent, describe the selection process. A list of criteria is proposed separately.)

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Belgique - Communauté française - Exemple de politique n°1

Titre : Form@HETICE

Un dispositif de formation continuée des formateurs d’enseignants à un usage critique des Technologies de l’Information et de la Communication

Nom et coordonnées de la personne-ressource :

Brigitte DENISPhd en sciences de l’éducationService de Technologie de l’ÉducationUniversité de Liège (ULG)Tél. : +32 (0) 4 366.20.96Fax : +32 (0) 4 366.29.53Email : b.denis@ulg.ac.beUrl : http://www.det.fundp.ac.be/tice/

Durée de la politique :

Première étude de besoin réalisée en 1999-2000.Première phase 2000-2003.Pérennisation du projet : en cours de discussion.

Résumé :

Le projet consiste à assurer aux enseignants des départements pédagogiques des Hautes Ecoles (HE) une formation à l'exploitation des TICE (Technologies de l'Information et de la Communication pour l'Education) dans leurs classes.

Le projet s'inscrit dans une vaste démarche de formation qui comprend, des formations "classiques", mais également les aspects suivants :

une analyse des besoins ; des formations ; un accompagnement individualisé de projets ; un réseau de partage de ressources ; un accompagnement de l'installation des centres cybermédias.

Besoins rencontrés :

Le projet a démarré en octobre 2000 par le recrutement de l'équipe de coordination. Cette équipe est composée : de formateurs de l'Université de Liège (STE-CRIFA) et de Namur (DET des

FUNDP); de trois formateurs travaillant à temps partiel qui sont issus de Hautes Ecoles ; des coordinatrices du projet : B. Denis (ULg) et B. Charlier (FUNDP), remplacée

par C. Duchâteau depuis octobre 2002.

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En décembre 2000, un questionnaire visant à préparer l'analyse des besoins a été envoyé à chaque Personne-Ressource Pédagogique (PRP). Ensuite, un entretien avec chaque PRP (éventuellement accompagnée par la PR technique, un ou plusieurs collègues concernés, voire la direction) s’est déroulé sur la période de novembre à mars 2001.

Des informations significatives ont été recueillies lors des entretiens. Elles ont concerné notamment la configuration des catégories pédagogiques (aspects humains, institutionnels et matériels), la situation de la PR et les représentations attachées à la fonction, l’identification d’éléments personnels (issus du profil de compétences) en termes de priorités d’action ; l’explicitation des tâches qui incombent à son rôle à travers la description d’un plan d’action ou d’intention : concrétisation d'un projet, planification, ressources disponibles, contraintes et obstacles ; la présentation de projets émanant de l’équipe éducative ; les besoins de formation de la PR en termes de priorités ; les «usages» du réseau de communication egroups offert par le projet Form@HETICE ; d’autres commentaires émanant de la PR à prendre en compte pour la suite du projet.

Objectifs de la politique :

Le projet FORM@Hetice vise à favoriser les usages des TIC dans la formation initiale des enseignants (catégories pédagogiques des Hautes Ecoles) fondé sur une analyse des besoins locaux et conçu en collaboration avec les Hautes-Écoles.

Le dispositif de formation mis en place repose sur plusieurs options en matière de formation des enseignants aux usages des TICE :

Articuler pratique et formation en tant que lieux de mise en projet, d’expérimentation, d’analyse et d’évaluation en collaboration avec des pairs et des experts dans et hors de l’institution ;

Appréhender le rôle des TICE comme outils de médiation de la construction de connaissances, c’est-à-dire comme supports à une activité d’apprentissage intégrant l’apprenant comme acteur, son projet et ses pairs. Le dispositif développe notamment dans cette perspective l’usage d’une plate-forme de diffusion d’informations et d’échanges ;

Considérer l’apprentissage des TICE comme une activité fonctionnelle, c’est-à-dire liée à une activité, un projet contextualisé où sont favorisées des démarches collaboratives ;

Considérer le réseau d’enseignants comme lieu de construction d’ « outils de passage » c’est-à-dire de représentations partagées des nouvelles pratiques et de leur intégration aux pratiques existantes et aux contextes institutionnels ;

Envisager le rôle des formateurs d’enseignants comme des accompagnateurs.

Mise en œuvre :

Les actions menées :

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Au niveau local : un accompagnement de proximité de chaque Haute École : analyse des besoins, aménagement des locaux, accompagnement de projets ;

Au niveau du réseau de partage de ressources : équipe de coordination, communauté des personnes ressources, offre et suivi des formations, offre de ressources et d’informations, groupe de discussion, chantiers collaboratifs, rapports et évaluations ;

Au niveau communautaire : valoriser l’existant, coordination avec les organismes existants (Éducation au médias, administration de l’enseignement et de la recherche scientifique, Médiathèque, centres de formation).

Il s’agit d’un projet de formation intégré qui a permis :

La mise en place d’un réseau de partage de ressources et de pratiques à partir de la définition d’un projet commun (directions, personnes ressources, équipe de coordination) ;

La mise en oeuvre de formations adaptées aux besoins des Personnes Ressources (PR) précédée d’une analyse des besoins auprès de chaque PR ;

L'accompagnement de projets dans chacune des Hautes Ecoles (réponse aux questions des enseignants, encouragement des collaborations entre HE, constructions de nouveaux savoirs à propos de l’usage des TICEet partage de ceux-ci);

Des actions parallèles concernant l’installation des « cybercentres ».

À titre d’exemple, le tableau ci-dessous présente l’intitulé de dix offres de formations organisées en 2001-2002 disponible sur le site Form@HETICE.

1) Concevoir un produit multimédia2)Utilisation pédagogique de Power Point3)Utilisation des I-Macs (suivi)4)Administrateur réseau (Windows NT 4)5)initiation au traitement de texte6)Internet : consulter-rechercher-analyser7) Formation des enseignants8)Evaluation de produits multimédias9) Publier sur le Web (réalisation de sites)10)analyse de plates-formes de collaboration à distance

Les perspectives :

En termes d’objectifs :

continuer à soutenir les personnes ressources au niveau de leur projet (plus particulièrement dans le sens d’une gestion efficace de projet et dans le développement de nouveaux) ;

accroître la visibilité et la formalisation des projets spécifiques de chaque Haute Ecole ;

amplifier le réseau de partage, de collaboration entre personnes ressources ; accroître la coordination entre les personnes relais (chargées d’accompagner les

projets des personnes ressources) en vue d'améliorer l'offre de service.

Champ d’action :

la Communauté française de Belgique

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Groupe cible :

Le groupe-cible de ce projet de formation, ce sont les Hautes-Ecoles, et plus particulièrement les enseignants et les personnes-ressources pédagogiques désignées dans le cadre du projet, qui sont formées dans le but de former à leur tour leurs collègues. Vingt-trois établissements d’enseignement supérieur dispensent la formation pédagogique et participent officiellement au projet. Plus de 1.000 professeurs (environ 975 ETP) encadrent près de quinze mille étudiants par année. Des « Cybercentres » multimédia ont été installés dans ces écoles. L'animation pédagogique de ces cybercentres est confiée aux personnes-ressources pédagogiques (PRP).

En fonction de la stratégie de formation adoptée, les publics suivants sont concernés : Par école : une équipe de personnes-ressources pédagogiques (PRP) et techniques

(PRT), qui bénéficient d'une formation spécialisée les préparant à assurer la formation de leurs collègues des catégories pédagogiques ainsi qu'à assurer la pérennité des usages des TICE après le projet.

Les enseignants de chaque département pédagogique, qui bénéficient, tantôt de formations « classiques » organisées pour un ensemble d'établissements, tantôt de formations sur le terrain - en équipes ou individuelles - et d'actions d'accompagnement de projets d'établissements.

Tous les enseignants de la Communauté française de Belgique, qu'ils fassent ou non partie des catégories pédagogiques, auront accès à un site de ressources de formation (http://www.det.fundp.ac.be/tice/).

Partant de là, le projet peut toucher indirectement la formation des étudiants des catégories pédagogiques des Hautes Ecoles à l’utilisation pédagogique de ces nouvelles technologies (environ 15000 étudiants fréquentent les sections pédagogiques de l’Enseignement supérieur).

Partenariat :

A un premier niveau, on retrouve les commanditaires du projet. Il s’agit essentiellement de la Communauté française de Belgique (CFB) dans un premier temps, et ensuite du Fonds Social Européen (FSE). Depuis 2002, l’apport financier vient du FSE et de fonds propres des universités et des Hautes Ecoles.

Le projet est coordonné par deux universités (Ulg et FUNDP) qui travaillent en étroite collaboration.

L’équipe de coordination a pour tâche d’organiser le projet, d’imaginer une méthodologie de mise en œuvre, de l’appliquer, d’organiser les formations et réunions plénières, de développer un réseau de partage de ressources ainsi que d’assurer un accompagnement des personnes-ressources et des professeurs sur le terrain. Elle est constituée de chercheurs de l’Université de Liège (STE/CRIFA) et de l’Université de Namur (CIP et CeFis) ainsi que d’enseignants des Hautes Ecoles des différents réseaux spécialement détachés pour mener à bien ce projet.

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Le comité d’accompagnement, ou comité de pilotage, supervise et guide la mise en œuvre et le déroulement du projet. Il est constitué de représentants des différents réseaux d’enseignement, de représentants du cabinet de la Ministre de l’Enseignement supérieur, de l’Administration Générale de l’Enseignement et de la Recherche scientifique, du CEM (centre d’éducation aux médias) et des universités.

Certains organismes (AGERS, CEM et Médiathèque) travaillent en partenariat avec l’équipe de coordination pour la mise en œuvre du projet.

Financement :

Les commanditaires du projet Forma@HETICE sont la Communauté Français de Belgique (CFB) et le Fonds Social Européen (FSE) . La situation financière de ce projet est un peu particulière. En 2000-2001, le subside apporté par la CFB était utilisé pour assurer le travail de l’équipe de coordination d’une part, et pour dégager un dixième-temps dans chaque Haute Ecole pour une personne-ressource d’autre part. En 2001, le subside du FSE vint appuyer celui de la CFB et permit, entre autres d’équilibrer le financement de l’équipe de coordination et de dégager des dixièmes-temps supplémentaires dans les Hautes Ecoles pour les personnes ressources. Le retrait en 2002 de la CFB a cependant perturbé le suivi du projet. Les différents réseaux d’enseignement ont alors du prendre en charge les mi-temps de leurs représentants dans l’équipe de coordination ainsi que le dixième-temps de base des personnes-ressources. Le projet est aujourd’hui financé par le FSE et par des fonds propres des Universités et des Hautes Ecoles. Des discussions sont en cours en vue de suppléer la fin du financement FSE prévu pour la fin 2003.

Évaluation des résultats obtenus :

Plusieurs moments d’évaluation et de régulation ont été prévus dans le déroulement du projet, notamment dans le cadre des formations. Cette évaluation est très importante pour réguler isolément et/ou réajuster l’ensemble de l’offre de formation. De plus, ces formations doivent pouvoir servir ensuite aux personnes-ressources qui les ont suivies pour former à leur tour les enseignants de leur Haute Ecole. Etant donné leur effet démultiplicateur, elles nécessitent plus encore une attention particulière, et donc une évaluation rigoureuse de la part de l’équipe de coordination.

Le projet Form@HETICE en est à sa troisième année. Une évaluation générale est en voie de se terminer.

Objectifs spécifiques poursuivis par l’évaluation :

Produire des connaissances à propos de la mise en œuvre d’un tel dispositif de formation :

d’un point de vue objectif : quelles sont les actions mises en œuvre dans les Hautes Ecoles, quels usages des TICE dans les pratiques pédagogiques, quels sont les rôles des formateurs, quels sont les coûts engendrés par un tel dispositif, quelles sont les difficultés techniques, quel a été le taux de participation aux actions proposées,… ?

d’un point de vue subjectif : comment les acteurs du projet (voir description en annexe n°1) vivent-ils le projet dans leurs écoles et dans le réseau d’enseignants ? A quelles conditions, du point de vue des acteurs, se constitue un réseau d’enseignants ? Quel rôle a joué l’accompagnement dans les différentes actions (formateur, accompagnateur de projets, modérateur du forum, personne ressource

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technique,…) ?

Réguler :

chaque action de formation (via un formulaire d’évaluation) ; l’accompagnement de projet de chaque personne-ressource (par un suivi

individuel dans l’école ou à distance et en concertation au niveau de l’équipe de coordination) ;

la construction du réseau par l’analyse du contenu des interventions des journées plénières et par l’analyse de l’usage de la liste de diffusion Form@HETICE;

la collaboration entre personnes ressources (via le groupe de discussion et les groupes de travail collaboratif).

Evaluer les effets :

au point de vue des personnes ressources (les compétences acquises et développées sur le plan du travail en équipe, des compétences techniques et de l’impact de leur rôle au sein de leur école…) ;

au point de vue des écoles objectivement et subjectivement (l’utilisation du cybercentre pédagogique, le développement de projets d’utilisation des TICE au sein de disciplines…) ;

au point de vue du réseau créé par le projet Form@HETICE (émergence de communautés de pratiques, de partage de ressources,…) ;

au point de vue de la pérennité du projet (prise en charge des besoins de formation, assistance technique et maintenance du parc informatique, maintien du réseau d’échanges entre personnes ressources, réinvestissement des formations Form@HETICE par les personnes ressources…).

D’ores et déjà, parmi les points positifs de ce programme peuvent être mentionnés :

La constitution de ressources de formation ; La mise en réseau de ces ressources ; La définition de nouveaux rôles pour la personne-ressource ; La collaboration entre les directions des départements pédagogiques des Hautes Écoles ; La conception participative du dispositif ; La régulation permanente par l’équipe de coordination et le comité d’accompagnement ; Le développement de « chantiers collaboratifs » qui offrent l’opportunité aux enseignants

d’échanger et de construire sur des question d’actualité ou sur des sujets incontournables de la formation initiale des enseignants. Il s’agit de lieux de formation plus pointus et spontanés basés sur un travail d’équipe et sur la construction commune de référentiels, d’outils et de partage d’expériences (www.det.fundp.ac.be/tice/groupes/index.html).

Revue par les pairs :

L’approche systémique de ce programme de formation et son évaluation permanente pourrait donner lieu à une revue par les pairs intéressante. Ce sera sans doute encore davantage le cas après les résultats de l’évaluation générale en cours.

Dimension européenne :

Ce programme contribue directement au 2e point clé de l’objectif 1.3 du programme de travail : « Encourager à exploiter au mieux les techniques d’enseignement et

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d’apprentissages novatrices basées sur les TIC ». Il rencontre en outre une priorité mentionnée à de nombreuses reprises par les ministres de l’Éducation de l’Union européenne.

Critères retenus pour sélectionner cette politique :

Programme de formation couvrant l’ensemble d’une catégorie de formateurs (formateurs d’enseignants) ;

Programme innovant basé un partenariat actif entre toutes les parties concernées (services pédagogiques des universités, directions des hautes écoles, formateurs, administration, cabinet de la ministre) ;

Programme faisant l’objet d’une évaluation constante par le comité ce coordination et pour lequel une évaluation basée sur une recherche universitaire est en voie de se terminer ;

Le côté très structuré de ce projet permet d’en tirer facilement des enseignements utiles pour d’autres pays ;

La formation des enseignants en matière d’utilisation pédagogique des TIC est une priorité mentionnée par de nombreux ministres lors de différents Conseils Éducation.

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Bulgaria Policy N° 1

Identification of policy:

Title ICT Olympiad- Name and full contact details of key informant:

Silvia Kantcheva Department of Secondary EducationMinistry of Education and Science 2A, Kniaz Dondukov Blvd. 1000 Sofia, Bulgaria Tel. ++359 2 981 04 88, Fax ++359 2 988 25 94E-mail: s.kantcheva@minedu.government.bg,ksylvia@yahoo.com

Keywords: ICT project, teamworking, competition

- Duration of policy : The contest is annual and was held for the first time in

2002

- Outline, Summary

ICT Olympiad has been specially designed by Ministry of Education and Science to motivate students and teachers in developing computer based valuable educational resources. This is an opportunity for students’ teams to develop practical skills in their analysis of problems and in their solutions using a computer. Students work in small teams (2-3 members) under the supervision of teachers and parents. Each student team selects the topic they will be working on.

Contextual information:- as regards previous national ICT policiesIn Bulgaria from 1999/2000 school year the compulsory part of the secondary school curriculum contains two ICT-related subjects: Informatics and Information technology. ICT education in secondary general schools focuses on learning about hardware, software, operating systems, programming language and also word-processing, speed-sheeting, setting up and using databases, and utilizing multimedia systems and computer networks. - as regards other national ICT policiesICT Olympiad is a Unit of the Bulgarian National Olympiad for students. The another unit is The Computer Programming Olympiad that is individual contest for students.- as regards more general national policies: ICT Olympiad is in accordance with National ICT strategy. The key components of the strategy are:1. Providing multimedia equipment and software to all schools in the country2. Enriching ICT educational resources3. Enhancing teacher training (pre- and in –service)4. Penetration of ICT into all subjects5. Improving instructional methods6. Identification of talented students and supporting their intellectual and

professional progress.

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7. Corresponding changes in legislation and curriculum

Content of policy:

Needs attended to, issues, problems solved,Students motivation in technology – Working on ICT project improve student attitude, enthusiasm and engagement.Lack of educational resources in Bulgarian language – The nominated projects will be listed and published in National catalogue.

Aims and objectives:1. Motivate students and teachers to work in collaborative environment using

ICT.2. Showcasing students’ achievements to large audiences.3. Stimulate the creation of products and applications supporting learning and

serving the needs of schools, continuing education and e-learning communities.

4. Entertaining users with captivating digital stories, including educational games.

Implementation: Students teams under the guidance of teachers and parents work on a voluntary basis to develop computer projects in fields:

- Modeling of processes;- Educational tools and games;- Animation;- Music;- Networking and communication;- Web based application.

First round – School level: All students from 8 to 12 grade are eligible to take part in this round. Students demonstrate their projects to School jury.Second round – District level: Only nominated projects can be presented to District jury. On the base of the common criteria the projects are selected and nominated to final round.Final round – National level: This round is two day competition:

First day – demonstration of nominated projects;Second day – task implementation.

Follow-up activities: participation in International competitions and on-line discussion in forum http://edusoft.fmi.uni-sofia.bg

Scope or level: ICT Olympiad is National policy but winners take part in International Olympiads.

Target Group(s): students (8-12 grade), teachers, parents

Partners involved:

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In the design and the implementation of the policy Ministry of Education and Science work in partnership with ICT development agency.Parents and local authorities play active role in the implementation.The evaluating jury consists of leading experts from ICT departments in universities and training institutions. -Financial support: State budget and sponsorship of ICT companies.

Outcomes, specific achievements:41 projects teams took part in the First National ICT completion in 2002.Now, for the second round of Olympiad are elected approximately 600 projects teams that shows the raising interest in participating.

Is this example suitable / recommended for further peer review?The most suitable for peer review is final round (7-9 June 2003). On the nine of June the winners will be announced and celebrate.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?This policy force pedagogical innovation: new role of learner and new role of teacher.

Evaluation criteria used for selecting this policy as good:List of criteria:

1. Clear objectives2. A project team approach to integration of technology3. Involvement of teachers and students4. Measurable students outcomes5. Long term sustainability

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Czech republic Policy N° 1SPRING (SIPVZ) Programme

Identification of policy:

- Title: State Information Policy in Education SPRING- Name and full contact details of key informant1: Zdenek Svoboda, section

Director General, Ministry of Education, Youth and Sports, zdenek.svoboda@msmt.cz, Jeruzalemska 12, 110 00 PRAHA 1, Czech Republic

- Keywords: ICT in Education, Teachers training, Teachware, ICT in School- Duration of policy : 2001 - 2005 - Outline, Summary: Target is to secure that all school leavers will be by 2005 ICT literate

Contextual information:- as regards previous national ICT policies, there were no previous “countrywide” on ICT in Education policies introduced, - as regards other national ICT policies, beside this particular plan in Education there are other ICT plans introduced in the frame if Information Society projects- as regards more general national policies: national ICT strategies and SPRING/SIPVZ programes are all linked to follow-up of eEUROPE Action Plan and eEurope+ Documents

Content of policy:–Needs attended to, issues, problems solved, It is difficult to name any

activity not being influenced by the new information and communication technology. New and more effective methods of teaching and learning have to be developed to keep up with new requests from the society. Most of secondary schools and close to 50% of primary schools were equipped with at least minimal set of technology allready in the past, but there was still large number of schools without computers, connectivity and trained teachers. ICT integration into the education was not centrally coordinated neither by the state nor by regional government. Dedicated funding for software purchase was not available to the schools.

–- Aims and objectives, Main objective was to secure minimum set of technology

connected to the internet to all schools, introduction of the new improved system of teachers training and new software accqusiton procedures to be introduced.Implementation: P1 programm – Information literacy/teachers training with subprogrammes:

–basic level training ( primary of PC, operating system, text processor, e-mail and web ) for 75% of teachers (out of 110 000 total). In the year

1 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

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2002 were 52 000 teachers trained in 770 appointed school/training centers

–advanced level training (modular structure, ICT curricula implementation) for 25% of teachers

–subject specific ICT implementation training for all teachers–ICT co-ordinator training for every school (in the year 2002 3500 ICTk

were trained)–ICT centered school management trainig module–school ICT development plan support

P2 programme – educational software and information resources–provision of proven quality educational software for the schools of all

levels–educational web portal services

P3 programme – infrastructure–supply of 3620 LANs connecting 25 000 PC, 2100 servers, 3620 laser

printers and 2100 CISCO routers to the schools–provision of 3620 leased lines to internet at 64 kbs each–setting up of virtual private network for connected schools–running and mantaining the system on lease for three years

P4 programme – co-ordination center operation–management and supervision of the programmes–budgeting and accounting–public relation

Scope or level: SPRING programme is dedicate to all primary and secondary schools in the Czech Republic (cca 6500 schools), but first wave of P3 programme - infrastructure supply incorporated only 3620 (over 50% from total) schools. Involved schools are spread allover the country (http://www. )

Target Group(s) All primary and secondary schools teachers, all pupils and students

Partners involved External consultation contracted, infrastructure delivery contracted to single General supplier, audited by contracted General Auditor

Financial support by Government funding only, starting from 2003 shared funding (multiresource from local school, municipality or Region) introduced

Budget in EuroProject 2001 2002 2003 2004 2005P1 9375000 12500000 13563000 11406000 10098000P2 6250000 7500000 6750000 2469000 1875000P3 41250000 34375000 33098000 19563000 17348000P4 627500 625000 625000 344000 287500TOTAL 57502500 55000000 54036000 33782000 29600000

- Overhead and other costs incurred by the policy Overhead cost was less than 2% of the totals

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Outcomes and resultsPerceived strengthsDue to supply of 25 000 PC there is positive move in providing infrastructure to the schools. Most of schools are having now at least 3 pupils and one teachers station connected to the internet. Teacher training acomplished is positivaly influencing teachers attitude to the technology. Most of 780 certified training centres are becoming active in ICT training even outside the programme SPRING/SIPVZ. Regional Pedagogoy Advisory Centres are activated in ICT area as well, they are organising training, workshops and seminars for their local schools. By granting the part of central responsibility for budgeting to the regional education department we strengthened co-operation with them.

WeaknessesGiven rigid sets of technolgy (3+1, 6+1, 10+1) proved to be not the best solution for the schools. The use of spent money would be more efficient if allowing to the school flexibility reflecting their real needs. Closed intranetsupplied by the General Supplier prooved to be restricting schools activities and their chances to use software programs that their had used before.

Outcomes Teachers awareness of ICT was remarcably increased. Over 95% of all schools are now connected to the internetNew procedures for educationa software evaluation had been introduced. Interest for ICT development initiated at the level of local government.

Is this example suitable / recommended for further peer review?Part of it is suitable.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme? Main indicators set by the programme as targeted are related to the EC recomendations.Schools becoming motivated to use internet access for the increased communication with schools and partners outside of Czech Republic and for searching new education resources across the Europe.

(http://www.e-gram.cz)

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Danemark Policy N° 1 ‘Information and Communication Technologies in the Education System. Action

Plan for 1998 – 2003’

Identification of policy:

Title: Information and Communication Technologies in the Education System. Action Plan for 1998 – 2003.

Name and full contact details of key informantManaging DirectorDorte OlesenUni-CVermundsgade 5DK-2100 CopenhagenTel: +45 3587 8889Fax: +45 3587 8890e-mail: Dorte.Olesen@uni-c.dkURL: www.uni-c.dk

KeywordsInformation and Communication Technologies, education system, action plan.

Duration of policy 1998 – 2003

Outline, Summary A combined national strategy and action plan for the integration of information and communication technologies (ICT) in the education system over a five-year period.

The strategy describes five central areas, where a number of ICT-initiatives are to be implemented. The areas are:

The pupils and ICT The teachers and ICT The subjects and ICT Equal and flexible access to lifelong education Coordination of ICT-based research and education

Contextual information:

- as regards previous national ICT policies

From 1995 till 1998, the Danish government issued a yearly ICT action plan with specific sections directed towards the education sector.

- as regards other national ICT policies

In 1993 the Danish Ministry of Education set up a goal, that by the year 2000 all Danish schools should be connected to the Internet. To-day more that 2600 Danish educational institutions are on Sektornet.

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- as regards more general national policies: In 1994 the Dybkjær-Christensen committee launched the report “The Information Society in the Year 2000” (Link: www.videnskabsministeriet.dk/fsk/publ/info2000-uk.html), which contained a number of recommendations with the view of making Denmark an information society.

In 1999 the Dybkjær-Lindegaard committee launched the report “Digital Denmark – Conversion to the Network Society”. The report presents a number of aims and recommendations for initiatives within 5 focus areas: Lifelong learning, E-commerce, a better and cheaper administration, a special Danish contribution on the Internet and the establishment of 2 IT-lighthouses.

(Link: http://www.detdigitaledanmark.dk/english/index.html)

Content of policy:

Needs attended to, issues, problems solvedThe integration of computers in education has been an ongoing process since the beginning of the 1990’s, concurrently with the increasing availability of information and communication technologies in society generally. In 1997, the Minister of Education worked out a blueprint to the Folketing, “Information Technology and Education”, as an invitation to discuss a total Danish ICT education strategy. The blueprint defined four central strategic objectives and focus areas for the education system of the future.

The Danish education system was to ensure: State of art qualifications in the information society Integration of new pedagogical possibilities Equal and flexible access to education An efficient and flexible structure and organization

The effort had two equally important purposes: ICT was to improve the teaching and learning process, and the students were to attain the basic ICT qualifications necessary in the society then and in the future.

State of art qualificationsThe paradigm for learning was changing. ICT qualifications were increasingly perceived and defined as the fourth basic qualification on the line with reading, writing and arithmetic. As a result, the students must be ICT users. Furthermore, personal qualifications such as the ability to of the individual to transform information into knowledge, to navigate in large amounts of information, to sort information, to co-operate, and to master a process oriented working method were among the demands on the individual put forward by society. Simultaneously, the demands for a new teacher role became evident. The role of guide and coach for the students in their learning processes were added to the more traditional role of the teacher. At the same time, the teachers must be ICT users themselves, and that to an extent enabling them to acknowledge the pedagogical possibilities given by the increasing availability of ICT in the classroom.

Integration of new pedagogical possibilitiesNew pedagogical possibilities were to be explored. Research and development were to be focused on, and the means for exchanging information among students, teachers and management were to be provided. To ensure access to knowledge as well as co-operation across the education sector, all educational institutions were to be connected electronically via the Sektornet within the 5-year period. Furthermore, focus was on the development of Danish digital learning resources, based on Danish pedagogical principles.

Equal and flexible access to education

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Regardless of age, educational background and geographical location, all citizens were to have the opportunity of participating in a wide range of educational activities on a continual basis. Virtual educational programmes were seen as a means to meet this end.

An efficient and flexible structureThe philosophy was – and is – that the public education system must continue to be the main supplier of new qualifications for the students. Therefore, the education system must be able to compete with the increase of private and foreign suppliers of education.

Aims and objectivesThe Strategy and Action Plan 1998-2003 identified five focus areas:

The pupils and ICT The teachers and ICT The subjects and ICT Equal and flexible access to lifelong education Co-ordination of ICT-based research and education

Implementation (programmes, methods, measures and actions)The initiative ‘Learn IT’ (Lær-IT). One of the extensive numbers of centrally co-ordinated initiatives leading up to the preparation of the Strategy and Action Plan 1998-2003 was the centrally co-ordinated initiative ‘Learn IT’. ‘Learn IT’ had two main objectives: Firstly, to provide teachers with a basic knowledge of IT, making them personal users of IT and enabling them to use IT in their everyday teaching. Secondly, to inform about the Primary and Lower Secondary Education Act (“Folkeskoleloven”), revised in 1993, and to inspire teachers to use IT in their teaching.With the revision of the Primary and Lower Secondary Education Act in 1993, much emphasis was put on the integration of IT in all subjects and at all stages (K0 – K10). Furthermore, to meet the intentions of the revision of the Act, i.e. to set off a renewal process in the Danish school, IT was seen as a catalyst. However, both students and teachers must be prepared for this task and must be able to identify the possibilities offered when using IT. ‘Learn IT’ was one way to achieve that.‘Learn IT’ was distributed to all schools on 4 CD-Roms, the first in the fall 1995, and the last in the summer of 1998. From1996, the content was also available on the Internet.

Target group: Teachers in primary and lower secondary education. Link: www.laer-it.dk

The initiative ‘The educational IT-Driving License’ (Skole-IT). Among the aims of the Strategy and Action Plan 1998-2003 was that teachers should both master ICT as personal users and be aware of the impact integration of ICT has on subjects, curriculum, and learning. To meet this requirement, ‘The Educational IT-Driving License’ (Skole-IT) concept was developed. The focus is on pedagogical issues, that ICT must be an integrated part of a good learning environment and not an aim in its own right.The concept includes a flexibly organized course, which comprises face-to-face meetings between course participants and tutors and self-study periods where teachers work in teams of 3-4, supporting each other and elaborating teaching concepts for their own daily practise. During the course, the participants have access to technical and pedagogical support and response from their tutor, but the concept builds primarily on on peer to peer learning. To get ‘The Educational IT-Driving License’ 8 pedagogical papers must be delivered and approved during the course. And importantly, the papers must reflect educational practise.Target group: Teachers in primary and lower secondary education.

Subsequently the concept has been transferred to other educational areas within the Danish education system and to-day ‘The Educational IT-Driving License’ is also offered in the following versions:

SFO-ICT (’pre-school’) SOSU-IT (social/health care) EUD-IT (Vocational training)

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SUND-IT (further health education) Seminarie-IT (teacher training colleges)

Link: www.skole-it.dk

The initiative ‘IT, Media and Folkeskolen’ (ITMF). The overall aim of this national and centrally co-ordinated initiative is to “strengthen the pedagogical use of IT and other media in education and make IT and media a fellow player and driving force of the normal everyday life of schools”. The initiative is based on a political agreement from June 2000 and should be seen in the context of several successive strategy and action plans from the Ministry of Education dealing with the use and integration of ICT in the Danish education system.The initiative is divided into four main projects:

Educational opportunities Teachers’ qualifications Purchase of TV programmes of educational relevance Connecting schools to the Internet

Target groups: The primary target group is ‘Folkeskolen’, i.e. municipal primary and lower secondary education. Schools and municipalities are encouraged to develop education and learning in co-operation with researchers, supplementary training institutions, educational publishers, IT- and media experts and other relevant expertise. The secondary target group are teachers in ‘Folkeskolen’, and that specifically under the second main project ‘Teachers’ qualifications’.

Link: www.itmf.dk

Scope or level: regional, national, European; geographical coverageThe combined strategy and action plan “Information and Communication Technologies in the Education System, 1998 – 2003” is a national strategy. However, the ‘Educational IT Driving License’ concept has already been exported to Norway, and also the European Commission has shown much interest in the concept and in the transferability of it to other European countries.

Target Group(s)

The target groups for the Strategy and Action Plan 1998-2003 are primary and lower secondary education through upper secondary education or the equivalent youth education.

Partners involved

UNI-C, Danish University of Education, The Danish Broadcasting Corporation, The Danish National Centre for Technology Supported Learning – CTU (1995-2000).

Financial support The total development costs for ‘Learn IT’ amounted to 25 mio. DKR (1995-1998)

The total development costs for the ‘Educational IT-Driving License’ amounted to approximately 26.6 mio. DKR. (1997-2002). The total costs for ‘IT, Media and the Folkeskole’ will amount to a total of 340 mio. DKR. (2000-2004)

Overhead and other costs incurred by the policyThe initiative ‘The Educational IT-Driving License’ has resultetd in costs at municipal level, i.e. paying for the participants taking the course as well as for the time they spend, which amounts to a total of approximately 350 mio. DKR over the past 5 years.

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Outcomes and results

Perceived strengths‘Learn-IT’ has resulted in increased activity at municipal level. Mainly investments in hardware.‘The ‘Educational IT-Driving License’: by 2003 40.000 teachers at primary and lower secondary level have taken or are in the process of taking the ‘Educational IT-Driving License’.The results from the ‘IT, Media and Folkeskolen’ initiative will be available from medio 2004.

Perceived weaknesses and areas requiring further improvementThe basis education and training of teachers as well as further education of teachers still needs to be improved concerning ICT competences.

Outcomes, specific achievementsDifferences between schools have been equalized, as regards the level of ICT integration in the learning process, etc.Teachers at all levels have become more aware of the possibilities offered by ICT as well as the impact that the integration of ICT has on subjects, curriculum, and learning.

Is this example suitable / recommended for further peer review?

Yes.

European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?The Strategy and Action Plan 1998-2003 as well as the initiatives are in line with and support especially objective 1.3 ‘Access to ICT for Everyone’ in the detailed work programme, focusing not only on investments in HW and SW, but emphasises the development of educational programmes and learning resources. Furthermore, focus is on the further education of teachers enabling them to integrate ICT and to exploit the possibilities. Also the aims and objectives of the former work programme are met by the Strategy and Action Plan 1998-2003, for example that all schools should be connected to the Internet by the end of 2001, and that all teachers should have received further education concerning ICT.

Evaluation criteria used for selecting this policy as good: Addressing strategic educational issues Integration of the policy in an educational vision Based on a sound educational model Clear focus on teaching and learning issues Focus on learners Internal coherence amongst objectives Quality of programmes implementing the policy Structuring and/or strategic impact on the area concerned Long term sustainability

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Estonia policy example N° 1

Identification of policy:

- Title Tiger Leap

- Name and full contact details of key informant

Mrs. Enel Mägithe General Manager, the Tiger Leap FoundationMustamäe tee 60, 12916 Tallinn EstoniaTelefon: (0) 6550 290 Faks: (0) 6550 291e-mail: enel@tiigrihype.ee URL: www.tiigrihype.ee/eng/index.php

- Keywords

ICT infrastructure of schools; Educational software; Teacher training in ICT; ICT learning materials for schools

- Duration of policy

1st stage: 1.01.1997 - 31.12.2000

2nd stage: 1.01.2001 - 31.12.2004 (“Tiger Leap Plus”, TL+)

- Outline, Summary Tiger Leap is a national target programme with the overall objective to promote the educational system in Estonia with introduction of modern information and commu-nication technology. The programme is first and foremost aimed at general education but it involves also basic and vocational education. This programme supports both innovation and mainstream implementation of ICT tools in education.

Contextual information:

- as regards previous national ICT policies

Tiger Leap programme is a follow-up programme of a narrower programme of the Ministry of Education for years 1993-1996. The aim of the previous programme was computerization of public schools in Estonia, with the emphasis on establishing computer labs in schools, networking and Internet connections. There were created expert groups in counties as well a national expert group. Massive tenders were organised and financed by the Ministry of Education for buying computers and software for schools. The national expert group determined the policy and county’s expert groups supported implementation of this policy in local schools.

- as regards other national ICT policies

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Most significant programme related to Tiger Leap was a European PHARE programme “Information Systems in Education” (1997-2000, 2 MEUR), (www.ise.ee). There were four sub-programmes: 1) Policy, strategy and dissemination (development of a national policy

on ICT for the Estonian school system; establishment of EU links for schools and administrators; production of information materials for schools etc),

2) Education information system (development and implementation of a client-server information system covering schools, counties and the Ministry of Education; provision of necessary hardware and software to the Ministry and counties; training Information Systems managers for counties),

3) School management project (development and piloting of school administration software; provision of hardware and software to schools; planning of implementation and training),

4) ICT support and development (establishment of computer training and curriculum centers in 20 pilot schools; design and delivery of training and teacher development programme; development of strategies and resources for ICT use in the classroom; training the teachers and school administrators; telematics conferences for teachers and school administrators).

As a second important related policy, development and issuing by the Ministry of Education and Research regulative documents should be stressed; among those are, for example:1) “ICT competencies of basic school graduates” 2) “Requirements for school teacher competencies in educational technology”.

The document defines necessary competencies in educational technology for all teachers; For example, every teacher:

- Is able to use ICT hard- and software, as well Help system and reference materials,

- Knows ICT based active learning and project learning principles and methods,- Prepares with computers guidance materials for supporting pupils independent

work, - Is able to find from Internet and from other electronic media additional

information necessary for teaching,- Can critically analyse different materials, compare alternatives, refer and cite

correctly,- Gathers and systematizes data by using ICT,- Uses different ICT tools for composition and presentation his/her materials,- Describes the role of ICT in society, understands the role of ICT in trade

market and in his/her professional development,- Knows and follows legal procedures and “good practice” related to the usage

and spreading electronic information,- Recognizes threats to health, social and intellectual development of pupils

related to the usage of ICT,- Uses e-mail for interaction with pupils, parents and colleagues.

- as regards more general national policies:

1) “Basics of Estonian Information Policy” (“Eesti Infopoliitika Põhialused”) accepted in 1998 by the Parliament of Estonia (www.eik.ee/ein/infopol.htm). This document determines the main principles and activities necessary for leading

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Estonian citizens into Information Society. Special attention has been paid to legal issues, private sector support, interaction between citizens and the state etc. One of the aims of the document is to create equal access to information recourses for all citizens avoiding division the people into “information rich” and “information pure”. For this purpose, necessary information infrastructure should be created. Two priority areas for supporting from the state budget are defined: education and public administration.

2) “Learning Estonia” (http://www.zone.ee/tkoolitus/teemad/oppiveesti.htm, “Õppiv Eesti”), a report of Academic Council of the President of Estonia to Estonian Parliament (Riigikogu) and “Scenarios for Education in Estonia until 2015” (“Eesti Haridusstsenaariumid 2015”, http://web.ibs.ee/hring/stsenaariumid.html”), 1998. The main aim of the document is to describe different possible strategies for education in Estonia and to propagate the idea of Learning Estonia.

Content of policy:

- Needs attended to, issues, problems solved,

The programme addresses the following needs:1) Ability of teachers to use ICT tools effectively in teaching and learning varies a

lot and was/is in general relatively low;2) ICT infrastructure in schools was/is not satisfactory (high student/computer ratio,

low quality LAN’s, frequent use of illegal software etc); while more and more students have modern computers at home, computer labs in schools in most cases are outdated;

3) Educational software and learning materials adapted to local needs (in Estonian language, coherence with school curricula etc) was practically missing;

4) There were no regulations for schools related to the application of ICT; teachers did not have any permanent support system how to use ICT tools in education.

- Aims and objectives,The Tiger Leap programme (1st phase)

1) helps to provide Estonian teachers with elementary computer skills and guides them to use the opportunities offered by modern information technologies in teaching their subjects;

2) supports curriculum development with the assistance of an interactive learning environment promoting learning skills;

3) encourages creation of original software on the Estonian language, culture, history and nature in accordance with the national curriculum;

4) helps counties to develop the IT infrastructure of schools;5) supports schools in establishment of Internet connections.

The Tiger Leap Plus programme (2nd phase)The objective of the TL+ development plan is implementation of ICT in order to provide premises and conditions to create a learning environment in general education schools of Estonia,

guaranteeing the opportunity to acquire modern aptitude-compliant education, strengthening the links between subjects, making the content of education more realistic, making schools more open and flexible, updating the preparation of teachers, turning the information system of education into a well-functioning one.

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- Implementation: (programmes, methods, measures and actions)

The programme follows the following general principles:

1) The Ministry of Education and Science will set the indicators and quality standards (for example, competencies in ICT for teachers, school administrators and school graduates) but will not give resources necessary for reaching the standards directly to the schools;

2) The Tiger Leap Foundation will regularly call tenders for project proposals in a specified areas;

3) Interested institutions should apply the money by the Tiger Leap Foundation presenting a project which includes: the aim of the project, activities, outcomes, time-table, resources already available (incl. people), additional resources given from other institutions, amount of money applied by the Tiger Leap Foundation (as a rule, at least 50% of money should come from other sources, usually from local governments);

4) The expert committees will evaluate the applications and make proposals for financing to the Council of the Foundation.

5) Teachers Portal and Tiger Leap web pages will distribute best practices.

In the Implementation Plan for TL+, four priority fields are fixed:

1) ICT competencies - development of the competencies of graduates from each stage of study, and of teachers and officials in education, by means of up-to-date curricula, in-service training courses and training materials;

2) virtual learning - production of electronic training materials and educational software in Estonian, support for virtual collaboration of teachers, in-service training and exchange of experience, creation of virtual upper secondary schools, and legalisation of virtual learning;

3) sustainable development of infrastructure - constant upgrading of ICT hardware and software in schools, securing high-level Internet connections and technical support to schools in co-operation with school administrators;

4) collaboration of all parties involved - collaboration between the state, local governments, schools, parents and organisations, and elaboration and implementation of principles and different forms of co-operation.

- Scope or level: regional, national, European; geographical coverage

The level of the Tiger Leap programme is national.

- Target Group(s)

All school levels up to tertiary level (not included).

- Partners involved

Majority of institutions in Estonia dealing with educational matters: Ministry of Education and Science (coordination of the design); Local communities, universities, schools (implementation); National Examination and Qualification Centre, foundation "Vocational Education and Training Reform in Estonia", foundation "Estonian

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Education Forum", Estonian Information Technology Society etc (planning activities).

- Financial support

The total budget for the 1st stage (1997-2000) was 16,2M euro: 64,7% from the state budget, 34,5% from local governments and 0,8% from businesses and organizations.

- Overhead and other costs incurred by the policy

Expenses of the Tiger Leap Foundation are covered by the Foundation. The state support for the Foundation is on a separate line in the State Budget and is under the responsibility of the Ministry of Education and Science.

Outcomes and results

- Perceived strengths

The following strength seem to be most important:1) As the Tiger Leap programme was initiated by the Estonian Government and

announced by the President of Estonia the idea of computerisation of Estonian schools enjoyed strong support from the whole society, and most important, from the high level politicians and policy determining institutions;

2) Because the financing of projects is competition based the schools are forced to be innovative and to take actively part in planning and implementing the school ICT policy;

3) It is possible to allocate huge resources for solving most urgent problems and use the money effectively (for example, equipment for schools can be bought in a consolidated tender.

- Perceived weaknesses and areas requiring further improvement

There is one weakness, which in short run can be qualified as a significant weakness but in long run in contrary, as a strength, namely:The ability of a school to get resources for development of ICT infrastructure depends heavily on the ability of the school to write project applications and on the ability to run approved projects.

If this is really a case, then due to the abovementioned quality requirements, push from the parents and pupils, the schools should put extra effort to find solutions.

- Outcomes, specific achievements

In the following, only some few of the outcomes achieved during 1998-2003 are listed:1) Teacher’s portal Koolielu (www.koolielu.ee) – an Internet gate reinforcing

communication and co-operation between teachers who are accustomed to computer use in their daily work – has been developed containing among other services an extensive collection of learning materials;

2) Tiger Leap Foundation organises regularly conferences where the best practice of using ICT tools in education are discussed (overview in Estonian of

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a 2003 yearly conference can be found in http://www.tiigrihype.ee/konverents/);

3) Research about the usage of ICT tools in Estonian schools in the year 2000 (currently there is going a follow-up study) under the title “Tiger under Magnifying Glass” was initiated; see http://www.tiigrihype.ee/eng/publikatsioonid/tiigerluup_eng/tiigerluup_eng.html for example.

4) The Foundation supports in-service teachers for taking the two-year “Multimedia and Learning Systems” masters course (see www.cs.tpu.ee/magister/kavad/informatics_english.html for example);

5) Development of a virtual learning management system VIKO for Estonian schools was supported.

The efficiency of implementation of the development plan is measured by the following indicators:

number of pupils per computer, number of schools with Internet connections, condition of the hardware used (existence of a computer class, age of computers), number of teachers and education officials who have passed ICT competency training, diversity of training institutions offering ICT competency training, the share of schools where ICT means are used in subject classes, selection of different virtual study aids, available on the Internet, and the number of their

users, awareness of global developments in the ICT field and purposeful utilisation of this

knowledge in the daily work of schools and educational institutions.

Some quantitative achievements for the 1st stage (1997-2000): 1) 64% of teachers in Estonia have been trained on the elementary level in

computer skills; 15% of teachers have participated in subject related advanced courses.

2) Schools have been supplied with 61 different educational software programs by Tiger Leap, including the financing of the creation of 39 new original educational software packages in Estonian;

3) Tiger Leap has supported 172 development and training projects through project competitions.

4) 75% of all the schools have got online Internet connections and the remaining schools have a dial-up option;

5) twenty-five pupils per computer on the average; there are no upper secondary schools nor basic schools without computers.

- Is this example suitable / recommended for further peer review?

Yes. Project method is more and more considered as one of the main methods in plan-ning and running different activities.

- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

Objective 1.1 (Improving education and training for teachers and trainers) is one of the priorities of the Tiger Leap programme;

Objective 1.2 (Developing skills for the knowledge society) Tiger Leap programme addresses directly to one of four principal areas of this objective: ICT skills and use of technology;

Objective 1.3 (Ensuring access to ICT for everyone) another priority of the Tiger Leap programme;

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Objective 2.1 (Open learning environment) A number of Tiger Leap initiatives correspond to this objective.

Evaluation criteria used for selecting this policy as good:1) The programme follows a clear vision and implementation plan;2) The programme has a nationwide approval: from the persons directly concerned (pupils,

teachers, school administrators) up to the top political leadership of the country; 3) The programme created a wide community of those involved with application of ICT tools in

education;4) The programme encourages teachers and school administrators to use ICT tools in education

and gives support for relevant activities.

The Tiger Leap programme satisfies very well most of the criteria listed in the document “List of possible criteria for selecting a policy as “good””.

Peeter Normak, pnormak@tpu.ee

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Finland policy example N° 1

Identification of policy:

- Title

Education, training and research in the information society – a national strategy for 2000-2004

- Name and full contact details of key informant2

Mr. Jari JOKINEN, Counsellor of EducationMinistry of Education, Department for Education and Science PolicyP.O.Box 29, FIN-00023 Government, FinlandTel. +358 9 1607 7029Mobile: +358 400 414199Fax: +358 9 656 765E:mail: jari.jokinen@minedu.fi

- Keywords

education, training, research, information society

- Duration of policy

1/1/2000-31/12/2004

- Outline, Summary The vision of Finnish education, training and research is By the year 2004 Finland will be one of the leading interactive knowledge societies. Success will be based on citizens' equal opportunities to study and develop their own intellectual capacity and extensively utilise information resources and educational services. A high-quality, ethically and economically sustainable mode of operation in network-based teaching and research will have been established.

Contextual information:

- as regards previous national ICT policies1995-1999: The National strategy for education, training and research in the information society completed in early 1995 drew up outlines for the information and communication policy for education, training and research into the 21st century. The strategy contained the opinions and proposals of the Expert Committee set up by the Ministry of Education on how the level of education and research can be raised by applying information technology, thus promoting national competitiveness and employment, and how to promote the availability and use of information and to assess the needs and identify the means for giving citizens basic skills in using information and communication technologies. Moreover, the strategy presented measures to safeguard high-performance computing capacity in research, to improve the prerequisites for the production and utilisation of network-based multimedia in Finland, and to safeguard the development of information networks for education and research as a whole.

2 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

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The first national information strategy (Quality of Life, Knowledge and Competitiveness, Finnish National Fund for Research and Development (Sitra) 211, 1998) outlines the changes in our national operational environment and the overall development of the Finnish information society. These outlines are also applicable as starting points for the research presented here. "Finland is progressing towards a knowledge-based society. In the information society, knowledge forms the foundation for education and culture and constitutes the single most important production factor. Information and communications technology (ICT) significantly promotes interaction and exchange between individuals, business enterprises, and other organisations, the utilisation of information, and the provision of services and access to them."

- as regards other national ICT policiesMs Jäätteenmäki’s new government (17.4.2003-) is implementing the information society policy programme. The aim of the programme is to boost competitiveness and productivity and to promote social and regional equality through effective utilization of information and communication technologies in all sectors of society. The information society policy programme aims to utilize the prospects offered by the information society and to maintain Finland’s status as a leading producer and user of information and communications technology. By this means, the multiple effects of the benefits to be gained by the entire economy from information and communications technology can be safeguarded.

The programme will boost competition in the communications market and foster the use of information society services in business and industry, education, health care, administration and everyday life. The information society skills of the general public will be improved. Government departments’ transition to electronic transactions will be accelerated.

The programme will foster provision of digital services and content, and encourage companies to engage in e-commerce and networking. Access to information and culture will be improved and the library system upgraded to meet the needs of the information society. Confidence in information society services among the general public and businesses will be promoted by improving data security and protection of personal data and privacy.

Attainment of these objectives will be monitored yearly by the Government and the parties involved, using assessments of programme impact by means of national indicators and indicators reflecting evolution of the information society within the EU.

- as regards more general national policies: The Finnish Government adopts every fifth year a plan for the development of education and research which come under the competence of the Ministry of The current development plan is for the years 1999-2004. The next development plan will be adopted in 2003.

The present development plan states that « in the Finnish information society, knowledge and know-how form part of civilisation and constitute the most important production factor. Knowledge and know-how form the basis of economic competitiveness and the welfare of society as a whole. Finland's success is based on high-standard education and research, innovative know-how and the utilisation of modern information and communications technology (ICT).

One criterion for the performance of the Finnish education system is the implementation of equal opportunities and the competitiveness of Finnish education and training. The education system must be developed as a whole so as to enable students at different educational levels to find jobs and to continue their studies.

ICT opens up new opportunities for developing teaching and studies. The adoption of new technologies poses great challenges to teaching and the education sector as a whole; responding to these challenges requires wide-scale European cooperation.

A genuine information society is within the reach of every citizen. Development must not lead to differentiation and exclusion. This requires discussion on lifelong learning, the use of new learning methods and tools and information society services as requisite services. Finland's

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progress as an information society requires that people are supported in acquiring the knowledge and skills needed and that they have equal access to information networks, for instance through the public library network. »

Content of policy:- Needs attended to, issues, problems solved,- information society skills of all the citizens- pedagogical use of ICT in teaching and learning-teachers' skills to use ICT - ICT infrastructure of the finnish educational establishments and libraries - Aims and objectives,The policy states the desired state of education, training and research in 2004 as follows:Educational establishments will continue to be the most important places of study and increasingly open to serve the educational needs of working life and all age groups. Educational establishments will be innovative centres of learning. Research will be of high quality, international and to an increasing extent multidisciplinary goal-oriented research aimed at solving specific problems. The research and education sector will operate through networks. Networking projects will have developed and crystallized into virtual universities, virtual schools and versatile research networks. Information and communication technology strategies in education will have been integrated into curricula. Through the evaluation and development of curricula, educational establishments will now have new tools enabling them to meet new educational challenges. Creativity, problem solving and cooperation will be emphasised in the activities and development strategies of educational establishments. Towards the end of the strategy period, media literacy will become a part of general education. The digital publishing of research results and teaching material will be common practice, and virtual libraries will work alongside with smoothly operating conventional libraries to provide an extensive service to students, teachers and researchers.

The vision of Finnish education, training and research is By the year 2004 Finland will be one of the leading interactive knowledge societies. Success will be based on citizens' equal opportunities to study and develop their own intellectual capacity and extensively utilise information resources and educational services. A high-quality, ethically and economically sustainable mode of operation in network-based teaching and research will have been established.

The implementation of the vision requires that the technical and content base of the information society is available to support teaching and research as far as possible. People also need to be able to use technology efficiently. New demands for knowledge require rapid and extensive application of the principle of lifelong learning to the entire educational system in order to motivate and train the population to manage, analyse, evaluate and refine the increasing flow of information and thus utilise the opportunities offered by technology.

These objectives will be achieved through the action programme, the all-encompassing theme of which is the development of Finnish general knowledge base and learning environments. The majority of the programme will be

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implemented through ordinary operational development. In order to keep Finland on a steady course in developing the information society, the focal areas of the action programme will require reallocation of resources and well-focused additional funding.

The focal areas of the action programme include:

-Information society skills for all

-The versatile use of networks in studying and teaching

- Accumulating digital information capital

- Strengthening information society structures in education, training and researchq- Implementation: programmes, methods, measures and actions)The implementation is connected to the normal steering system of the education system. In order to support the implementation of the policy several working groups have been established. The working groups have a national :1. Information society skills 1.1. Citizenship skills in the Information Society1.2. Training for Training personnel (pedagogical use of ICT)1.3 Information industry and digital communication professionals2. The network as a learning environment 2.1 Virtual learning in higher education (Virtual University and Virtual Polytechnic)2.2 Virtual School2.3 Research and development relating to learning environments3. Strengthening information society structures in education, training and research

- Scope or level: regional, national, European; geographical coverageNational strategy including European and world-wide cooperation.

- Target Group(s)The national education system, libraries, NGOs teachers, pupils and students at all leves, citizens

- Partners involved Representatives of all the levels of the education system, NGOs, private sector, social partners, local and regional authorities

- Financial support Direct financing from the Ministry of Education 50 M€/year, private and other public funding impossible to estimate

- Overhead and other costs incurred by the policyMajor investmant trought the "normal" financing system.

Outcomes and results - Perceived strengths

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- The policy (stratregy) promotes the general education policy objectives including such areas as quality of education and training, access to education, equality, inclusion. - The policy (strategy) contributes to the development of the whole education system, informal learning as well as development of pedagogy (learning methodology)- Holistic approach to use ICT as a tool to meet the policy goals of the education system - Collaborative development both on the national and local level- Participation of a wide range of actors

- Perceived weaknesses and areas requiring further improvement- To reach the intended changes at all levels takes time - The pace of development is varies depending on the activeness of the local and school level actors.

- Outcomes, specific achievements- Every educational establishment at all the different levels has produced their own strategy for pedagogical use of ICT. - Educational establishments develop collaboratively new learning materials and the number of students/pupils using this material has increased significantly. (e.g. In 2001-02 more than 40.000 study weeks were completed using virtual learning material at the university level)- verkko-opetuksen tehokas hyödyntäminen avoimessa yliopistossa- There are new ways of collaboration between public and private sector as between public sector and NGOs. - New possibilities for all the citizens to learn ICT basic skills.- New research projects and programmes to support the development of the new learning methodology.

- Is this example suitable / recommended for further peer review?- yes.

- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

This policy supports both the national education policy objectives as well as the future objectives of the European education systems. The aim is to support the general education policy objectives by using ICT as a tool.

Evaluation criteria used for selecting this policy as good:- This policy (strategy) links firmly with the education and information society policies both on the national and European level. - The expected effects of the policy (strategy) are significant. - Holistic approach of the policy (strategy)

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France - Policy example N° 1

Title : “Campus numériques”.

Contact reference for the initiativeB. PLATEL + 33 1 55 55 81 21 bernard.platel@education.gouv.fr

Keywords : higher education, virtual campus; eLearning, ODL, online learningOutline summary : In a highly competitive international context, the Ministries of Education and Research, out of a concern to preserve the excellence of French higher education and to modernise it, successively launched in 2000, 2001 and 2002, three invitations for proposals for the construction of "French digital campuses". These campuses are intended to offer open distance post-baccalaureate training, using new technologies, in all fields and for clearly identified target audiences.Issues : Digital campuses: an alternative way to meet training needs an offer to tender to identify and subsidise nation-wide consortia, in order to conceive, develop and deliver, both on line and on site, a relevant innovative ICT-based blended learning provision, suitable for initial, continuing, life-long learners.Scope and level Target : Higher Education: 90% of universities, all teacher training centres, 40 schools of engineers.Duration : Started in 2000 – still running in 2003.Implementation : Over a two-year period, 77 French digital campus projects were awarded financing by the Ministry: currently, 27 of them are conducting feasibility studies and 45 are in the production stage, including 10 that offered training programmes at the start of the 2001 academic year.Financing : Financial aid from the State : - The First request for proposals, in 2000, was allocated a budget of FRF 18 million, - The second request, in 2001, was allocated a budget of FRF 55 million. Partners involved (in design, implementation, evaluation) : This co-operative effort implies a certain number of major challenges that must be dealt with, particularly with regard to providing a regulatory framework for the operation. In that regard, educational institutions and the Ministry have undertaken to: · Define a set of norms and standards Shared norms and standards are needed for diversified educational programmes and those shared amongst several institutions, particularly with regard to validating the skills acquired by students. The teaching model via modules is based on the European system for the transfer of academic credits (ECTS).

· Develop a suitable legal and regulatory frameworkThe shared ownership of content and educational programmes amongst multiple partners with very diverse situations and subject to different laws when foreign partners are involved, requires that proponents of change define the legal and regulatory framework most favourable to the modernisation of education, within the new context of international cooperation.

* A complete list of partners involved in Digital Campuses, as well as all available statistical data on the operation, is available from the office responsible for its coordination. Contact sdtetic.sup@education.gouv.frOutcomes: 64 HE consortia, with partners outside HE (industry, associations, agencies, etc.), expected to prepare from 2003-4 onward for 150 different grades, certificates and diploma via the networks.Perceived strengths : Immediate support from teaching and research staff, technicians and Heads of establishments. A group evaluated far over 2000 members of staff.

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Growing involvement of participants, in numbers and Intensity, as project develops: average of 6 members of staff involved in 2000; over 20 in 2002, per project.Some concern expressed by central administrative bodies (accountants and controllers!) in charge of the daily management of universities: not used to cross-universities initiatives.The major strength of the requests for proposals is to successfully construct a range of flexible training programmes, including both initial training and continuing education. With the development of the concept of life-long education, For example, the digital campus: a) allows learners to decide when and where they will studyThe use of ICT not only allows learners to access training programmes from any location, far or near, but also allows them to progress at their own pace at chosen periods throughout their lifetimes. b) enhances the quality of contentCooperation between educational institutions (i.e. the organisation of campuses into consortiums) and the participation of public/private partnerships and of foreign institutions reinforces the quality of the content and services provided to students. c) provides flexibility and adaptabilityThe accent is on individualised training and a personalised teacher-learner relationship. The added value lies more in the human aspect of the communication process rather than in the technological aspect.Training programmes have gained in flexibility and consistency with the implementation of ECTS (the European system for transferring credits); links have been set up between Initial Training andContinuing Education in keeping with the programme for the Validation of Professional Experience.By using forums or chat rooms, students can easily interact with teachers, tutors or other students enrolled in the same training programme. d) facilitates access to knowledge Teaching methods and the methods used to provide support for students are becoming increasingly diverse:- Training programmes are available in versions ranging from traditional classroom situations enriched by the use of ICT, to programmes that rely entirely on distance learning techniques, depending on the course of study and the needs and objectives of students;- There are many direct and permanently available means of accessing knowledge bases, with many different uses: CD-ROMs, video, multimedia , Intranets, the Internet, teleconferencing etc. (teaching resources, teaching-related resources and documentary resources);- Even experimentation is sometimes possible at home, through simulations that can be downloaded from the Internet or from a University server. e) makes students more responsible

Students can now be evaluated or can engage in self-evaluation on-line at any time. They become more autonomous by assuming responsibility for their study programme and its contents, which they can adapt to their own pace of learning.Students not yet relevant or asked.What are the criteria for qualifying this practice as “good”: who qualifies it and why?The mixed “sociology” of the participants in the project: the “endangered specie” of the original ICT pioneers, the scientific “gurus” in each domain, and the heads of institutions cautiously awakening to the awareness of the ICT future to be prepared… Smooth and effective complementarities between the teams at work and the piloting group at the ministry of education.Good and confident rates of exchanges between the consortia to capitalise on the experience of each project, etc.Weaknesses ? The pedagogical results obtained with this policy have not really been measured but there are many for sure.European dimension to this policy :There must be one. 10 EU-universities at least are part of these consortia. The ECTS has been used as basis to calibrate the learning units produced and delivered.

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France - Policy example N° 2

TITLE : Espace Numérique des Savoirs (ENS)

Contact reference for the initiative :Odile de Chalendar + 33 1 55 55 80 06 Odile.de-chalendar@education.gouv.frThierry Bertrand + 33 1 55 55 80 13 thierry.bertrand@education.gouv.fr

Keywords : Knowledge data base ; online learning, eLearning, resources, brokerage system, essential data, fundamentalsOutline, summary :The building up of this on-line electronic resource, which has been dubbed the Electronic Knowledge Base, is one of the priorities of the Ministry of Education. It is directed at pupils and teachers of primary and secondary schools. It is intended to provide them with essential data - the "fundamentals" - in the main fields of knowledge, in the form of texts, static or animated images and sound resources, all of which can be accessed free of charge and without copyright restrictions for educational use in schools.The creation of an Electronic Knowledge Base (formerly the ENEE), announced in August 2001 in Hourtin, and co-ordinated by the Technology Directorate, is now entering its initial development stage. Issues : Based on the number of schools equipped with IT facilities and the data transfer rates and number of users trained in use of these new facilities, conditions are now favourable for a better integration of information and communication technologies into education. However, there is still some way to go. A coherent supply of both services and content must be concurrently developed if we are to see wide-spread, sustainable use of electronic resources.The policy being implemented by the Ministry is based on two observations: First of all, the majority of digital resources are currently being marketed at rates that are prohibitive for educational institutions, and secondly, the copyright rules governing these resources, even when they can be used free of charge, impose strong constraints on their use. Accordingly, the negotiations underway with public organisations, private publishers, press groups and content and service providers have two objectives: I) to purchase access rights in quantity at preferential rates and ii) to acquire rights specifically tailored for use in an educational context (copyrights, performance rights, reproduction rights for both individual and collective educational activities, which are not commercial in nature but are conducted within the confines of an educational institution).

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Implementation :Users will be able to freely draw on the Electronic Knowledge Base, for a literary extract, a geographical map, a reproduction of a work of art, a medical image, a newspaper article, a film sequence or a musical recording, for example, and will be able to include any one of these elements in an educational project perfectly legally. [Louvre.edu] is a good example of the type of resources to be provided by the Electronic Knowledge Base.Scope and level Target : 1500 pilot schools from primary schools to high schools, including also regional documentary institutions (CRDP) and also teacher training institutes (IUFM).Duration : march 2003 to June 2004Funding : Around 10 Meuros paid by the state to buy rights for resources.Partners : State, Ministry for Education, and institution such as the Centre national de documentation pédagogique, Centre national d’enseignement à distance l’Institut national de l’audiovisuel, Institut géographique national, Institut national de la statistique, …), private publishers (dictionnaries and encyclopedias recognised of pedagogical interest - RIP , national and regional partners for the press including the Agence France presse.European dimension : The project has included a European dimension since its inception, encompassing the possibility of including non-French European productions and of providing access to other educational institutions in the European Union. Here again, negotiations are being planned to finalise the content of the Electronic Knowledge Base, but the complexity of the legal problems involved makes this a more long-term objective. Also for example Heritage data such as those from the musée du Louvre are from European interest.Evaluation, strengths and weaknesses :Three main issues are a crucial factor of success

- the legal context and IPR : The ENS integrates upstream IPR negotiations and purchases rights.

- The economic context and public private partnership : public and private publishers will have to appropriate this knowledge base and use it as a privilege gateway for knowledge diffusion

- The technological context and userfriendliness : this database should be a model for easy access and use of data (single sign on,…)

Because this is an ambitious project, the action plan includes a preliminary evaluation stage to assess its relevance. This evaluation stage will take place over the next two school years. A final report will offer an overall assessment and lay out some recommendations for the long-term expansion of the Electronic Knowledge Base. It should, in particular, encourage debate on the best economic substitution model to put in place. Purchasing access rights to resources and other rights is a substantial investment for the State - which has to find alternative sources of financing.A quantitative evaluation will be made by measuring the number of accessed resources and their frequency. A qualitative approach will be led through interviews of pedagogical teams involved.

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France - Policy example N° 3

Title : Brevet informatique et Internet - B2i Proficiency level acquired by pupils in the use of multimedia and Internet

Keywords : proficiency, Assessment, IT SkillsB2I is a trademark registered by the Education MinistryContact reference for the initiative :Odile de Chalendar + 33 1 55 55 80 06 Odile.de-chalendar@education.gouv.frMarie Christine Milot + 33 1 55 55 81 28 marie-christine.milot@education.gouv.frAnne Hirlimann + 33 1 55 55 80 19 anne.hirlimann@education.gouv.frSummary :The B2i certifies that the pupil is capable of using, in an autonomous and rational way, the information and communication technologies provided by the school, to read and produce documents, search for information as needed and communicate using e-mailsObjectives : To ensure equal opportunities for everyone, the national education system must provide each future citizen with training in the use of information and communication technologies so that he or she can: - Acquire a reasonable level of proficiency in their use, - Be aware of the possibilities and limitations of computer processing, - Demonstrate sound judgement with regard to the results of this processing, - Be aware of the legal and social constraints imposed by judicious use of these technologies. The purpose of this certificate is to attest to the proficiency level acquired by pupils in the use of multimedia and Internet tools. It currently includes: - Level 1, which has been integrated into primary school programmes since the beginning of the 2002 school year, - Level 2, which concerns middle school pupils and those in "seconde" (fifth form),

- Level 3, defined by the circular of 25 April 2002 sent out to the Chief Education Officers of the regional education authorities, which sets up a pilot programme in general and technical high schools (LEGT), vocational high schools (LP) and apprentice training centres (CFA) during the course of the 2002-2003 school year.

Scope : Who is concerned by the B2i?In 2000-2001, the B2i IT and Internet Certificate was primarily used in middle schools; but as of the start of the 2002-2003 school year, it has also been integrated into primary school programmes. Finally, "the level 2 B2i can be validated during course work by fifth form pupils (classe de seconde) at general and technical high schools.Implementation :In February 2001, the trademark, "B2i - Brevet informatique et internet" (IT and Internet Certificate) was registered by the Ministry of Education. This trademark designates the certificate and specifies the skills that must be acquired to obtain it. It also provides protection against any use of the certificate that could mislead the public about the nature, characteristics and spirit of the B2i . The use of this trademark is regulated by the rules of use that are available at: http://www.educnet.education.fr/plan/marqueb2i.htm How is proficiency verified? In both primary and middle schools, ICTs are primarily a learning tool, used in the teaching of both specific subjects and cross-related disciplines. It is in these varied contexts, in which pupils use the new technologies as needed, that teachers verify the acquisition of the skills required for the IT and Internet Certificate. The level 1 B2i requires that pupils demonstrate proficiency in five areas. They must be able to: - Master the basics of computer technology; - Adopt a responsible attitude with regard to the information provided by computing tools, during the handling of data needed for learning activities and as the result of class discussions;

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- Produce, create, modify and save a document using word-processing software; - Search for and gather information using a multimedia product (CD-ROM, DVD-ROM, website etc.); - Communicate using an electronic messaging service, by actually sending and receiving e-mails. The level 2 B2i presupposes proficiency in all level 1 skills with the addition of six more skills. At this level pupils must be able to: - Set up documents for processing using a spreadsheet program; - Set up complex documents including tables, formulas and links to other documents; - Find information and documentation using a web browser and a search engine; - Organise their workspace by managing files and directories according to their needs;

- Communicate by e-mail, including sending and receiving files; - Understand the limitations regarding the use of personal data as well as those required by compliance with intellectual property rights. In today's world, everyone must be able to use information and communication technologies. That is why the B2i (IT and Internet Certificate) was created by an official memorandum issued by the Ministry of Education's directorate for primary and secondary education. Evaluation - Strength and weaknesses : See the report of the National School Inspectorate (IGEN) on the establishment of the IT and Internet Certificate in primary and middle schools during the 2000-2001 school year - July 2001. This document is available for downloading, 25 pages, RTF format - 116 Kb ftp://trf.education.gouv.fr/pub/edutel/syst/igen/b2i0107.rtf European dimension : Yes. Many countries have a similar way of doing. A group could be mandated to define the main common pillars in the form of a charter independently from the countries organisations.

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France - Policy example N° 4

Resources recognised of pedagogical interest - RIP : Support for production

Contact reference for the initiative :Odile de Chalendar + 33 1 55 55 80 06 Odile.de-chalendar@education.gouv.frDaniel Croze + 33 1 55 55 80 26 daniel.croze@education.gouv.frObjectives:

To respond to priorities set by the Ministries (e.g. primary education, modern languages, civic education, new programmes); To support projects involving educational products or innovative technologies; To support audio-visual production; To support the multimedia industry by, on the one hand, supporting products on the rather volatile French market, and on the other hand, by facilitating the localisation of products for international markets. Implementation :Since 1998, the Ministry of Education has had a policy of providing support for the development of multimedia and audio-visual content for teaching purposes. That policy includes a support plan - published in special Official Bulletin no. 9 of 10 August 2000 - which replaces the preceding plan that was published in special Official Bulletin no. 9 of 10 September 1998.Evaluation :From September 1998, the date on which the plan was set up, to December 2001, 125 projects for the development of digital resources and services received financial aid (75 for primary and secondary education and 50 for higher education). The average amount allocated per project was 350,000 francs. With regard to support for finished projects, 496 products, out of the 1900 submitted, were awarded the "RIP" label recognised as being of educational value).The projects supported favour initiatives by private publishers on the one hand, and on the other hand, partnerships with major public institutions that make resources available to the educational system based on its needs.

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France - Policy example N° 5 Title : Educasource

Summary :The subdirectorate for ICT in Education has managed the realisation of this internet site. The objective is to facilitate the access to digital resources for all teachers and librarians. Issues :Educasource is free of charge. It offers a search tool in a data base of more than 8000 references updated twice a year. One can search by category or keyword, using adapted criteria’s. Every resources is described by a summary. Level and discipline are mentioned and thereby searchable.A search-profile can be created.Educasource is also a collaborative tool containing a thematic forum dedicated to the electronic resource, their utilisation with the possibility to comment resources and therefore enrich the database by the users themselves.

A free subscription is required to participate to the forum or register your searchprofile.Scope :This site is dealing with all levels of education.Duration :Set in 1997, since September 2000, the minister has delegated the management of the database at the Centre national de documentation pédagogique CNDP and his network.Evaluation :Daily average of 1656 sessions of consultation of Educasource, 50000 per month, A majority takes place during working hours (58.68%), 42% of sessions outside : can we say that educasource is also a tool for classes ?

At which is Educasource used? Primary 23% Lower secondary (collège) 19% Upper secondary level (lycée) 12.5% secondaire technique ou professionnel 20% Continuous training 6.5 Universities 4% Other 15%

Average duration of consultation is 10 minutes and half, when it’s a user, up to 25 minutes.

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Germany - Policy example N° 1

Identification of the policy

TitleSchulen ans Netz e.V. – Schools online

Name and full contact details of key information Kerstin CibaInternational AffairsSchulen ans Netz e.V.Max-Habermann-Straße 353123 BonnFon: +49 (0)228-9 10 48-78Fax: +49 (0)228-9 10 48-77e-mail: kerstin.ciba@schulen-ans-netz.de

Dr. Ursula EsserInternational AffairsSchulen ans Netz e.V.Max-Habermann-Str. 353123 BonnFon: +49 (0)228-9 10 48-31Fax: +49 (0)228-9 10 48-77e-mail: ursula.esser@schulen-ans-netz.deKey wordsDidactical material content, virtual learning platforms,Training,IT-solutions/ network advisory.

Duration of the policySchulen ans Netz was founded in1996.

Outline, SummarySchulen ans Netz is a voluntary, non-profit organisation whose goal is to firmly anchor new media and the Internet in everyday teaching. For teachers and school children alike, mouse and monitor are to become as familiar in the classroom as blackboard and chalk. Against the backdrop of lifelong learning, the organisation aims to foster lasting change in school education. The idea is one that captures not only the imagination of its initiators but also those of industry. With practically all German schools now connected to the Internet, Schulen ans Netz has completed its mission in terms of technology. This is of course a milestone in its own right. But along-side the technical aspects of its work, the organisation’s ongoing activities are increasingly focused on content: shaping teaching practice with the help of new media is now taking over as the main focus of our work.

Schulen ans Netz supports teachers and student teachers in everyday, self-responsible and critical-minded use of new media. Together with numerous universities and education policymakers, the organisation develops innovative education models for the use of new media in schools.Self-responsible teaching and learning using modern IT resources is supported via seminars, workshops and events and a range of web portals that are either open to the general public or reserved for specific groups. These include special online services that provide technical support for women and girls, for primary schools and for school authorities. Schulen ans Netz thus supports the generalisation of the use of new media.

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Contextual informationThe Federal Ministry for Education and Research supports apart from Schulen ans Netz SEMIK, the Deutsche Bildungsserver (Educational resource server, www.dbs.de) and the Programme “Neue Medien in der Bildung” (New media in education). More specific information in national ICT policies is to be given by the ministry.

Content of policy

Needs attended to, issues, problems solvedSchulen ans Netz identifies three crucial issues: IT infrastructure, teacher training and content and offers services in each of those fields.IT infrastructureTo provide IT infrastructure to schools was the initial aim of Schulen ans Netz. But the existence of PCs and internet access raised a certain number of new issues: Computers and computer networks are to cope with specific school needs and must be sturdy, respond to the needs of different users and technology should allow pupils to continue working at home. Teacher TrainingThere is a gap between teachers using ICT for course preparation and teaching and those using ICT only at home or not at all. Especially female teachers lack confidence in their computer skills. In addition many teachers are insure about pedagogical and legal aspects of the use of new media.ContentIn too many schools the use of computers and internet is limited to computing lessons or the Internet is used as a mere source of information for course preparation. That is why teachers need examples for the use of computers and internet for teaching in all subjects. Virtual Learning Environments (VLEs) responding to specific school needs enable them to cooperate with colleagues and pupils, to communicate and to exchange and develop content.

Aims and objectivesThe overall objective of Schulen ans Netz is to promote the use of new media in everyday teaching of all subjects and in all school forms. On the one hand media competence is considered to be a basic skill in the information society and the digital divide has to be bridged. On the other hand the use of new media can enhance the quality of teaching and learning allowing interdisciplinary, problem-centred approaches and a different organisation of teaching and learning with a major autonomy of the learners.

Implementation: (programmes, methods, measures and actions)Schulen ans Netz founded different projects mentioned below:

www.lehrer-online.de , a web-based portal for teachers and student teachers. With its dedicated sub-areas, Lehrer-Online [Teachers Online] offers a wide-ranging service for primary schools, secondary schools and TVET schools in the use of new media in the classroom. Teaching-related information and materials are customised for the different levels of education and school types.

LeaNet was developed especially for women teachers and women student teachers from all types of schools and from all subjects. It offers users a forum in which to gather information and to learn about and discuss topics of interest. The information and service area is open to all interested users. The members only area at www.leanet.de focuses largely on exchange of experience, learning and working. Once registered, users automatically receive a free e-mail address and access to the online working, learning and information areas.

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www.lizzynet.de presents the world from a girl’s or young woman’s perspective – be it the world of work, computers or daily life. A range of portal rubrics motivate girls and young women to get involved with life on the Internet. Journalists with a teaching background who work on the LizzyNet editorial team support the girls in their creative endeavours. In a specially reserved chat room, Schulen ans Netz fosters communication and contact between registered Lizzies. A range of forums and chats provide space for exchange on topics that particularly interest young women.

WebLOTSEN (WebGuides) is a mobile further education and training team which travels all over Germany giving training seminars in the use of new media. Its main focus is job-related use of the Internet for teachers – be it lesson preparation, exchange with colleagues or work in the classroom. (www.weblotsen.de)

Self-responsible teaching and learning using modern IT resources requires reliable technology that meets schools’ needs. In its function as an initiator and a promoter, IT works provides outstanding system solutions for professional management of IT infrastructures in schools. The Federal German Ministry for Education and Research (BMBF) commissioned IT works with the initiation and ongoing support of pilot projects for this very reason: it wanted a model for replication. Germany-wide, IT works monitors, analyses and supports the development of system solutions for the use of IT in schools. www.schulen-ans-netz.de/itworks.

Scope or levelSchulen ans Netz’s projects and services are originally intended to be a helpful hand to Germany’s teachers, pupils and schools. Schulen ans Netz is working on national level. But with implementing the new area of International Affairs Schulen ans Netz wants to widen its scope in order to transfer its experiences and to enhance its own projects by exploring ideas received from other countries.

Target Group(s)The association’s target groups are first and foremost teachers as well as teacher trainers of all subjects and all types of schools. LeaNet addresses especially female teachers. LizzyNet is the only project not conceived for school use, but for girls and young women. The infrastructure project IT works addresses school managers and school boards.

Partners involved (in the design, implementation and evaluation of the policy)In the design: Digivision (http://www.digivision-online.de) Evaluation: Prof. Vollbrecht, TU Dresden, Institut für Erziehungswissenschaften

Financial support (e.g. public and/or private)Schulen ans Netz is a Public Private Partnership. The main financial backers are the German Ministry for Education and Research and Deutsche Telekom AG.

Outcomes and results

Perceived strengthsThere is a high acceptance of all offers of Schulen ans Netz. The numerous calls for cooperation besides of the federal states show that the work results of Schulen ans Netz are highly esteemed.

One of the most important advantages is that Schulen ans Netz enables all teachers (on national level) to use new media as a didactical mean in daily school life -

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naturally free of charge. Schulen ans Netz provides the three most important items of innovative education: content, training and technical know how.

Perceived weaknesses and areas requiring further improvement Schulen ans Netz would like to develop a comparable offer like LizzyNet but for

boys. At the moment there is no possibility of financing. There should be more cooperation between German speaking countries. The offer for German as a foreign language should be extended.

Outcomes, specific achievements All services offered by Schulen ans Netz are free of charge for the users. Until march 2003 a high number of teachers have participated in specific trainings

at locations all over Germany. On Lehrer Online practical examples of teaching with new media are available.

All teaching materials are provided by teachers and worked over by the editorial staff of Lehrer Online.

On Lehrer-online you find information on the current situation of education policy, of new interesting field studies and links to other projects and services.

The platform lo-net is used by 24,003 teachers. 11.307 members work in different interest groups. In11.307 classrooms teachers cooperate with 142.359 pupils (march 2003).

The LizzyNet community has 22.444 registered members. 2.500 websites conceived by pupils of Primary schools are online at

www.primolo.de. Primolo is currently used by about 2.000 teachers In order to encourage the development of such suitable system solutions the

Ministry for Education and Research has invited to tender for “Promoting systems solutions for IT use in school education”. The project IT works accompanies and evaluates four model projects which have been chosen within the scope of the bidding.

Is this example suitable / recommended for further peer review?Yes.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

Strategic objective 1: Improving the quality and effectiveness of education and training systems in the EU improving teachers’ media skills: Lehrer Online, LeaNet, Weblotsen (1.1) enabling teachers to use ICT in teaching: Lehrer Online, LeaNet, Weblotsen (1.1, 1.3) encouraging young women to make use of new media and to choose IT careers: LizzyNet (1.2) improving pupils’ media literacy via the use of new media in school: indirect effect of Lehrer

Online, LeaNet, Weblotsen (1.2) providing software tools and webspace: lo-net, LeaNet, Lizzynet (1.3) providing information on pedagogical aspects of ICT to decision makers: Public Relations, topical

information provided online, in workshops (Netzwerkstatt, http://www.schulen-ans-netz.de/projekte/netzwerkstatt) and various print materials (Themendienst, Newsletter) (1.3)

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increasing girls’ interest in scientific and technical studies and thus improving gender balance: LizzyNet (1.4)

Schulen ans Netz itself is an example of PPP (1.5)

Strategic objective 2: Facilitating the access of all to education and training systems

learning on democratic values: Exil-Club (online learning environment on the topics of exile and migration, www.exil-club.de) (2.3)

Strategic objective 3: Opening up education and training systems to the wider world informing teachers and school managers on EU funding and good practice examples: International

Affairs section (3.4, 3.5) offering opportunities for international exchange by the means of new media: International Affairs

section (3.4, 3.5)

Evaluation criteria for selecting this policy as good

As regards to the objectives of the policy The policy enables teachers to use new media in everyday teaching and thus contributes at

generalising the use of new media.

As regards the implementation of the policy The policy offers specific approaches and services for different target groups such as teachers (plus

female teachers as a separate target group), headmasters, teacher trainees, school boards, network administrators, female teachers, girls etc.

The policy and each single programme included supports beginners as well as advanced users. The policy covers the main fields of action (content, training, infrastructure). The implementation is supported many members of the target groups collaborating actively in the

projects.

As regards the achievements of the policy (see also outcomes, specific achievements) The policy has a large audience and has obtained a high level of acceptance and esteem among the

members of the different target groups. The national policy is supported by the federal states.

Dr. Esser/CibaSaN

May 2003

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Germany - Policy example N° 2

Identification of policy:

Title: InfoSCHUL - Nutzung elektronischer und multimedialer Informations-quellen in Schulen (Usage of Electronic and Multimedia Information Sources in Schools)

Name and full contact details of key informant:

Project coordinator on behalf of the German Ministry for Education and Research (BMBF):SCIENTIFIC CONSULTING Dr. Schulte-Hillen GmbH Dipl.-Ing. Hartmut Koch Tel.: 0221/5970038Fax.: 0221/5970090Dr. Hartmut Neckel Tel.: 0221/5970036 Fax.: 0221/5970090E-mail: koch@scientificconsulting.de , neckel@scientificconsulting.deMathias-Brüggen-Str. 87-89, D-50829 Kölnhttp://www.infoschul.de

Keywords:

InfoSCHUL, electronic information sources, multimedia information sources, pedagogical concepts/courses, content orientation, enriching lessons by electronic media, increase in media competence and information literacy, training, Wissenschaftspropädeutik, cooperation of schools, cooperation with partners in business and science

Duration of policy:

1. 1st stage: August 1997 – July 1998

2. 2nd stage: August 1998 – July 1999

3. 3rd stage: August 1999 – July 2000

4. 4rd stage: August 2000 – July 2001

5. 5rd stage: August 2001 – July 2002

Outline, Summary:

InfoSCHUL is concerned with applying the rapidly growing so-called "Global Digital Library for Science and Technology" to schools. InfoSCHUL started as a policy to support innovative teaching on a high quality level (first 3 stages). In the 2 final stages InfoSCHUL supported a generalisation of results to enhance mainstream implementation.

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Contextual information:

- as regards previous national ICT policies: InfoSCHUL extends previous measures of the German government supporting the usage and application of electronic and multimedia information sources in research and science (esp. in universities and research institutions) and in industry (esp. in small and medium sized enterprises). These previous measures had been part of the programme “Information als Rohstoff für Innovation” (“Information as the basis of innovation”).

- as regards other national ICT policies: InfoSCHUL was related with the measure “Schulen ans Netz” (“Schools online”). While “Schulen ans Netz” focussed on technical and infrastructure aspects InfoSCHUL was concerned to create content and pedagogical concepts/courses to integrate the usage of electronic and multimedia information sources during every days´ teaching lessons.

- as regards more general national policies: InfoSCHUL is embedded in broader national policies to support the development of information society and lifelong learning processes. These policies have been articulated in several programmes of the german government like “Information als Rohstoff für Innovation” (“Information as the basis of innovation”).

Content of policy:

- Needs attended to, issues, problems solved: The overall idea of InfoSCHUL is a demonstration how electronic and multimedia information sources can be used during lessons rsp. independent application by students. InfoSCHUL contributes to implement the handling of scientific literature, data and facts gathered from electronic sources as an integral part of school education.

- Aims and objectives: InfoSCHUL consists of four main steps:- Exploring the potential of electronic/multimedia information sources for schools (combined

with printed materials).- Transferring successful solutions/attempts (from the pedagogical point of view) concerning

electronic/multimedia information sources in schools (transfer to further subjects, schools, etc.).- Development/Evaluation of appropriate concepts/courses, systematically integrating

electronic/multimedia teaching aids into schools/lessons.- More broadely promotion concept/transfer. Set-up of know-how, concepts and

models for the use of electronic/multimedia sources.

- Implementation (programmes, methods, measures and actions): Within the InfoSCHUL measure project teams in German Sekundarstufe II schools applied for participation. All participating schools were already experienced in the use of computers and networks.

- InfoSCHUL 1 (school term 1997/98): 91 projects.- InfoSCHUL 2 (school term 1998/99): 43 projects.- InfoSCHUL 3 (school term 1999/2000): 83 projects.- InfoSCHUL II.1 (school term 2000/2001): 314 projects.- InfoSCHUL II.2 (school term 2001/2002): 329 projects.

The results of the projects allow to answer to the following questions:- What electronic and multimedia information sources (e.g. professional providers, other

providers within the www, CD-ROMs) are available for each subject?

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- What is the best way of accessing these sources? What additional qualifications are needed? Which of these sources can be used by pupils, which only by teachers? What expenditure of time and costs is expected, and how can it be managed?

- How can the content of the accessible sources be used in school lessons and the pupils´ independent work?

- How can new electronic and multimedia sources be combined with printed materials?

- Scope or level: regional, national, European; geographical coverage: InfoSCHUL is a national supportive measure of the German Ministry for Education and Research (BMBF).

- Target Group(s): teachers, students, school management, institutions for teacher preparation and teacher training.

- Partners involved: Design: Ministries. Implementation: Schools, institutions for teacher preparation and teacher training, ministries, suppliers of electronic and multimedia Information Sources. Evaluation: Schools, institutions for teacher preparation and teacher training, ministries.

- Financial support: Public, 100% by the German Ministry for Education and Research (BMBF). Participating schools had been supported with 10.225,84 € (20.000 DM), institutions for teacher preparation and teacher training had been supported with 2.556,46 € (5.000 DM). In the last 2 stages additional support of 5.112,92 € (10.000 DM) was given to schools coordinating a network of cooperation.

Individual projects in most schools had been supported by various private sponsorships.

- Overhead and other costs incurred by the policy: Costs for engaging a qualified project coordinator (SCIENTIFIC CONSULTING); costs for involving an agency for program management (Projektträger Neue Medien in der Bildung + Fachinformation).

Outcomes and results

- Perceived strengths: Programme-wide communication and co-operation. Shared development of concepts and modules. Improved transferability of concepts and results.

- Perceived weaknesses and areas requiring further improvement: No follow-up for systematic dissemination of the results.

- Outcomes, specific achievements: Pupils/students will be enabled to use these new cultural techniques in active and reflected ways.

Appropriate and promising concepts of learning and teaching have been developed.On the web site of the measure (www.infoschul.de) both the conceptual frame and the projects are introduced, added by specific collections of scientific and pedagogical resources in accordance with the chosen focal points of the

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programme; in general, the individual projects have created additional homepages of their own, to present their specific aims and results.Specific achievements are:

- The application of electronic and multimedia information sources turned out to be an appropriate way of enriching lessons in various subjects. (Nearly all projects have successfully made use of www.

- Useful for advanced quality of information supply, criteria: attractivity, high topicality, diversity of sources. Especially rewarding are services by professional information providers. Suitable for the demands of schools and students. There is some criticism concerning the amount of time consumed by searches for relevant sites as well as the flood of information as a result of rather unguided search.)

- For the first time schools co-operate with Commercial Information Providers. Sponsoring is essential for the acceptance of commercial services in schools. 75 % of the InfoSCHUL project teams have taken part in trainings concerning commercial services.

- Transfer of know-how and relevant experience has definitely been successful. General aspects (a.o. know-how, organization, techn. infrastructure, methodology) predominate over specific elements. Successful stimulation through trainings for teachers (on school level/regionally).

- Substantial bottom-up pressure (students, parents, etc.). Co-operation with partners from business, science, etc. has brought forth benefits on either side, even in the long run.

- High-quality project results are accessible online (WWW) or on CD-ROM. High level of motivation on the project teams´ side. Increase in media competence. Reorientation with regard to the respective roles of teachers and students required. InfoSCHUL has gained broad attention in the press, at fairs and exhibitions.

- Is this example suitable / recommended for further peer review? InfoSCHUL is recommended for further peer review, since a systemic approach to ICT issues has been addressed.

- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme? InfoSCHUL covers important aspects of European programs concerning: Improving teachers media skills by trainings and cooperation, improving students media literacy, providing information on pedagogical aspects of ICT to schools and decision makers, transferable best practice.

Evaluation criteria used for selecting this policy as good:

InfoSCHUL addressed strategic educational issues such as- motivating students for ICT- Media and communication education- Digital literacy- Learning opened to new working environments- Training of teachers and refocusing of professional/technical competences.

The policy of InfoSCHUL was integrated in an educational vision of lifelong learning and in a holistic approach in combining electronic and print media.

All InfoSCHUL projects based on a bottom-up approach. The topics and contents of projects emerged from an analysis of learners’ educational needs and actual teaching purposes of the teachers. Thus InfoSCHUL had a clear focus on teaching and learning issues.

Due to its bottom-up approach the objectives of InfoSCHUL were adequate to the stakeholder needs. Thus coherence with needs attended to and internal coherence amongst objectives was perceived.

The high quality of the management and project coordination during design, implementation and evaluation of the policy (concerning know-how, organisational flexibility, methods).

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InfoSCHUL results in good transparency regarding the milestones of each project and not only end results. InfoSCHUL has been process-oriented, not result-oriented. Thus all experiences and outcomes are of very good transferability.

The resulting contents and pedagogical concepts/courses are flexible and can be easily adapted to other schools, classes or topics.

The InfoSCHUL method has been established in most of the participating schools. By multiplication effects due to the participating teachers a long term sustainability is realized.

Most of the InfoSCHUL projects have achieved impressive positive results. These are published in the Internet or via CD-ROM. Many concepts have become part of curricula in schools or are used as courses in institutions for teacher preparation and teacher training.

InfoSCHUL has built up bridges between schools and the business world. Suppliers of electronic and multimedia information sources as well as other organisations have gained a deeper understanding of educational needs. They have been convinced to support schools by special usage terms and reduced rates.

Dr. NeckelSC

May 2003

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Germany - Policy example N° 3TitleSEMIK - Systematische Einbeziehung von Medien, Informations- und Kommunikationstechnologien in Lehr- und Lernprozesse (Systemic Integration of Media, Information and Communication Technologies into Teaching and Learning Processes.

Name and full contact details of key information FWU Institut für Film und Bild in Wissenschaft und Unterricht Dr. Friedhelm Schumacher Tel.: 089/6497-315 Fax: 089/6497-300 oder Tel: 040/73580756Fax: 040/73580757 E-mail: fschumach@aol.com Bavariafilmplatz 3, D-82031 Grünwald

http://www.fwu.de/semik/TitleSystematic Integration of Media and ICT in Teaching and Learning ProcessesName and full contact details of key informantDr. Friedhelm Schumacher, FWU Institut fuer Film und Bild in Wissenschaft und Unterricht, Bavariafilmplatz 3, D-82031 Gruenwald/Muenchenemail: fschumach@aol.comKeywordsteachers' preparation, teachers' training, school development, curricula development, instructional conceptsOutline, Summary General objective of the programme "Systematic Integration of Media and ICT in Teaching and Learning Processes (SEMIK)" is the sustainable and pedagogically based integration of new media in the everyday instructional processes of all primary and secondary schools.The realisation of the programme is accompanied and evaluated by Prof. Dr. Heinz Mandl and a team of scientists at Ludwig-Maximilians-University Munich.Needs attended to, issues, problems solvedThe overall idea of SEMIK is on one side a (more) general objective concerning education: especially the need of life-long-learning in a knowledge society that demands new abilities and skills from its members. School is the central place to provide individuals with the prerequisites needed for this process.On the other side, this general objective is mirrored by the didactical principle of problem-based learning following moderate concepts of constructivist research.These ideas are accompanied by the conviction that ultimately it needs a new school-culture of learning and teaching, to make this concept really powerful.Aims and objectivesSEMIK consists of five focal points:- teachers' preparation and training- school development- development of instructional concepts- development of curricula- preparation of technical toolsImplementation: (programmes, methods, measures and actions)Within the SEMIK programme and organised along the focal points, 25 individual projects have been run, spread all over the Laender of Germany. The duration of the projects was/is from a minimum of two years up to five years.

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Looking at the programme level, it is a specific aim, to support different kinds of co-operation between these individual projects to produce - facing the restricted public funding - synergetical effects.A substantial part of the programme-wide communication and co-operation is managed within an Internet-based co-operation platform (BSCW).Scope or level: regional, national, European; geographical coverageSEMIK is a programme of the sixteen Laender of the Federal Republic of Germany and of the German Ministry for Education and Research (BMBF).Duration of policyThe policy was initiated in spring 1998. The programme SEMIK started in September 1998 and will end in autumn 2003.Target Group(s)teachers, students, school management, ministries, institutions for teacher preparation and teacher trainingPartners involved (in the design, implementation and evaluation of the policy)universities, ministries, schools, institutions for teacher preparation and teacher trainingFinancial support (e.g. public and/or private)public, 50% by the sixteen Laender of the Federal Republic of Germany, 50% by the German Ministry for Education and Research (BMBF).Perceived strengths- Programme-wide communication and co-operation - Shared development of concepts and modules. - Improved transferability of concepts and resultsPerceived weaknesses and areas requiring further improvementno follow-up for the programme for systematic dissemination of the resultsOutcomes, specific achievementsPupils/students will be enabled to use these new cultural techniques in active and reflected ways.Appropriate and promising concepts of learning and teaching will be developed.

On the web site of the programme (www.fwu.de/semik) both the conceptual frame and the projects are introduced, added by specific collections of scientific and pedagogical resources in accordance with the chosen focal points of the programme; in general, the individual projects have created additional homepages of their own, to present their specific aims and results.A number of preliminary results and reports of the projects is available, i.e.- innovative concepts (networks) for teacher

education and training- (online) resources for self-conducted learning processes and- use of notebooks for a concept of interdisciplinary and locally independent learning.Is this example suitable / recommended for further peer review?yesEuropean dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?SEMIK covers both the dimensions of "B. Revisiting curriculum or disciplinary educational objectives: how can ICT improve standard education?" and "C. Strategic dimensions in the relevant implementation and integration of ICT in education: which critical areas need to be attended to and how?."

Dr. SchumacherFWU

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Germany - Policy example N° 4Documentation: „Media competenz“ of young people„Good-Practice-Example“N° 4

Germany, Federal State Thueringen

Program: „Medienkompetenzentwicklung“ (Development of „media competence“)

Name and full contact details of key informant:

Dr. Frank GieselThueringer KultusministeriumReferat 12Werner-Seelenbinder-Strasse 799096 ErfurtGermanyTel: +361 379 423 8Fax: +361 379 410 4E-Mail: FGiesel@tkm.thueringen.deURL: http://www.thueringen.de/tkm/index.html www.medienkunde.de

Duration of policy: 2000 - 2005

Aim of the project

- The aim is to redesign and introduce a concept to develop „media competence“ at Thuringian primary and secondary schools. The concept is supposed to provide knowledge of a wide variety of media, both traditional and new. Classes should start as early as possible and continue until students graduate. The realization of this project is supposed to be highly binding.

Description of the project

- The current general set-up (valid till May 2001) to realize the inter-disciplinary topic „Dealing with media and application of appropriate techniques/ methods“ as well as computer studies needed to be adapted to meet the current needs. Particularly the Thüringer Kultusministerium (Thuringian Ministry of Education), the Thüringer Institut für Lehrplanentwicklung und Medien (Thuringian Institute for the development of curriculums and for media) and some selected media-orientated schools took part in the realization of the project.

Results/ Experiences

- The administrative regulations (from 31 May 2002) to develop „media competence“ at Thuringian primary and secondary schools were put into force with their publication in: „ Gemeinsames Amtsblatt des Thüringer Kultusministeriums und des Thüringer Ministeriums für Wissenschaft, Forschung und Kunst Nr. 6/2001.

- The new concept is determined by:

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o media education at primary schools (classes 1 - 4) to provide knowledge of traditional and new media, including basic computer knowledge; the results of the students are certified in the school report

o obligatory courses in „Medienkunde“ („media studies“) at secondary schools (classes 5 – 7) to develop „media competence" concerning print and audio-visual media, computers and the internet; the course subjects/ topics and the results of the students are certified and added to the school report

o optional courses in computer studies at secondary schools (classes 8-10 or classes 8 - 9); students get marks; the final mark is registered on the school report

o basic and advanced courses in computer science at secondary schools (senior classes 11 and 12)

- The Thuringian concept to develop „media competence“ differs from those of other federal states of Germany (Bundesländer), especially in

o the continuity during the entire school attendance

o the wide variety of media (traditional and new)

o the high degree of obligation for teachers and students.

- The course „Medienkunde“ („media studies“) has been introduced as an obligatory subject at all secondary schools since the school year 2002/ 2003. The curriculum includes a wide variety of media (print and audio-visual media, new media) and aspects of media production, media effects, the use of media as well as aspects of media industry/ economy, media professions and media policy

- In addition, curriculums for optional courses in computer studies at secondary schools were developed and published in 2002.

- The Education and culture Directorate - General of the European Union is very much interested in an exchange of experiences about the Thuringian concept and in its presentation.

Financing

- Additional financial ressources are not necessary.- The Project is exclusively realized by extra working hours of teachers at schools taking part in

the project.

Responsibility

- Thüringer Kultusministerium (Thuringian Ministry of Education)

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Germany - Policy example N° 5Title

Comenius action 2.1EUROPEAN PRIMARY VILLAGE European professional development concept for primary teachers based on modern technologies(94145 – CP – 1– 2001 – 1 – FR – Comenius – C21)

Name and full contact details of key informantProject co-ordinator:

Assoziation des Directeurs Diocésains des Pays de la LoireMarie-Aline Vivier-Laroche12, rue du Haut PressoirF-49010 Angers

National project co-ordinator in Mecklenburg-West Pomerania:Landesinstitut für Schule und Ausbildung Mecklenburg-Vorpommern

(L.I.S.A.)Paedagogisches Regionalinstitut GreifswaldAda QuadeBahnhofstraße 33/34

Keywordsprofessional development concept, primary teachers, ICT, European dimension

Outline, SummaryThe project has a close connection to the state initiative Modern media, Teaching and Learning at school (2001 till 2005), which the government of Mecklenburg-West Pomerania and EFRE-supports with 27 mill. Euros.Essential aims of the mentioned state initiative are: to improve the equipment of schools with hard and software, to intensify the in-service training for teachers, to establish and improve the co-operation with partners from the economy Therefore, especially the equipment of primary schools with special 'media corners' and media rooms was promoted. Under these circumstances the planned in-service training for teachers was specified for primary teachers within the European Comenius-project.

The connection between an initiative of the Land Mecklenburg-West Pomerania and a European Program contributes to the value of this project: The integration of ICT into classrooms-activities and different subjects is

linked with the 'European dimension'. The European in-service-training-seminars provoke evaluation-awareness

which is by now not an everyday topic for teachers in Germany.

Needs attend to, issues, problems solved

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How can ICT support the teaching and learning of the European dimension in the primary classroom?

Aims and objectivesThe in-service training concept consists of three parts:(1) Using ICT in the primary classroom

The in-service training course is designed and carried out according to the needs of primary teachers - eg. presenting and trying out specific software for primary school children, communicate with colleagues and children from other European countries via e-mails, learn to design websites (for your school).

(2) European dimensionIn the context of a former European project -without ICT- an analysis of the primary syllabus of all participating countries was carried out. In the result six so-called ANCTEDs (Areas of National Curriculum Teachable with a European Dimension) were formulated that show where in the curriculum and how the European dimension can be integrated into the primary classroom. The six ANCTEDs are1. Living in a world of thoughts, feelings, ideas and dreams2. Living in harmony with people around us3. Living a healthy life4. Looking at the world around us5. Looking at our past6. Living in a world of communicationNow these ANCTEDs are used in combination with ICT. The teaching of the mentioned ANCTEDs on the basis of ICT is practised in European school partnerships.

(3) internal evaluationIn comparison with other European countries the term evaluation has only a short tradition in German education. Primary schools in Mecklenburg- West Pomerania are obliged to develop school programmes, which also contains statements about internal evaluation. With the help of the COMENIUS project on hand a state-wide and also European exchange of experiences about internal evaluation of schools shall be initiated.

Implementation (programmes, methods, measures and actions) development (L.I.S.A.) and proof-testing (10 primary schools in Mecklenburg-

West Pomerania) of a national in-service training concept parallelly to that, establishment of European school partnerships between the

primary schools, that take part in the project, on the basis of using ICT, especially in combination of early foreign language lesssons (grade 3 and 4: English, French)

summing up the national in-service training concepts of the participating countries and develop a European in-service training concept presented in a trainer's manual

realisation of the European concept in European in-service training courses

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Scope or levelEuropean

Duration of policy2001 till 2004

Target Group(s)primary teachers

Partners involved (in the design, implementation and evaluation of the policy)France, Ireland, Austria, Mecklenburg-West Pomerania

Financial support (e.g. public and/or private)public

Perceived strengths combination of ICT and European dimension school shall be enabled to develop and care for contacts to European primary

schools while using ICT

Perceived weaknesses and areas requiring further improvement foreign language proficiency of primary teachers very early start of school partnerships without having enough information

about the partners different knowledge on the primary teachers’ side about using ICT as a means

of communication in the classroom

Outcomes, specific achievementsup to now: national in-service training concept CD-ROM with teaching examples from the participating primary schools websitein preparation: European teacher training manual European in-service training course in May 2004

Is this example suitable / recommended for further peer review?The in-service training programme (ICT, European dimension) is as long necessary as primary teachers have a need in this field of qualification.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

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Beside the use of ICT the European dimension plays an essential role in our project. We want to make the teachers aware of the importance of talking with the children about living in a united Europe.

The importance of the European education is also ascribed in the Education Law of Mecklenburg-West Pomerania of 2002.

With the help of this project we want to show teachers how the European dimension can be presented each day in every lesson of a primary classroom.

Dr. LehmannL.I.S.A. MV

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Germany - Policy example N° 6 Support-Netz (Land Baden-Wuerttemberg)

Identification of policy:

Title:Support-Netz (technical support for educational and pedagogical computer networks in schools) as part of the Medienoffensive Schule II - an initiative of the Ministry of Education, Youth and Sport Baden-Wuerttemberg.

Name and full contact details of key informant:Public Relations / Controlling:Alexander ChryssowergisLandesmedienzentrum Baden-WuerttembergProjektbuero der Medienoffensive Schule IIRotenbergstraße 111D – 70190 StuttgartP.O. Box 131261D – 70069 StuttgartFon: +49 (0)711-2850-759Fax: +49 (0)711-2850-780

Email:Chryssowergis@lmz-bw.deInfo@medienoffensive.schule-bw.de

Keywords:ICT, server, data base, technical support, computer-networks in schools, children and young people, teachers, technicians,

Duration of policy July 2002 – December 2006Project started with the set-up of the hotline (Hotline mit Netzwerklabor), followed by the set-up of the trouble-ticket data base (Zentrale Supportdatenbank) and the network-forum in the Internet (Netzwerkforum im Internet).

Outline / Summary The project „Support-Netz“ as part of the Medienoffensive Schule II project aims at intensifying the integration of new media into didactic and teaching methods and the organisation of teaching. This can only be achieved by stable and reliable computer-networks and client-computers in schools. "Support-Netz" aims at elaborating and evaluating a complex and efficient support-system in order to realize this. Medienoffensive Schule II has got a rather complex structure: a network between institutions is connecting people of various backgrounds, the activity and creativity of all participants is stimulated through permanent interchange which should lead to positive results of various kinds / in different areas (such as education, culture, etc.).

Contextual information:as regards previous national ICT policies:As the title indicates Medienoffensive Schule II follows Medienoffensive Schule I which went on from 1997-2001 with contents dealing with media related issues.

as regards other national ICT policies:

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The project „Support-Netz“ is one of various projects carried out during Medienoffensive Schule II that covers five projects areas which all intend to develop the media literacy and media competence of young people:1. Educational software and innovative projects in schools (e. g. supply of suitable multi-media based contents and software for schools (SESAM – Server für schulische Arbeit mit Medien)2. Media expertise and media literacy (Medi@Culture) 3. Support –Net (technical support for schools)4. Multimedia at primary schools5. New technologies to promote the teaching of disabled persons

as regards more general national policies: "Medienoffensive Schule II" itself is part of an overall political programme which is called "doIT" (see http://www.doit-online.de/ for details).

Content of policy:Needs attended to / issues: The increase of ICT use in labour market and in society requires a special effort in the education field in order to keep pace with this development. It is necessary that young people develop a sense for media literacy and media competence. The integration of the new media into the tuition of all school types and levels of secondary education can help to support this. Good technical equipment and efficient support-systems (local and central) are a necessity. The set-up of technical support for schools as the main task of the project „Support- Netz“ follows this aim. The standardization of schools-networks through so-called "Musterloesungen" (Model-solutions for schoolnetworks) is a mandatory requirement to reach it. "Musterloesungen" for schoolnets are available for Microsoft Windows 2000, Novell Netware and Linux.

Aims and objectives / implementation: „Support-Netz“- carried out by the Landesmedienzentrum Baden-Württemberg - supports schools and their local maintaining bodies (Schultraeger). It focuses on the set-up of a support-net including a hotline, a trouble-ticket data base and a forum in the Internet (including a FAQ-data base).The project includes the following modules that will be carried out one after the other:

a) Hotline with a network-laboratory (Hotline mit Netzwerklabor)Six people are grouped together in a hotline and answer questions concerning technical problems with servers (Server) and other computer related problems. The users of the hotline are teachers who are in their responsible for the schoolnet. The hotline documents the phone calls and puts the questions into a „trouble-ticket-data base“. The problems are solved in a network-laboratory. In doubtful cases the know-how of the producer is consulted („third-level-support“).

b) Counselling for schoolnets A project group Schoolnet-Support (Projektgruppe Schulnetzberatung – PGS) which is situated at the Landesmedienzentrum (LMZ) offers counselling for schools and their local maintaining bodies (Schultraeger). The main task of this group is to offer help in questions concerning the infrastructure and the data networks of schools. It is also intended to set up regional support structures and assistance for the set-up of media development plans (Medienentwicklungsplaene).

c) A central trouble-ticket data base (Zentrale Supportdatenbank)In this data base (trouble-ticket-data base) all questions received by the hotline, and all answers as well as further information that is important for the hotline requirements are included in the data base, too.This data base can be used by all members of the project ”Support-Netz“.

d) Forum in the Internet (Netzwerkforum im Internet)The forum will offer information and communication concerning computer-networks in schools and related issues from a central place.A FAQ data base will be integrated.

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Scope or level: The project is carried out on a regional (Land) level (Baden-Wuerttemberg.)

Target Group(s):All types of schools (from primary to secondary schools, including schools for the mentally and physically handicapped pupils), pupils and teachers, pedagogues and technicians.

Partners involved: The responsibility for this project lies with the Landesmedienzentrum Baden-Wuerttemberg.

Financial support:About 12.5 Mio € are provided by the “Landesstiftung” foundation of Baden-Wuerttemberg for this project

Outcomes and results Perceived strengths:The project is not limited to some few schools but conceived for all school types and levels.The project covers technical issues, but as it is linked with the above mentioned projects within Medienoffensive Schule II technical and pedagogical contents are expected to complement each another.

Perceived weaknesses and areas requiring further improvement

Outcomes / specific achievements:Hotline and data base for technical support;Standards for technical equipment (PC) for all types and levels of schools;Interchange of experiences as results of meetings, events and workshops;

Is this example suitable / recommended for further peer review?The project is conceived and carried out with the aim to be transferable to other situations. Standards will be worked out and can be used as guidelines for other projects.

Evaluation criteria used for selecting this policy as good:The project evaluation consists of two parts: half year reports (budget, aims, people involved) process accompanying evaluation: a) detailed questionnaires are sent to the hotline users, the people responsible in the schools for the schoolnet (Netzwerkberater). ( ideas concerning the improvement of the service),b) quantitative data such as frequency of use of the data base etc. ( ideas concerning the needs of users) are collected,c) detailed questionnaires are sent to the schools ( ideas of transferability, long term sustainability).

Dr. SauterLMZ

May 2003

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TitleUse of digital media in the classroom – EMU

Name and full details of key informantLISA, Dezernat 4Ms. Birgit Scholz / Dr. Paul BartschKleine Steinstraße 706108 Halle (Saale)Tel.: 0049-345-2042-201Fax: 0049-345-2042-206Mail: PostmasterD04@lisa.mk.sachsen-anhalt.de

KeywordsMedia teaching, media distribution, digitisation, teaching media, teaching methods

Outline, summaryThe EMU school project was started in August 2002 and will be completed after two years in summer 2004. Involved in the project are 6 schools in the state of Saxony Anhalt; these schools were equipped with a special database for digital teaching media plus the required software. The use of didacticised, sequenced teaching media is to be tested in several phases in subjects such as physics, chemistry, biology, astronomy, geography or history and in English classes (including bilingual teaching). A particular object of study is the situative use of media, i.e., the quick, spontaneous assess to certain media through the school's intranet. The original media stock of about 80 media titles is to be augmented in the course of the project by further media providers and contributions of the school's TV, also by productions made by the students themselves. The criterion by which productions become eligible is that they should fit into the general framework directives governing teaching.As it is indeed not really problem-solving to hope for didactically structured teaching material offered free in the internet, this project takes tackles two urgent deficiencies of ICT in education: the lack of and the costs of pedagogical defined software adaptable to local conditions in classrooms. Needs attended to, issues, problems solvedIn Germany, teaching media are provided by the detailed system of traditional pictorial and media provision points dating from the time of analogous teaching media that relied on physical carriers (slides, films, videos). The digital revolution makes this system increasingly obsolete as media content can in many cases be obtained much simpler by virtual means via networks. It should be discussed which file formats, network structures, bandwidths, servers and terminal devices are best for most effective results at school level. Teachers must be made aware of this new form of direct and omnipresent media use and should participate in the preparation of the media for use in class (e.g., by sequencing, working out complementary material, etc.).

Aims and objectivesThe target is, by the technologies to be applied in the project, to reduce the required investment of time and organisational effort in making the media suitable for use in the classroom. Media available for in-class teaching within the school in a server-based media library should cover most of the needs of application in teaching, i.e., their content and form must be reasonably adapted to the purpose of teaching. Didactic structuring the way the teacher wants it is possible, like is complementing digital videos with other media, worksheets, tests. Implementation (programmes, methods, measures and actions)The project is running on a test basis in six secondary-level school and grammar schools in the period from 2002 to 2004.

Scope or level (regional, national, European, geographical coverage)The process and results of the project are oriented on the federal state of Saxony Anhalt.

Duration of policyAugust 2002 – July 2004

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Target group(s) Teachers of any subject at secondary schools

Partners involvedProject partner is the Australian educational media producer Rainbow Boomerang Video, 135 Pacific Highway, Charmhaven NSW 2263. Another partner in Germany is FWU with media offerings; besides, school TV section of SWR is also integrated in the project.

Financial supportThe Australian project partner provides the state of Saxony Anhalt with six media libraries (hardware and software) free for the duration of the project. Each such library is worth approximately 2,000 €. No other financial support is available.

Perceived strengths The system is running quickly, with utmost stability and it is flexible in terms of involving the computer networks installed in schools. Besides, handling it is very easy and does not require technical know-how. The system is open for integration of further media, which can be developed and sequenced comfortably and quickly. The image quality defined by the MPEG-1 format is perfectly sufficient for use in class. The media can be used with methodical variability and flexibility because up to 40 PC can access the same digital video at the same time.

Perceived weaknesses and areas requiring further improvementThe content of the offering of suitable media is limited, mainly also for legal reasons. Talks on the licensed right of using the products of media providers must be conducted with several such providers in future. Besides, the teachers' readiness to get involved must be encouraged and their complementary materials (worksheets, etc.) made accessible also to others to improve the material basis in general.

Outcomes, specific achievementsThe project is running until summer 2004; therefore no secured results can be presented at this time.

Is this example suitable / recommend for further peer review?

European dimension: How does this policy contribute to the objectives of education and training as set out in the detailed work programme?

Dr. BartschLISA ST

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Greece Policy Example N° 1The Pan-Hellenic school Network (www.sch.gr)

Identification of policy:

- Title: The Pan-hellenic school network

- Name and full contact details of key informant

General information www.sch.gr, info@sch.gr

Contact: M. Paraskevas, mparask@cti.gr

- Keywords: school network, primary education, secondary education

- Duration of policy (1/1/2001 – 31/12/2003)

- Outline, Summary

The aim of the ‘Panhellenic school network’ is to connect all schools of primary and secondary education through an educational Intranet and to provide advanced telematic services, contributing to a new generation of educational communities that will use ICT in the educational process in a daily basis. It is expected that the Pan-Hellenic school network will enhance the exploitation and expansion of ICT in education.

Contextual information:

- as regards previous national ICT policies

Provision and installation of computer resources in secondary educationProvision and installation of computer resources and educational software in

primary education

- as regards other national ICT policies

EDUnet Development of school labs in primary and secondary education Development of telematic services

- as regards more general national policies: for example, policies on

information society, on social inclusion, on regional development, on lifelong

education, on gender issues, …

Content of policy:

- Needs attended to, issues, problems solved,

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The use of school networks develops rapidly across all European countries. Many European countries, included Greece, have developed special educational networks to provide training, professional development and educational material to teachers, as well as computational mediums, methods for collaboration as well as access to material linked with student courses. In parallel, accessibility of multimedia expands in schools and teachers are familiarised with their use. The Panhellenic nschool network is expected to become- a workshop for the implementation of ICT in education, an environment

within which new educational approaches and methods will be implemented and evaluated

- a medium for modern and effective communication and collaboration between central and peripheral administrative units of the Ministry of Education

- Aims and objectives,

Specifically, the network aims to- Renew pedagogical methods, and motivate co-operation and collaboration

within the educational community- Motivate teachers’ interest for ICT use, through the use of an effective and

modern computing resource for the implementation of curriculum- Provide a means to distribute of educational resources, as well as of

information and ideas- Encourage communication with European networks- Encourage tele-education, distant learning, on-line seminars and forums- Support teaching through a network environment- Motivate co-operation between student groups geographically distributed- Facilitate access to digital libraries of educational and research and

institutions- Provide the possibility for learning for persons with special needs- Facilitate co-operation between secondary and higher education

- Implementation:

The program consists of the following actions:a. ensuring of space and design of the labb. equipment of labsc. establishment of help deskd. Training of trainers for teachers in primary and secondary education

- Scope or level:

The Pan hellenic School Network is a national programme

- Target Group(s):

Schools, teachers and students in primary and secondary education

- Partners involved

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The implementation of the programme involves the Ministry of Education (Directorate of Secondary Education and Office for the information Society) Research Institutions and Universities.

- Financial support

The 75% of the programme is funded from the European Union (ESF-ERDF) and the rest 25% from the Operational Programme, Information society. The total budget is 11.800.000 euros.

- Overhead and other costs incurred by the policy

Outcomes and results

- Perceived strengths

The school network gives the opportunity to the educational community to communicate, exchange information and experiences, and most importantly to find educational resources and material to use in the classroom. Moreover, it motivates teachers to use ICT technology and collaborate with peers and colleagues at a national and European level.

- Perceived weaknesses and areas requiring further improvement

The isolated areas experience problems in communicating due to small bandwidth provided. Moreover, the communication costs are still high for schools to take over.

- Outcomes, specific achievements

Up until now all secondary and Initial Vocational training units, half of primary education units and a small percentage of kinder gardens are connected to the network. The school network gained the approval of the educational community, since its use presents rapid development. While on 1999 only 2047 entries had been recorded, 19.436.980 were recorded on 2002. Additionally, large numbers of dialup access have been recorded, 13.789 active email accounts function, while new subjects and registrations are continually operate in the forum.

- Is this example suitable / recommended for further peer review?

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Evaluation criteria used for selecting this policy as good:

(If pertinent, describe the selection process. A list of criteria is proposed separately.)

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Greece Policy Example N° 2 Teachers’ Training

Identification of policy:

- Title: Teachers’ training

- Name and full contact details of key informant3

Dr. Papaioannou endtken@ypepth.gr

- Keywords Teachers’ training, educational software

- Duration of policy 01/07/2000 – 31/12/2003

- Outline, Summary

The program targets to familiarise all in-service teachers in all levels of education (total 150.000) with the use of basic ICT tools. The program respects teachers’ personal life giving them many options for choosing different courses. It follows a decentralised management approach creating peripheral structure and infrastructure of realisation and monitoring. It also attempts to involve as many Institutions and agencies with experience to ICT.

In parallel with the basic skills training, the one hundred trainers came from the Odysseia (http://odysseia.cti.gr/English/ODYSSEIANEW/about.htm) project perform in-school training for working teachers aiming to support them exploit the use of ICT in their everyday teaching.

Contextual information:

- as regards previous national ICT policiesThe project ODYSSEIA (http://odysseia.cti.gr/English/ODYSSEIANEW/about.htm)

As of 1996, the Ministry of National Education and Religious Affairs, its scientific and administrative services (the Pedagogical Institute and the Directorate for Secondary Education Studies) along with the Academic Research Institute on Computer Technology (CTI) has mobilized a significant social force (53 companies, 57 university units, 18 museums and research institutes, 385 schools, 5.500 teachers and 100.000 students) in a far-sighted program, the Odysseia - Hellenic Schools in the Information Society Programme (under the Operational Programme for Education and Initial Vocational Training funded by the 2nd European Community Support Framework).The Odysseia Programme is firmly founded on a comprehensive approach towards the new technologies. Computer science is addressed in such a way, so that the

3 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

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children perceive it not only as an independent scientific domain, but also as a very handy tool to be used every day in teaching, learning and communicating.  The programme approaches and use computer science in a manner that reflects the true spirit of the Information Society: the new technologies are not to be seen as something detached and exceptional, but as an integral part of daily life. 

- as regards other national ICT policies

The current programme is related to the following current ICT policies

- Upgrade of primary and secondary education’s labs

- Upgrade of existing school network

- Development of Telematic services

- as regards more general national policies: for example, policies on

information society, on social inclusion, on regional development, on lifelong

education, on gender issues, …

Content of policy:

- Needs attended to, issues, problems solved,

The development of ICT infrastructure in primary and secondary education as well as the development of educational services creates the need for teachers’ training on the use of ICT. The main objective of the programme is to empower teachers with the necessary knowledge and skills to use basic ICT applications and their exploitation to the curriculum subjects.

- Aims and objectives,

The aim of the programme is to train the majority of primary and secondary teachers in using the basic ICT applications. Specifically, teachers are expected to be familiarised with MSOffice tools and the use of Internet in order to exploit them in the educational process in schools.

- Implementation: (programmes, methods, measures and actions)

- Establishment of a flexible mechanism that exploits existing teacher training

centres, human resources and units

- Use of Ministry’s mechanisms, private agencies and institutions, for the

evaluation and certification

- Development of a databank listing trained teachers from the current and

previous programmes.

- Actions for teachers’ training on the use of ICT as tools for teaching and

learning

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- Look ahead for follow up mechanisms for the continuous professional

development

- Scope or level: regional, national, European; geographical coverage

The programme is a national initiative.

- Target Group(s)

The programme targets all teachers in primary and secondary education.

- Partners involved

Ministry of education Pedagogical Institute, private agencies and institutions, Computer Technology Institute

- Financial support

The 75% of the programme is funded from the European Union (ESF-ERDF) and the rest 25% from the Operational Programme, Information society. The total budget is 89.661.000 euros.

- Overhead and other costs incurred by the policy

Outcomes and results (provide source of the information given in this section, when

relevant)

- Perceived strengths

The main strength of the programme is the large number of teachers in primary and secondary education involved.

- Perceived weaknesses and areas requiring further improvement

Due to the large number of participants, it was not possible to provide long term courses for the teachers. Moreover, more in depth in-service training is needed for the exploitation of ICT in specific curriculum areas. However, another previous teachers’ training programme initiated by the Ministry of Education (1994-2000) has trained teachers trainers on the exploitation of educational software in curriculum areas. These trainers have trained already 3000 teachers.

- Outcomes, specific achievements

A total of 51.000 teachers are confident to use basic ICT tools and are ready to participate in the next phase teacher training related to the exploitation of ICT in teaching.

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A number of 3000 teachers have already received in-school support. Teachers who have received in-school training have started to use ICT in their everyday practice and additionally, to use it as a medium to encourage innovative practice

- Is this example suitable / recommended for further peer review?

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Evaluation criteria used for selecting this policy as good:

(If pertinent, describe the selection process. A list of criteria is proposed separately.)

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Greece Policy Example N° 3

Educational Portal and Telematic Services

Identification of policy:

- Title: “Educational portal” and “telematic servises”

- Name and full contact details of key informant4

I. Kyrtatos, Ministry of Education, kyrtatos@ypepth.gr

- Keywords

telematic services, portal, primary education, secondary education

- Duration of policy

1/7/2000 – 31/12/2004

- Outline, Summary

The educational site developed by the Ministry of National Education and Religious Affairs aims to present a virtual meeting space and support agency for all educational community. In this site, teaching practices, articles, discussion papers are submitted for educational exploitation. The portal was designed from the teachers’ trainers connecting their experience with in-service teachers’ interests. It is expected that teachers will exploit submitted teaching scenarios, and resources on the site, in order to exploit them in schools aiming to improve the process of teaching and learning.

Contextual information:

- as regards previous national ICT policies

TRENDS (TRaining Educational Network through Distributed System)

- as regards other national ICT policies

GUnet (Greek University network)

Winds of Aiolos: provision of equipment, networking and support of the school

network)

- as regards more general national policies: for example, policies on

information society, on social inclusion, on regional development, on lifelong

education, on gender issues, …

4 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

86

Content of policy:

- Needs attended to, issues, problems solved,

The programme acknowledges the need for education to adjust to the modern information society. The main aim of the project is to provide access to national and international information sources and databanks to all educational community.

- Aims and objectives,

The programme aims to- Access to information sources and databanks for students and teachers in

primary and secondary education- Provide quality educational material to students and teachers in primary and

secondary education- Support the educational practice in primary and secondary education- Develop an educational e-community - Familiarisation of students and teachers with Internet tools and applications

- Implementation: (programmes, methods, measures and actions)

- Development of portal- Collection and development of educational material and information sources

- Scope or level

The Educational Portal and the Telematic Services projects are national

programs.

- Target Group(s)

All schools, teachers and students in primary and secondary education, as well as the administration staff.

- Partners involved

A large number of Greek Universities and the Computer Technology Institute, Pedagogical Institute, Ministry of Education, Centre of Greek Language, General Secretariat of Youth.

- Financial support

The 75% of the programme is funded from the European Union (ESF-ERDF) and the rest 25% from the Operational Programme, Information society. The total budget is 22.215.000 euros.

- Overhead and other costs incurred by the policy

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Outcomes and results (provide source of the information given in this section, when

relevant)

- Perceived strengthsThe educational portal can be considered effective, since it provides a link among Ministry of Education, Pedagogical Institutions, teacher trainers and in-service teachers. Developed from the teachers’ trainers, it is expected to address real needs and questions. Teaching scenarios that have been developed from teacher trainers and the first teachers who are trained through in-school training were submitted into the portal.

- Perceived weaknesses and areas requiring further improvement

There is not yet any information on the ways teachers use the resources submitted on the site

- Outcomes, specific achievements

The educational portal, although still under modifications and improvements, has started to become known to the educational community and used. The portal measures already 40.000 entries.

- Is this example suitable / recommended for further peer review?

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

The project is according to European e-learning objectives set in Lisbon.

Evaluation criteria used for selecting this policy as good:

(If pertinent, describe the selection process. A list of criteria is proposed separately.)

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Presentation of Hungarian Policy N° 1 (Author: Andrea Kárpáti, 7 May 2003)

Identification of policy:

- Title: Digital Knowledge Base Policy

- Name and full contact details of key informant: Mr. Tamás Könczöl,

Research Director, Hungarian Schoolnet Foundation. E-mail: kabo@sulinet.hu, Tel.:

36-1-477-31-67 Fax: 36-1-477-31-88 Mobile: 36-30-466-15-22

- Keywords: networked schools, provision of digital content, computer—

supported learning, CSCL (Computer Supported Collaborative Learning),

LCMS (Learning Content Management System), VLE (Virtual Learning

Environment), in-service teacher training

- Duration of policy: 2002-2005

Outline, Summary:

Aim: facilitation of ICT-based teaching and learning practices through the

elaboration of a system of reusable learning objects (RLOs) and other digital teaching

materials stored in a customisable content management system. This database

provides up-to-date, pedagogically and scientifically reliable content for the 10

educational areas (discipline clusters) of the Hungarian National Core Curriculum.

Teachers will be encouraged to use this system to up- and download reliable, tired and

tested learning materials and thus expand the use of ICT in primary and secondary

education, in subject teaching.

This policy supports innovation and mainstream implementation or

generalisation of outcomes of learning research at the same time. It encourages

innovative work of teachers, scientists, professional organisations in education as well

as commercial software companies through a range of tenders and contests and

features winning entries in a well-structured, easy-to use database environment that

teachers can tailor to their own needs. The policy catalyses teaching expertise of

educators and software development skills of professional developers in a variety of

co-operative options ranging from brainstorming to team work in design and

development.

Contextual information:

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- as regards previous national ICT policies

Computerisation of Hungarian schools, a major national investment co-ordinated

by the Schoolnet Programme Office of the Hungarian Ministry of Education was

initiated in 1998. In the framework of the Schoolnet Internet Provision Programme,

all Hungarian secondary schools and 30 % of primary schools have been connected to

the Internet and provided with a computer laboratory complete with an introductory

software package and support services. The Schoolnet Office employs a large group

of subject specialist part-time who create a weekly updated, authentic content-rich and

therefore increasingly popular web site (partly in English): http://www.sulinet.hu . The

bandwidth of Internet transmission is currently being expanded and by 2005, all

primary schools will be connected to the Internet and broadband networks will

facilitate the use of high quality multimedia in secondary schools.

Efforts undertaken to teach ICT as a discipline from the 1970s has proved successful -

Hungarian students rank among the best at ICT Student Olympics, attain good results

at international surveys (SITES, IEA, OECD/ICT Survey). Home page competitions

in 2001 and 2002 have elicited responses from every second Hungarian school.

The Digital Knowledge Base Project is the key part of the educational content

provision policy elaborated and put into action by the Hungarian Ministry of

Education (http://www.om.hu) and its affiliate, the Hungarian Schoolnet Network.

Previous consultations involved all stakeholders (e. g teachers’ professional

organisations, ICT experts, educational researchers, parent associations.) National

conferences and workshops are constantly being organised to refine and complete the

projects and disseminate their results. The Schoolnet web site publishes daily updated

information on grants, PC and software distribution campaigns, new teaching aids and

related educational Programmes. Research on computer skills and use of digital

learning environments is co-ordinated and monitored by the “ICT in Education”

Commission of the National Academy of Science, Committee on Education.

Weaknesses of previous policies include the lack of co-ordination among

software development grant providers (e.g., the Foundation for Public Education

(Hungarian abbreviation: KOMA), the George Soros Foundation - Hungary, the

APERTUS Public Foundation for distance education and the Schoolnet Foundation.

The insufficient involvement of teachers in the software development process resulted

in limited use of software commissioned. Huge investments thus did not result in a

substantial rise in ICT use in Hungarian public education.

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- as regards other national ICT policies:

Involvement of teachers in the process of software development and

implementation is a key feature of this policy that connects it to other national

endeavours to increase the level of computer literacy through an enriched Hungarian

language content provision on the Internet. Increased connectivitiy with versatile and

authentic content is a shared concern of all public sectors involved in ICT culture.

Major national efforts co-ordinated by the Ministry of Traffic and Communication

(http://www.ihm.gov.hu) include e-World: digitalisation of treasures of Hungarian

cultural heritage and international art works housed in public collections, e-

Generation, provision of content for children and youth, and e-Chance: expansion of

community Internet centres.

- as regards more general national policies:

At present, the Hungarian educational system undergoes a period of re-definition

and eventual reduction of learning content. The system of national examinations is

also being scrutinised and changes in the secondary school leaving system and

university entrance examination system are underway. The core of changes lies in a

new paradigm, education for life skills. Rote memorisation of facts and data are to be

replaced by developing learning to learn skills, creative problem solving skills and

information processing skills. New learning materials and methods that ensure more

effective teaching and more profound, authentic learning are very much in need. This

policy ensures the provision of reliable learning materials based on teacher

experiences and needs.

Content of policy:

The most important missions of the policy:

1. Decentralisation of educational content development

2. Involvement of a wide range of public and private partners and stakeholders

3. Intensive involvement in the elaboration of European software standards

4. Teacher training Programmes provided for potential developers and users

5. Provision of professional background to ensure the participation of teachers in the

realisation of policy

- Needs attended to, issues, problems solved:

Leaders and school staff would make increasing use of the educational portals if

content was more suited to the National Core Curriculum and flexibly adaptable to

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local means and needs. The majority of parents is enthusiastic about ICT training for

their children and take part in parent computer purchase programmes (see Policy 2 for

details). They are also potential audience for educational software provided free on

the Internet through a reliable educational portal.

- Aims and objectives:

1. Content should be generally accepted by potential users

2. A large group of teachers should participate in content development

3. The software and RLO database should be open and open-ended

4. Individual elements should be easily adaptable

5. European measures for software quality control should be applied and RLOs be fit

for inclusion in standard international e-learning frames

6. The database should be continuously monitored and pilot tested to ensure high

quality

- Implementation: (Programmes, methods, measures and actions)

The database representing the core element of the policy is structured according to the

following scheme: teaching materials are to be stored by their minimal reusable

elements, pictures, animations, simulations, videos, little units of texts etc., in

repositories. These materials will be accessible in edited, ready to use teaching units

for different time spaces, in and outside the classrooms. As small elements as a couple

of minutes of user time will share the place with massive learning units for a whole

year (stored by elements). The composition of those elements are stored as teaching

plans, lesson plans, hands on materials, tests etc.

The LCMS will provide the users with links to similar knowledge depositories, tests

and tasks, links to learning resources, interesting news and reading material about

curriculum items, lexicon and online curricula and textbooks.

The repository system enables and encourages teachers and students to make

their own materials from the elements provided, adding some extra if they wish. Users

can make completely new materials with the help of the editing system. Teachers are

able not only to customise content according to their own needs but access their

private selection of content also at later linkups, and upload the materials they made –

in a controlled way.

Participants of the project are teachers, students, editors, technicians and market

players. All these groups may contribute to the database through tenders and

competitions. The database is constantly being enlarged as representatives of different

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disciplines are invited to submit plans, demos and fully developed software products

for realisation, further refinement and testing.

- Scope or level: regional, national, European; geographical coverage

The policy is on national level but it will certainly reach Hungarian language

primary and secondary schools, teacher training colleges and cultural institutions

across our borders in Romania, Slovakia, Croatia and Ukraine.

- Target Group(s): primary and secondary school teachers and students,

teacher trainers, parents.

- Partners involved:

Educational researchers and teacher associations were involved in the design

of the policy. Implementation is co-ordinated by subject specialists selected for

expertise to oversee content development efforts in all disciplines and areas of

knowledge outlined in the Hungarian National Core Curriculum. The evaluation of

the policy is carried out by a specially appointed team of sociologists and educational

researchers who do focus group roundtables, questionnaire based interviews and

traditional monitoring studies to reveal the beneficial effects and eventual deficiencies

of the policy.

- Financial support:

The policy is state sponsored - costs are featured in the budget of the Hungarian

Ministry of Education. The Digital Knowledge Base will be accessible through the

Internet free of charge. In order to facilitate purchase of good commercial software

and accompanying books, an e-Head quote scheme is being seriously considered by

the Ministry of Education for all schools allocated on a per student basis to finance

the purchase of digital teaching aids. Local authorities provide matching grants for

government-sponsored computer purchase schemes for teachers who intend to take

part in the development, adaptation or use of results of the Digital Knowledge Base

Policy.

- Overhead and other costs incurred by the policy:

Overhead costs of the use of digital teaching aids a twofold: Internet use (to up*

and download content) and computer-supported teaching and learning with the use of

these materials. Internet connection and 24-hour access is paid by the Hungarian

government through a Schoolnet contract to all schools connected to the Internet via

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the Schoolnet Internet Provision Programme. Some of the most important costs in

million Euros: (1 Euro = 250 Hungarian Forints)

Service or project 2003 2004 2005

Schoolnet Internet provision (all schools connected by 2005)

12 12 16

Multimedia laboratories for schools (25.000 machines in 2 years, 10.000 school rooms connected, projectors and laptops)

10 12 12

Campus computer licences for public education 0 4 4

Development of digital teaching aids 4 2 2

Databases and other software development grants

2 2.8 2

Digitalisation of funds of public collections 3.2 4 4

Teacher education and research 2.8 2 2

National and international projects (research, workshops and conferences)

3.2 3.4 3.4

One way net digital library for 600 schools 1.8 1.8 1.8

CMS, LCMS research, pilots, development 1 0.4 0.4

Outcomes and results

Information on the policy is based on reports of the Hungarian Schoolnet Office

provided by its Director General, Mr. Peter Racskó and Research Director, Mr. Tamás

Könczöl:

- Sulinet Digitális Tartalomfejlesztési Programme, Schoolnet Digital Learning

Content Development Project, 2002

- "A Digitális Tudásbázis Programme", The Digital Knowledge Base Project,

2002

- "Ajánlati felhívás a Sulinet express tananyagaira", Call for Tender for Digital

learning Materials for the Schoolnet Express Portal, 2003

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- Perceived strengths:

This policy caters for the needs of teachers who want to use digital teaching aids

suited to the national Core Curriculum and adaptable to different cultural contexts,

learning styles and knowledge levels. Constant monitoring is undertaken by subject

specialists employed by the Schoolnet Office and independent experts. RLOs are

evaluated by subject specialists and ICT experts. School experiments to utilise and

assess learning objects are being organised. The first RLOs produced by this new

project are being widely used in education. Hungary was invited to participate in the

CELEBRATE project of the European Schoolnet with similar targets (development of

RLOs).

- Perceived weaknesses and areas requiring further improvement

The project is still in an early stage so weaknesses cannot be perceived. Quality

control measures ensure immediate revelation of weak points.

- Outcomes, specific achievements

A range of digital learning materials suitable for use with the National Core

Curriculum, trained teachers who can in turn act as local mentors for their staff

members.

- Is this example suitable / recommended for further peer review?

This policy is highly recommended for peer review as learning objects and other

digital learning aids developed within its frames and used in the educational

experiments may be adaptable in many of the "European accession countries.

Actually, it is the aim of the Hungarian Minister of Education to initiate the exchange

of RLOs to substantially improve the quality of teaching and learning without costly

parallel software development. Peer reviewers are welcome to visit development and

innovation sites and discuss methods of co-ordination with the young and ambitious

Schoolnet team.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work Programme?As almost all European countries have set up national Schoolnet Networks, it would be very

important to compare results and experiences. The Hungarian initiative to develop digital content to

suit all areas of the National Core Curriculum fits the aims of spreading ICT culture in primary and

secondary education to increase the acquisition of ICT literacy. International projects like

CELEBRATE show that there is a constant need for RLOs all around Europe. A European

clearinghouse for RLOs would be an excellent support for the dissemination of good ICT practices.

Hungary intends to initiate the creation of such a collection and sharing platform for central and

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Eastern Europe where similarities of the educational system makes it plausible that learning materials

may be used with success.

Evaluation criteria used for selecting this policy as good:The policy is of national scope, involving thousands of teachers in hundreds of schools as

developers and testers and practically every staff member of connected schools as users. Financial

means are secured for several fiscal years to come through the inclusion of the policy in the strategic

plan and budget of the Ministry of Education. The core idea - provision of versatile, controlled by

scientific and pedagogical criteria digital content seems to be in line with international trends that shift

focus from hardware purchase and teacher (re) training towards quality content provision. The policy is

well-staffed - at the office of the Hungarian Schoolnet Foundation, 5-member, discipline based teams

organise, mentor and monitor experimental groups that develop and make use of digital content.

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Presentation of Hungarian Policy N° 2

Identification of policy:

- Title: In- and Pre-Service Teacher Education In ICT-Supported Pedagogy

- Name and full contact details of key informant:

Two major areas of the policy will be outlined in this part of the report and key

informants are given associated with each:

1. In-Service Teacher Training Initiative of the Hungarian Schoolnet

Mr. Tamás Könczöl, Research Director, Hungarian Schoolnet Office,

kabo@sulinet.hu

Tel.: 36-1-477-31-67 Mobile: 36-30-466-15-22 Fax: 36-1-477-31-88

2. Pre-Service Teacher Training - a national initiative

Dr. Andrea Kárpáti, Head, UNESCO Centre for ICT in Education,

karpatian@axelero.hu,

Tel.: 36-1-372 2972 Mobile: 36-30-211 4936 Fax: 36-1-372-2948

- Keywords: in-service teacher training, pre-service teacher training, educational

paradigm, computer-supported collaborative learning, new learning

environments

- Duration of policy: 1998-ongoing

- Outline, Summary

In-Service Teacher Training Initiative of the Hungarian Schoolnet

This policy supports mainstream implementation of ICT-based teaching methods

in Hungarian schools through a profound training of already practising teachers, but

also endorses innovation with advanced methods courses for teachers of the

pioneering ICT schools.

Based on research results and experiences of good practice, elaboration of a

set of in-service teacher training programme modules targeting ICT teachers, non-

specialists (K-12), educators of mentally and/or socially handicapped was initiated in

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1998. The first big training wave involved courses in basic ICT skills and preparation

for the ECDL examination and reached about 50 % of the teacher population by its

end in 2001. According to a recent survey 20% of practising teachers holds some kind

of ICT certificate. Teachers who acquired basic ICT skills were found, however, to

be unable and unwilling to convert this knowledge to classroom practice as they

lacked models of optimal use as well as technical backup and support in their own

institutions. In the second wave, started in 2002, the Schoolnet Programme Office

decided to focus on methodological issues: ICT use in different disciplines are taught

to enable teachers to co-ordinate technical skills with teaching skills. Training utilises

experiences of ICT Model Schools, a network of excellence organised by the

Hungarian Schoolnet. These schools are part of the INES network - the same system

organised by the European Schoolnet (EUN).

Pre-Service Teacher Training - a national initiative

Cohorts of teacher students arriving at higher education institutions from 2000

had been given compulsory training in basic ICT skills at their secondary grammar

schools thus teacher training institutions are provided with a firm foundation to build

their programmes on “digital pedagogy” on. The core of the policy is the integration

of results of educational research into teaching practice through ICT. National

research centres at teacher training institutions took the lead in opening training

courses from freshman to senior level, ranging from general methodology of

computer-based education to sophisticated applications of Virtual Learning

Environments. Students are encouraged to adapt, modify and develop digital teaching

aids and acquire discipline-based teaching methods in laboratory schools of

exemplary ICT use.

Contextual information:

- as regards previous national ICT policies

Every Hungarian teacher is obliged to complete an in-service training course once

every 7 years. Tuition and overhead costs are paid by the government through a

training head quote allocated to each primary and secondary school as part of their

budget. ICT courses are among the most popular. These are accredited for quality

control and integrated with other training options (e.g., courses on educational

leadership). A PC purchase grant for teachers (a tax deduction of 60.000 Hungarian

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Forints, 270 Euros per year for purchase, lease or rent of PC-s by appointed dealers)

are supplemented with training courses co-sponsored by local educational authorities

and school management. (The latter means governmental support as schools spend

training funds on courses allocated by the Ministry of Education.)

The Schoolnet staff tries to influence teacher training institutions to provide

ICT training to future teachers.

- as regards other national ICT policies

Not only teachers, but also parents of primary and secondary school students,

staff members of research institutions, school system managers, associates of public

collections and museums can benefit from tax-deductible PC purchase grants with

compulsory training component. The inclusion of a variety of social groups

contributing to the education of youth on a larger plane reflects the wish of the

Hungarian government to increase the level of ICT literacy through a “school without

walls” system – involving parents and cultural institutions in digital school projects

and communication. Pre-service training in ICT skills enable learners to get used to

knowledge acquisition through the Internet and acquire skills of swift and efficient

information retrieval as well as life long, individualised learning – another important

government policy.

- as regards more general national policies:

Policies on the development of the information society can build on teachers

trained in ICT as they can model the use of the computer for personal affairs,

information and communication. Social inclusion is a very important issue in the pre-

service teacher education project as it features ICT-based teaching methods for the

socially disadvantaged (e.g., results of the Gypsy ICT project) and also demonstrates

the use of computer for the remedy of learning deficiencies and the correction of

minor mental disabilities. Lifelong education is a key aspect of the Schoolnet’s in-

service training project that prepares teachers for the use of online educational

databases and other sources of information necessary for ongoing professional

development. Gender issues are tackled in both programmes through research on

girls’ special needs in ICT education, differences in the development of computing

skills of both genders and educational software developed especially or adaptable for

girls or boys.

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Research on computer skills is monitored by the “ICT in Education” Commission

of the National Academy of Science, Committee on Education. More general national

policies, e.g. gender issues and life long education - are featured among its research

topics. Connecting village schools to the Internet directly relates to the Information

Society programmes (eg. e-government, e-commerce) of the Hungarian Ministry of

Traffic and Communication.

Content of policy:

- Needs attended to, issues, problems solved

In-Service Teacher Training Initiative of the Hungarian Schoolnet

The needs of teachers concerning ICT-based training had been evaluated

through a national needs analysis survey completed by about 80 % of primary and

secondary schools and follow-up interviews with a sample of teachers representative

for age, educational experiences and professional training level. Courses were

developed according to more general and urgent needs and tailored to perceived level

of teaching experiences and ICT skills.

The biggest problem in organising useful ICT in education courses is the lack

of experienced teaching personnel. The Hungarian Schoolnet organises a network of

Expert Teachers (recruited from the winning schools of ICT competitions and

educators with experience in the field of using ICT in education) and will organise

mentor training courses for them. Sulinet with the help of a Teacher Education

Consulting Team of educational researchers and teacher trainers developed a modular

course structure for the training of teachers. Methods included in the training modules

are being pilot tested in the network of Model ICT Schools and are always in line with

the current revisions of the National Core Curriculum and the system of public school

examinations. The preferred methodology is CSCL, computer supported collaborative

learning.

Pre-Service Teacher Training - a national initiative

Teacher students come to colleges with a greatly varying degree of previous

knowledge and skills in ICT. Therefore, basic training options have to be offered as

well as workshops featuring advanced applications. ICT based teaching methods are

taught to supplement (and hopefully not contradict) general education and methods

courses. As the degree paper of all teacher students must incorporate methodological

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issues, ICT courses are also offered to target special teaching problems like

differentiation, pair and group work, equity, gender issues and authentic learning.

- Aims and objectives

In-Service Teacher Training Initiative of the Hungarian Schoolnet

The major aim of the in-service courses is to increase meaningful and efficient

ICT use in subject teaching in Hungary. (According to recent surveys, the percentage

of computer-supported learning at schools is still below 15 %.) Another important aim

is to involve teachers in the production of digital teaching aids through empowering

them with necessary tools, technical skills and methodological knowledge.

Pre-Service Teacher Training - a national initiative

Teachers of the future cannot start a successful career without a profound

knowledge of ICT-based educational methods as most of these are inevitable for the

realisation of contemporary educational paradigms. School leaders expect high level

computer skills from new graduates and generally entrust them with professional

training and development tasks on ICT use. Young teachers who start work at small

towns and villages, away from the traditional sources of information (libraries,

research centres) will feel less alienated when able to conduct Internet searches, enter

professional on-line communities and engage in (inter)national co-operation through

digital means.

- Implementation: (programmes, methods, measures and actions)

In-Service Teacher Training Initiative of the Hungarian Schoolnet

Modules offered for teachers: advanced multimedia development, network and

database construction and maintenance for systems managers and ICT teachers, basic

and advanced ICT applications, graphics, WBT, HTML and methods courses as well

as software design and programming training for teachers of other disciplines. All

courses are piloted and tested before national introduction. Distance education

methods are used along with traditional courses.

Pre-Service Teacher Training - a national initiative

Basic ICT skills courses, discipline based methods courses developed, tested, and

offered for students. Most modules are taught in a blended learning environment

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(fully distance learning units, increased educational home page and e-mail use,

traditional face-to-face lectures and laboratory work.)

- Scope or level: regional, national, European; geographical coverage

Both initiatives are on a national level with international contacts (e.g., European

Schoolnet initiatives incorporated in teacher training modules and EU as well as

OECD research results in pre- and in-service university training courses.)

- Target Group(s)

In-Service Teacher Training Initiative of the Hungarian Schoolnet

All Hungarian kindergarten, primary and secondary teachers – ICT teachers as

well as teachers of other disciplines.

Pre-Service Teacher Training - a national initiative

Universities and colleges offering courses on ICT in education open these

learning streams as an option as ICT knowledge is still not compulsory for a teacher

certificate in Hungary. Negotiations are under way to make such courses a

compulsory requirement for diploma.

- Partners involved

The Consulting Team of educational researchers and teacher trainers developed a

modular course structure, training modules are being pilot tested in the network of

Model ICT Schools and constantly supervised by external experts.

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- Financial support and overhead and other costs incurred by the policy:

see chart in National Policy No. 1.

Outcomes and results

- Perceived strengths

Responsiveness to teacher needs and quality control are the two key strengths of thew teacher training policy. An expert panel will be set up by the Hungarian Schoolnet Office to evaluate training programmes and prepare criteria for the national accreditation process that grants credit value to courses. All existing and new course programmes underwent thorough evaluation starting in 2003 and are now being modified and upgraded.

- Perceived weaknesses and areas requiring further improvement

In Hungary, university and college education of teachers still includes many

traditional elements. Teaching is based on the lecturing method that manifests an

improper role model for future educators. ICT tools are rarely used, and when so,

mostly for illustration purposes. Thus, future teachers do not acquire educational

methods they can employ in the future in the authentic setting of their own college.

The ICT in teacher education policy should finally reach higher education and

introduce contemporary paradigms in the training of teachers as well.

- Outcomes, specific achievements

Due to discipline-based training, the use of ICT technology by non-specialist

teachers is on the increase in the last 3 years.

- Is this example suitable / recommended for further peer review?

Yes. Teacher training programmes as well as in-service training labs are open to

visitors who may in fact act as “visiting professors” when sharing their experiences

with staff and students. ICT is an international concern and courses should be

developed by international teams in order to make participants acquainted with a

European selection of reliable methods and educational software.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

The most important feature of the policy is to bring together all key players of educational ICT (teachers, researchers, university and college staff, members of the Schoolnet Programme Office, software producers etc.) to form interdisciplinary trainer teams. Programs for the socially and mentally / physically handicapped seem

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to represent a growing European concern. Hungarian results may be useful to compare.Evaluation criteria used for selecting this policy as good:

In the third phase of computerisation, teacher training seems to be a key issue in the spread of ICT in school culture. In Hungary, huge and we.. co-ordinated efforts are taken to ensure that future and practising teachers acquire the way computers are to be used in the classroom, in school management and personal or professional improvement. The partnership of the private and public sector can be observed here as well as an effort to close the gap between educational research and teaching practice.

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Presentation of Hungarian Policy N° 3: TELECOTTAGE MOVEMENT

Identification of policy:

- Title: Telehouse Project

- Name and full contact details of key informant:Mr. Zsolt Molnár, Hungarian Centre for Telehouses (Magyar Teleházak Szövetsége),

molnarzs@demnet.org.hu

- Keywords: community ICT access, adult education

- Duration of policy: 1977- ongoing

Outline, Summary A telecottage or tele-house is a community and service organisation that ensures access to

information and communications tools, information and services, provides users professional and trained help and addresses additional local community needs. It is a multifunction ICT service centre with open profile designed for small villages, in other words it is ‘a community telecommunications service house’. Tele-houses in Hungary emerged from active civil initiations resulting in mass movements. At present there are more than 400 tele-houses in operation (www.telehaz.hu).

Contextual information:

- as regards previous national ICT policies

Between 1989-90, the attention of the state, politics and economics focused on the change in system, while concerns developed about the challenges posed by an information society, civil thinking and free and responsible action. In 1992, librarians introduced the telecottage concept, and the first Hungarian telecottage was established in 1994, It was a local community development initiative supported by the Ministry of Social Affairs. In 1995, the Hungarian Telecottage Association came into existence through private initiative. Between 1994 and 1997, USAID supported the first major telecottage development – 30 telecottages and the development of the first National Telecottage Program. In 1998, the Ministry for Communications supported the program to establish 40 new telecottages. The Ministry for Regional Development joined the movement, and other branch telecottage programs (social, employment) were developed between 1999-2000. In addition, the National Telecottage Strategy was completed and 120 new telecottages were established. With the support of the Government Commissioner’s Office for ICT, telecottages appeared in 2001 for the first time in the national information society strategy, and telecottage numbers doubled, resulting in 200 new telecottages.

2002 saw he realisation of community access is introduced into the National Program, but the terminology of telecottages was forced into the background, as was the decision about doubling telecottage numbers but their establishment postponed until 2003) 2003 – telecottages have reclaimed (hopefully) their decisive role in achieving community access, co-operation agreements have been worked out with government entities and became part of the National Development Plan

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Content of policy:

- Needs attended to, issues, problems solved, aims and objectives, implementation: (programmes, methods, measures and actions)

A telecottage can operate in many types of institutions and legal entities (independent institution, library, community house, school, post office), and it is not classifiable in a single service branch or economic sector, but in its own hybrid organisation and organisational co-operation.

The organisational paradigm for Hungarian telecottages that is considered ideal – though not obligatory – places the owner in a civil organisation, the host in the local government, and the operator in a private company, while their service contracts incorporate assignments, laws and obligations in an appropriate manner. It is hoped that In 2003 telecottage numbers will close in on 1000, meaning that about 40% of small settlements will have telecottages or its equivalent community access point. According to plans, the network should be completed by 2006 at the latest.

Capacity building in an educational context can be one of the roles that tele-cottages can aim to provide services for. A culture leading to distance education needs to be accepted and practised in order to able future progress in the right direction, possibly leading to distance working as well. This in itself would provide perspective for the younger generation and their elders in a direct or indirect way. Thus tele-houses could provide a virtual “way out” by remaining physically in the home region allowing a “virtual sight outside” of the stand-still situation to promote connections, seek information, and find economic possibilities, in order to switch the virtual wealth for reality.

Public and communal accessibility efforts must address the fact that users stand on opposite sides of the digital divide. Through social and cultural provisions, communal accessibility efforts help eradicate disparities. In small settlements, the focus of efforts of public services must be placed on economic and social development goals, such as improving and addressing employment, social position, skills, enterprise development, lacks of opportunity, quality of life issues, societal pressures, democracy and public transparency. Starting with small community resources (bottom-up) and proceeding to international, national and government support (top-down), programs must be organised to complement each other, simultaneously following concrete local and national goals.

The critical conditions of the operability and sustainability of the telecottages are their multifunctionality, their intersectoral functioning, their economy of size, their orientation to local needs, their network services, their taking on public services, all of these respectively are supported by local and central government.

The telecottage movement must remain unaffiliated to any political party, and must remain loyal to the governments in power. This does not close the doors to servicing political organisations (especially local ones) on a business basis, however, and furthermore it doesn’t bar the telecottage from helping citizens and civil organisations in the democratic exercise, especially with regard to the use of e-democracy possibilities.

The future plans of the telecottage movement include the widening of a national network in order to provide better services. The Small Settlement Network Community has its basis in an institutional framework for the integration of community access into the public service system. The plan has four main components:

1) Network endpoints – The positions for community access points, primarily telecottages, which are responsible to meet uniform quality requirements (see the following) and are responsible for the operation of the Network Community.

2) Network infrastructure – In November 2002, on the the initiative of the telecottage movement, the concept of the Public Net (Közháló) was born within the government domain. At its essence is the condition that every public service supplier organisation – telecottages among them – be joined at no cost to the government optical backbone network.

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Public Adminstration Customer Service– The whole of the network-based public services offered by central and regional administrative and service organisations (i.e. the service providers) would be put in the network on behalf of small communities.

- Scope or level: regional, national, European; geographical coverage: national policy with European implications, see below.

Target Group(s): local communities (adults and children) of villages and small towns.

Telecottages are considered very important by local communities. Parents see them as a chance for their children to get involved with ICT technology and develop important working skills (also learnt at school but not practised enough). Local community quickly gets used to the services offered – especially information retrieval and e-business services – but rely mostly on the help of staff for access. Courses for adults on basic ICT skills are immensely popular and well attended.Tele-cottages in the most under-developed regions are more than grateful for the possibility, since, as one of them said during the project by Marta Turcsanyi Syabo, described below, “It is not only our eyes that have been opened, but that of the world too, to see us”.Currently about 1000 people work in the telecottage network as their main profession and have made their telecottage work their new profession. At least 2-3000 local volunteers also help run services – another sign of appreciation. Telecottage directors increasingly get into local government bodies and their political role is increasing. These conditions have helped make the earlier autocratic practice of governance become more community-oriented in the telecottage settlements.Local service personnel – The agents of the network-based public services (who are contracted and work with the service providers) would operate as mentors having appropriate skills and continuous background support through the distance public work network, and would enable users to access the possibilities of the network services.

- Partners involved: The key actors of the programs are local devotees, who readily and skilfully work for the creation of telecottages, regularly making sacrifices for their work in order to realise their goals. Professional personnel includes a professional core of 50-60 telecottage experts has come into existence, who serve as trainers, monitors and mentors in the network activities. The first representatives of a new profession – community ICTs experts, they help in the development and operation of the telecottage network. In the country’s 7 regions, they have brought into existence regional centres, which independently also provide programs, secure funding and provide services near the telecottages through the evolving regional telecottage resource centre network. The Hungarian Tele-house Association has been creating increasing numbers of professional consultative bodies (e.g. public utilities, youth involvement, social issues special interest groups) and continuously handles, develops and represents new fields of services.

- Financial support: mostly public funds with local funds eventually involved. Volunteer work important.)

Outcomes and results:)- Perceived strengths: Criteria for qualifying this practice as “good” include provision of important service to community, wide and free of charge access, constantly upgraded infrastructure and well-

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informed local staff networking with a national organisation and responsive to immediately perceived needs.

With the recognition of community access as a public service, a uniform quality assurance system for the new national service must be simultaneously introduced. Certification and monitoring should be supervised by a management body under the authority of a branch of government (for example, the Ministry of Informatics and Communications).

- Perceived weaknesses and areas requiring further improvement: small local communities are unable to financially support this movement. Central assistance is constantly needed.

- Outcomes, specific achievements:

Telecottages are considered very important by local communities. Parents see them as a chance for their children to get involved with ICT technology and develop important working skills (also learnt at school but not practised enough). Local community quickly gets used to the services offered – especially information retrieval and e-business services – but rely mostly on the help of staff for access. Courses for adults on basic ICT skills are immensely popular and well attended.Tele-cottages in the most under-developed regions are more than grateful for the possibility, since, as one of them said during the project by Marta Turcsanyi Syabo, described below, “It is not only our eyes that have been opened, but that of the world too, to see us”.Currently about 1000 people work in the telecottage network as their main profession and have made their telecottage work their new profession. At least 2-3000 local volunteers also help run services – another sign of appreciation. Telecottage directors increasingly get into local government bodies and their political role is increasing. These conditions have helped make the earlier autocratic practice of governance become more community-oriented in the telecottage settlements.Local service personnel – The agents of the network-based public services (who are contracted and work with the service providers) would operate as mentors having appropriate skills and continuous background support through the distance public work network, and would enable users to access the possibilities of the network services.

Yes. As an example, here is a brief description of a recent project co-ordinated by Marta Turcsanyi Szabo, Eotvos University, Faculty of Information Technology. (turcsanyine@ludens.elte.hu). This is a a pilot project involving children from tele-houses, learning communities in Hungary using two Web Based Learning materials developed by TEAM Lab and mentored by future informatics teachers. Teaching with Multimedia [TEAM] Lab at Eotvos Lorand University has been established in 1997 within the Informatics Methodology Group involved with Informatics teacher training (www.team-lab.ini.hu). Both materials are based on a constructivist approach and allow different learning styles to emerge. The pilot project has been in progress for two sessions with an “action research” process that aims to build a suitable model extendable to the whole network of tele-houses in order to contribute to the introduction of capacity building through distance education for underdeveloped regions.

Two Web Based Learning [WBL] materials are the main focus of this paper: NETLogo and Creative Communications, which were developed through years of project work at TEAM Lab. Both materials suggest a constructivist approach allowing different learning styles to emerge: NETLogo provides self-paced discovery learning with individual guidance, while Creative Communications provides project based group-learning with collaboration and group-mentoring. Topics tackled hope to give answer to: “What? When? How? and Why? certain topics should be learned and used?” while invoking activities of modeling, explorations and self expression.

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Both WBL materials were successfully introduced into several school settings through K-12 and in a telecottage project. The project was sponsored by USAID (United States Agency for International Development) and IKB (now Ministry of Informatics and Communication) through the project co-ordinating institution DemNet (Foundation for Development of Democratic Rights) and has established a bond between the tele-house movement and TEAM Lab in providing a suitable and extendable environment for learning in partly isolated regions. The project has gone through two sessions: the first (2001 January - 2001 June) with 5 tele-houses involving about 70 children, the second (2001 September - 2001 December) with 11 tele-houses involving about 150 children. The first session aimed at the least developed eastern regions of Hungary (to investigate introduction under the least favorable circumstances) and the second session involved tele-houses from all over the country (to investigate sustainability).

The Internet environment for participating tele-cottages was provided by the Tele-house Centre with e-Room (www.eroom.com) as common working space and e-mailing services. TEAM Lab has setup a Trial, Researcher, Mentor, Gallery, WBL, Support, E-mailing rooms for both projects and individual rooms for each tele-house with individual room for all children to upload their work for submission. Mentors have been chosen from fourth year Informatics student teachers already possessing some practice with children’s activities.

Local helpers, mentors and researchers all agreed, that every child has profited in one way or another from project activities. Children living in remote underdeveloped areas succeeded in mastering not only basic ICT skills, but also developed fluency in expressing oneself with different tools, as well as learned the basics of learning at a distance.

- Is this example suitable / recommended for further peer review? Yes.

- European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

Leaders of the Hungarian telecottage movement find it necessary to organise the strong flow of international experience in community access, as well as that of the international telecottage movements, and build international co-operation with these movements, in order to step into the programs of European and global organisations. In related initiatives, the Hungarian Telecottage Association has created the European Union of Telecottage Associations, whose founders include the Russian, Polish, Yugoslav and Estonian Telecottage Associations.

Evaluation criteria used for selecting this policy as good:Criteria for qualifying this practice as “good” include provision of important service to community, wide and free of charge access, constantly upgraded infrastructure and well-informed local staff networking with a national organisation and responsive to immediately perceived needs.

With the recognition of community access as a public service, a uniform quality assurance system for the new national service must be simultaneously introduced. Certification and monitoring should be supervised by a management body under the authority of a branch of government (for example, the Ministry of Informatics and Communications).

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ICT and Learning in IcelandProject plan: Advantage for the Future

Identification of policy:

Title: Advantage for the Future: Project Plan for Distributed Learning

Name and full contact details of key informant: Arnor Gudmundsson, Director for ICT DevelopmentMinistry of Education, Science and CultureSolvholsgata 4, 150 Reykjavík, Icelandph. +354. 545-9500; fax: 562-3068, email: arnor.gudmundsson@mrn.stjr.is

URL: www.ministryofeducation.is, www.menntagatt.is/english

Keywords: distributed learning, Iceland, Policy.

Duration of policy : 2001 -2003

Outline, Summary:

Advantage for the Future is a programme developed by the Ministry of Education, Science and Culture with the aim of promoting distributed learning in Iceland. It is aimed at all school levels from pre-school to higher education, but the main focus of the actions was on the compulsory and upper-secondary level.

Contextual information:- as regards previous national ICT policies, Advantage for the future is a successor to a general policy for ICT in education 1996-1999 which empasised the building of infrastructure for ICT in education, teacher training and building up of ICT content and software.

- as regards other national ICT policies, The government policy for the information society in Iceland places a strong emphasis on public access to the information and knowledge society in Iceland. Making use of ICT in education and increasing digital literacwas seen as a key factor in the implementation of that policy.

Content of policy:

Needs attended to, issues, problems solved,In continuation of the Ministry of Education, Science and Culture's policy on ICT, "In the power of information", purposeful efforts were made to fortify the foundation for the use of ICT in schooling. The project plan Advantage for the Future entails an extension of the policy, while new emphases are also introduced in response to changed times. There, priority is given to utilisation of the Internet's advantages. To achieve the goals of a distributed education efforts are made to increase Icelandic educational materials on the Internet. The measures aim at the purposeful presentation of this material so that it serves students and teachers' needs and is related to the curricular goals. The content is to fulfil quality requirements, be well defined and demarcated, so that it can be related to study goals each time.

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It is important for the content's presentation on the Internet to be shaped by diverse study and teaching practices. Support is provided for the teacher's function as a mentor and adviser for students on paths to knowledge. Students' independence in putting together and organising their studies is promoted as well as flexibility in the choice of studies, their pace and manner.

Information on the studies offered and the registration of students is made accessible. The evaluation of studies between schools ought to be easy, so students can attend courses in different schools. High speed connections to the Internet were established so that individuals and schools can retrieve and send materials requiring great bandwidth, regardless of residence. The aim is to make it easy to connect to the Internet with convenient equipment that is accessible and simple to handle. Thus, students and teachers shall be able to retrieve and disseminate educational materials, study and teach on the Internet, independent of time and place.

Aims and objectivesI. Learning and teaching

All upper secondary school teachers shall have an opportunity to attend courses in the use of ICT and changed ways of teaching before 2003.

In co-operation with municipalities, continuing education for primary and pre-school teachers shall be organised to facilitate their attendance at courses on ICT and changed ways of teaching.

Counselling and support for teachers shall be organised so that they receive information on innovations in the field of teaching and ICT, and assistance shall be provided on utilising them in teachers' work.

Service shall be available to all schools at the university level on the utilisation of ICT in teaching.

II. Educational materials on the Internet For each subject in primary and upper secondary schools, teaching materials and software

shall be available through Internet access. Universities shall disseminate digital material for teaching on the Internet suitable for each

course. The ministry shall support agreements on access to electronic content, and these shall be made

accessible to schools. Digital content available from parties outside the educational system, such as from

government administration, museums and the mass media, shall be adapted to the needs of the educational system.

III. Equipment At the end of 2002 upper secondary schools, centre for continuing education and universities

in Iceland shall be linked together on a high-speed network with a bandwidth of at least 100MB.

In 2002 all upper secondary schools and universities shall have established wireless networks, and students there shall be able to connect to the Internet quickly with portable computers or other equipment.

Buildings shall be adapted to new technology and changed study arrangements. The use of diverse equipment in schooling shall be promoted, such as portable computers, e-

books and cell phones. At the end of 2002, experiments shall have been done with central processing of computer

systems at all school levels. In 2003 all classrooms in schools in Iceland shall be connected on a network.

IV. Educational gateways

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At the end of 2002 an educational gateway shall be opened: A web site based on information in a database that provides access to defined educational content, with a powerful search engine that finds catalogued education-related content.

It shall also be possible to find content related to the goals of new curricula, and there shall be information on how the content and the goals are connected.

In 2003 there shall be an assortment of catalogued education-related content in Icelandic databases.

The accessibility to education-related content shall be easy, thereby facilitating distributed education

Implementation:

Advantage for the Future was divided into four main priority areas. Several actions were taken within these areas. Following are examples of implemention:

I. Learning and teachingMeasures: The Ministry of Education, Science and Culture, in co-operation with centres for

continuing education supported courses for project managers in ICT in compulsory schools who will support their fellow teachers in using the technology in teaching and schooling and in changing the ways of teaching.

At the upper secondary school level, courses in demarcated fields were established for teachers, such as in the use of portable computers in teaching, the creation and use of teaching software, interactive examinations and new ways of teaching.

Universities received support for the build-up of support services for teachers. Annual conferences were held on the use of ICT in schooling Increased budget in continuing education funds for teachers, earmarked for

general ICT training.

II. Educational materials on the Internet

Measures: Grants were given out to make educational materials and teaching software for the Internet. Information about all educational materials were made available in one place (see Educational

Gateway). A campaign was prepared to acquaint schools with the electronic content, on which

agreements on national access have been made. Instructions were published on the use of electronic content for teaching and learning and a

special seminar on this topic was held. Grants were given for pedagogical adaptation of electronic content. Workgroups were established to make proposals on standards on the connection between

educational materials on the Internet and curricular objectives.

III. Equipment

Measures Experience from experiments in pilot schools with portable computers and wireless networks

were evaluated and published in a report. The universities and compulsory schools that had already adopted this technology were

encouraged to share their experience with other schools on these school levels. A call for tender was made to build up a high-speed telecommunications service for upper

secondary schools and centre for continuing education that is connected to the existing research network for universities and research organisations.

Collaboration was estblished with companies on experiments with terminal equipment in schools.

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Experiments are being prepared, in cooperation with foreign consultants, with alterations to school buildings to support distributed education and reduce the need for constructing new buildings.

IV. Educational gatewaysMeasures

A tender was made for a public-private partnership in building and running an Educational Gateway and contract made with a private company.

The company has linked a database for curriculum with the Educational Gateway The database shall be interactive, and it shall be possible to work with objectives and obtain content related to them. It shall be easy to update and change information in the database.

The Ministry published standards cataloguing content in relation to the curriculum. A tender was made for a new library system that links together all libraries catalogues in the

country different databases and content on the Internet with a search engine. The system was adapted to the needs of different kinds of libraries, such as school libraries, public libraries and libraries for specialists.

Employees at all libraries received training so that they can provide instructions on the use of the system.

A campaign to introduce the cataloguing of content on the Internet to teachers was organised in connection with the Educational Gateway and grants made for cataloguing.

A call for tender was made for a new information system for use in upper secondary schools. The system is utilised to disseminate information on the Internet to students, teachers and the public.

Future developments

At this point in time a strong infra-structure has been build for distributed learning. The next steps have already been initiated by developing institutional changes in relation to distributed learning. A new policy will be written this year that will build on the infrastructure but place greater emhasis on institutional change. Following are some future developments that can now been foreseen.1. A new upper-secondary school that is now being established will from the

start be developed through a distributed learning model. Part of all programmes will be composed of courses that are taught from other institutions with the aim of developing quality education in all schools.

2. Experiments have been started with schools on compulsory and upper-secondary level in remote areas of cooperation and co-teaching classes between schools, making use of ICT.

3. Projects have been established for changing school building so that they are better suited for new pedagogical methods making of use of ICT.

4. The experience from providing services for schools through public private-partnership is in many ways positive and will most likely be expanded in the future.

5. Continuing education centers that have been established in the country-side have developed so that they are now offerening distance courses on both upper-secondary and higher education level as well as continuing education courses. They will increasingly build bridges between formal and informal education with the use of ICT.

Scope or level: regional, national, European; geographical coverage

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Advantage for the future is a national programme. A strong emphasis has been

placed on European (f.ex. European Schoolnet) and international cooperation.

Target Group(s)

Teachers, students at all levels, parents and school administrators have been the main target groups for the services that have been built up. Also the public has been a target group for raising the awareness about the possibilities that ICT opens in education. An emphasis has been placed to encourage private companies to establish educational services for schools.

Partners involved

Universities helped in the implementation and evaluation of projects. Partnerships were established with private companies around running services, conferences held etc. State agencies such as the State Purchasing Agency played an important role in the procurement of many services. A close cooperation was established with the Government ICT Commission, that provided funding for many of the projects.

Financial support

Most of the projects have been co-financed by the Ministry of Education, Science and Culture and the Government ICT Commission. Private companies have developed programmes with schools f.ex. for laptops and wireless networks. Since last years regional funds have supported initiatives in remote areas. Funding provided by schools are not accounted for in the figures below nor is funding by the municipalities.When looking at the figures below it has to be taken into account that the population in Iceland is only 290.000 people. The Ministry of Education, Science and Culture applied on a project bases to the Government ICT Commission that provided funds that matched the money provided from the regular budget financing of projects be the Ministry.

Funding provided by the Central Government for special projects for ICT in Education

Year ISK €For ICT projects: teacher training, digital content, computer equipment and networks, databases and information systems. 1999 150.000.000 1.788.269  2000 151.000.000 1.800.191  2001 165.000.000 1.967.096  2002 147.000.000 1.752.504

2003 178.000.000 2.122.079

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Outcomes and results

In all the four areas of the project plans positive outcomes have been achieved.

A few are mentioned below:

95% of teachers at the upper-secondary level have participated in special

ICT training courses.

Number of students in distance education that makes heavy use of ICT

increased by 65% between the years 2001 and 2002.

80% of upper-secondary schools now have wireless networks and laptop

programmes for teachers and students.

A high speed network has been established for upper-secondary – schools

and continuing edcuation centers accross the country.

A new library information system that serves all the public and provides

access to all libraries in the country has been established.

Contracts have been made for countrywide licences for access to electronic

journals and databased provided by the major international publishers.

A new educational gateway (portal) has been built in public – private

partnership and provides a database services for curriculum and content.

Icelandic projects have scored high and achieved awards in the European

competition (eschola) for innovative projects in ICT in education and

pedagogical use of ICT.

Evaluation criteria used for selecting this policy as good:

As described above the Advantage for the Future project attempts to integrate measures in the broad areas of teaching and learning, digital content, equipment and information systems. This fits well with one of the criteria for selections was the scope of the plan. Secondly the impact of the policy in schools and among teachers and students was seen as high outlined in the outcomes listed above.

Presentation of Italian Policy N° 1

Identification of policy:

- Title : FORTIC (Formazione sulle Tecnologie dell’Informazione e della Comunicazione). www.istruzione.it (Innovazione tecnologica- Progetti)

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The Italian Ministry of Education (MIUR), from “e-europe” and “e.government” indications to complete, strength and orienting the educational ICT national programme, have launched FORTIC (Formazione sulle Tecnologie dell’Informazione e della Comunicazione) in 2002, 21 May.http://puntoedu.indire.it/

- Name and full contact details of key informant:5

Ministero dell’Istruzione, Viale Trastevere 76- 00153 RomeServizio per l’Automazione Informatica e l’Innovazione TecnologicaMr. Alessandro Musumeci, General Directoralessandro.musumeci@istruzione.it

- Keywords: ICT in Education; General training; Human specific resources

- Duration of policy: This action is starting up in February 2003 and the end is

estimated in December 2003-Febr.2004

- Outline, Summary:

- The national training plan within the e-learning initiative, FORTIC, is referred to all level school teachers.

- Teachers have been grouped according to ICT skills (4 possible levels) and school’s role: A) average teachers, as ICT users; B) coordinators for didactical use of ICT in schools; C1) teachers in charge of ICT infrastructure at school, basic level; C2) teachers in charge of ICT infrastructure at school, high level.

- Specify:

Policy that supports innovation: the large use of ICT in Education and the

introduction of relevant number of technological infrastructures, in Italian

schools, in the last 3 years

5

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Contextual information:

- as regards previous national ICT policies: related to PSTD ministry of

education national Plan (1997-2000): to finance structures; to improve the

teaching and learning; to form students for information society and job.

- as regards other national ICT policies: national and curricular reform on

Italian school system; e.learning; teachers training;

- as regards more general national policies: policies on information society,

related to e.Europe and e-governement /Italy, that include action plan on

information society and e.learning project.

Content of policy:

- Needs attended to: competence on ITC in Education requested from teachers,

pupils and parents

- Issues: to propose the ECDL integrated syllabus (with pedagogical aspects) as

reference; to use ICT tools; to integrate ICT in didactic actions; to use Internet

resources; to provide and form technical figures on ICT in the school;

- Problems solved: to support reform and innovation process

Aims and objectives: Generalized but specific training of the Italian teachers on ICT

in Education;

Implementation: (programmes, methods, measures and actions):

- The training model including technical and pedagogical use of ICT, in presence (50 %) and e-learning (50 %) modalities: e-learning blanded model (e-learning integrato).

- The e-learning platform usable from 180.000 teachers, with course materials developed by different Universities and downloadables from platform. There are too Area Laboratories-experiences from schools and study cases.

- There is also possibility of on-line collaboration (virtual classes)

Scope or level: regional, national, European; geographical coverage: national level of

coordination, but regional management of the actions

Target Group(s): teachers: 160.000 level A; 13.500 level B; teachers and technical

persons 4.500 level C1+C2

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Partners involved : INDIRE Firenze :platform e.learning; RAI Education:

educational materials-Mosaico; ITD/CNR –Genova, Università di Milano,

Università di Bologna, Università di Venezia, OTE-Genova : Internet resources,

services and materials.

INVALSI-Frascati: Monitoring and Evaluation

Financial support:public governamental resources: 75.000.000 euro

Overhead and other costs incurred by the policy: tutors training

Outcomes and results

Perceived strengths: general involvement of teachers; procedure to inscribe

participants; e-learning blended model (Source:Regional meeting)

Perceived weaknesses and areas requiring further improvement: selection and

tutors training; materials timing on e-learning platform (Source: regional meeting)

Outcomes, specific achievements In similar other actions conducted in the last years we have had a large distribution of ICT use in the different disciplinary areas (in non-specialists curricula) as: Human 28 %, Languages 11,6 %, Mathematics 17 %, Natural Sciences 7,2 %, Artistics 5,7 %, Technologies 7 %, others 23 % (Report Ministry of Education 2002)

Is this example suitable / recommended for further peer review? It’s

interesting a peer review visit in September 2003, related to qualitative monitoring

visits, from INVALSI

European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme? The

European dimension is the e-learning EU policy and e-Europe plan

Evaluation criteria used for selecting this policy as good:

It has been planed a Monitoring project conduct by the INVALSI (Italian national institute of education system evaluation).

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We have been 100% adhesion to level A) and B) and 180 % requests for level C)There are specific actions and materials related tutor competencesThere will be auditing actions at regional level in the teachers presence training session

Criteria: Number of adhesions related to each level (A-B-C) Customer satisfaction related to presence training and e.learning training Spread about school level of teachers and matters Age and gender of teachers

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Presentation of Lithuanian Policy N° 2

Identification of policy:

- Title

Virtual Learning Environment for Education Improvement Project.

- Name and full contact details of key informant Mr. Vaino Brazdeikis,Director, Centre for Information Technologies in Education Suvalku str. 1, LT-2009 Vilnius, Lithuania,Tel.: (+370-5) 235 61 50, Fax: (+370-5) 235 61 55E-mail: vainas@ipc.lt

- Keywords

Virtual learning environment; teaching aids

- Duration of policy

2002-2005

- Outline, Summary

The Lithuanian Education Improvement Project has four components. Component A is titled “Enhancing Quality of Teaching and Learning in Basic Schools” and involves implementation of Virtual learning environment at schools.

The purpose of component A is to develop teachers’ professional competence and improve teaching/learning conditions by encouraging active learning of pupils and co-operation between teachers at school and between schools. The activities under this component are focused on strengthening of basic schools, since basic school forms a basis for the development of students’ capabilities that they need both in life and professional activities.

Contextual information:

- as regards previous national ICT policies

Strategy for ICT Implementation in the Lithuanian Education;

Programme for ICT Implementation in the Lithuanian Education System.

- as regards other national ICT policies

The Conceptual Framework of the National Information Society Development of Lithuania;

Lithuanian Plan for the Development of Information Society.

- as regards more general national policies:

Programme of the Government of the Republic of Lithuania for 2001-2004

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Content of policy:

- Needs attended to, issues, problems solved

The objectives and tasks formulated in the curricula and standards of Lithuanian secondary schools are focused on the development of students’ capabilities and values and on their conscious and active involvement in the learning process. However, most teachers still employ traditional methods of work, devoting attention mostly to narrow subject knowledge and requiring from students repeating of notions and definitions, while critical thinking, problem solving, communication, cooperation and similar capabilities are not developed sufficiently.

The main factors that hinder improvement of learning/teaching quality at basic schools are lack of teachers’ professional competence, outdated equipment in classrooms and special rooms, poor provision with modern teaching aids, and ineffective use of available teaching aids and information technologies. Not all the schools have created an atmosphere encouraging students to learn and teachers to apply new teaching/learning methods, to co-operate and to share best practice.

In recent years a number of positive changes took place in the area of teachers’ professional development. At in-service training events teachers acquaint themselves with new developments, test new teaching/learning methods, and improve their IT skills.

These efforts, however, are insufficient. Changes in teaching quality and learning environment are too slow.

To improve teaching/learning quality and environment in basic schools it is important to provide possibilities for teachers to form teams and learn together, develop alternative students’ assessment methods and share experience.

Teachers’ and students’ learning at schools should be encouraged by providing conditions for acquiring modern teaching, computers and software. Creation of a network of learning schools as well as their communication in real and virtual environment could become a very important factor in the schools’ improvement process.

In order to ensure quality of learning and teaching at basic schools, teachers’ professional competencies and professional cooperation, working conditions for teachers and students need to be created.

Conditions and quality of learning would be improved if: teachers are afforded a possibility to collectively develop their professional

competencies and to share best practices with teachers from other schools; teachers employ new methods of active learning/teaching in the education process,

which would stimulate students’ active involvement in the learning process; teachers work out new evaluation methods based on partnership and cooperation with

students; teachers, students and school communities create, on cooperation basis, a virtual

environment that would enable effective sharing of ideas and experience; in everyday life the school community would be using an intranet that would enable

sharing information and teaching materials.Improvement (creation) of conditions encouraging learning at basic schools would lead to

better motivation of students, improved quality of teachers’ work, better results of learning,

and this means more effective utilization of funds allocated to education.

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- Aims and objectives

Long-term development goal of this component is to develop professional competencies of teachers and enhance teaching/learning conditions, thus encouraging active learning of students and cooperation of teachers in schools and among schools.

Immediate objectives: Teachers and students in the school will be using active learning methods, alternative

methods for student progress and achievement assessment, new teaching aids and information technologies;

Teacher will cooperate while planning, implementing and evaluating the process of education and the development of the school;

School communities will be sharing experience and information with regard to introduction of new teaching methods, student progress assessment methods, teaching aids and information technologies.

- Implementation: (programmes, methods, measures and actions)

The stages of the project:Stage 1. Training of Change Catalysts - 2002-2003Stage 2. Dissemination of Pedagogical Innovations Among Other Basic Schools - 2004Stage 3. Final Dissemination and Impact Assessment - 2005

Stage 1. Training of change catalysts (first two years)

This stage will last the first two years, covering 64 basic schools of Lithuania. TC will work with schools teams embracing approx. 260 teachers. These teachers will have possibilities for developing new teaching and training skills, creating small learning communities in schools, and perhaps becoming trainers in other stages of the project.

In this stage, software and a server for the development of virtual learning environment will be purchased. Licenses will be acquired in order for the first 64 participating schools to be able to work in the virtual environment. Each school will be assigned a password for connection. Upon connection a school will be able to create smaller groups or virtual auditoria. The schools will be able to obtain various permits entitling to read and edit various materials. Connection to the virtual environment will be possible from any location having access to the Internet. Training will be organized for school teams in order to acquaint them with the basics of working in the virtual environment. Software for the development of the School Intranet will be purchased for use by all basic schools of Lithuania.

Outputs of Stage 1: There are well-trained teachers’ teams of 64 schools, capable of applying active

learning methods and of using new learning and teaching aids and IT. A virtual learning environment with the content accessible to school communities not

directly involved in the project has been created. The school communities of Stage 1 working in the virtual environment and creating the School Intranet are generating cooperation-based projects; teachers’ competence in the field of information is improved.

Approximately 80 teacher trainers (TT), who will be selected out of 260 teachers participating in the project, disseminate new ideas and experience among the neighboring schools during the next two years of the project. Those schools whose teachers will become TT after Stage I, will become methodical centers and receive additional financing for their methodical activities.

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Stage 2. Dissemination of pedagogical innovations among other basic schools (third year)

In this stage, 80-100 basic schools will be involved in the project. The program for school teams participating in this stage will be shorter than at the Stage I: 4-6 workshops will be held during the first year. For schools that will join the project in this stage, licences will be purchased enabling to work in the virtual environment. Software will be enhanced and updated in cooperation with experts, based on the evaluation of experience of the schools’ work in the virtual environment in Stage 1.

Outputs of Stage 2: Another 80-100 basic school teams will be trained. It is expected that, as a result of

these training activities, teachers of these schools will become capable of applying active learning methods and of using new learning and teaching aids and IT.

The virtual environment is enhanced and updated based on the experience and needs of schools identified in Stage 1.

Materials on the project’s experience are accumulated in order to issue a CD. Periodical “The Changing School” will be published. It will be prepared on the basis

of schools’ experience.

Stage 3. Final Dissemination and Impact Assessment (fourth year)During the last year of the program, the activities will be focused on involving approx. 220 schools wishing to take part in the program. Schools will be allowed to send more than 5 teachers to the workshops depending on the resources available. Licenses enabling to work in the virtual environment will be acquired for the schools of Stage 3. Software will be enhanced and updated on the basis of experience acquired in the first two stages.The nature and content of the program in Stage 3 will be defined in Stage 1.

Outputs of Stage 3: Teams of the participating schools capable of applying active learning methods and

of using new learning and teaching aids and IT will be trained. A network of schools cooperating in the virtual environment will be created.

- Scope or level: regional, national, European; geographical coverage

Lithuanian national

- Target Group(s)

The program of Component is intended for: School teams formed of 3-5 teachers plus a representative of the administration; All basic school teachers; Students in grades 5-10; School and local communities; Regional teachers’ education centers; Municipal and country education divisions.Direct and most intensive efforts will be directed to school teams. Representatives of municipal education divisions will also be included into the program.

- Partners involved (in implementation of the policy)

- Regional teachers’ education centers;- Municipal and country education divisions.

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- Financial support

Sources: The Government of Lithuania, World Bank loan: 1,1 million euro

- Overhead and other costs incurred by the policy

No

Outcomes and results

- Perceived strengths

About half of Lithuanian schools will be involved in this program. 250 teachers will become teacher trainers Openness of the program

- Perceived weaknesses and areas requiring further improvement

Lack of material investment; Ineffective management of teachers and education specialists responsible for the

implementation of the project; The quality and results of TT work will vary from region to region; Centralized governing and control; The risk that the schools will not use the virtual environment effectively.

- Outcomes, specific achievements

Expected outcomes of the component Quality of education will improve in 70% of basic schools. Teachers will improve

their professional competencies. Schools will be provided with IT and teaching aids that meet their needs and will be able to use them in the process of education.

6000 teachers from about 400 basic schools are prepared to use new methods of teaching/learning and student assessment, IT and new teaching aids.

250 teachers will become teacher trainers: they will help their colleagues (both within their own and in other schools) to introduce innovations. Comprehensive training materials for teachers will be prepared and disseminated at regional teachers’ education centers thus making the Program’s training content available to all teachers in Lithuania.

School principals and school teams from about 400 schools are able to plan and work together in peer-assisted teams with a view to improving their schools.

Most of teachers and students in basic schools will be able to actively learn and work in the virtual environment, which will enable them to more effectively share ideas and experience; information capabilities of students and teachers will be developed.

A network of schools and teachers who are working and learning together is functioning. Schools share experience in the periodical publication “Changing School” and the web site of the project. “Teachers Guide” and video programs have been produced on the basis of the experience gained by the schools. This will help disseminate the participating schools’ experience among all Lithuanian schools and pedagogues.

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- Is this example suitable / recommended for further peer review?

Yes, it is (the project is being implemented, results will be in 2005).

-

- European dimension: how does this policy contribute to the objectives of education

and training as set out in the detailed work programme?

The policy is also concerned with the priorities set by European action plans (integration of ICT in schools, teacher training).

Evaluation criteria used for selecting this policy as good:

Performance indicators and quality assurance

The number of schools’ improvement programs focused on the use of active teaching/learning methods and implemented within the framework of the project should become an indicator of successful implementation of the component’s objectives. The number of such programs during four years of project implementation should increase in proportion to the schools involved in it. Another informative indicator is the number of documented school improvement plans.

The following performance indicators are also useful in measuring the success of the project:

A number of teachers employing new teaching/learning methods, teaching aids and information/communications technologies;

a number of schools which organize work on a team basis and in which management is based on the principles of cooperation and democracy;

a number of copies/publications of teaching materials prepared, scope of video materials for teachers, regular publication of periodical “The Changing School”;

a number of schools having created and actively using the Intranet; an established effective network of learning schools; a number of school projects focused on cooperation with external organizations and

number of partnerships linking schools and local communities;

To insure the quality of component’s activities and effective dissemination and sustainability of the results the indispensable precondition is a concerted and consistent work of the Management Group and consistent assessment of project activities. Assessment will take place at the beginning and end of each stage and will be organized in various ways: questionnaires, evaluation of workshops, reflection days, TC and TT diaries, monitoring, interviews, etc. Based on the results of and conclusions on assessment, the course and activities of other stages could be adjusted.

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Presentation of Maltese Policy N° 1

Identification of policy:

Title: ICT Implementation Support for Key Stage 1 and Key Stage 2 Teachers

Key informantMr. Norman C. BorgEducation Officer (Primary ICT)Department of Technology in EducationEducation DivisionFlorianaCMR02MaltaTel: 356 2123 6952Fax: 356 2122 6254E-mail: norman.c.borg@gov.mt

ictprimary.moed@gov.mtURL: http://schoolnet.gov.mt/ictprimary/

KeywordsICT; Primary; exemplars; training; online resources

Duration of policy1996 - 2002: Gradual phasing in of ICT equipment in all state primary classrooms.1996 - 2002: All state primary school teachers are equipped with a laptop computer.2000 - 2004: Gradual phasing in of Internet connectivity for all state primary schools. All primary school teachers and pupils have their own Internet and e-mail account.1996 - (recurrent): Various types of INSET, in-school and in-class training programs have been organised and are being planned.

Outline, SummaryIn state primary schools ICT is regarded as a teaching and learning tool rather than a subject in itself. This philosophy requires classroom teachers to be proficient in the use of ICT and the way it is implemented across the whole National Minimum Curriculum. This policy aims to support this philosophy, by providing continuous training and support to classroom teachers through a number of strategies, including:1. The creation of the specialised teaching posts of Support and Peripatetic

teachers to help classroom teachers in ICT integration and implementation;

2. The creation of on-line resources to provide classroom teachers with a knowledge base and exemplars;

3. On-going training organised at various levels to ensure quality practice in the implementation of ICT across all subjects of the curriculum.

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Contextual information:As regards previous national ICT policies

A National Strategy for Information Technology for Malta (J. Camilleri ed. - University of Malta 1994).The document emphasises the notion that ICT is a resource that can be used to facilitate learning and teaching in all subject areas. Ideally, ICT should not be tackled in a small number of specifically time-tabled lessons in the curriculum, but its use should be integrated right across the curriculum. It is only through such integration that one can ensure that all school leavers are ICT literate.The importance of ICT in Education was recognised by the Division through the establishment of a dedicated Department (the Department of Technology in Education) with dedicated sectors for ICT Implementation in Key Stages 1 through 2; Computer Studies in Key Stages 3 and 4; and Design and Technology in Key Stages 1 through 4. The ICT Learning Centre is the working hub of this Department, and was set up to provide the necessary resources for the practical application of the Policy all throughout the National Curriculum.

As regards other national ICT policiesCreating the Future Together - the National Minimum Curriculum for Malta (Ministry of Education, 1999) - http://curric.magnet.mt"At the end of primary education pupils should have the ability to explore knowledge and experiment with it and be able to communicate this knowledge by means of information technology."National Curriculum On Its Way Conference Proceedings (G. Giordmaina ed. - Ministry of Education / University of Malta 2000)The Conference identified 18 specific areas within the NMC, one of which was ICT in Education.National Minimum Curriculum on Its Way - Strategic Plan (Ministry of Education 2001)The Strategic Plan has led to the setting up of the National Curriculum Council and eighteen Focus Groups. The ICT in Education Focus Group is one of these, and among whose policies include: To establish an ICT training unit To set up a multimedia and coursework production unit To set up a national web-based education resource centre To ensure that children and teachers have access to Internet To train and retrain teachers in ICTMembers of the Focus Group include officials from the Department of Technology in Education of the Education Division, senior lecturers from the Faculty of Education in the University of Malta and practising teachers covering Key Stages 1 through 4.

As regards more general national policiesThe policy meets also the wider social and national targets as proposed in the e-Government initiative (http://www.gov.mt/egovernment.asp) and the terms of reference for the eMalta Commission (http://www.emalta.gov.mt)

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Content of policy:Needs attended to, issues, problems solved

This policy will cater for the necessary skills required by primary classroom teachers to use ICT confidently and integrate it into various teaching and learning methods.

Aims and objectivesFor Strategy 1 – Peripatetic & Support TeachersOrganise demonstration lessons to class teachers in order to give practical examples of ICT implementation across all aspects of the Curriculum. Through these demonstration lessons peripatetic teachers will support class teachers in:

Integrating software into their Schemes of Work; Planning lessons involving the use of ICT; Using software for their professional needs; Updating their teaching approach and methodology.

Set up a team of Support Teachers based at the ICT Learning Centre, who will:

a. be able to help in, and complement, the work of the Peripatetic team (Strategy 1);

b. set up, organise and maintain online resources (Strategy 2); andc. co-ordinate various training initiatives (Strategy 3).

For Strategy 2 – On-line ResourcesPromote the use of ICT across the curriculum by providing: Support material for both teachers and students in the form of

downloadable teaching aids and links to international educational websites;

Web capability for both teachers and students in the form of web space and e-mail accounts.

For Strategy 3 – Training Promote the policy of ICT as a teaching and learning tool throughout the

entire National Primary Curriculum; Provide teachers with the opportunity to enhance their personal computer

literacy as well as their professional skills;

Implementation: (programmes, methods, measures and actions)Strategy 1 – Peripatetic and Support TeachersPeripatetic teachers are each assigned a number of schools. In agreement with the respective school administrations, time tables are set by the peripatetic teachers to visit the schools and the classrooms accordingly.Besides solving occasional technical difficulties, the peripatetic teachers plan model lessons for demonstrations in the classroom, and create the necessary teaching aids to complement these. Computer layout in Maltese State primary schools requires an average of 4 computers per classroom. This implies time and management skills particularly involving teamwork. Demonstration lessons offered by peripatetic teachers also reinforce pedagogical skills not necessarily related to ICT implementation, including:

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Teamwork management; Whole-class management; Differentiated learning.

Apart from this main role, Peripatetic teachers will also: Participate in school-based ICT-related projects by contributing work or

acting as consultants. Act as consultants for the creation and maintenance of the school web site. Act as liaisons or contact persons during ICT-related twinning projects

between schools in Malta and Gozo. Act as consultants for ICT-related aspects in projects involving foreign

schools (such as Comenius projects). Assist in organising and delivering in-service and in-house courses for

teachers as requested by the school administration. Provide the first line of technical support.

Strategy 2 – On-line ResourcesSchoolNet (http://schoolnet.gov.mt/ictprimary) was set up in order to provide classroom teachers with ample resources to support the proper implementation of ICT throughout the Curriculum. The resources, regularly updated, offer: A portal (http://www.schoolNet.magnet.mt/primary/default.htm) providing

teachers with various links to existing Maltese and foreign websites covering use of ICT across subjects;

Examples of lesson plans; Resources in the form of downloadable teaching aids; Dedicated websites providing themes for use in the classroom complete

with specifically-created teaching and learning material (http://schoolnet.gov.mt/primarythemes).

SchoolNet is also a web-based server, providing all primary school teachers with their own web space and e-mail account.

Strategy 3 – TrainingThe ICT Learning Centre has established various types of training for Primary school teachers including:INSET courses – These are regular in-service courses that teachers have to attend once a year in accordance with the Malta Union of Teachers agreement. The ICT LC has set up such ICT-related courses since the introduction of ICT in the Primary (1996). Every year the courses are compulsory to a selection of teachers. Between 1996 and 2002, all teachers in the Primary have had to attend at least one ICT-related INSET course. The courses are on-going, including basic catering for Newly Qualified Teachers and refresher courses. Teachers can also apply for these courses on a voluntary basis. The courses last for 9 hours, over a period of three days.Evening/Summer courses – These are a series of courses to which teachers can apply for on a voluntary basis, and are held outside working hours. Usually they last for 15 hours over a set of 1.5-hour sessions.In-School Staff Development Sessions – ICT Peripatetic Teacher, in agreement with school administrators, organise hands-on sessions for school teaching staffs, during Staff Development Meetings. Each session is tailor-

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made for the needs of the particular school’s staff, based on a preliminary survey, or audit, of the teachers’ ICT capabilities.

Scope or level: regional, national, European; geographical coverageNational (all Strategies); however Support and Peripatetic Teacher service is limited to state schools.

Target Group(s)All state primary schools from Key Stage 1 (age 5) through Key Stage 4 (age 11)

Partners involvedSchool AdministrationsFaculty of Education, University of Malta

Financial supportPublic: The ICT peripatetic teachers are thoroughly trained before being selected for this role. In collaboration with the University of Malta, Certificate and Diploma courses in ICT in Education (Primary) were set up specifically for this purpose. The Education Division sponsors teachers applying for these courses (around Lm 1000 or € 2400 per person). After completion of the courses, the teachers can apply for the post of ICT Peripatetic Teacher (Primary) or Support Teacher (Primary).

Outcomes and resultsPerceived strengths

Strategy 1 – Peripatetic & Support Teachers The presence of ICT Peripatetic Teachers in schools is a definitive bonus

that in general is appreciated by the classroom teachers and school administrators.

The Certificate and Diploma courses have been quite effective in producing skilled teachers specialised in ICT implementation, and the courses are all the time being revised for better output.

Strategy 2 – On-line Resources The website and portal are still at their infancy and only recently have they

officially been launched. However, it is hoped that the material provided will serve as encouragement for teachers to gain confidence in their application of ICT.

Strategy 3 – Training It is quite obvious that interest in ICT is growing among the teacher ranks.

There has been an especially remarkable success as regards the attendance of the voluntary Evening/Summer courses. The courses cover a wide range of ICT aspects, related both to literacy and to application of the technology in education, and attendances have always been numerous and regular.

School administrations, too, have shown great interest in the organisation of the hands-on session during in-school Staff Development Meetings, and there were frequent cases where schools applied for follow-up sessions following the first meeting.

Perceived weaknesses and areas requiring further improvement

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Strategy 1 – Peripatetic & Support Teachers There are still too few Peripatetic Teachers enlisted for the scheme to be as

effective as desired. The small number of Peripatetic Teachers implies that visits in particular classrooms are far apart. This may tone down the effect of the visits.

The Certificate and Diploma courses, by their very own nature, are somewhat demanding (they are evening courses and the content is both extensive and intensive). This has discouraged potential candidates to apply throughout the years.

Job conditions for the role of ICT Peripatetic Teachers are still not attractive enough, because of which there are teachers who successfully complete the Certificate and Diploma courses but still do not apply for the post.

Most classroom teachers are still reluctant to take their own initiative, and are becoming too dependent on the Peripatetic Teacher's occasional visit in order to make use of ICT. This problem should be redressed by establishing a more stable system of follow-up activities after the Peripatetic Teacher's visits.Most of the shortcomings to the scheme, as listed above, may be addressed through the implementation of one or a combination of the following strategies: Revision of the Certificate and Diploma courses to render them less

demanding for part-time students, without compromising the standard; More incentives related to the job conditions for ICT Support and

Peripatetic Teachers (Primary); A monitoring scheme to follow on the wake of the Peripatetic Teachers'

visits in the classroom. This will encourage classroom teachers to be more responsive to the service already being offered. It will also guarantee that a quality output is secured.

Strategy 2 – On-line ResourcesThe creation of resources and especially the uploading and maintenance of the online service is very intensive and time consuming. The project requires full-time attention, which is demanding on the short supply of ICT Support Teachers available at the ICT Learning Centre.The hardware and software used for the creation of the website are still somewhat rudimentary, and require a major upgrade especially as regards a Content Management System and a Database Server. This also implies the required training for the persons who will need to operate and maintain the system. IT has been estimated that costs for such an upgrading would fall around Lm 20000 to Lm 26000 (€ 49000 to € 63000).Strategy 3 – TrainingAlthough voluntary Evening/Summer courses have been a success, INSET courses are taking too long to cover all the necessary material that teachers need to be trained in so that proper implementation of ICT in the classroom is guaranteed. This is mainly due to the fact that the standard number of hours that a teacher is exposed for training within working hours is very minimal.

Outcomes, specific achievements Classroom teachers are gradually familiarising themselves with the

equipment and with the use of software across all aspects of the curriculum. The service of Peripatetic Teachers is becoming increasingly

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more appreciated both by teachers and by school administrators. Many classroom teachers are now more confident in their use of ICT.

However there are still cases where classroom teachers are dependent on Peripatetic Teachers.

Is this example suitable / recommended for further peer review?Yes

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

With special reference to the Programme's e-twinning of European schools, integration and application of the ICT dimension in the Maltese Curriculum will enable Key Stage 1 and 2 students to communicate with peers from across the continent, enabling them to exchange cultural experiences and develop language learning.

Evaluation criteria used for selecting this policy as good: The increase of ICT awareness in teachers and school administrators: more

teachers are making use of ICT to organise their professional work. More head teachers are setting up school websites.

Increasing access to the Internet, both for research and as a means to publish educational material: Individual teachers have started using their personal SchoolNet accounts to produce resources for use in the classroom and to look for links that complement classroom activities.

The gradual integration of ICT across Curriculum areas, as seen from a number of ICT-related initiatives by various schools, adopted in their School Development Plans and Staff Development Schemes.

The motivation of children and their quick adaptation to the ICT-related environment.

The interest of parents, shown in their attendance of various hands-on sessions organised by the ICT Learning Centre and orientation talks organised at schools.

The use of ICT by schools in their increasing involvement in Comenius projects, with frequent use of e-mail and an increasing interest in video-conferencing.

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Presentation of MALTA – Policy Number: 2ICT in the Secondary Sector

Identification of policy:

Title: ICT in the Secondary Sector

Name and full contact details of key informant:Mr Charles GaleaEducation Officer Computer StudiesDepartment of Technology in EducationEducation Division,Floriana,Malta.Tel: +356 21236952Fax: +356 21226254E-mail: carmel.galea@gov.mtURLs: http://schoolnet.gov.mt/ictsec/

Keywords: Information and Communication Technology; ICT Syllabus, support.

Duration of policy: September 2002 to July 2005

Outline Summary:

Upgrading the ICT Syllabus by revising it to include ECDL modules and enhancing the teaching and learning of ICT skills by introducing new methodological approaches through teacher training and support.

Contextual Information:

Outline of previous national initiatives in ICT:

this program is a continuation of previous national ICT policies started in 1995 for all state secondary schools as shown below:

Information and Communications Technology is a wide ranging term encompassing: Information Technology: I.T. as a skills base Computer Studies Information Technology across the curriculum as a pedagogical tool supporting all subjects as a medium utilized by all subjects

If the second perspective listed above is also taken into consideration, the implications listed below will “grow in an exponential manner”.

Voluntary courses in Basic Language Programming were held for teachers as an initiative of the Education Department in 1986. Three Junior Lyceums (Key Stages 3 and 4) were supplied with 10 Nimbus Machines each and were fully functioning in 1989. Only Year 11 (ages 15, 16) students were trained in word processing, databases and spreadsheets as a stop-gap measure for school leavers.

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The Second Financial Protocol provided 1.2 Million Ecus for the successful installation of 45 computer labs in Secondary Schools. Each lab had 12 PC’s, printer sharing facilities, Office suite software and in-house developed courseware for English, Mathematics and Social Studies.

Other national ICT policies:

In 1994 the Malta Government Cabinet commissioned the NSIT and parallel to this, in October 1994 the implementation of I.T. through English, Mathematics and Social Studies was introduced in Key Stage 3 for Year 7 students of all Area and Junior Lyceum Schools. Years 8 to 11 were phased in on an annual basis but Year 11 continued with their computer literacy programme as a stopgap to ensure that all students leaving the secondary sector were I.T. literate.

In October 95 the National Strategy for Information Technology (NSIT) strategy was presented to cabinet and implementation commenced as follows: I.T. in primary as a pedagogical tool Key Stage 1 ( Year 1); I.T. as a pedagogical tool in conjunction with particular curricular subjects; Computer Studies as a specialist subject to be introduced at a later stage as an

option for students seeking a professional career or further studies in computing;

An Educational Network to link all schools locally and eventually to the Internet;

Post secondary section to develop courses in Computing and I.T. relevant to professional careers and vocational trends pertinent to the Nation’s future needs.

A fully fledged thrust in the Secondary Sector was initiated to support: training of teachers; development of a syllabus with I.T. skills background to support the use of

computer for teaching English, Mathematics and Social Studies; development of courseware material in close collaboration with subject

Education Officers; hardware and software support to all schools; production of courseware material.

Secondary School teachers, 51 in all, were recruited from within the Education Division on a voluntary basis to support Mathematics, English and Social Studies using the computers as a medium. Students acquired basic I.T. skills in the process. One lesson a week was allotted for this purpose and these teachers were given adequate training through a 75-hour course on a weekly basis between October 94 and May 95. Lessons started for Key Stage 3 Year 7 and the other Years were introduced in each consecutive year.

An in-house software production unit consisting of a team of 4 teachers specializing in multi-media production was set up in 1994/95 to develop courseware for the three subjects including teachers’ notes, student handouts and worksheet which were printed and distributed to all I.T. teachers and to every single student. The Centre for I.T. in Education (Citeduc) produced over 20 courseware titles for English, Mathematics and Social Studies. This system was rolled out to higher forms up to Year 9. In July 1995 this unit moved to new larger premises and expanded with the addition of staff, latest technical resources and a fully equipped lab to accommodate 40 trainees.

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Following the acceptance of the NSIT strategy by Cabinet in October 1995, the major thrust was I.T. in the Primary Education with a deadline for installation in all Year 1 classes by September 96. Two foreign consultants were recruited form Scarborough Board of Education (Toronto) to help in the development and implementation of the I.T. in primary project. Primary teachers were given specific training in computer skills. Evaluation of hundreds of software packages for the primary sector was undertaken and relevant titles for a cross-curricular approach were selected. All computers in the secondary sector were upgraded in 1997 since software being produced could not run on the older machines.

Other activities included: Seminar at Faculty of Education re the I.T. initiative in the Secondary Sector

(1995) I.T. Pavilions in the Careers Convention (Malta & Gozo sessions) and the July

Trade Fair 1996/97 Compilation of Computing report for the 4th Financial Protocol Preliminary study & Submissions of Report on I.T. for Special Schools

The teaching of subjects (English, Mathematics and Social Studies) through ICT was replaced by Information Technology in 1998/99. Although idea of teaching these three subjects was a good model, it started to prove ineffective due to: ICT skills needed to be more emphasized; voluntary teachers recruited for teaching these subjects were finding it difficult

to cope with the three subjects at the same time since they specialized in one, at the most two subjects at secondary level;

the use of ICT across the Curriculum would be phased in starting with Mathematics.

An ICT skill-based syllabus was developed to cover Key Stages 3 and 4. This syllabus was developed with the objective of preparing students to become computer literate during their secondary course (Key Stages 3 and 4).

Mathematics teaching through computing started in 1998/99 as planned. A plan for networking school computer labs was started on the same year and a number of new labs installed.

A form of summative assessment was introduced for the first time in 1998/99 for Year 7 in Area and Junior Lyceum schools. Parents had shown the wish of having some form of tangible progress proof of the progress that their children were making in the use of ICT. This initiative was supported by an In-Service course for all ICT teachers. School based assessments, both formative and summative, were done on a regular basis and at the end of the course, that is Key Stage 4 Year 11, students had to prove their skills solely through a formative assessment exercise.

Computer Studies

This is a subject intended to be taken up by those students who wished either to specialize in computing or to follow a career in computing at tertiary level. Computer Studies has been introduced in the Junior Lyceums in 2001 and in the Area Secondary Schools in 2002 as an optional subject. It was expected that a large number of students would opt for this option and since there were limitations of Computer Studies teachers, a maximum number of acceptances for this option was set to 50 students per school. If more than 50 applied, then an order of merit was

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established taking into account the performance of the students in ICT, Mathematics and English

Support Staff:

The ICT Learning Centre of the Department of Technology in Education has a staff of 21 with the following duties:

teacher in-service training courses; design of syllabi; preparation of examination papers for Secondary and Post Secondary Sector

(see above); support for teachers of I.T. in secondary schools (including routine visits); liaison with Faculty of Education in teacher training courses; support to other sectors of the Education Division; web site design and maintenance for students and ICT teachers; technical support.

Content of Policy:

Needs attended to, issues, problems solved:

All schools had to be provided with hardware that required installation and maintenance and software in all school computer labs. On-going teacher training was a major concern and the need for more training was ever present. After school hours courses were regularly held and hundreds of teachers attended on a voluntary basis. The introduction of networking and the Internet was another issue especially when considering the implications on students, staff and parents.

Aims and Objectives:

The need for a formal certification for ICT skills at the end of the secondary course was strongly felt especially by pupils themselves and their parents. It was noted that the ECDL syllabus was very close to the one being followed in secondary schools and with minor adjustments; the latter syllabus could be revised in such a way as to include all modules and components of the ECDL syllabus.

Implementation:

The following tasks are identified: to review, revise and implement the present syllabus from Key Stage 3 Year 7

in 2002; the re-training of all ICT teachers; the support of all ICT teachers in implementing the new syllabus by providing

them with text books, teaching material and a collaborative initiative through a web site;

the provision of courseware material covering the whole syllabus; to make it possible that all students can take the ECDL examination tests over

a span of three years (Years 9 to 11); to train in after school hours sessions the school leavers who are still following

the old syllabus so that they can also sit for ECDL tests at the end of their five year course.

Scope or level: regional, national, European; geographical coverage:

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This program is basically on a national level but many schools make use of ICT to communicate with other European schools as partners in Socrates and Comenius programmes. It is envisaged that through the cross-curricular approach, international contacts for example through Social Studies, can be made.

Target Group(s):

All Secondary state schools (Junior Lyceums for Boys, Girls and Area Secondary Schools for Boys and Girls); the ICT Learning Centre for Teacher Training.

Partners involved:

The Education Division through the Department of Technology in Education; The Social Studies Education Officer and subject co-ordinators; The eMalta Commission; The ECDL Foundation; The Examination Branch of Malta; The British Computer Society; The Malta Union of Teachers; The Computer Society of Malta.

Financial Support:

The Ministry of Education, through the Education Division gave full financial support for this initiative by financing the entire computerization of the schools, the payment of teacher salaries, the teacher training programs, the purchase of hardware and hardware maintenance contract with a third party organisation, the printing of the syllabus, the courseware material for teachers, the networking of all schools, the provision of Internet for all secondary schools and e-mail accounts and web space to all students.

The newly formed Ministry of Information Technology and Investment through the e-Malta Commission is also contributing financially in “myWeb” community adult training particularly in teacher training materials and payments.

Overhead and other costs incurred by the policy:

Payment to teachers and co-ordinators for the after school hours ECDL conversion course for Year 11 students;

Extension of the Hardware Mainenance Agreement to cover the extra hours of computer laboratories;

Sponsoring of Diploma courses held by the Faculty of Education of the University of Malta;

Payment of trainers involved in voluntary courses.

Outcomes and results:

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Perceived strengths:

1. Since the beginning of this new initiative, teachers have shown more co-operation and appreciation for the support that they were given. It was noticed that a good number of teachers were using and adapting resources from the Collaborative Web site for their own use in the classroom.

2. The visits by the Education Officer in charge of ICT to all schools to raise awareness of this initiative amongst school administrators and to meet all teachers individually to discuss the implementation of the ECDL initiative at classroom level.

3. The Subject Coordinators for ICT visited newly recruited teachers instructing and passing on pedagogical implications in teaching the new syllabus, for mentoring and for specific support.

4. A good number of teachers have changed their lesson delivery methods from the ‘directed’ lecture type of teaching to the ‘constructionist’ approach with better results in the quality of the teaching and also saving of time.

5. The Internet is being used on a regular basis and is motivating the students not only during the ICT lessons but also in extra curricular activities such as school exhibitions, participation of Comenius Projects and school mid-day break activities. Students are making use of e-mails and a small number have created their own web pages. Many schools, on the other hand, have designed and published their web sites.

6. Teachers have been kept up-to-date with the initiatives taken by the department on a regular basis through e-mails and the ICT Collaborative web site. Resources from teachers themselves plus all Annual and this year’s Half Yearly exam papers are uploaded on the website. All courseware material is provided with the provision of unlimited copies for students.

7. A conversion course for state school leavers is being launched after school hours to bring these students up to ECDL level. This is a stopgap measure so that school leavers who have not followed the new ICT syllabus can sit for the ECDL modules thus not missing the opportunity of being qualified.

Perceived weaknesses and areas requiring further improvement:

To implement the use of ICT across the curriculum proved more difficult than expected. The initiative for the use of ICT in mathematics was successful mainly due to the dedication and appreciation of the top management in the mathematics department. However, other educational personnel in the curriculum section still need to be exposed to the advantages of using ICT in their subjects so that they can emulate the mathematics experience. Of course, individual pockets of teachers for example teachers of Science subjects in a number of schools are making the use of ICT on their own initiative. One other subject that will make use of ICT as from next scholastic year (2003 –2004) is Social Studies. An inset course will be held in July and September to train the Social Studies teachers. At the Faculty of Education, University of Malta, future teachers of Social Studies are being trained in the use of ICT.

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Although ICT teachers show great collaboration at school level, it proved difficult during the first six months of this project to encourage them to collaborate by sharing their resources on the ICT Collaborative Web site on a national level. Teachers maintain that they do not find the time to browse the site or respond to regular e-mails sent by the education officials. This has now been overcome to an acceptable degree.

The ability of the Junior Lyceum students to cover the Syllabus may prove to be better than the Area Secondary students since the latter have lower levels of achievement.

Outcomes, specific achievements:

Mathematics has now made use of ICT on a regular basis for the past 5 years. All mathematics teachers make use of the computer labs once a week. They have been given extensive training in the use of ICT as a tool for teaching mathematics.

Social Studies in-house developed software including teachers’ notes and students’ handouts are currently available on school computers but only intermittent use is made of them. It is envisaged to focus on the teaching of Social Studies through ICT as from the next scholastic year (2003-2004). This will be supported by in-set courses to all Social Studies teachers in July and September of this year. Limited in-house designed software for Social Studies already exists and is in use in some schools however it is envisaged that the Internet and e-mails will be extensively used during Social Studies lessons for collaborative projects and communication with other European countries.

Is this example suitable/recommended for further peer review?

Yes, it is recommended for further peer review since evaluation of the whole process needs to be undertaken in a professional way.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme:

Support staff at the ICT Learning Centre has visited European countries to observe ICT initiatives especially with regards to the use of the Internet. A good number of schools, over 80 schools in fact, have been directly involved as partners with schools with European Countries through the Comenius projects involving International visits and exchanges by teachers and students.

There are instances when students and teachers communicate through the Internet and e-mails on their own initiative taken during other subjects besides ICT.

Evaluation criteria used for selecting this policy as good:

The acceptance by students, teachers and especially parents for introducing a certification in ICT for school leavers;

The motivation of students during the ICT lessons and the enthusiasm shown by the majority of teachers in implementing the new Syllabus, the ECDL modules and active participation in the Teachers’ Collaborative Web site.

The collaboration with other European schools in international projects in a good number of schools through the use of ICT.

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Presentation of Maltese Policy Number: 3

Identification of Policy:

Title: ICT Hardware Maintenance and Support

Key InformantLawrence ZammitDirector Technology in EducationDepartment of Technology in EducationEducation DivisionFlorianaCMR02Maltalawrence.zammit@gov.mt

KeywordsICT; Hardware; Maintenance; Servicing; Computer Networks

Duration of PolicyRecurrent – Renewed annually with adjustments according to changes in hardware levels.

Outline, SummaryThis policy concerns the servicing, maintenance and repair of all software and hardware items in school classrooms and labs. It also covers the administration and upkeep of all local area networks in schools and of the wide area network that interconnects all the schools.

Contextual Information:

As regards previous national ICT policiesIn 1995 computerised information systems in schools started to be introduced at both primary and secondary levels. As regards other national ICT policiesThe use of ICT in education features prominently in the new National Minimum Curriculum published by the Ministry of Education in 1999. This policy ensures the availability of adequate facilities to all those who need to make use of them.

As regards more general national policiesThe e-Government initiative which includes a strong component of ICT training for the general public makes extensive use of the information systems in schools. This policy ensures that training and the use of schools information systems runs smoothly at a technical level.

Content of policy:

Needs attended to, issues, problems solvedOne of the major concerns of teachers who would like to use ICT in their teaching is the availability of the ICT hardware and its reliability.

Aims and objectivesThe Education Division has invested greatly in the provision of hardware to schools and this has addressed the issue availability. Reliability is perhaps a more complex task to tackle with

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over 7000 computers, other hardware and software available to teachers and students in schools. So many things can go wrong with this and the possibility is inevitable. The general aim is to ensure hardware and software reliability in schools computer hardware, this is done through:

1. Providing an efficient way to report faults and monitor repair progress2. Providing on-site first line technical support to teachers in their classrooms3. Carrying out necessary repairs in the shortest time possible

ImplementationAgreement renewed yearly reflecting changes in equipment quantities. A centralised call centre receives reports from users, provide first line support and issue instructions to a technical team. Members of the technical team visit the school (normally within a 24 hour period) and address the problem/s. A database with all the work carried out is maintained and regular reports regarding number of calls solved etc. can be issued.

Scope or level: regional, national, European; geographical coverageThis policy covers State secondary and primary schools in Malta and Gozo on a National level. 1200 laptop computers, 5000 networked PCs in 86 primary and special schools and 1200 PCs in 82 labs in secondary sector schools together with peripherals such as printers, large monitors and video converters are covered by this policy.

Target Group(s)All users of ICT equipment in State Schools both during and after school hours.

Partners involvedMalta Information Technology and Training Services (http://www.mitts.net) is a government owned entity who’s mandate is that of service provision to the Public Service, thus its client portfolio is entirely composed of Government entities which to this day MITTS Ltd continues to service.

Financial supportFully financed by the Ministry of Education (http://www.education.gov.mt) All aspects of the policy amount to an average of €450,000 annually.

Overhead and other costs incurred by the policyThe maintenance agreement covers all labour work but not the replacement parts that are required, this are financed directly by the Department of Technology in Education within the Ministry of Education.

Outcomes and resultsIncreased confidence in using ICT in education since technical difficulties are minimised and quickly dealt with. Time on pedagogical use of ICT is maximised since teachers are not required to address technical issues.

Perceived strengthsEfficient servicing of equipment normally within one working day of being reported.

Perceived weaknesses and areas requiring further improvementPrivate company has full control over network administration and has implemented restrictions in order to minimise incorrect configuration by users. This can at times hinder installation of hardware or software by the users.

Outcomes, specific achievementsThe outcomes of this policy are very positive since they have improved teachers’ confidence with information systems in general. Teachers are able to focus on the pedagogical aspect of

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ICT rather than have to deal with technical stumbling blocks that are of no educational value and that come at huge expense in terms of time and motivation.

Is this example suitable/recommended for further peer review?Yes

European Dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?This policy ensures that several objectives of the detailed work programme can be addressed. Most significant is the fact that teachers are freed from the burden of having to deal with technical problems when using ICT or having to wait for long periods of time before their technical difficulties are resolved.

Evaluation criteria used for selecting this policy as good:A sound information system in schools is one of the necessities in all other ICT related areas, it is of utmost importance in integration of ICT into the curriculum, for teacher training in ICT and also for the training of parents and the general public community.

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Presentation of Maltese Policy No 4

Identification of Policy:

Title: Safe Internet Schools Portal

Key InformantEmile VassalloICT Support TeacherDepartment of Technology in EducationEducation DivisionFlorianaCMR02Maltaemile.vassallo@gov.mt

KeywordsICT in Education; Internet; Portal; E-mail; web-hosting

Duration of Policy2000 Commencement – Connection of 20 Schools2000 Launch of SchoolNet Portal2001 E-Mail and web-hosting accounts created and distributed2004 Completion of Internet for Schools Project

Outline, SummaryThis policy concerns the provision of a schools Internet portal (http://schoolnet.magnet.mt) that acts as a launch pad for the effective use of Internet in Schools at both primary (http://schoolnet.magnet.mt/primary) and secondary (http://schoolnet.magnet.mt/secondary) levels.Internet in schools is filtered against inappropriate content, e-mail and web-hosting services are also provided to students and teachers.

Contextual Information:

As regards previous national ICT policiesIn 1995 computerised information systems in schools started to be introduced at both primary and secondary levels. As regards other national ICT policiesThe use of ICT in education features prominently in the new National Minimum Curriculum published by the Ministry of Education in 1999. This policy ensures the availability of adequate services and facilities to all those who need to make use of them.

As regards more general national policiesThe e-Government initiative which includes a strong component of ICT training for the general public makes extensive use of the information systems in schools. This policy ensures that training and the use of schools information systems is equipped with the services required by the curriculum adopted for such training.

Content of policy:

Needs attended to, issues, problems solved

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The need for Safe Internet connectivity in schools and e-mail and web-hosting services for students and teachers was addressed by this policy. Filtering problems were encountered with unreliability of service at times (due to technical failures) and over-restriction of access at others. This caused users to feel that the service was not adequate and that the system was over-protective, on the other hand many users and parents were wary of the introduction of Internet and stressed that it should be restrictive. A balance between these points of view was difficult to achieve but has been established after much fine-tuning.

Aims and objectivesTowards the end of the Computers for Schools project, in which computer hardware and educational software were introduced in both primary and secondary schools, in 2000 a new project to Introduce Internet in schools was launched. It aimed to provide Internet connectivity in all state schools in Malta over a period of four years.Providing schools with safe Internet connectivity was an important requirement.We also aimed at creating and maintaining a schools portal to act as a launching pad for web-based activities in schools. This was to be a collection of good educational sites that would help students and teachers find information about curricular content. It was also to serve as an access point to e-mail messaging and web-hosting services.Electronic communication in education is highly important especially in promoting links between students and teachers both nationally and internationally. Another aim of this project was therefore to provide web-based e-mail messaging accounts to all students and teachers. Together with this students and teachers were also to be given the opportunity to create their own websites. Each student was therefore to be allocated a minimum of 5Mb of web space, the administration of which would also be accessible through a simple web-based interface.New educational objectives are being addressed by creating an infrastructure that is indispensable for ICT-supported and ICT-based teaching and learning.

ImplementationWhen introducing Internet in schools, one major concern was access to undesirable content. This was addressed by setting up a portal for schools which led to a number of pre-defined educational sites. Searches are allowed but restricted to certain site categories and sites can only be accessed if allowed through by the filtering software.A compromise has to be reached regarding accessibility to sites and safety, the more the former is restricted, the safer the Internet experience at the expense of freer accessibility.Broadband access to schools is routed through a dedicated server which performs the filtering of access requests. Filtering processes and results are constantly monitored to ensure correct operation.A mechanism allows users to make requests for sites that are being blocked and to which access is required by users.E-mail and web-space services are provided through a dedicated server, personalised accounts have been created for each student e-mail sent through the system are traceable.

Future DevelopmentsThe Department of Technology in Education within the Ministry of Education is developing a differentiated e-mail web-interface for young learners. This interface is simplified in terms of available options but at the same time allows full use of basic e-mail messaging requirements. The Schools Internet portal is also under constant development and in conjunction with both the Primary and Secondary Education sections curricular web-content is being designed and made available online.Equipping schools with this technology has also created well-equipped computer centres within each town and village which could be used by the public community after normal school hours. This is already being successfully used in conjunction with the Ministry for Justice and Local Government in a national drive to disseminate computer literacy in the community in view of several e-Government initiatives.

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Scope or level: regional, national, European; geographical coverageThe Schools Internet Portal is available anywhere since it is on the Internet. Safe, content- filtered Internet access is provided to all primary (77) and secondary schools (36) in Malta and Gozo.

Target Group(s)All Internet users in State Primary and Secondary Schools

Partners involvedMalta Information Technology and Training Services (http://www.mitts.net) is a government owned entity who’s mandate is that of service provision to the Public Service, thus its client portfolio is entirely composed of Government entities which to this day MITTS Ltd continues to service.

Financial supportThis initiative is fully financed by the Ministry of Education.

Outcomes and resultsThis policy has resulted in teachers and students being able to use ICT in the teaching and learning process. It has given ICT in education a much broader appeal as far as the curriculum is concerned. It has promoted the potential of ICT in areas of the curriculum other than those traditionally associated with it (such as Mathematics, Computer Studies and ICT itself).

Perceived strengthsProject provides a centralised access point to the Internet for students of different ages. Content filtered Internet ensures a safe Internet experience in all schools. Services opened up to the general public to increase ICT awareness in the local communities and exploit investment to the full.

Perceived weaknesses and areas requiring further improvementCompromise between effective filtering and a positive Internet experience has been difficult to achieve. Enhance infrastructure in order to be able to monitor usage of e-mail system.

Outcomes, specific achievementsTeachers and students are empowered to make use of Internet and digital technology in their teaching. Students can actively participate in the worldwide digital community in a safe, but effective manner.

Is this example suitable/recommended for further peer review?Yes

European Dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?This policy works towards the achievement of the overall objective of the programme since Internet connectivity is essential in promoting the effective use of information and communication technologies in education and training systems. It also provides a framework for enhancing cooperation and collaboration among schools locally, on a European and International levels.

Evaluation criteria used for selecting this policy as good:This policy addresses many of the strategic themes discussed in the ICT group, it provides the foundation for quality ICT-based education together with other initiatives such as teacher training.

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Presentation of Maltese Policy No 5

Identification of Policy:

Title: ICT training for the community

Key InformantIsabelle BonelloResearch Analyst - eMalta Commissionisabelle.bonello@gov.mt

KeywordsAdult education; ICT literacy; digital divide

Duration of Policy

Outline, SummaryThe myWeb project plans to attempt to fight the digital divide by offering free basic computer literacy courses to members of the general public who wish to attend. The response has been very good and thousands of applications have been received during the first few days. Courses were held in secondary school computer laboratories in schools that served as community centres across the Maltese Islands.

Contextual Information:

As regards previous national ICT policiesMalta established the eEurope+ Action Plan as its roadmap and has ingrained its basic principles in its two major existing information society initiatives, namely the e-Malta vision and the e-Government programme. As regards other national ICT policiesThe use of ICT in education features prominently in the new National Minimum Curriculum published by the Ministry of Education in 1999. This policy ensures the availability of adequate facilities to all those who need to make use of them.

As regards more general national policiesThe e-Government initiative which includes a strong component of ICT training for the general public makes extensive use of the information systems in schools. This policy ensures that the investment in ICT in schools is made use of to the maximum.

Content of policy:

Needs attended to, issues, problems solved

Aims and objectivesThe Division has collaborated with the in their myWeb project. This project has proved very popular with the public and attendance is very good.The basic aim is to create a population that is computer literate and able to reap the benefits of the e-Government initiative that the government is working on. This project aims at providing training in basic ICT with special focus on the use of the Internet to the general public.

Implementation

147

Applications are accepted from interested members of the public – teachers are employed on a part-time basis and organisation of the initiative is through the eMalta Commission (http://www.emalta.gov.mt/intro.html) within the Ministry for Justice and Local Government, which has been set up to promote e-Government and such initiatives.

Scope or level: regional, national, European; geographical coverageThis policy covers a national level and the programme is available to the general public in centres across Malta and Gozo.

Target Group(s)Parents of school children, the general public

Partners involvedE-Malta CommissionMinistry for Justice and Local Government Several private companies are actively participating in this initiative by providing their services and support. The Education Division is providing access to school facilities after normal school hours.

Financial supportFinanced by the Ministry for Justice and Local Government

Outcomes and results

Perceived strengthsThe Education Division has made significant investment in deploying ICT equipment in all its schools. It is important that such an investment is exploited to the maximum and this initiative is doing this.

Perceived weaknesses and areas requiring further improvementSupply of teachers to take up the courses. Scheduling of participants in centres, scheduling of teachers on a national basis and availability of school computer labs.

Outcomes, specific achievementsThe outcome of this project is a population that is better suited to participate in the electronic society and become aware of and benefit from its use.

Is this example suitable/recommended for further peer review?Yes

European Dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?This policy addresses the objective to combat the digital divide. It brings the general public into the ICT environment and provides the basic training to give participants an opportunity to participate in lifelong learning and in existent and future opportunities for e-Learning.

Evaluation criteria used for selecting this policy as good:The policy addresses parents’ ICT literacy and has received positive feedback from all parties involved. It empowers the public to avail themselves of the battery of e-services offered and directly fight the digital divide. It also gives the opportunity for schools to contribute to their community by offering their ICT facilities which would have otherwise been idle. The return on investment of ICT in schools is therefore also boosted.

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The Netherlands - Policy example n° 1 – Education on line

document.doc

Version: 14 May 2003

Identification of policy:

- Title

Education On Line, 1999-2002

ICT financing for schools

- Name and full contact details of key informant6

Mr. P. Baak

Ministry of Education, Culture and Science

Directorate for ICT

Postbox 25000, 2500 LZ ZOETERMEER

Netherlands

Phone: 00 31 79 323.3450

Mobile: 00 6 2280 2747

E-mail: p.baak@minocw.nl

- Keywords

ICT financing, integration ICT into general educational policy, integration ICT into general

school policy, integration of additional ICT financing into school lumpsum funding

- Outline, Summary

In the policy program “Onderwijs On line” (Education On Line, 1999-2002), a considerable

part (app. 75%) of the total educational ICT-budget was used for direct, non earmarked

financing of schools. These funds were to be used by schools to obtain all costs related to

integrating ICT in school and education. Under this financing scheme funds were

guarantueed for 4 consecutive years at the level of minimal amount per pupil. From 2003

the scheme is being continued until 2006.

General central provisions, i.e. Kennisnet Services (from 2001), Internet Provison (from

2004), have been marketed and initial development financing has been decentralised into a

pupil based school funding scheme.

6 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

149

This policy is very open, allowing schools room to build or update existing ICT

infrastructures, but also allowing innovative schools to fund small pilots or experiments.

Contextual information:

- as regards previous national ICT policies

Onderwijs Online follows and builds upon earlier ICT policies. It is much broader in

scope, including more levels of education, and both more standardized (treating different

educational levels in the same way) and more open or less centralized (allowing schools

more freedom). The policy reacts to both school based developments and demands in

regional and national contexts.

- as regards other national ICT policies

Onderwijs Online is flexible and open enough to take into account ICT policies in other

societal sectors (e.g. Digital Divide, telecommunications)

- as regards more general national policies: see above.

Content of policy:

- Needs attended to, issues, problems solved,

This very open way of financing diminishes administrative overhead costs by Ministry or

other administrative agencies, while allowing schools maximum liberty to use the money

for purposes that are being decided upon within the annual school policy plan or in a

longterm overall planning scheme.

- Aims and objectives,

Stimulate and facilitate integration of ICT in education at the school level.

- Implementation: (programmes, methods, measures and actions)

For this purpose a subsidy law was established.

Even when not ICT earmarked it is assumed that societal pressure (publicity, parents, pupils,

competition between schools) will stimulate schools to use all of Onderwijs On line

funding for the purposes it has been allocated for.

The Inspectorate in 1998 developed an ICT Reference Framework to be used in normal

supervision and inspection activities by all inspectors for all schools. From 2004 this

framework will be integrated into an adapted general school supervision framework.

Evaluation and discussion about this is now taking place. In the Inspectorate Annual

Reports ICT has been a separate chapter.

150

The Inspectorate has also issued a report on “Four years of ICT in education”.

The Ministry has assigned a yearly Educational ICT monitor to a Universitiy consortium to

gather information about general trends and developments regarding ICT in education.

Amount per pupil was €73 for 2000-2001 plus €5.45 Kennisnet services and for 2002-2006

€57,86 (without economic indexing) plus an estimated extra €5.45 to € 15.00 for Kennisnet

Services and Internet Provision.

- Scope or level: regional, national, European; geographical coverage

National

- Duration of policy

1999 – 2002, 2003-2006

- Target Group(s)

Schools for Primary Education, Secondary Education.

Institutes for Vocational and Adult Education.

Institutes and secondary schools for Agricultural Education.

Teacher Education Institutes.

- Partners involved (in the design, implementation and evaluation of the policy)

National school council associations, national schoolmanagers associations, municipalities,

national education Inspectorate were consulted on this policy.

Education Inspectorate for assessment and ICT monitoring.

- Financial support (e.g. public and/or private)

From surveys, monitoring and round table discussions with schoolmanagers it appears that

most schools and institutes spend much more money on ICT related developments, than

the sum received from Education On line financing. This means that schools are using part

of other, general educational budgets by reallocation, or other income categories (parents,

collaboration with business, additional projectfunding)

- Perceived strengths

Totally flexible funding optimally usable for individual schools, within a general education

school policy.

A single sum per pupil (with in some years additional money) per pupil standardized across

different educational levels. (In primary education only the four upper grades are taken

into account)

151

Predictability is high, so schools could make longterm plans.

- Perceived weaknesses and areas requiring further improvement

Once schools are accustomed to this kind of funding, expectations are high to maintain the

same (or higher) level of funding. From 2003 the separate ICT funding has been integrated

into the lumpsum funding of schools.

According to Schoolmanagers and school council associations Onderwijs On line funding

only covers twothirds of ‘real ICT costs’ in schools. Many schools have been known to

spend more money on ICT than the ‘dedicated Onderwijs On line’ funding.

- Outcomes, specific achievementsn.a.

-

- Is this example suitable / recommended for further peer review?

This model could serve as a subject for peer review.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Objective 1.5 Optimizing financial means:

Alternative financing schemes, distributed policy making, school powerment, reducing

administrative overhead costs.

- Criteria for selection of this policy example

Obviously funding and facilitating schools is a basic factor in starting and maintaining

systemic change in education. With Kennisnet and ‘ICT op School’ agency it is part of

minimal preconditions for sustainable ICT development in education.

This way of financing achieves several objectives: it respects and promotes autonomy in

school level policy making, is relatively simple across educational levels, is geared toward

individual pupil numbers, has relatively low overhead costs (non earmarked funding).

It uses existing and broader drives for school development (parent and student pressure,

societal pressure), ways of monitoring (by Inspectorate) ,while allowing livberty to plan

and develop schoolbased policies.

This way of funding increases predictability and continuity (over a longer period of several

years) and will integrate into the existing financing system of ‘lumpsum financing’ of

educational institutes’ after 2003. (secondary education)

152

This policy allows a bottom up and ‘tailor made’ approach. It is complemented with support

for collaboration between individual schools and other schools or institutes through ICT

op School agency.

In general this way of funding has been very well received by school boards and school

managers.

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The Netherlands - Policy example n° 2 - KENNISNET

document.doc

Version: 14 May 2003

Identification of policy:

- Title

Kennisnet, national educational and schoolportal

- Name and full contact details of key informant7

Mr. P. Baak

Ministry of Education, Culture and Science

Directorate for ICT

Postbox 25000, 2500 LZ ZOETERMEER

Netherlands

Phone: 00 31 79 323.3450

Mobile: 00 6 2280 2747

E-mail: p.baak@minocw.nl

- Keywords

School portal, web content development, web tools, web platform,

Quick introduction: http://www.kennisnet.nl/portal/overkennisnet/forourinternationalvisitors/

index.html

- Outline, Summary

In the policy program “Onderwijs On line” (Education On Line, 1999-2002), besides direct

school funding which took up app. 75% of the total educational ICT-budget.

Approximately 25% of the budget was invested in programmatic financing to develop and

stimulate significant ICT development “the (educational) ICT market place would not

provide”, was spent on a number of actions.

The setup of a broad cablenetwork Internet connectivity platform and connecting all schools

by cable company consortium “nl.tree” was one aspect of this program. A second action

was the development of a national educational webplatform, or school portal, Kennisnet

(Knowledge Net in Dutch language).

7 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

154

Knowledgenet as an integrated system is both very innovative, and it is also seen as an

essential central instrument and base for mainstream schoolbased, regional and national

ICT developments.

Contextual information:

- as regards previous national ICT policies

KnowledgeNet is very new to this policy period and tries to build an educational

counterpart to the development of the Internet tools and infrastructure since 1993.

- as regards other national ICT policies

KnowledgeNet is cable based and compatible with national and European

telecommunications developments when the initial proposal was launched (1997), it has

proved open and flexible enough to grow technically and logistically.

- as regards more general national policies:

KnowledgeNet is seen as a dedicated platform for educational and learning

developments, and fit for many uses relating to educational and general policies.

After an open European tender procedure a consortium of cable companies was chosen

to build the technological infrastructure, to which schools were connected without extra

costs. Costs for services and running costs for internet provision are now being

trabsferred to the schools, creating an open market.

Content of policy:

- Needs attended to, issues, problems solved,

Provision of a broadband, secure, reliable, attractive virtual learning environment for Dutch

education.

Provision of web content for schools and web tools for teachers and pupils.

Establish partnerships with relevant educational parties.

Achieve economies of scale for educational consumers.

Promote interoperability and quality.

- Aims and objectives,

Support education and learning.

Provide educational content for 10.000 educational institutions and 3 million learners and

teachers.

Establish a National School Portal that is independent of the Ministry of Education.

155

- Implementation: (programmes, methods, measures and actions)

A number of programmes were set up to develop tools and a secure Internet platform, and

stimulate production of content by third parties.

Two selected programs are:

- ENTREE, a single logon system is being developed, that will enable a single logon

for users. User data will be secure and available for use in the total Kennisnet

platform.

- VakWijzer (Subject Guide) for teachers. Production and way of accessing learning

teaching content by school subject. Search machine, many Virtual Classrooms,

content and Tools grouped by school subject and education level.

In several ways the production and development of content for the educational portal has been

stimulated:

- A partnership with four large educational publishing companies states that publishers

will contribute 200 thematic subsites, while Kennisnet will develop a ‘pay-per-view’

provision and accounting system within the ENTREE user management system.

- The Ministry provided funding for a large number of ‘development projects’ the

results of which are to be presented on or be accesssible through Kennisnet

- Scope or level: regional, national, European; geographical coverage

National

- Duration of policy

1999 – 2001 Preparation and development

July 2001 ‘Outsourced’ into an autonomous foundation.

2002 – 2005 National school boards associations and national school managers associations,

Council for Vocational and Adult Education, business community are represented in the

Board of Directors of Kennisnet Foundation.

- Target Group(s)

Schools for Primary Education, Secondary Education.

Institutes for Vocational and Adult Education.

Institutes and secondary schools for Agricultural Education.

Teacher Education Institutes.

Different groups from above educational levels are targeted: pupils, students, parents,

teachers, managers. ‘learners’.

156

- Partners involved (in the design, implementation and evaluation of the policy)

Broadcast and cultural heritage institutions, (national) libraries and commercial educational

publishers are Kennisnet-partners involved in developing content and the general platform.

ICT Expertise centers for platform activities and content.

National school council associations, national schoolmanagers associations (“education at

large”) the Council for Vocational and Adult Education, are represented in the Kennisnet

Foundation Board.

Education Inspectorate for evaluation and monitoring.

- Financial support (e.g. public and/or private)

Kennisnet has an annual subsidy of €18.6 million.

- Perceived strengths

Secure environment for educational webuse, educational content and webbased learning

activities..

Platform promoting interoperability, quality and economies of scale.

Platform for development of ICT tools and systems with multiple partners.

- Perceived weaknesses and areas requiring further improvement

Acceptance of “weblearning” by schools and “on line learning” by learners, evolving attitudes

of teachers and learners, general ICT use in education, quality and access to ICT

infrastructures in schools and other learning centers will all influence use of success of

Kennisnet.

Economic sustainability of continued development and perceived added value by commercial

and other partners of Kennisnet, and end users also indicate important factors to success.

Effectiveness, easy use, userfriendliness and stability , perceived quality and usability of

tools, content and webenvironments within Kennisnet are crucial in ultimate acceptance.

Also the ‘match’ and compatibility between virtual learning environments within schools and

larger virtual environments ‘above’ schools is to be considered.

- Outcomes, specific achievements

The outcomes are manyfold. Results are encouraging as there is a steady growth in (monthly)

use and appreciation:

Teacher use in 2001: from 30% (voc/adult) to 52% (secondary) to respectively 36% and 56%

in 2002.

Manager use in 2001: from 20% (primary) to 40% (sec/voc/adult) to an average 64% in 2002.

157

Appreciation in the form of grades by managers and ICT coordinators climbed from 5 in 2001

to 6.7, and by teachers to 6.8 in 2002.

Actualised thematic ‘Digital Lesson-letters’ are well used and specific forums like the

“Elections Plaza” and the “Examinations Plaza” are well visited.

- Is this example suitable / recommended for further peer review?

This model is recommended as a subject for peer review.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Kennisnet contributes to objectives 1.1 Improving education and teacher training,

objective 1.2 stimulate development of skills for the knowledge society, and

objective 1.3 provide access to ICT for all

It also contributes to objectives 2.1 create open learning situations, and objective 2.2 make

learning more attractive.

- Criteria for selection of this policy example

Establishing a national schoolportal, broadband internet connectivity and a dedicated

infrastructure and virtual environment for all education is seen as a basic necessity. With

direct school funding and ‘ICT op School’ agency it is part of minimal preconditions for

sustainable ICT development in education.

Upon this basic infrastructure other policy actions of ‘Onderwijs On line’ program have been

built. From 2001 outsourcing has established Kennisnet as an autonomous organisation,

with an identifiable responsibility, distinct from Ministerial responsibility, integrated into

educational governance structure in The Netherlands.

A minimum level of funding has been assured for a number of years creating predictability

and allowing Kennisnet room to operate, experiment and develop ICT tools and

environments with clear responsibilities for accountability. Kennisnet will have to prove

its added value for teachers and schools by operating in the educational webcontent

marketplace.

Together this is thought of as a necessary and efficient way of realising basic national

conditions for integration of ICT in education, supporting the other policy objectives of the

general ‘Onderwijs On line’ program.

Knowledge about the existence of Kennisnet and appreciation for Kennisnet by pupils,

teachers and schoolmanagers has steadiliy increased over the last 2 years.

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The Netherlands - Policy example n° 3 – ICT at School

document.doc

Version: 14 May 2003

Identification of policy:

- Title

ICT op School (national ICT at School agency)

- Name and full contact details of key informant8

Mr. P. Baak

Ministry of Education, Culture and Science

Directorate for ICT

Postbox 25000, 2500 LZ ZOETERMEER

Netherlands

Phone: 00 31 79 323.3450

Mobile: 00 6 2280 2747

E-mail: p.baak@minocw.nl

- Keywords

Consumer support, Regional ICT collaboration, empowering educational ICT consumers

Site: http://www.ictopschool.net/

- Outline, Summary

In the policy program “Onderwijs On line” (Education On Line, 1999-2002), besides direct

school funding which took up app. 75% of the total educational ICT-budget, programmatic

financing to develop and stimulate significant ICT development “the (educational) ICT

market place would not provide”, was spent on a number of actions.

Establishment of “Ict op School” as a ‘consumer organisation’ and ‘processcoordinator’ for

ICT in education was one aspect of this program.

The establishment of this agency supports in first instance mainstream implementation

especially regarding financial and quality aspects of ICT infrastructure and educational

software and webware. ICT at School also prepares ground for innovative trends, e.g.

virtual learning environments, together with other important players as the ICT Exoertise

centers.

8 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

159

Contextual information:

- as regards previous national ICT policies

In earlier ICT policies no such an agency with such a specific task was present. That it

has been founded witnessess the ‘growing up’ of education and schools as ‘normal’ ICT

consumers.

- as regards other national ICT policies

ICT at School agency collaborates with other ICT expert organisations or consumer

groups, and has contacts with the national agency for ICT in government (ICTU).

- as regards more general national policies:

ICT at School agency collaborates with other non-educational consumer organisations or

ICT consumer groups.

Content of policy:

- Needs attended to, issues, problems solved,

Help schools to become informed and autonomous educational ICT consumers, stimulate

growth of a fullgrown educational ICT market, create and disseminate knowledge about

use of ICT in educational processes and integration of ICT in school and learning.

The latest assignment is to help schools move from a situation in which they are freely

connected to the current nl.tree for internet connectivity toward a situation in which they

will be able to choose among many providers, after discontinuation of a centralised

internet provision provided for by Ministry funding and Kennisnet supervision.

- Aims and objectives

Distribute and create access to information and knowledge of ICT services and products for

educational ICT users.

Expliciting and bringing together demand for educational ICT services and products,

empowering schools to make informed choices.

Stimulating (regional) collaboration and creating economies of scale.

Development of knowledge about ICT integration into learning and education.

- Implementation: (programmes, methods, measures and actions)

A great number of different means and interventions are being used to achieve the stated

aims, ranging from conferences to lobbying, negociation, collaboration and prospecting,

inventory and studies intended to monitor or predict developments, providing standard

contracts, service level agreements for schools to use, strategic papers, professional

development, counselling and coaching, collaboration agreements and memoranda of

understanding.

160

- Scope or level: regional, national, European; geographical coverage

National, regional

- Duration of policy

1999 – 2001 Preparation and development

July 2001 ‘Outsourced’ into an autonomous foundation.

2002 – 2005 National schoolboards and educational employers associations and national

school managers associations, Asssociation of Municipalities are represented in the Board

of Directors of ICT at School Foundation.

- Target Group(s)

Primary and Secondary Education.

- Partners involved (in the design, implementation and evaluation of the policy)

Partners are schools, local and regional authorities, regional school advisory centers, national

pedagogical centers, Vocational and Adult Education institutes, ICT expertise centers,

teacher education institutes universities and local, regional and national business

community

- Financial support (e.g. public and/or private)

ICT op School receives an annual subsidy of € 2.7 million. About one third of this money is

directed toward stimulating establishment of and of supporting regional collaborative

arrangements.

- Perceived strengths

As representatives of major educational organisations and representatives of the schools are in

the board of ICT op School, and information and feedback processes are unfolding rapidly,

consequently very pragmatic and focused action can be taken.

Because of pragmatic approach resulting in focused action and economies of scale schools

and organisations get ‘value for money’.

- Perceived weaknesses and areas requiring further improvement

There is uncertainty whether all ‘white spots’ on the map regarding local and regional

colloaborative arrangements could be covered within a period of 2 years.

- Outcomes, specific achievements

161

About 86 regional arrangements have been formed, this number is growing.

Average half of all primary schools are involved in collaboration. Regional differences are significant: Flevoland (90%), Zeeland (85%), Drenthe (80%), Overijssel (79%), Noord-Brabant (73%) en Zuid-Holland (54%).

Preparatory studies and support for widescale introduction of VLE’s virtual learning environments have been executed. Also several studies on effectivity and efficiency, added value of ICT use in education have been executed.

More than thirty ‘best ICT school practices’ are being presented both in descriptions and in verbatim interviews.

Practical aids for ICT coordinators and system operators regarding buying hardware and

installing networks are available. Studies, articles and conferences for support of

pedagogical coordination of ICT use

- Is this example suitable / recommended for further peer review?

This model is recommended as a subject for peer review.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

ICT op School contributes to objectives 1.1 Improving education and teacher training,

objective 1.2 stimulate development of skills for the knowledge society, and

objective 1.3 provide access to ICT for all

- Criteria for selection of this policy example

This policy in establishing a national Agency is seen as a basic necessity and of strategic

importance for reaching the goals set in ‘Onderwijs on line’.

With Kennisnet and direct school funding it is part of minimal preconditions for sustainable

ICT development in education. Through installing a foundation board consisting of

representatives from existing educational governance structure in The Netherlands it is

assumed that optimal translation of educational needs will be guaranteed.

A minimum level of funding has been assured for a number of years creating predictability

and allowing ‘ICT op School’ room to operate, experiment and develop within clear

boundaries and accountability for it’s responsibilities. Kennisnet has to prove its added

value for teachers and schools by operating in the educational webcontent marketplace.

Together this is thought of as a necessary and efficient way of realising basic national

conditions for integration of ICT in education, supporting the other policy objectives of the

general ‘Onderwijs On line’ program.

162

The Netherlands - Policy example n° 4 – ICT Expertise Centres

document.doc

Version: 14 May 2003

Identification of policy:

- Title

ICT Expertisecenters

- Name and full contact details of key informant9

Mr. P. Baak

Ministry of Education, Culture and Science

Directorate for ICT

Postbox 25000, 2500 LZ ZOETERMEER

Netherlands

Phone: 00 31 79 323.3450

Mobile: 00 6 2280 2747

E-mail: p.baak@minocw.nl

- Keywords

ICT Knowledge development, ICT implementation support, Support for Professional ICT

development, Integration of ICT in curriculum

Site: http://www.kennisnet.nl/thema/expertise/expertisecentraict/index.html

Short intro:

Expertisecentrum Rekenen en Wiskunde - Freudenthal Instituut Expertisecentrum Natuurwetenschappen en Techniek - Amstel Instituut Expertisecentrum Moderne vreemde talen - Nationaal Bureau Moderne Vreemde Talen Expertisecentrum Nederlands - Expertisecentrum Nederlands Expertisecentrum Beroepsgerichte vakken vmbo - Fontys Interactive Expertisecentrum NT2 - Cinop / KPC groep Expertisecentrum Elektronische leeromgevingen - SCO-Kohnstamm Instituut / ILO / IVLOS Expertisecentrum Culturele vakken - De Waag/ Maatschappij voor oude en nieuwe media

- Outline, Summary

In the policy program “Onderwijs On line” (Education On Line, 1999-2002), direct school

funding took up app. 75% of the total educational ICT-budget.

9 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

163

Approximately 25% of the budget was invested in programmatic financing to develop and

stimulate significant ICT developments “the (educational) ICT market place would not

provide”.

In order the bridge the gap between the existing curriculum and new virtual learning

materials, activities and platforms instigated by ICT eight ICT Expertisecenters were

established, built upon one or more existing institutes, each with a specific expertise in a

certain domain of educational and curriculum development. This domain could be a school

subject or subject cluster (e.g. Dutch language, Sciences, Mathematics), a specific issue or

level of education (Dutch as a Second Language, 'Preparatory Vocational Training',

General Vocational Subjects), or a specific theme (Culture, Virtual learning

environments).

An 'expertise network' for the International Dimension in education has also been established

(www.idrie.net).This policy is specifically directed toward pedagogical innovation, integrating ICT.

Contextual information:

- as regards previous national ICT policies

There existed earlier ICT Expertise centers in earlier ICT policies.

- as regards other national ICT policies

These expertise centers are specifically geared toward curriculum.

- as regards more general national policies:

It is thought to be the responsibility of the center coordinators to integrate relevant

national and European developments and policy implications.

Content of policy:

- Needs attended to, issues, problems solved

Curriculum development needs to take with a strong ICT component. Combining subject

specific focus, awareness of ICT possibilities and limits and learner orientation is a

relative new skill.

Having didactical and curriculum development on this base is a necessary component of the

whole process of integrating ICT in education.

Other players within Education On line policy (Kennisnet portal, ICT op School agency,

content development projects) do not always take account of the latest insights and

knowledge of research into pedagogical and didactical issues, especially from the

viewpoint of schoolsunject specialists.

164

Expertise centers are thought to fill this lack, they are a necessary step in the development and

implementation process.

- Aims and objectives

The expertisecentres have the following tasks within each specific domain: collect knowledge and expertise, give access to this knowledge to relevant others conduct projects and activities that will deliver products which will be made available

freely to actors in education consulting and supporting schools and educators regarding integration of ICT in

learning and education.

- Implementation: (programmes, methods, measures and actions)

The centers use a very diverse repertoire for achieving their objectives.

Some of their work is directed toward development of specific software or webware or tools

within their domain, conducting surveys or initiating domain specific studies, setting up of

schoolnetworks, organising expert meetings. They also integrate an ICT perspective and

body of evidence or best ICT practices into their regular curriculum development and

research activities, e.g newsletter, reports, conferences, ect.

- Scope or level: regional, national, European; geographical coverage

National

- Duration of policy

2000 – 2004

- Target Group(s)

Primary Education, Secondary Education, Vocational and Adult Education.

Researchers, support persons and teacher colleges can get information from these

centers. Schools, teachers may participate in networks these centers set up.

- Partners involved (in the design, implementation and evaluation of the policy)

Existing institutes with specific educational expertise.

- Financial support (e.g. public and/or private)

An regular annual subsidy of € 0,5 million (€ 75.000 per center).

Project based additional funding for specific aims.

- Perceived strengths

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Expertisecenters provide platforms for development of ICT integration, together with multiple

partners, and complement the regionally based collaboration structure between schools and

educational institutes.

Integration of ICT in curriculum is 'in good hands', expertise was already available by these

institutes on the educational domains, this provided a productive base and starting point

for further developments and integration regarding ICT and has saved time.

Especially effective in secondary and vocational education with subject based lessonplan and

schoolorganisation.

- Perceived weaknesses and areas requiring further improvement

Coordination with other relevant players within certain domains may not be systematic.

However, visibility in the national educational arena may be limited. Products are being used

only on a limited base. Distribution and extended use by schools takes time. These issues

can be resolved only in a long term perspective and by prolonged effort in multiple

perspectives (reliable ICT infrastructure, curriculum development, professional

development, school development).

Expertisecenters function ' only' as one of the steps within a much wider ' implementation

ladder' and as only one of the players in wider 'education development networks' so the

impact is limited, but necessary.

- Outcomes, specific achievements

The centers have been active. A number of projects was run. Infrastructures (teacher

networks) and professional support activities were set up. Products (lesson plans, virtual

learning objects, simulations, etc) have been produced. Studies delivered specific

knowledge. Information, ideas and suggestions have been widely distributed to schools.

- Is this example suitable / recommended for further peer review?

This model is recommended as a subject for peer review.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Expertise Centers contribute to objectives 1.1 Improving education and teacher training,

objective 1.2 stimulate development of skills for the knowledge society

and also contribute to objective 2.1 create open learning situations, and objective 2.2 make

learning more attractive.

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- Criteria for selection of this policy example

Strategic inclusion of already existing expertisecenters, broadening their mission with ICT

integration builds upon and strengthens the general educational infrastructure and

expertise, supporting sustainable ICT development and knowledge development. A limited

number of new centers, often as collaborative arrangement between existing institutes

(mostly universities) also has been achieved, making this effort relatively efficient.

This way of knowledge building addresses long term educational development objectives,

preparing the way for future developments in ICT policy making and adding to the

knowledge base for ICT professional teacher development.

Setting up of Expertise Centers allows for a didactical approach to ICT development

complementing curriculum development expertise as distinct from ‘technology push-ed’

curriculum development and school based curriculum adoption and Kennisnet based

content development. It allows for educational research to have an impact.

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Presentation of Norvegian contribution n° 1 - PLUTO(Program for Teacher Education, Technology and Change)

Name and full contact details of key informanthttp://www.luna.itu.noContact: Morten.Soby@itu.uio.no

Norwegian Network for IT-Research and Competence in Education, University of Oslo (ITU), P. O. Box 1161 Blindern, 0317 Oslo. Phone: + 47 22840591 Fax: + 47 22840592 GSM: +47 92031459

Keywords: Teacher Education, Innovation and ICT

Duration of policy: January 2000-December 2003

Outline, SummaryPLUTO (Program for Teacher Education, Technology and Change) deals with innovative and comprehensive change in teacher education. Pedagogical, organizational, technological issues are related to specific knowledge domains and integrated in new ways for design and use of learning environments. Level: Higher education – teacher education

Contextual informationThe PLUTO program was launched in spring 2000. PLUTO is an initiative in the Norwegian Research and Competence Network for IT in Education’s (ITU) priority focus on innovative change in teacher education. The ITU Network is anchored in The Ministry of Education’s action plan “ICT in Norwegian Education – Plan for 2000-2003”, where ICT in teacher education is one of six prioritised areas. The PLUTO program consists of 10 projects at eight institutions. A key element of these projects is pedagogical, technological and organizational development and change in teacher education through the use of ICT. The PLUTO program consists of 10 projects at eight institutions.

Assumption for the PLUTO programIn today’s society teacher education institutions around the world try to develop programs which will give student-teachers opportunities to develop competence and skills to orchestrate students of different backgrounds and interests. The demands of schools and students are increasing rapidly. If we go back only a few years memory and reproduction of knowledge was enough to master activities in a school setting Today we expect most of the students too read and understand scientific texts and set up and carry out both closed and open scientific experiments in the natural science. We expect the students to develop abilities to take part in scientific discourses that go beyond following procedures and problem solving of simple problems. The explosion in knowledge the last 50 years makes it more and more important to develop

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conceptual knowledge, be familiar with accepted methods and be part of work teams which have value for complex work activities and problem solving.

The cognitive and social complexity we have pointed towards is also related to the fast-growing medium and information source, the Internet, and to the diversity, hybridity multi-voicedness among students. Classrooms and other learning environments are places where students and teachers meets with different goals, ambitions and backgrounds.

The argument of the increased complexity of today’s schools, classrooms and learning environments suggests the need for understanding educational activities in new ways and for developing new analytic models and practices of how educational activities could be organized. Teacher education becomes one of the most important arenas for the transformation of schools in a networked society.

Content of Policy:Needs attended to, issues, problems solved,ICT in education is a highly prioritised field in The Norwegian educational system where the government has invested huge sums for building up an infrastructure for schools, providing in-service for teachers and promoting research on the uses of ICT in learning. Specific strategies has been developed in the area of teacher education. Teacher education institution is seen as a institution that need to transform it self. Innovation at other levels in the school system is dependent on transformation of teacher education institutions, as resource in the perspective of life-long leaning for teachers and as models for the design and use of digital learning environments.

Aims and objectives,The main goal of PLUTO is: To contribute to innovative restructuring of teacher education through the use of ICT. To develop pedagogical and organizational models for the adaptation and accomplishment of study and learning activities in teacher education, where ICT makes up a substantial part.

Specific goals:- Develop new digital services and learning resources, which support

technology rich environments - Develop new pedagogical practices - Develop models for reuse of content and technological solutions - Develop teacher education students towards professional teachers in new types

of learning environment.

Implementation The ongoing follow-up of the academic activities in the PLUTO program has been delegated to the Program Committee (PC) by ITU. The task of the Program Committee is to follow up the projects at each individual institution, and to support and challenge them in their respective institutional development work.

As part of the work with all the institutions involved the PC has initiated several workshops, meetings, traveling to international conferences, academic writing etc.

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The project leaders and other significant actors in the projects has taken part in these activities. To develop a strong national community has been an important part of the strategy for institutional innovation.

The PC has also followed up the projects each year with visits (at least one visit). The meetings with the project leaders, the management for the whole institution and members of the project group have been an important part of the strategy for transformation in each project.

Developmental contracts were used to create clear developmental trajectories for each institution based on clear goals.

ScopeNational level project. A national web-site; LUNA develop dynamically (based on Topics Maps Standard; a Semantic Web) generated results from projects and share the collective knowledge from innovative practice.

The dynamic structure and associative navigation capabilities of the ITU/LUNA sites is as a result of a unique synergy of Content Management and the domain modelling attributes of the new Topic Map standard. The Topic Map domain model can grow and change organically, managed through the web by a distributed group of maintainers. The model becomes a framework for all published content, and has proved to be a highly flexible and intuitive organizing principle.

In addition to the projects the ITU/PC has initiated a national group which has developed new ways of using portfolio assessment in teacher education, in different knowledge domains.

Outcomes and results

- In a number of the projects, the pedagogy and academic content of the training program has been changed systematically by implementing ICT.

- The PLUTO projects create innovation in an important segment of the education sector through development contracts with partner schools. Many of the partner schools have experimented with flexible practice systems or other forms of new practice systems, which means that the students gain experience as teachers in a realistic everyday school situation.

- The PLUTO projects have helped create new models for the organization of teacher education, where various forms of ICT are used and the subjects are vitalized in relation to their vocational aspects.

- Several sources are reporting that portfolio assessment leads to increased "responsibilising" of the students. The students are working harder at their studies, and this creates better continuity in relation to their comprehension of subjects and their studies in general. The students are gaining a more overall perspective of their own education.

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- Several institutions can show an improvement in their academic level due to the fact that the PLUTO program was expanded. This also shows that organizational and pedagogical changes are required to achieve a successful integration of ICT.

- The PLUTO projects have helped create new models for the organization of teacher education, where various forms of ICT are used and the subjects are vitalized in relation to their vocational aspects. These models should be exploited in a continuation of the initiatives with respect to ICT and teacher education.

- Many of the PLUTO projects show that the use of ICT contributes to the reinforcement of variation and differentiation abilities.

- A number of the PLUTO projects have been expanded so that they establish the terms for how the teacher education is organized at the institutions that are involved. This means that over 1800 student teachers are exposed to the principles that the PLUTO projects are based on.

Summary of the outcome: The objective of the reform effort was to educate students towards developing skills and knowledge to organize more open-ended and student-centered learning environments. So fare as we can se the outcomes this ambitious goal is achieved to a large degree. These imply that teacher students have become able to create a diverse set of teaching and learning activities and use ICT for inquiry-based activities.

Evaluation measures,

The Ministry of Education and ITU/PC have initiated evaluation of the PLUTO program. Survey investigation has been used as part of the external program evaluation and survey and qualitative data has been used in the internal evaluation. In addition to the evaluation at the national level, each institutions have performed evaluations and in-depth studies of different aspects of there programs.

Evaluation criteria used for selecting this policy as good:

Design: - PLUTO is directly related to the needs in Europe of transforming teacher

education. To educate teachers to design digital learning environments is a key issue in the transformation of the school system.

- The need for all students to develop more advanced higher order thinking skills is crucial for being able to perform in a complex and knowledge intensive society. The PLUTO projects takes important steps in this direction.

- The PLUTO program has addressed fundamental issues related to the understanding of transformation of educational institutions. The program has bridged the relation between educational policy and research in new and

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innovative ways.

- There has been used a fine tuned combination of top-down and bottom up strategy in the follow up work. This seems to be a condition to create the kinds of sustainable change which the PLUTO have been able to create.

- In the design process of the program the expectation to theoretical grounding, focus on teaching and learning, contents and organizational and technological issues where made clear and developmental contracts between the institutions and PC was signed. The contracts were part of the on-going follow up work.

Implementation:- In the implementation phase the institutions were followed up on different

levels.The management for the whole institutions in how they created condition for the transformation, and the at project level related to goals of the reform efforts. The institutions were also followed up on if the external and internal funding was used according to the goal and plans for the project.

- The PC have had regular (around four each year) meeting to monitor the activities in all projects, both as part of role to support and to challenge the direction of the development of the institutions.

Evaluation: - The focus on evaluation has been a key issue from day one of the projects.

Every half year the projects have performed evaluation of the project and some chosen in-dept aspects.

- Milestones has been used and different kinds of survey methods directed to how the students have experienced the innovations. These imply that student evaluations has been part of the institutional strategy for creating change.

- A key theme in the meetings between the institutions and the PC has been how they develop strategies for sustainable change. These imply for example creating a continuity of persons and leaders in key roles over certain period of time.

ITU budget 2002: 30 mill Nkr

PLUTO Budget Total for each institution

University of Oslo

4.13 mill nkr

University of Trondheim

2.45 mill nkr

University of 2.39 mill nkr

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BergenUniversity College, Øsfold

3.65 mill nkr

University College, Stord

4.55 mill nkr

University College, Volda

2.2 mill nkr

University College, Vestfold

4.17 mill nkr

University College, Bergen

2.20 mill nkr

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Presentation of Norvegian contribution n° 2 – VITEN.noTitle: VITEN.no

Name and full contact details of key informantContact: Morten.Soby@itu.uio.noNorwegian Network for IT-Research and Competence in Education, University of Oslo (ITU), P. O. Box 1161 Blindern, 0317 Oslo. Phone: + 47 22840591 Fax: + 47 22840592 GSM: +47 92031459

http://www.viten.no Contact: Doris Jorde, University of Oslodoris.jorde@ils.uio.no

Keywords: viten.no; science education, ICT. interactive learning

Duration of policy: 1. Stage 1 – January 1999 – December 20022. Stage 2 – January 2003 – Current

Outline, Summary

VITEN.no is a web-based science environment project designed to bring exemplary use of ICT into the science classroom in Norway. Viten.no is a net portal with interactive learning material for digital teaching aids in science. The programmes and material are free of charge and available to all schools with access to the internet.They are intended primarily for teachers and pupils in secondary and upper secondary schools. The primary aim of VITEN is to stimulate: a) Development of the pupils' knowledge.b) Development of the pupils' scientific argumentation abilities.

Level: Junior and senior seconday school.

Contextual information:The Viten project was launched in spring 2000. Viten is a project in the Norwegian Research and Competence Network for IT in Education’s (ITU) R&D program on innovative change in education. The ITU Network is anchored in The Ministry of Education’s action plan “ICT in Norwegian Education – Plan for 2000-2003”, where digital content for schools is one of the prioritized areas. ITU's R&D program were initiated in the spring of 2000 after the potential applicants had been through a prequalification and pilot phase. Funds had to have been granted in the pilot project phase in order to be able to apply for project funding.

Assumption of VITENThe background to ITU’s R&D program was the fact that an unused learning potential currently exists in relation to the academic and pedagogical use of digital media. This means that digital media are not exploited optimally in today's learning situations. In

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the coming years the development of digital media will create new opportunities and barriers in relation to implementation and innovation in education. It is therefore a challenge to develop theoretical, empirical and development-oriented research that can follow up and establish the grounds for the development of digital media.

Content of Policy:Needs attended to, issues, problems solved,

ICT in education is a highly prioritised field in The Norwegian school system where the government has invested huge sums for building up an infrastructure for schools, providing in-service for teachers and promoting research on the uses of ICT in learning. Changes are occurring rapidly as schools are improving their machine park and increasing the number of computers connected to the Internet. At the research and development level projects are being supported that promote the use of computers and the Internet in learning environments.

Through the use of the Internet, it is possible to provide authentic data for students allowing them to make connections between basic knowledge and contexts in which that information might be used. Simulations and animations that make the unobservable observable are easily created. We are able to move inside cells and visualize the processes of photosynthesis and respiration. Scientific concepts are presented in new dimensions making what often are difficult ideas in science more accessible to students. ICT makes it easier to help students access, evaluate and make use of information that connects science to society and decision making processes. The use of ICT in science teaching allows students to explore and ask questions about science rather than be passive recipients of information.

Aims and objectives,

Science educators seem to agree that relevant, real life contexts are an important motivating factor when teaching for scientific literacy. Knowledge about how students deal with such issues is of relevance when designing curricula and teaching models aimed at science for citizenship. Students and teachers need to understand how science and science education are always a part of larger communities and their cultures, including the sense in which they take sides in social and cultural conflicts that extend far beyond the classroom.

Roschelle et al. (2000) state that technology may enhance how students learn by supporting the following four fundamental characteristics of learning; active engagement, participation in groups, frequent interaction and feedback and finally, connections to real-world contexts. If we connect these ideas to learning in the science classroom, we are able to see how information technology may be used to enhance the teaching of science in a way that engages students to be active participants in the learning process.

By connecting scientific literacy to computer literacy, we empower students with the tools necessary to engage in lifelong learning for responsible and democratic decision-making. ICT also provides new possibilities for teaching difficult concepts

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and ideas. Complex systems may now be simulated, experiments involving expensive equipment may be animated, controversial topics may be discussed with experts and people outside the immediate classroom, and information may be found linking school science to authentic science research. ICT may also make the process of connecting science to the real world easier. Our challenges are to help students access reliable resources, help them with making sense of information and to understand the differences between science and anti-science.

The WISE/Viten learning environment, curriculum and assessments are all designed according to the Scaffolded Knowledge Integration (SKI) Framework. This framework has been continuously refined through years of classroom trials, comparing different versions of technology tools, different approaches to guidance, and different designs for curriculum. The WISE/Viten learning environment is developed to scaffold students as they work with inquiry based science projects. By encouraging learners to connect new ideas and perspectives to their existing ideas about the scientific phenomenon under investigation, the framework promotes cohesive understanding. Students compare, contrast, critique, sort out, and reconceptualize their scientific ideas, incorporating new information, evaluating alternative accounts, and connecting everyday and scientific ideas. Our goal is to help students become lifelong learners of science, critiques of information, and collaborators in argument.

The framework includes four major principles that guide the design of successful inquiry activities and technologies. First, make science accessible: Inquiry curriculum requires an appropriate level of analysis or the scientific content so that students can restructure, rethink, compare, critique, and develop more cohesive ideas. Second, make thinking visible: Inquiry curriculum should challenge students to articulate what they know and mean about scientific topics so that they are able to restructure their thinking when new ideas are presented. Third, help students learn from each other: Inquiry curriculum should include opportunities for collaboration, discussion and debate, enabling students to articulate their own ideas for their peers, as well as to receive and exchange feedback. Fourth, help students develop autonomous learning skills. To help students become autonomous science learners, inquiry curriculum can enable the development of lifelong learning skills such as critiquing evidence, debating arguments, or designing solutions to relevant problems.

The students are encouraged to work in pairs to promote discourse/discussion as they work through Viten programs. The role of the student is thus changed from being a passive receiver of information to an active participant with added responsibility in the learning process. The role of the teacher also changes as the center of information moves from the board (teacher) to the viten program and eventually to the Internet. Teachers who have never used Viten before often wonder what their role is in the teaching sequence. Our research shows that as they use viten multiple times, they make the curriculum more of their own rather than letting the technology drive their teaching. Teachers need to learn how to be observers and scaffold their interactions according to the needs of individual groups. Many report that they are able to use their time more with the weaker students since the more clever students do fine alone with the curriculum.

The WISE/Viten servers deliver interactive Web pages and curriculum materials to

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schools, as well as manage and store students’ project and assessment work. At any given time, teachers are able to access student work and make comments to them via the web. WISE/Viten includes a number of student software tools, including a note-taking tool, on-line assessment, a Web-based discussion tool, concept mapping and argument building tools, search pages, student/teacher generated quizzes and web-based newspapers. Additionally, external tools and pages from the Internet are easily made to function within the software. Viten projects have free access and are available to all teachers and schools with Internet connections.

Typical projects engage pairs of students in designing solutions to problems (e.g., building a desert house that is warm at night and cool during the day), debating contemporary science controversies (e.g., should we have wolves in Norway?), or critiquing scientific claims found in web sites (e.g., vaccine or pesticide research best for Malaria control?) WISE/Viten curriculum projects do not replace existing practices in science teaching; rather, they enhance them by providing a new means of presenting science through the use of information technology. WISE/Viten projects are often used at the end of topics, where teachers are looking for a “capstone” project able to connect science to contemporary issues in society.

In the WISE interface where students navigate through activity steps in the left-hand frame of their Web browser, called the "Inquiry Map." Each step in the project can result in the display of Web pages (e.g., to be used in support of student designs or debates), in the appearance of the WISE notes window, an online discussion, or any one of numerous inquiry tools (e.g., Java applets for data visualization, Flash simulations, and causal maps). As pairs of students work through the sequence of activities that comprise the project, the teacher circulates within the classroom, interacting with one small group of students at a time, helping them interpret Web materials, reflect on the topic and interact with their peers. Finally, all of the project have a type of activity at the end where students are able to show that they have learned in the form of a debate, poster presentation, newspaper, building things etc. These activities are most often the ones evaluated by teachers for demonstration of understanding.

Evaluation measures,

Viten is both a research and development project. Development of programs within the Viten platform occur using an expert group consisting of subject experts, science educators and teachers. Developed programs are trialed in schools and revised based on student and teacher comments as well as pre and post test results of content tests. Viten programs are always in a state of improvement based on research from classroom implementation studies. Once programs are designed they are distributed via Viten.no to schools and teachers for public use.

Outcomes and results

Classroom research methods are used to evaluate the implementation of Viten programs in selected classrooms. Interviews with students and teachers are made before and after using viten programs to determine accessibility, level of conceptual understanding and overall attitudes towards using ICT in science teaching. Pre- and

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post test scores on open ended questions are evaluated, all of which show gains as students complete the project. It was not unexpected that student logs would reflect positive attitudes about using ICT in science teaching. Our experience is that students like most things connected to computers and with variation in teaching methods. A common comment in the student logs was “give us more Viten”. The positive comments we found most often included using computers in science and learning more about the topic via the internet.

Students are very helpful in giving comments about the actual pages within viten programs. We have learned that students at this age do not like reading lots of text on the computer. Particularly, in Norway, students thought they were asked to read too many difficult English links. Information such as this is immediately translated into better pages for students with less text and scrolling.

Research continues as new programs are developed. Current programs include:

Wolves in Norway Grades 8-10Plants in Space Grades 8-10Radioactivity Grades 9-11Hydrogen – Pure Energy Grades 11-13Bears Grades 8-10Fight against Malaria Grades 8-10Geology Grades 8-10Sinus Grades 11-13Health going up in smoke? Grades 8-10Dinosaurs Grades 6-9Gene technology Grades 8-11Climate (in progress) Grades 8-11

Documentation on the use of Viten programs is closely followed. We know that over 3000 teachers are currently registered with Viten and are using the programs. We know that 16,000 students are currently registered by their teachers for using Viten programs. We are starting to look at gender differences with regards to time use on programs, results indicating that girls take more time than boys to work with the materials and in addition, tend to score higher on post tests. We are able to see how students navigate through the programs and are beginning to understand how on-line teacher comments to students does in fact make a difference in student work.

A major goal for work in 2003 will be in-service courses for teachers on using ICT in science teaching.

Summary of outcomes:- A "learning effect" has been proven in the classes we have studied. The pupils also maintain a high level of knowledge over time. - Based on experiences from classroom research, we have found a broad and varied range of activities in the programs. Examples of activities are multiple choice exercises, animations, video clips, writing newspaper articles, drag and drop exercises, laboratory simulations, etc. - Collaboration is important. Experiences from classroom research show that it is positive for the pupils to work together with the VITEN programs.

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- VITEN is a good example of how science can be popularised and used in schools. This is a good model for working with digital content resources.- All of the programs are perfectly suited for interdisciplinary schemes. There is a need for continuing education courses to provide guidance on how one can use the VITEN programmes in an interdisciplinary manner. Teachers with other subjects, in addition to science, are the target group.- Experiences from classroom research and teacher courses show that there is a need for development of the teachers' competence in the pedagogical use of ICT. Even though VITEN has a low user threshold, there are many teachers who do not dare to start up on their own. The courses already held by the project show that many of the participants use the programmes in their classes afterwards.

Evaluation measures The Ministry of Education and ITU have initiated evaluation of the R&D program. Survey investigation has been used as part of the external program evaluation and survey and qualitative data has been used in the internal evaluation.

In addition to the evaluation at the national level, each ITU R&D projects have submitted annual academic and administrative status reports. The status of the projects is also reported on a continuous basis through the projects' websites. Annual workshops with presentation of papers are organised. The papers are commented on by an external researcher, project managers and ITU. Final reports from the main projects will be submitted in September 2003.

Evaluation criteria used for selecting this policy as good:Viten is directly related to the needs in Europe of motivating students for science and technology. The topics covered by Viten programs are chosen because they are relevant to science teaching but also because they touch on areas of science that are relevant to everyday issues in our society. If science is to be motivating, it must also be relevant and appealing to the youth culture. We believe Viten is addressing these issues.

By combining science and ICT together with controversial issues, Viten is also preparing students for active citizenship in a democratic society. Students are critically looking at source materials to understand what is reliable and what is not on the Internet. At the same time they are examining issues of determining what constitutes good scientific information and how to use that information in their own language for debate and conversation.

ICT places the learner and the teacher in a new role. Since Viten is both a curriculum development and classroom implementation research study, it is able to study these new classroom structures. The link between research and development continues to improve the understanding of how we best are able to communicate science to students through the use of ICT.

Finally, Viten is chosen because the results indicate that teachers and their students are using these programs without outside intervention. The Viten platform is robust, the programs are meeting the pedagogical demands of science teachers and best of all, students like using Viten in science teaching.

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We know that students love using the computers for learning. We are surfing on a wave of new methods that fits very well into youth culture. But are they learning science? We are convinced that the use of ICT as demonstrated by Viten programs is a sound way of communicating science to students through the use of authentic controversy. As curriculum developers in this new medium, we are integrating our knowledge of science together with information technology and pedagogy. The challenges are many and not all easy to solve. However, when we are able to show positive learning gains, together with enthusiastic students eager to learn science, we feel as through we are on the right track.

”I hope we are going to have more projects on the computer. It makes learning more fun, and we will probably be needing ICT skills later in life.”

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Presentation of POLAND Policy N° 1Internet computer laboratory in every school in Poland

Identification of policy:

Title: Internet computer laboratory in every school in Poland

Name and full contact details of key informant:

Jerzy DałekMinisterstwo Edukacji Narodowej i Sportu, (Ministry of National Education and Sport)Wydzial Informatyzacji (Informatization Departament)Al. Szucha 25, 00-918 Warszawa tel. (+48-22) 628 2761fax: (+48-22) 622 3704email: dalek@menis.gov.pl

Keywords: Pracownia internetowa (computer lab.), MENiS (Ministry of National Education and Sport), INTERKL@SA

Duration of policy :

6. 1st stage: 1998 – 1999 Internet computer laboratory in every municipality

7. 2nd stage: 1999 – 2003 Internet computer laboratory in every lower secondary school (gimnazjum)

8. 3rd stage: 2002 – 2004 Internet computer laboratory in every upper secondary school (liceum)

9. 4th stage: 2004 – 2006 Internet computer laboratory in every primary school.

Outline, Summary

Internet computer laboratory in every school in Poland is a programme of polish government (Ministry of National Education and Sport). It is the ICT programme for schools, at national level, and aims at supplying all schools with computer equipment, educational software and supporting ICT teachers training. The action was developed by senator Grażyna Staniszewska who was President of the Parliamentary Commission for Education, Science and Youth.

Contextual information:

- as regards previous national ICT policies:more organized and wider form of previous central supplying schools with computers,- as regards other national ICT policies:co-operation with Interkl@sa action,- as regards more general national policies:

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it is a part of governmental policy

Content of policy:

Needs attended to, issues, problems solved,

At the 1st stage the main need was to have at least 1 fully equipped Internet laboratory in one of the schools in municipality (smallest administrative region – gmina)At the 2nd stage the main need was to have all new upper secondary schools prepared for ICT use.

A lot changed during the past few years, however it is still a problem to train teachers so they are able to use information technology in teaching. The proper teacher training will have a decisive influence on student IT education and on realization of all planned by school projects aiming at local community.It will also guarantee the proper use of computer labs in the whole youth educational process and the possibility to use computer labs in teaching different subjects.It is known that the access to advance teacher training is highly insufficient. At the same time, the quality of supplied equipment and the complexity of the software call for constant knowledge broadening.

Aims and objectives

Educational aims:-to prepare students to live in the global information society by providing them with possibility to use IT and multimedia in learning and problem solving,-to level educational chances and increase quality of education,-to improve communication in educational system,-to implement in students ability for self education and self search for information,-to acquaint students with IT,-to enable access to the internet for students, teachers and local community outside the teaching classes,

Social aims:-help in solving youth unemployment problem,-to recognize the need for educating the IT experts imposed by the labor market.

The scope of project:-to supply - in 2003 - 500 higher secondary schools with computer equipment and 15 multimedia and server, with connection to the local network, and to supply school multimedia information center with the internet access in 4 computer equipment set,-to supply computer labs with software making the use of internet and IT in teaching and learning possible,-to train teachers in a field of informatics basics and application of IT in accordancewith project principles.

Implementation:

Last few year are mainly about the fulfillment of the following projects:Computer Lab in every municipality (1998-1999), Computer Lab in every higher secondary school (1999-2000), Computer Lab in every school (began in 2001).

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The consequences of those projects are visible and determined the condition of computer labs equipment.The person appointed as responsible for equipment of higher secondary school in the computers and multimedia centers is Director of Regional Educational Board (Kurator Oświaty), as a person responsible for implementation of educational policy in province. The schools that apply for computer lab under the project, should fulfill the following conditions:-if a school is a part of a school complex – the school complex is entitled for computer lab,-at one school there should be at least two classes at the same level. School should demonstrate , that in 2003/2004 it will fill the places with students in at least two first classes,-school should have the information technology teacher employed (with university degree in Informatics or equivalent),-until now, the coordinating authority fulfilled commitments resulting from joining the project,-the coordinating authority together with school submitted declarations(for the computer lab and multimedia center):

a) regarding the technical arrangementb) regarding financing the teacher training courses

The coordinating body accepts the responsibility for financing the training of:-5 teachers at M course (IT and multimedia education in school practice),-1 teacher that will coordinate student work in multimedia information center, at OCM course – preparing for the multimedia information center guardian duty,-1 informatics teacher on I course (advanced methods for web page creation using the elements of architecture creator client-server),-1 teacher (computer lab administrator) at 3-stage PD course – preparing for school computer lab administrator duty,-school director at LK course.

The ranking of schools that fulfill formal criteria is established by Director of Regional Educational Board (Kurator Oświaty). The Director makes the list of schools which qualify for computer equipment and sends it to the Ministry of Education and Sport.The main condition to receive computer equipment is the full teacher training that the school and the authority declared.

The computer equipment will be supplemented with the educational software. Schools receiving computer labs in 2003 as the part of the central purchase, report their 10 preferences. Schools can only choose from the educational software that is available on the Ministry of Education and Sport list of educational aids for teaching at higher secondary level. The list can be found at: www.ptm.edu.pl in educational aid section. Software can be chosen from the following categories:multimedia atlas, multimedia encyclopedia, multimedia language, multimedia manual, multimedia program and multimedia dictionary. The school should notify about it choice while filling in the declaration of joining the project. When the collection period is completed the program rating is created. All schools equipped under the project, will be supplied with educational software from the top of the ranking list. The number of supplied software will depend on the available financial resources.

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The school will finally qualify for computer equipment under the project after the teacher training on M, OCM, I i K courses is completed.

Future developments

Educational activities for information society till 2010

Aim Activities leading to the accomplishment of aimsInternet in schools-Schools in the internet

1. To equip all higher secondary schools with computer labs, to modernize local network in schools possessing computer lab and to connect to the Internet higher secondary schools, which still have no Internet access; to create multimedia and Internet information centers in school libraries by end of 2004. 2. To create in all libraries in higher secondary schools multimedia information centers.3. To gradually equip all primary schools in computer labs.4. To achieve the indicator circa 20 in number of student for one computer in 2004.5. To create the system that will help to purchase educational software for schools, on favorable conditions.

Teacher – an actor of informatics civilization

1. To create the ceaseless educational system for teachers in application of ICT in teaching (by end of 2004).2. To compile the teachers training standards for informatics teachers in schools at all levels (2002).3. To compile the teacher training standards in application of ICT in teaching (2003).4. To create the appraisal system for teachers regarding the qualifications specified in the teacher training standards in application of ICT in teaching.5. To gradually prepare teachers to use new information and communications technology in teaching .6. To introduce the obligatory qualification requirement for teachers as specified in teacher training standards in application of ICT in teaching.7. To introduce in all postgraduate studies module regarding the application of information technology (use of computer, multimedia and the internet) in subject teaching.8. To make it obligatory for teachers to be trained to teach using ICT.9. To introduce on-line training as the way to train many teachers in a short time.10. To prepare librarians to use information technology (due to the creation of school multimedia information centers).

Global access to the educational resources

Setting-up educational resources database:- thematic educational portals,- electronic, virtual libraries,

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- servers holding educational materials (1st results in 2003),

- creation of multimedia educational applications.Efficient management To train school management in information and

communication technology in order to apply it in school management and administration processes.

Scope or level: regional, national, European; geographical coverage

This is a national programme.

Target Group(s)

Schools in general (from primary to upper secondary schools), teachers.

Partners involved

The Interkl@sa Programme.Parliamentary Commission for Education, Science and Youth.

Financial support

The source of money is the national budget.Year Number of schools (labs) Number of computersBudget (mln PLN)1998 2480 24800 951999 810 8100 302000 2510 25100 1002001 1354 16716 582002 1303 18485 40

Overhead and other costs incurred by the policy

School and/or local government were obliged to pay for teachers training (approx. 5000 PLN per school)School were responsible for preparing room for computer lab.

Outcomes and results

The dynamics of computer number change during the last few years is presented in table below:

School type 1990 1994 1997 2002

Primary schols 3485 14937 25592 70041Lower secondary schools (Gimnazja) * * * 60975

Upper secondary schools 7492 12676 17440 36314

Upper secondary schools 10259 19551 28029 44378

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(vocational)

TOGETHER 21236 47164 71061 211708* gimnazja exist from 1998

Is this example suitable / recommended for further peer review?

Probably, yes

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

European Community situation concerning school use of ICT is a sort of standard which the programme aims to achieve.

Evaluation criteria used for selecting this policy as good:

The programme is evaluated at each stage by the Ministry of National Education and Sport. Sort of a global evaluation is in table above – showing the progress in schools computer equipment.

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Presentation of POLAND Policy N° 2INTERKL@SA – Building Information Society in Poland

Identification of policy:

Title: INTERKL@SA – Building Information Society in Poland

Name and full contact details of key informant: Katarzyna ManiszewskaEditor in Chief of the Polish Educational Portal www.interklasa.pl Foundation for Economic Education Al. Jerozolimskie 30, 2nd floor 00-024 Warsawtel./fax: (+48 22) 828 06 71(+48 22) 828 44 21-23e-mail: katarzyna.maniszewska@interklasa.pl

Keywords: INTERKL@SA

Duration of policy :

1998 – …

Outline, Summary

The Interkl@sa Programme is a country wide co-operation network of thousands of schools, teachers, pupils, educational NGO’s working together to bring Polish education closer to the European Union standards. Interkl@sa is a non-governmental programme but it co-operates closely with of the Ministry of National Education and enjoys support by private companies, especially from the IT sector. The programme closely co-operates with most important Polish media: Public TV, Public Radio and the biggest Polish daily newspaper “Gazeta Wyborcza”. The programme was developed in 1998 and is animated by Mrs. Grażyna Staniszewska, than the President of the Parliamentary Commission for Education, Science and Youth, now a Member of the Polish Senate.

Contextual information:

- as regards previous national ICT policies. Interkl@sa is trying to gather all official (governmental), entrepreneurial and individual activities concerning ICT at school- as regards other national ICT policiesBetween January 1998 and December 2002 polish schools, under the programme of the Ministry of National Education, were equipped with a total of 100 000 computers. ICT workrooms have appeared already in all lower secondary schools in Poland. The aim of Interkl@sa is to equip all secondary schools by the End of 2004 and all polish primary schools - by the end of 2007. About 40 000 teachers had been trained before the end of 2002. Still next several thousands will be trained thanks to the cascading structure of the training programme.- as regards more general national policiesIt is vital for the Interkl@sa programme to open the ICT workrooms for local communities, to make use of them as training centres, and also as communal European information points, as tools for the promotion of communes, for the implementation of ecological projects, programmes for the disabled, in elections and referendums. Every possible effort is made to turn school libraries into multimedia information centres. Due to the leader of Interkl@sa senator Grażyna Staniszewska was prepared in Polish Senate resolution regarding indispensable movements preparing Poland for accesion to global information society (dated 16 January 2003 – translation at the end of this document)

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Content of policy:

Needs attended to, issues, problems solved,

Interkl@sa closely co-operates with of the Ministry of National Education and enjoys support by private companies, especially from the IT sector. The main need is to supply all schools with computer equipment and educational software.

Aims and objectivesAt the beginning (1998) the aim was to develop at least one Internet computer workroom in every municipality (in one of primary schools). In 1999, according to the rules of educational reform there was a starting point for lower secondary schools (gimnazjum, age 13-16) so the main objective become to open in every lower secondary school Internet computer workroom. Now the ambition is development and co-ordination of all official (governmental), entrepreneurial and individual activities concerning ICT at school.Declarated aim of Interkl@sa is to equip all secondary schools by the end of 2004 and all polish primary schools - by the end of 2007.

Implementation:

The Interkl@sa Programme was initiated in 1998 by Mrs. Grażyna Staniszewska, than the President of the Parliamentary Commission for Education, Science and Youth, who is now a Member of the Polish Senate. She continues to be the co-ordinator of the programme and the Chairwoman of the Interkl@sa Task Force, which is composed of 26 representatives from the teachers’ community, educational NGO’s, the Ministry of Education, Local Authorities from all over Poland and representatives of the private sector. The Task Force and the Programme Coordinator are supported by a permanent Secretariat which co-ordinates the implementation of all the Interkl@sa programmes.Between January 1998 and December 2002 polish schools, under the programme of the Ministry of National Education, were equipped with a total of 100 000 computers. ICT workrooms have appeared already in all lower secondary schools in Poland. About 40 000 teachers had been trained before the end of 2002. Still next several thousands will be trained thanks to the cascading structure of the training programme.Interkl@sa organize yearly the Annual Interkl@sa Partners Meeting in the Gardens of the Zamoyski Palce in Warsaw. Recognizing the importance and success of the work done by Interkl@sa in bringing Poland into the emerging European information society, Mr. Romano Prodi, the President of the European Commission in Brussels has taken the official patronage over this important event.

Future developments (2003-2004)

6. Communal European Information PointsThe project European Information Points uses existing and fast growing infrastructure of IT school workrooms to spread reliable information about the European Union on the local level and within rural areas in particular. European Information Points are being established in close co-operation with a local self-government at designated schools and other public facilities (e.g. libraries). In those places competent (adequately trained) teachers/librarians will be supplying information about the European Union issues and about Poland’s future membership in this organisation. The training will be provided by the Foundation for Economic Education. Teachers/librarians will learn how to build up and update their knowledge about the European Union using the Internet as a tool and then how to impart it to both students during and after classes and interested people from the local community (farmers, businessmen etc.).

The project is implemented by the Foundation for Economic Education in co-operation with Friedrich Ebert Foundation, Commission of the European Communities Delegation in Poland, Office of the Committee for European Integration (Urząd Komitetu Integracji Europejskiej) and the Ministry of National Education.

7. Polish Libraries in the European Networks

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The project is implemented in close co-operation with the Ministry of National Education. It aims at step-by-step transformation of all student, teacher and local libraries into multimedia and Internet-based information centers. Close co-operation has been developed with the European Schoolnet, where Interkl@sa represents Poland. The most advanced joint activities have been developed in the context of the European Treasury Browser Europe-wide networkThe implementation of the project should aid local self-governments (in communes and counties) in making “new” use of library potential, thus progressing faster to the user-friendly information society. To execute the project, a structure of the national EDUCATIONAL NETWORK OF LIBRARIES that co-operate with one another via Internet links is being organized. The main tasks of the network of libraries include:

– co-cataloguing of the Internet-based educational resources– gathering, documenting and spreading local information and information about a region– free provision of e-information to all local community

Other key elements of the library project: – Central Multimedia Library (Centralna Biblioteka Multimedialna)– Tool software for the network of libraries: dynamic, digital version of European Educational

Thesaurus (Polish contribution to European library programmes in Brussels) – E-magazine: ''Biblioteka Otwarta''The network of libraries has its own central library server maintained and administered by Poznań Supercomputing and Networking Center at the Polish Academy of Sciences: www.biblioteka.edu.pl and www.library.edu.pl.

8. “Interkl@sa” Quality Mark – Znak Jakości “Interkl@sa”

“Interkl@sa” Quality Mark is a national initiative covering the whole territory of Poland. Its main aim is to promote schools that prepare their students to functioning in the information society, following the standards existing in the European Union. In the school which was awarded “Interkl@sa” Quality Mark:• Students and teachers use computers and the Internet for searching out meaningful and useful

information.• School library provides access to the Internet and multimedia sources of knowledge.• Staff room is a place where teachers may use ICT facilities to aid their own work and preparation

for classes. • Students from different schools participate in various contests and competitions in which the

computer and the Internet constitute an element of questions/tasks or their answers/solutions. • Students have designed, created and manage a school website placed on a server.• IT workrooms are used not only for teaching school curriculum but also for other initiatives –

expected by a local community. “Interkl@sa” Quality Mark serves as a proof that a given school has become a centre focused on putting information society into practice. “Interkl@sa” Quality Mark is awarded by the Panel whose members are appointed from among remarkable personages of Polish culture, science and politics:1. Grażyna Staniszewska – Member of Senate, former President of the Parliamentary Committee for

Education, Science and Youth 2. Prof. Andrzej Blikle – IT specialist, confectioner3. Marek Borowski – leader of the political party SLD, Marshal of the Sejm, organiser of IT contests

at schools 4. Prof. Peter A. Bruck – foreman of jury for the European multimedia competition "EuroPrix”5. Krystyna Janda – actress6. Prof. Aleksander Łuczak – leader of the political party PSL, former minister of education7. Prof. Jan Madey – IT specialist, prorector in the University of Warsaw8. Kazimierz Marcinkiewicz – leader of the political party PiS, former vice-minister of education9. Czesław Niemen – singer10. Prof. Bp Tadeusz Pieronek – rector in Papal Theological Academy 11. Prof. Aleksander Wolszczan – astronomer, discoverer of planetary system12. Prof. Andrzej Zoll – Ombudsman

9. Polish Educational Portal Interkl@sa (www.interklasa.pl)

In co-operation with the Polish-American Freedom Foundation and with the help of Poznań Supercomputing and Networking Center (Poznańskie Centrum Superkomputerowo-Sieciowe)

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established at the Polish Academy of Sciences (PAN), Interkl@sa is creating non-commercial educational portal. The Portal achieves over 50 000 000 requests per month.The Polish Educational Portal Interkl@sa forms a common information platform to be used by various groups of people. On the one hand, there are teachers who co-operate under national social initiative Interkl@sa, learners, school administrative staff, local institutions and students’ parents who use the service. On the other hand, there are companies offering software or educational resources, and educational organizations that create the Internet-based news bulletins. Since December 2002 you can find on the Interkl@sa the content of the popular portal Eduseek, www.eduseek.interklasa.pl And since April 2002 you can also find the second popular portal 6plus on the Interkl@sa Internet platform www.6plus.interklasa.pl.The Interkl@sa Portal is non-commercial educational portal, which provides educational content, innovative Internet tools and supports educational initiatives.

10. Local Academies of Information Technology

The programme "Local Academies of Information Technology (LAI)" is aimed at youth in secondary schools, graduates and the unemployed. Both young people and adults may become digitally literate in Local IT Academies. The schools participating in the programme equip learners with skills necessary to gain valuable and prestigious vocational certificates recognised all over the world.The LAI programme is a non-profit initiative. It means that no organization, institution, company or school participating in the programme derives any profit from actions taken under the programme. Its implementation is based on co-funding principle. It means that it is financed from various sources. Substantial contribution is given by schools/self-governments participating in the programme and co-operating companies. Interkl@sa, together with its partners, will step up efforts to get additional financing from Polish and foreign organizations and institutions for the implementation of some of the programme objectives.The programme addresses the needs of the labour market where educated IT specialists are in great demand. It should also help to reduce the unemployment among youth in underdeveloped regions (e.g. in rural areas or areas with industrial restructuring), which is partly caused by an anachronistic vocational training system that in many cases cannot respond in any way to the labour market needs. The programme is managed in close co-operation with Związek Powiatów Polskich (an association of Polish counties) and leading IT companies. Today it covers five training modules described below, which interested schools may select. Courses will be provided after regular school classes (for pupils) or in the evening (e.g. for the unemployed). Cisco Systems, the world leader in computer networking, was the first company to join the Interkl@sa programme. The training module Cisco Networking Academy serves as a basis for establishing Local IT Academies. Other modules are offered by Microsoft, Sun Microsystems, Apple Computers, and Alma Internet. There were 118 LAI established by the end 2002. It is expected that approximately 300 LAIs will have been created by the end of 2003 under the Interkl@sa Programme.

11. Intel – Teach to the Future

The project “Intel – Teach to the Future” aims at training the greatest number of teachers possible in using Information and Communications Technology for teaching and for their own work (Master Teacher - Leader). Each trained teacher is obliged to provide next 20 teachers with similar training. The centre of interest is not a computer itself but the teacher and the application of new technologies to teaching varied school curricula. The project offers the teachers, who participate in leader trainings, an opportunity to show not only their skills in using and applying IT technology to their field of specialisation, but also in managing work of teacher groups, making generalisations about IT applications and transferring them to other fields. The teacher is granted a leader certificate after finishing the course with a positive result and conducting the training for 20 other teachers.The above-mentioned leader skills match the actions taken by the Ministry of National Education in implementing the education system reform, which are actively supported by Interkl@sa. The skills are largely coherent with the standards set for a school IT co-ordinator. In Poland the project is being implemented by Intel in co-operation with Interkl@sa and the Ministry of National Education. Thus, thanks to the cascading structure, by the end of 2001 we had trained 100 LEADERS, and then 4 000 LEADERS, each of whom will train next 20 teachers by the end of 2002. So at the end of the programme, it will be covering around 80 thousand teachers! The programme “Intel – Teach to the Future” is financed by the INTEL company and supported by Microsoft.

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12. Computer Long Distance Training Programme

On the Polish Educational Interkl@sa Portal Platform with support of Polish American Freedom Foundation, educational support of the National Foundation for Computer Literacy - OFEK in cooperation with the Teachers Training Centre in Lodz was launched the pilot phase of the Computer Long Distance Training Program. The program addressees are 3 000 teachers (1,500 participants of the Computer for Teacher Program and 1,500 cooperating with Interkl@sa Portal). Teachers will be trained in using Information and Communications Technology for teaching and for their own work. The programme contains 2 phases – e-learning phase and face-to-face teacher’s training near the place of living.

13. Second Hand Computers

State aid alone is not enough to satisfy a demand for computers at schools. Still in many highly developed countries most of the computer hardware currently used for educational purposes has been acquired second-hand. Bearing that in mind Interkl@sa directs sustained efforts towards organising in a systemic way the collection of computers previously used by Polish companies or their importing from other European countries.

14. The European Schoolnet

Interkl@sa represents Poland in European Schoolnet. Interkl@sa represents Poland among others by the projects Spring Day and eSchola. Interkl@sa gives information, support and mobilizes polish schools to join the European Schoolnet’s activities and projects.

Scope or level: regional, national, European; geographical coverage

Interkl@sa Programme is a national programme.

Target Group(s)

Schools in general (from primary to upper secondary schools), students, teachers, local authorities (in some sense - society).

Partners involved

The most important partner is Ministry of National Education.Others:Poznań Supercomputing and Networking Center (Poznańskie Centrum Superkomputerowo-Sieciowe).European Schoolnet.Companies and private partners are invited as sponsors

Financial support Provided by: Foundation for Economic Education (non governmental),Polish-American Freedom Foundation (non governmental)Partially sponsored by companies like: Microsoft, Sun Microsystems, Apple Computers, Intel, Cisco Systems …Data not available.

Overhead and other costs incurred by the policyData not available.

Perceived strengths

Open for all sorts of activities on different levels (from national to local) concerning use of ICT.Activating people from pupils to parliament members.

Perceived weaknesses and areas requiring further improvement

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Generalizing success, overriding other actions, not always open for institutional cooperation.

Outcomes and results

Polish schools were equipped with more than 100 000 computers (mainly under the programme of the Ministry of National Education - Internet computer laboratory in every school in Poland). ICT workrooms have appeared already in all lower secondary schools in Poland (mainly under the programme of the Ministry of National Education - Internet computer laboratory in every school in Poland).More than 40 000 teachers had been trained in school use of ICT.Non-commercial educational portal was created. The Portal achieves over 50 000 000 requests per month.A lot of local ICT initiatives (on school and local community level) connected with the use of ICT were developed and driven.

Is this example suitable / recommended for further peer review?

Yes

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

Interkl@sa as a country wide programme is aiming to bring Polish education closer to the European Union standards.In many activities there is a stress for European dimension (Communal European Information Points, Polish Libraries in the European Networks, co-operation with The European Schoolnet).

Evaluation criteria used for selecting this policy as good:Opinion:Interkl@sa organize yearly the Annnual Interkl@sa Parters. Recognizing the importance and success of the work done by Interkl@sa in bringing Poland into the emerging European information society, Mr. Romano Prodi, the President of the European Commission in Brussels has taken the official patronage over this important event. Mr. Prodi has expressed his acceptance and appreciation for the work performed by Interkl@sa.“We notice and appreciate the Polish efforts to stand up to this task and I congratulate the Interkl@sa programme for being a major part of this efforts in close cooperation with the Polish Government, the Polish Local Authorities, Polish Scientific Institutions, important NGO’s and - last but not least – the private sector. We truly appreciate the European dimension of Interkl@sa activities, especially its active involvement into the successful work of the European Schoolnet programme.”

Romano Prodi

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In addition:Polish Senate Resolution

Regarding Indispensable Movements Preparing Poland for Accession into the Global Information Society.

The Polish senate states, that facing two fundamental transformations – integration with EU and accession into the global information society – Poland must prepare for both with the same strength. First challenge is to ketch up with western Europe’s development, the second challenge is to estimate the chances of Poles in the future.

The key role in the transformation process plays the education system. It is the preparation of the citizens that will decide on our country’s ability to adapt the demands of the electronic economy and global market. It is unacceptable for Polish society to be found in a group of those not being able to keep pace with technological advance. The educational system ought to prepare people to enter international labour market e.g. through the Internet, to innovativeness and entrepreneurship, to be open minded. Hence, the mass transformation in education is so important.

The Senate puts the request for the Polish Government to introduce till the end of march 2003 the program giving the right to constant learning, taking into account distance learning is developed so that every citizen in our country has a chance to keep up with advancements. It is expected, that the Government will introduce in it the schedule of the following tasks:

all schools and public libraries to be provided with multimedia computers with the Internet access;

all teachers and library staff to be trained in use of new technology; didactics based on new technology to be taken into consideration in all school and academic

subjects; all adults have the right to gain new skills thanks to the ability to use computer and the

Internet; the easily accessible, educational database system in the Internet, in polish language to be

created; the communication infrastructure as well as the information to be accessible at the low cost so

it does not create for a man and the whole community a barrier in their development;

The minister adequate for the science, also the minister adequate for the education, together with the High Education Council, the National Accreditation Board, the Conference of Academic Rectors for the Polish Schools and the Central Committee for the Academic Title and Academic Degree should act together and create interdisciplinary field of studies making use of information technology.

The minister adequate for the public finances should act accordingly in order to make sure that there are sufficient financial funds supporting all activities connected with getting Poland ready for the global information society.The senate stresses the need for constant monitoring and rectification of Poland’s preparations for the challenges that the global information society brings.

It is necessary to create efficient mechanism for intergovernmental cooperation because of interdisciplinary problems. It is necessary for the government to cooperate with high schools and the local governments at all levels. It is expected, that the Government will take into consideration an adequate mechanisms assuring the coordination of central and local activities.

16 January 2003

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Presentation of PORTUGAL Policy N° 1Programme Nónio XXI Century

Identification of policy:

Title: Programme Nónio XXI Century

Name and full contact details of key informant: Ida BrandãoPrograma Nónio-Século XXIDepartamento de Avaliação Prospectiva e Planeamento do Ministério da EducaçãoAvª. 24 de Julho, 1341399-029 LisboaPortugaltel: +351 21 394 93 37Fax: +351 21 395 76 10Email: ida.brandao@dapp.min-edu.ptURL: www.nonioxxi.pt

Keywords: NÓNIO

Duration of policy :

10. 1st stage: October 1996 – August 2000

11. 2nd stage: August 2000 – August 2003

12. 3rd stage: 2003-2006

Outline, Summary

Nónio Programme is a Unit of the Prospective Evaluation and Planning Department of the Ministry of Education (central dept.). It is the ICT programme for schools, at national level, and aims at generalizing innovation in all schools.

Contextual information:

- as regards previous national ICT policies, Nonio Programme is the successor of the first programme that introduced new information technologies in schools– MINERVA Project – that was launched in Portugal, late 1985 and lasted till 1994. Nonio followed previous concerns with the use and integration of ICT in the teaching learning process, followed a policy of bringing closer higher education to primary and secondary schools and certain expertise in ICT that could be shared with other education levels, a policy concerned with teacher training and the pedagogical integration of ICT, and a policy of content development (Minerva project produced many curricula software).

- as regards other national ICT policies, Nonio exploited the connectivity of schools granted by another programme (Internet na Escola) launched by the Ministry of Science and Technology in 1997. In a first stage all lower and upper secondary schools (teacher training centres, public libraries) were ISDN connected and in 2000-2001 a joint effort of MCT and municipalities connected all primary schools.. Since 2000, PRODEP (development programme for Education with EC Structural Funds - http://www.prodep.min-edu.pt/intro.htm)has a measure that finances equipment and contents for schools and has a established a priority for ICT teacher training.

- as regards more general national policies: national ICT strategies (http://www.dapp.min-edu.pt/nonio/ingles/strategies.pdf) and Nonio

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(http://www.dapp.min-edu.pt/nonio/ingles/docubase1i.htm) are embedded in broader national policies as follow-up of eEurope Action Plan. The Ministry of Education is represented in the Mission Unit for Knowledge Society/Innovation (UMIC - http://www.umic.pcm.gov.pt/site/)..The third stage of Nonio (near future) will articulate with another policy of the Ministry of Education, regarding the «Grouping of Schools» (http://www.dapp.min-edu.pt/est_plan/raag/intro.html).

Content of policy:

Needs attended to, issues, problems solved,

The emergence of Internet and cost reduction of computers made these means much more accessible to business, public services and families. The increase of ICT use in labour market and in society required a special effort in the education field to keep pace with this evolution. New competencies and skills were demanded to pupils/students and teachers. In the last decade, better conditions have been offered to schools regarding equipment, connectivity and teacher training, and new challenges and new ways of learning have emerged. Transformations are taking place in school organization, teaching methodologies, pupils/students centred learning approach, interactivity between pupils/students of different countries. Internet facilitated communication and brought people much closer, namely through chat, videoconferencing and email. The unlimited source of information in the Internet allowed search and selection of information to produce new knowledge and allowed the possibility of publishing this knowledge in the Internet.- Aims and objectives

Nonio XXI Century Programme was created aiming at the production, application and generalized use of ICT in the education system, namely:a) the improvement of the conditions in which the school functions and the success of the teaching-learning process; b) the quality and modernisation of the educational system's administration; c) the development of the national market for the creation and publishing of educational software for pedagogical, didactic and management purposes; d) the contribution of the educational system to the development of a more flexible and participated information society

The programme followed specific objectives:a) Finance primary and secondary school projects, comprising multimedia equipment and functioning of projects;b) Certify ICT Competence Centres to support the development of school projects in collaboration with institutions with the expertise and vocation, promoting educational contents and teachers training; c) Stimulate and support the creation of educational software and support publishers market; d) Promote the dissemination and exchange, both national and international, of information on education and good practice, namely through networking.

Implementation: Nonio Programme established four main priorities regarding support to school projects using ICT, with the assistance of ICT Competence Centres; studies and recommendations for pre- and in-service teachers training; educational digital contents development and European/international cooperation in educational networks, initiatives and projects.

In the 1st stage the focus of the programme was centred in school projects. In the 2nd stage the focus was on digital contents development (mainly for lack of financial resources for schools). One expects that the 3rd stage will focus again on schools and generalisation of ICT use and pedagogical integration by teachers with pupils/students.

Subprogramme I – ICT APPLICATION AND DEVELOPMENT Measures:

Call for proposals in 1997 and in 1998: ICT Pedagogical School Projects (3 year long projects - http://www.dapp.min-edu.pt/nonio/escolas/index.htm)

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Call for proposals in 1997 and 1998: certification of ICT Competence Centres (27 Centres throughout the country, located in Universities, Polytechnics, teacher training centres, scientific associations, SNE associations, etc) with the mission to help schools design their projects, assist them in the implementation, training teachers for the pedagogical use of ICT and evaluating the projects. (http://www.dapp.min-edu.pt/nonio/ccs/cca_1.htm)

Subprogramme II – ICT TRAINING Actions: Surveys (in 1997, 1998 and 2000) on equipment, software, school projects and ICT use in

schools - http://www.dapp.min-edu.pt/nonio/docum/inq2000.pdf In 2001, the national statistics started to collect data on ICT in schools, annually Qualitative studies: sample studies on «ICT: use by teachers» and «ICT:use by

pupils/students»; OECD/CERI case studies on «ICT and the quality of learning» (http://www.dapp.min-edu.pt/nonio/pdf/estudos_de_caso.pdf)

Seminars and conferences to debate ICT integration in pre-service and in-service teacher training (http://www.dapp.min-edu.pt/nonio/formacao/iiencontro.htm)

Teacher training of ICT trainers: some training courses took place to debate a basic curriculum for ICT training for teachers and a set of manuals and materials were produced to support this basic ICT curriculum (http://www.dapp.min-edu.pt/nonio/formacao/formprof/index.htm)

Recommendations for Teacher Training Centres were produced and most of the information, initiatives and materials produced and organized by Nonio are disseminated to the circa 200 teacher training centres that exist in Portugal (usually located in secondary schools)

Subprogramme III - CREATION AND DEVELOPMENT OF EDUCATIONAL SOFTWAREMeasures: Call for proposals (in 1997,1998,1999,2001): Educational Information

Projects (for the Web) – circa 75 projects financed (3 year and 2 year projects - http://www.dapp.min-edu.pt/nonio/links/index.htm)

Call for proposals (in 1997 and 1998): Pedagogical materials to support the use and integration of ICT in primary and secondary schools

Educational Software Awards Competition (in 1997, 1998,1999,2001) and respective support to publishers

Call for proposals (2001) – Development of educational software projects and respective support to publishers

Call for proposals (2001) – ICT Pedagogical Materials in the scope of curricula revision

Subprogramme IV- DISSEMINATION OF INFORMATION AND INTERNATIONAL COOPERATION

Measures: Call for proposals (1997 and 1998): «Organization of ICT International Conferences in

Portugal» Call for proposals (1997 and 1998): «Participation of portuguese teachers in ICT

Conferences abroad» Member of EUN (European Schoolnet) and participation in several projects and

initiatives (Virtual School, ENIS, Valnet, EunCle, Spring Day, eSchola, Young Consumer Competition, etc)

National Coordination of Netd@ys between 1997 and 2001 Participation in OECD/CERI workgroups Participation in EC workgroups (eLearning, ICT Group) Participation in Socrates/ODL/Minerva projects

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Future developments - Re-launching Nonio Programme for 2003-2006

Main actions foreseen:

15. Expansion of ICT Competence Centres, re-certification of those that had a positive evaluation (evaluation done between 1997-2001) and certification of a few more to cover more isolated regions or where there are many schools and the existent Centres are not enough. Financial and human resources will be allocated to ICT Competence Centres.

16. ICT Competence Centres support to «Groupings of Schools» on a geographical basis, with national coverage, articulating with another important policy of the Ministry of Education (RAAG) that aims to rationalize school management and grant a more smooth level transition from primary to secondary schooling. ICT can be an important tool to ease communication between schools of the same Group. Support to VLE and Intranets in each Group of Schools will allow to share information and resources and create an identity among them. Each Group of Schools will constitute a team of teachers that will be in charge of planning ICT activities involving all schools of the Group. Each team will articulate with an ICT Competence Centre that will act as advisor, monitoring the plan of activities and assisting them according to one’s needs. ICT Competence Centres will bring together the teams acting in the Groupings of Schools to debate issues related to future developments of ICT and impacts on quality of learning.

17. Call for proposals regarding educational digital contents and VLE/Intranets will be launched18. Studies on the use of ICT in schools and on teacher training will follow-up previous ones to

compare evolution19. European/international cooperation will be carried on as a follow-up of previous work

- Scope or level: regional, national, European; geographical coverageNonio Programme is a national programme

Target Group(s)

Schools in general (from kindergarten to upper secondary schools), teachers, ICT Competence Centres (located in Universities, Polytechnics, teacher training centres, scientific associations, SNE associations, etc), these type of institutions and private companies are also beneficiaries of the digital contents measures.

Partners involved

Nonio Programme had, in the first stage (1997-2000): an ICT Council, composed of ICT experts (circa 10 professors of different

universities from different regions) with an advisory role on policy and strategy a Planning, Monitoring and Evaluation Commission with representatives of the

different central and regional departments of the Ministry of Education and one representative of the Ministry of Science and Technology (circa 12 people)

an Executive Commission with representatives of two central departments and the five regional departments of the Ministry together with the central Nonio team

All these structures turned out to be a burden to the small operational team of Nonio and didn’t meet the expectations, with little added-value. From 2000 on, Nonio team operated strictly on the dependency of the DAPP Director.

The most important partners that act as an extension of the central Nonio team are the ICT Competence Centres, located in Universities, Polytechnics, teacher training centres, scientific associations, SNE associations, etc. These Centres have teachers with whom there’s a close relationship.

In some of the European initiatives we take part (Netd@ys, eSchola) private partners are invited as sponsors

Financial support

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All along it has been exclusively public fundings. In the first stage (1997-2000) financial support came from national investment funds and since 2000 depends on European structural funds (PRODEP)

Measures (Calls) Year ESC €ICT Competence Centres 1997 273.187.203,00 Esc. 1.362.652,02 €  1998 68.600.000,00 Esc. 342.175,36 €  2002 8.019.280,00 Esc. 40.000,00 €Sub-total   349.806.483,00 Esc. 1.744.827,38 €       School Projects 1997 1.120.787.328,00 Esc. 5.590.463,62 €  1998 1.489.396.000,00 Esc. 7.429.075,93 €Sub-total   2.610.183.328,00 Esc. 13.019.539,55 €European structural funds   449.575.061,00 Esc. 2.242.470,95 €       Educational Contents for the Web 1997/2001 246.532.300,00 Esc. 1.229.697,93 €       Pedagogical Materials for the Integration of ICT 1997 4.400.000,00 Esc. 21.947,11 €  1998 1.800.000,00 Esc. 8.978,36 €Sub-total   6.200.000,00 Esc. 30.925,47 €       Curricula Materials for the Web 2001 58.796.198,00 Esc. 293.274,20 €       Educational Software Awards 1997/2001 35.000.000,00 Esc. 174.579,26 €Educational Software Development Projects 2001 50.755.424,00 Esc. 253.166,99 €Sub-total   85.755.424,00 Esc. 427.746,25 €       Comparticipaç. Comum. De conteúdos   38.485.829,86 Esc. 191.966,51 €       Software Publishing 2000 7.142.207,00 Esc. 35.625,18 €  2001 3.111.500,00 Esc. 15.520,10 €  2002 20.000.000,00 Esc. 99.759,58 €Sub-total   30.253.707,00 Esc. 150.904,85 €       School Management Software 1997 2.200.000,00 Esc. 10.973,55 €       National Conferences Organization 1997/99 11.900.000,00 Esc. 59.356,95 €       

Teacher Participation in International Conferences 1997/99 4.278.946,00 Esc. 21.343,29 €

TOTAL   3.405.906.386,00 Esc. 16.988.589,43 €

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Overhead and other costs incurred by the policy

Expenses with the functioning (general costs) of Nonio Programme are the responsibility of DAPP (functioning budget of the central dept. of the Ministry, where Nonio is located).

Outcomes and results

Since the beginning of Nonio Programme, monitoring and evaluation has been one of the major concerns (Nonio is integrated in the Evaluation Dept. of the Ministry), therefore, every year an activity and financial report was demanded to the ICT Competence Centres and the schools (3 year long projects), culminating with a global evaluation that was published last year and is available on Nonio’s site.http://www.dapp.min-edu.pt/nonio/pdf/ccomp_avaliacao.pdf and http://www.dapp.min-edu.pt/nonio/docum/aval97/aval97.htmThe evaluation turned out to be positive and a new impulse was recommended towards the generalisation of good practices resulting from the development of school projects, assisted by the ICT Competence Centres. The 430 school projects involving circa 850 schools supported by Nonio should have been expanded, if financial resources were made available.

The fact that PRODEP III (Programme for the Development of Education), launched in 2000, needed most of the national funding to complement structural funds for ICT priorities, led to a change of policy. The focus was made on computer equipment for schools, to attain european ratio of pupils per computer and acquisition of software in the market for schools. This measure was mainly guaranteed by the Education Regional Departments and will be till 2006. Equity in distribution of equipment will be guaranteed, but proper use and capacity in schools to take advantage of these means, on a general basis, are doubtful.

Another measure of PRODEPIII, that tried to complement this equipment effort, concerned ICT priority for in-service teacher training. A relevant number of courses have been financed. However, specific training methodologies should be reinforced, modalities that oblige teacher-trainees to reflect and actively participate in the learning process, namely, more distance learning training, project oriented training, workshops and study circles, instead of courses oriented by teacher-trainers repeating the same format.

According to a study made last year by Nonio regarding the use of ICT by teachers (a sample of schools was determined and 20.000 teachers were inquired) the percentage of teachers actually using ICT in pedagogical activities with pupils/students is very low (about 26%) though over 80% use it to prepare classes. However attitudes of teachers have changed positively, most of them are receptive to use more and to have more training and feel that ICT helps in the teaching–learning process. They feel insecure to use ICT because they don’t control technically the means as well as their students and they lack technical/maintenance support in schools.A complementary study on the use of ICT by pupils/students, to the same sample of schools, is taking place this school year and preliminary results will be available by next July.

Regarding in-service teacher training there should be an effort to include ICT in the curricula of the courses of higher education that train future teachers. A study published in 1998 by Nonio showed that very few courses integrated ICT (exception for Maths and Sciences courses) and concerns with this issue by higher education institutions didn’t show off. Taking into account the autonomy of Universities and Polytechnics it’s problematic a direct interference of the Ministry.

Is this example suitable / recommended for further peer review?

Nonio is recommended for further peer review, since several evaluation studies and a systemic approach to ICT issues have been addressed.-European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

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Nonio was directly involved in the coordination of the «Strategies for Action – ICT in Education», reference document produced with the contribution of the different Departments of the Ministry of Education and published last year. The strategies are embedded in the European Action Plan eLearning and Nonio Programme is also concerned with the priorities set by european action plans (integration of ICT in schools, teacher training, contents work and collaborative work between institutions and schools of European countries.http://www.dapp.min-edu.pt/nonio/ingles/strategies.pdf

Evaluation criteria used for selecting this policy as good:

1) the fact that Nonio financed many school projects, focusing on the schools’ needs, covering the different school levels (from kindergarten to upper secondary schools) and didn’t follow a restraint policy of just supplying computer infrastructure. The equipment that schools have acquired through the project budget served a pedagogical project that lasted 3 years and was evaluated on an annual basis. 2) The certification of a network of ICT Competence Centres scattered throughout the country that supported the school projects. Each school had to choose a Competence Centre according to its preference or specific needs and the Centres have responded positively to the requests of the schools, either on a technical level, either on training needs, either councelling, monitoring, organizing workshops to debate and evaluate the work done3) Other complementary measures were launched that helped schools and ICT Competence Centres to develop their collaborative work, namely the creation and development of educational contents for the web, curricula materials and educational software.4) The national coordination of european and international initiatives and projects made possible the direct involvement of ICT Competence Centres and schools, allowing the exchange of good practice:5) Annual and global evaluation of school projects and ICT Competence Centres took place as well as several ICT surveys and quality studies to monitor the pace of integration of ICT in schools and, in particular, in the teaching-learning process.

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ROMANIAN Policy example

The answer on questionnaire on good policies

1.Title:Information and Communication Technologies Aided Educational System

( ICT-AES )

2. Name and full contact details of key informant Prof.dr.TRAIAN IONESCU General Direction for ICT Phone:+40(21)3132286 Fax:+40(21)3139855 E-mail: tcion@rnc.ro E-forum: www.portal.edu.ro3. Keywords: educational system, learning management system, educational software, educational content, teacher training, e-learning

4.Outline, SummaryThe need for ICT-AES is imposed by internal and external factor, included in the national strategy for new economy and development of the information society as knowledge based society.As internal factors are considered:-The Government Program-The reform of the romanian educational system-Public opinion's unanimous support for ICT-AESAs external factors are considered:-Accession in the EU, as major priority for Romania-Development of information society and implementation of the EU acquis and policies -Political commitment for Romania of the ICT-AESICT-AES contains as summary:-Description of the educational system assisted by ICT-The main partners and selection criteria-Agenda and schedule of implementation-References as validation of current effortsThe content of ICT-AES is refereed as support for the objectives of the education reform, mainly starting with the secondary/undergraduate schools:- Implementation of the integrated, national-wide solutions in using ICT local

level for each school, country/regional level;- Creation of the ICT classrooms, based on needed hardware and basic software;- Caution of the educational assistant for schools and high schools, as learning

management system;- Implementation of the management information system for the needs on local,

regional and national levels.The infrastructure of the ICT-AES is based on standardized ICT classrooms (1 server, 25 workstations, printer, scanner, and internet connection through the use of the national wide network dedicated for education and research (RoEduNet-RNC)

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connected to Geant. The objectives of the program are implemented as projects, and are presented on p. 7 (Implementation).

5. Needs attended to, issues, problem solved

The generalized use of ICT in business, services and families, the requirements on labor market and society in general need a special effort and attention in reforming the education to keep pace with this evolution. New skills and competencies are demanded for pupils/students and their teachers. If we are demanded for the education as a system, any change in one part of the system is inducing changes in the proportions of its inputs, or a change in its technology, organization or management.As key elements of the education system exposed to the influence of the ICT we can consider: Objectives and priorities (p. 6 of the questionnaire). Inputs, representing pupils/students, teachers and managers, instructional

materials, equipment and variations resources required to enable the system to function.

Internal process, representing the curriculum whose content is related to system's objectives, and to learner's needs, appropriate technology and pedagogical methods, management provisions.

Output, representing acquiring learning, skills, attitudes, styles of thinking, all the developed aptitudes and capabilities that pupil/student carry away from education system beyond what they brought to it initially. The output can be defined as educational value-added to the pupil/student, by their exposure to the particular education system.

The educational value-added, generate longer term effect occurring from the actual use of the immediate learning results. Finally, we can consider as key questions for education system, how well the pupils/students learning matched the system's objectives, how the objectives matched the real learning needs of the pupils/students and society use learning outputs. Particularly for Romania is adaptation of the education system to ''e Europe + Strategy" and "eLearning European Initiative".

6.Aims and objectives

ICT-AES program was created and approved as part of the Government Program, aiming the reform of the Romanian educational system, namely to have in view: ICT literacy for pupils/students and teachers Emphasis in education on problem solving, searching, using information and

cooperative or team work Stimulating creativity and competition Encouraging innovative teaching and learning Offering simulation software for didactic material that cannot be afforded by all

schools Offering management support for schools and Ministry of Education and Research Creation of dedicated teacher training centers ( 8 already in place ), with

structured approached and certification counts for teacher's career path Consolidation and development of the national software market for education,

promoting digital educational content Creation of dedicated teacher training centers (8 already in place), with structured

approach and certification counts for teacher's career path

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7.Implementation

ICT-AES is implemented by projects, having as for the following, which are defined, approved and in different stages of implementation:

I. SEI Educational Portal ( http://portal.edu.ro)The SEI Educational Portal represent a unique Internet communication center between romanian public and Ministry of Education and Research.The main functional features/components of the portal are: Public information module; Communication facilities, public opinion measurements features; School records and centralized management files (aggregated results) collected

from the lower level; Educational ICT project monitoring; Support for regional/national collaboration projects; Secured application for specific usage.

II. Secondary school admission and distribution ( ADLIC )ADLIC represent the first computer-based system used in Romania at national level for: Centralizing the result of the primary school graduation examination Secondary school admission and distribution ensuring- enhanced user interface ergonomics- reduced response time- complex security system- easy administration and monitoring for data gathering publish results, solving

complaints publish results, and distribution publish results by printing final reports.

Each operation in the system, including reports viewed, is monitored against fraud.

III. The Commendation and Public Acquisition Procedure for Alternative Manuals ( EvalMan )EvalMan is dedicated for:

accelerating the evolution process by: - automation of the iterative procedures for reception of offers from the publishers

and distribution of the manuals towards the evaluators;- easy centralization of the assessments sent from the entire country;- automated results computing.

Assuming the objectivity of the evolution process by:- random selection of the evaluators in each country (aprox. 48);- codifying the offers, for keeping the senders anonymous, verification of the

previous assessments;- secure access to the system.

IV.Educational Assistant for Schools (AEL)AEL is the backbone of the software applications developed inside ICT-AES, and is representing an integrated system which assists the teachers, pupils/students, ICT

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acts as support areas for teaching, evaluation, management/administration and monitoring.The AEL system is based on modern educational methods, in accordance with the three successive stages that generally define the educational process:- acquiring basic knowledge- developing strategic thinking.The AEL system is open, dynamic, permanently extendable, the data/information being stored according to the existing standards (Currently is in use AEL Vers. 3.0).

In the field of e-learning production, there are some achievements as software packages, exported: Mobile learning systems (partner go Reader USA) Interactive education resources (for DVD edition of Encyclopedia Universalis) Interactive education content for high schools, supported with teacher's

explanations by using LMS (Learning Management System) Digital Library using XML repository, including dictionaries and glossaries.

V. National network for education and research (RoEduNet-RNC) connected to GEANT RoEduNet-RNC is a national-wide computer network, for the schools, universities, research centers, big libraries and museums (as sites), connected to GEANT from 2001. The developments are included especially rural areas, for schools and local cultural centers.

VI.Management information systems for undergraduate and graduate educationIn this field were implemented pilot projects for secondary schools (SENP) and universities (SIMFIS) in last 4 years, for the use of managers at different levels (local for the managers in schools or universities, country/regional and national for the use of Ministry of Education and Research).

8.Scope or levelICT-AES is a national program, adapted to eEurope+ Strategy and eLearningEuropean Initiative, as EU acquis in developing information society in Romania.

9.Duration of policyAs part of the strategy for ten years ( 2001-2010 ), ICT-AES has three phases, including all project presented at p.7 (Implementation): Phase I (2001- 2002), closed, and considered to be a success, for 100 high schools Phase II (2002- 2003), approved by the Government meeting on 31.07.2002,

under development, for 1100 high schools, including rural area Phase III (2003- 2005), prepared for approval, for 6500 schools, mainly in rural

areas

10.Target groupsAs target groups, ICT-AES has the all actors involved in educational system: pupils/students, teachers, clerks, schools managers, parents and population, public or private organization/institutions, Ministry of Education and Research and Government clerks and officials.

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11.Partners involvedAll partners have been selected on the basis of the known criteria (major brands, best offer of services and references, strong presence in Romania,proven results etc), under the supervision of Ministry of Education and Research and aproval of the Group for promotion of ICT in Romania (at the Government level, under the Prime-Minister supervision). The main partners involved in the projects presented at the p.7 are: IBM-Romania, HP-Romania, SIVECO, CISCO-Romania, SOFTWIN, , ROMSYS, INTRAROM, and ERICSSON.

12.Financial supportMainly, financial support is public, from the state budget, and some credits from WB and EU (350 mil.E), and public-private partnership (200 mil.E), for the period 2001-2010.

13.Perceived strengthsThe main perceived strengths are:-Government and public opinion's unanimous support for ICT-AES-Political commitment to the ICT-AES for development of the Information Society and implementation of EU aquis-National competencies in implementing information and communication technologies

14.Perceived weaknesses and areas requiring further improvements The lack of needed financial resources to speedy the implementation of the ICT-AES

15.Outcomes, specific achievementsEducated and prepared population for the development of the new economy and information society, based on ICT 16.Is this example suitable/recommended for further peer review?Yes, if the conditions of romanian education system is acceptable for other countries.Some of the software and application achievements are exported in France, UK, USA.

17.European dimensionICT-AES are following the recommendations of the EU work program as was mentioned before on p.4 and p.8, considering that Romania is a candidate country for integration in EU ( 2007 ).

Considering proposed list of possible criteria for selecting the presented policy as "good", we are covering many criteria from all categories ( Document 12 ) :-Criteria concerning concept and design of policy-Criteria concerning implementation of policy, considering internal and external factors of influence-Criteria considering evaluation aspects, based on some national and international references:*ADLIC 2001, awarded eGovernment label "Best Practice" ( Brussels, Nov.2001 )*AEL Version 3.0, award for best software solution ( Binary, Bucharest, Nov. 2002), and IDG Prize for Excellency ( ROCS 2002 )

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*Selections for international exhibitions: .World Education Market - Lisbon, 2002 .European Ministerial Conference "Information Society - Connecting Europe", Ljubliana, June, 2002 .Pan-European Regional Ministerial Conference "World Summit for Information Society" ( WSIS ), Bucharest, Nov. 2002

From the list of strategic themes discussed in the ICT Group, ICT-AES is covering :-Transversal educational objectives and integration of ICT in educational area-Improve, by restructuring traditional education ( new curriculum and disciplinary educational objectives )-Strategic dimension in the design and implementation

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SLOVAKIAN POLICY EXAMPLEProject Infovek

- Name and full contact details of key informant

PaedDr. Roman Baranovič (roman.baranovic@infovek.sk)

Institute of Information and Prognoses in Education

Staré Grunty 52

Bratislava

Slovakia

- Keywords

implementation of ICT in education, teacher preparation, educational internet content

- Duration of policy (Date of beginning and date of end)

continuous

- Outline, Summary

General policy of implementation of ICT in education at K-12 level in Slovakia. Policy

consist of many policies and is aimed mainly at

o Building an ICT infrastructure in schools.

o Providing teacher training

o Creating internet educational content.

Policy supports mainstream implementation of ICT in education.

Contextual information:

Is a part of national policy on information society.

Content of policy:

- Needs attended to, issues, problems solved,

Result of implementation of this policy is an ICT infrastructure on each school. This

infrastructure consists of internet connection and 6 PC with kit for connecting computers to

LAN. Besides there is the training available for teachers from every supported school and also

special training for computer administrator who takes care of computer network in school.

Every school gets also many titles of educational software and literature to help teachers at

the school to start.

- Aims and objectives,

National wide change of education at K-12 schools.

- Implementation: (programmes, methods, measures and actions)

Government agency created to coordinate and realize policy. Agency procures all

purchases – computers, internet connection and educational software. Parliament passes a

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budget each year to support policy. Based on budget, agency selects schools to support from

the budget on beginning of year. During summer lots of teachers training activities take place.

With beginning of school year computers are provided to schools as well as supported schools

are connected to internet. In fall purchase of educational software proceeds and software is

distributed to schools. From the budget also schools from previous years are supported,

mainly to cover internet connection costs and also some new educational software is provided

for them. Their teachers can take part in teacher training activities and computer administrator

training. Approximately 84% of budget goes to infrastructure building, 9% to educational

software and internet content and 4% to teachers training.

- Scope or level: regional, national, European; geographical coverage

national

- Target Group(s)

K-12 schools.

- Partners involved (specify whether in the design, implementation and/or evaluation of the policy)

Agency works close with ministry of education, training centres of the ministry and with

university faculties preparing future teachers. Also a non governmental organisation

Association of project Infovek is a partner for national agency.

- Financial support (e.g. public and/or private)

Policy is supported from public funds approximately 8 million EUR in 2003

- Overhead and other costs incurred by the policy

Costs of running agency is about 3% of the yearly budget.

Outcomes and results (provide source of the information given in this section, when relevant)

- Perceived strengths

About 30% of all schools with basic infrastructure,

complex teachers training provided,

lots of internet educational content created in Slovak language.

- Perceived weaknesses and areas requiring further improvement

Slow progress due low funding.

- Outcomes, specific achievements

- Is this example suitable / recommended for further peer review?

Yes, could be used by other associated countries when they develop their policy.

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Evaluation criteria used for selecting this policy as good:Results, sustainability of the policy.

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Slovakian policy example N° 2Creating internet support for all subjects in curriculum of K-12 schols.

- Name and full contact details of key informant10

PaedDr. Roman Baranovič (roman.baranovic@infovek.sk)

Institute of Information and Prognoses in Education

Staré Grunty 52

Bratislava

Slovakia

- Keywords

internet educational content, web pages, internet projects

- Duration of policy (Date of beginning and date of end)

continuous

- Outline, Summary

Creating internet support for all subjects in curriculum of K-12 schools. Policy supports

mainstream implementation.

Contextual information:

Policy is a part of national policy of implementing ICT in education.

Content of policy:

- Needs attended to, issues, problems solved,

Policy helps teachers of K-12 schools in very easy way and without obstacles implement

IKT into their work as well as helps them to get oriented on the internet.

- Aims and objectives,

To create a complex internet support of all subjects in curriculum of K-12 schools.

- Implementation: (programmes, methods, measures and actions)

Realization of the policy consist in creation of a dedicated website to every subject in

curriculum of K-12 school. On this website teacher can find information about

syllabus of the subject, links to internet resources on the subject with commentary,

examples of implementation ICT in different areas of the subject, links to different

projects in progress he can use with pupils and update of information about new

resources available at the internet or in real world. Besides web pages there is a

mailing list forum created for subjects in which every teacher can participate.

- Scope or level: regional, national, European; geographical coverage

Policy is realized at national scope.

10 Please note that it is important to provide the details of an individual who may be contacted by the consultants should they require further information.

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- Target Group(s)

Teachers in Slovak K-12 schools.

- Partners involved (specify whether in the design, implementation and/or evaluation of the policy)

Realization of policy is a part of realization of national wide program of implementation

of ICT in education project Infovek. Project Infovek is coordinated and realized by

governmental agency. This agency is also responsible for implementing of described

policy. This agency employs experts as outside workers – mainly K-12 school and

university teachers and PhD. students. Experts know content of their subject as well

as area of ICT and can prepare and administer web pages according to policy. Main

partners are faculties preparing future teachers and K-12 schools with experiences in

this area.

- Financial support (e.g. public and/or private)

Public, on the budget of project Infovek. Implementation of the policy costs aprox.

50000 EUR / year.

- Overhead and other costs incurred by the policy

Aproxim. 10%.

Outcomes and results (provide source of the information given in this section, when relevant)

- Perceived strengths

Simple form, can help every teacher to find information he needs.

Low costs.

Participation of many different experts.

- Perceived weaknesses and areas requiring further improvement

Supervision of experts can be more difficult.

- Outcomes, specific achievements

Creation of complete support for all of the subjects in curriculum of K-12 schools in

years 2000-2002.

- Is this example suitable / recommended for further peer review?

Yes, outcomes are at disposal in Slovak language.

http://www.infovek.sk/predmety/index.html

- European dimension: how does this policy contribute to the objectives of

education and training as set out in the detailed work programme?

Evaluation criteria used for selecting this policy as good:Good feedback from teachers

Cost efficient

Simple process of realization.

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Sweden Policy Example N° 1Programme: ICT in Schools

Identification of policy:

Title: ICT in Schools

Name and full contact details of key informants:

Lena NydahlNational Agency for Flexible LearningJärnvägsgatan 3AS- 281 31 HÄSSLEHOLMSwedenTel: +46 451 381358Fax: +46 451 14256Email: lena.nydahl@cfl.seURL: www.itis.gov.se www.skolutveckling.se

Kenneth EkbergMinistry of Education and ScienceS-103 33 STOCKHOLMSwedenTel: +46 8 405 1000Fax: +46 8 723 1192Email: kenneth.ekberg@education.ministry.se

Keywords: ICT in Schools, team work, learning at work, flexibility and decentralization

Duration of policy :

January 1999 – December 2002

Outline, Summary The Swedish National Action Programme for ICT in Schools was an ICT project as well as a

school development project. It consisted of three main parts: in-service training, a computer for participators and ICT infrastructure. The latter part included state grants to improve the schools’ accessibility to the Internet and e-mail addresses for all teachers and pupils. These three parts, forming a whole, supported and complemented each other and this was one of the key factors for successful implementation. The Programme also contained support for developing the Swedish Schoolnet and the European Schoolnet, measures for pupils with special needs and awards for excellent pedagogical contributions. ITiS covered all schools and more than half of all teachers, i.e. from pre-school to upper secondary school, municipal adult education and folk high school.

The National Action programme was a unique effort by the Government to help safeguard equivalent standards between schools and quality for pupils regardless of where they attend school. It was also a programme supporting the implementation of the national curricula for Swedish schools; using the potential of the tool to support pupils´ learning. Since the school is a municipal responsibility in Sweden, the Delegation for ICT in Schools (who was given the task of planning and implementing the programme) opted to offer all municipalities the opportunity to take part in the programme. All 289 municipalities chose to participate in all parts of the programme.

Contextual information:

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- as regards previous national and present local ICT policies: Since the 1970th there has been several programmes for implementing computers as a pedagogical tool in Swedish schools. In the beginning of the 1980th upper secondary schools could get a state grant covering half the cost for up to 15 computers and there was a special curriculum for computer science (teaching about and with computers). In 1995 The Knowledge Foundation launched a programme, called The Lighthouse project, headed towards schools. More than 500 different projects developed different methods and strategies for using ICT in schools. (http://www.kollegiet.com/default.asp/pid=7/typ=87/docID=86180&guid=)Most of the municipalities in Sweden have offered the staff in their schools to participate in computer courses. In 1998 the Delegation for ICT in schools sent a survey to the municipalities asking about the level of computer skills among the pedagogues in schools. More than 80% of the municipalities answered and shoved that about 75% of all pedagogues were supposed to have at least basic skills of how to use computers.

- as regards other national ICT policies: The programme is embedded in the national ICT strategy for Sweden. (http://naring.regeringen.se/inenglish/areas_of/it/index.htm) and it is designed in a way that it can be embedded in the local ICT strategies and also the ICT strategy in the different schools.

- as regards other national contextual circumstances: ITiS, the National Action Programme for ICT in Schools, was a government initiative that got unilateral support in the parliament when introduced. During the planning phase of the programme a rather extensive consultation took place. All parties concerned were invited to discuss the proposals before the details of the programme were decided. All municipalities (local authorities) were offered the opportunity to participate in the programme. During the implementation of the programme, the dialogue between the Delegation for ICT in schools and local/regional actors was of vital importance and a contributing factor to the positive result.Sweden has a decentralised school system and the school and also further education as well as in-service training for the staff is a municipal responsibility. The curriculum is goal-related and national. What methods, textbooks and teaching aids that are used to reach the goals and objectives are up to the school to decide.Every teacher has, as an integrated part of the work, 104 hours for competence development every year.Teachers´ working hours are not synonymous with teaching hours. This makes it possible to organise work in the school in different ways.

Content of policy

Needs attended to, issues, problems solved

No part of everyday lives of children and adults remains unaffected by ICT. Working life has in the coarse of a few years been dramatically transformed as a consequence of ICT. Today the flow of information and data is much greater in scope and accessibility than ever before. This development has an immense effect on the school and thus its teachers. It creates new opportunities, but also provides new challenges. The task of the teacher become both more stimulating and at the same time more demanding. The new technology will not replace teachers, textbooks or the classroom. It will supplement them by creating new combinations of opportunities and help to put pupils´ learning in the very centre. The national curricula adopted in 1994 prescribe a change of focus in schools from teaching to learning. This implies that the traditional organisation of work in schools; one teacher, one classroom and some 25 pupils, will be replaced by teams of teachers working together with a larger group of pupils. In this change ICT can be a powerful tool for learning an as such promote the transition.

Aims and objectives

The National Programme for ICT in Schools was designed to give teachers support in acquiring and exploiting the opportunities provided by ICT. This also meant creating greater variety in the work of teachers and transforming the school into a more exciting working place for pupils and teachers. When teachers feel they have a firm grasp of the new technology as a pedagogical tool it can become a tool for change. Such confidence comes from teachers themselves taking responsibility for finding and acquiring knowledge of ICT and learning which is both professionally personally relevant.

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The reason why the state made this investment can be summarised as follows; using the potential of the tool to support pupils´ learning. The paramount aim of the programme is not increased efficiency, but rather the creation of opportunities to carry out activities, which could not be accomplished without difficulties, or could not be done at all. For example, new ways of working together and communicating with the help of technology, simulations, making processes transparent, carrying out experiments which cannot be realised by traditional methods in teaching premises. Creative use of the technology provides pupils with a number of routes for achieving the goals set up in the curricula.

Criteria and critical success factors

The programme affects the whole of the school system, both as regards ICT infrastructure, availability of tools (one computer for all participants in the in-service training) and pedagogy. It involves principals, teachers and other parts of the staff that have pedagogically related tasks, teacher trainers, administrative heads and local politicians. Flexibility and decentralized division of responsibility both regarding in-service training and infrastructureOptional participation in all parts Implementation

As participation in ITiS required a certain level of technology and ICT support in schools, and since the school is a municipal responsibility, the Delegation opted to offer all municipalities the opportunity to take part in the programme. They decided when to take part or opt out of parts of the programme or the programme as a whole. All 289 municipalities chose to participate in all parts of the programme. The programme was an ICT project as well as a school development project and consisted of seven components:

- in-service training for 75 000 teachers (~60% of all) in teams- a computer for participants- state grants to improve the schools accessibility to the Internet- e-mail addresses for all teachers and pupils- support for developing the Swedish Schoolnet and the European Schoolnet- measures for pupils with special needs- awards for excellent pedagogical contributions.

The Delegation for ICT in Schools, which got the task to plan and implement the programme, consisted of representatives from the Ministry of Education and Science, Ministry of Industry, the National Agency for Education, the Knowledge Foundation, the IT Commission, the Swedish Association of Local Authorities, the National Union of Teachers and the National Swedish Federation of Teachers. The Delegation was lead by State Secretary at the Ministry of Education and Science. A small Office with just over 10 employees implemented decisions and handled day-to-day operations. In order to support municipalities and facilitators in the regions and co-ordinate implementation activities, around 30 regional coordinators were linked to the Office.

ITiS in-service training

Primarily the programme focused on:

- Pedagogically-oriented in-service training for teacher/educational teams. To support implementation of this, the following activities were arranged:

- Training in the basic use of computers for teachers who had little prior experience of computers

- Training for the teachers who functioned as facilitators for participating teams- Training for head teachers at schools with participating teams- Seminars for local administrative heads and politicians responsible for education, training and

for ICT.

The in-service training programme was designed and organised on the basis of pedagogical approaches set out in the national curricula and based on decentralisation of responsibility and thus varied between schools and municipalities depending on the participants´ pre-knowledge, interest and local pre-conditions.

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The municipalities were responsible for providing the teams with equivalent opportunities for taking part in the programme. Participation in the programme was optional. Teachers brought to the programme their own professional and pedagogical expertise. The participants were given the opportunity on the basis of their experience to deepen their knowledge together in the team and with the help and support of a facilitator. The focus was on when, where, how and why information and communications technology can be used as a tool to support the individual pupil in attaining national and individual goals. The participants were assumed to take an important part of the responsibility for their own learning and development. The programme was implemented primarily as ‘learning at work’. In total, this corresponded to around three weeks full-time studies distributed over a period that the team considered necessary, normally a 4 month period.

Design of the Course

Each team was to prepare and embark on an interdisciplinary, problem-based and pupil-oriented programme of development work together with its pupils. A theoretical part was also included, in which the team with the support of a facilitator was to engage in studies and discuss and document its work. In addition, a number of teacher teams met on a regular basis at a series of seminars to discuss their progress and exchange experiences. In these seminars a teacher trainer also participated.

The team was jointly responsible for planning and conducting the in-service training. The Delegation provided a study guide but it was up to the team to interpret the goals and decide what direction the studies should take. This meant that, taking into account local conditions and in consultation with facilitators and pupils, the teacher teams were free to shape the training programme in whichever way they felt benefited their own learning most. The aim was to encourage the development of teachers’ and pupils’ working methods and improve their grasp of ICT as a tool for learning. As far as possible, this task was to be integrated into the everyday work of the school.

Support activities

To ensure quality in the in-service training a number of specific programmes were implemented- Basic use of computers; write a simple document using a word-processing programme,

understand the basic of handling files, be able to search for information on the Internet, communicate by e-mail. This training was carried out before the in-service training started.

- Training for facilitators; the aim of the training was to provide facilitators with an understanding and the knowledge they needed to chair the seminars as well as support and stimulate the teams in developing their learning. The facilitator should serve as models of excellence for the new role of the teacher in promoting learning.

- Training for head teachers; the goal of the training was to provide head teachers with greater insight and understanding in their role of implementing development in the school and the use of ICT.

- Seminars for local administrative heads and politicians; a number of one day seminars were arranged around the country in order to focus on the role of local politicians and administrative heads in facilitating change.

Computers

In order to ensure that all participants had the opportunity to acquire necessary familiarity with using computers as well as working with the computer at home at times which themselves chose, the Government decided that each participant should have at their disposal a computer. The computers were purchased by the Delegation, with ownership transferred to the municipalities. The Delegation signed agreements with a number of computer manufacturers. The computers were supplied with pre-installed software as chosen by municipalities.

Support for pupils with special needs

Together with Swedish Institute for Special Needs Education a programme called Link-it was produced for deaf and hearing impaired pupils.A programme for special resource persons to provide support for teams with one or more pupils with functional disabilities was designed and implemented.A 1-2 days training days was offered to special pedagogues in the country and/or special needs teachers, targeting in the first instance those working as consultants vis-á-vis their colleagues. During

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the training days demonstrations of software and equipment were given and participants had the opportunity of hands-on working.

Infrastructure

To strengthen the ICT-infrastructure of the schools the programme offered a special state grant to improve the schools connection to the Internet and measures to provide all pupils and teachers with their own e-mail addresses. The municipality in accepting the state grant subscribed to the goals set up by the Delegation for the grant.The amount was not affected by whether the municipality had already invested in developing a good infrastructure, since this would have had the effect of penalizing municipalities who had given this area priority in their financing.

Target Groups

All municipalities participated in the programme. The target groups were

- teachers/pedagogues - head teachers- administrative heads- local politicians - special pedagogues/special needs teachers

ITiS covered all schools in the country i.e. the pre-school class, compulsory school and upper secondary school. From 2001 teams in municipal adult education could participate in the in-service training and during 2002 folk high schools were able to participate. More than 75 000 pedagogues, about 60% of all pedagogues, have participated in the in-service training.

At least one head teacher in all schools has participated in the training for head teachers

Partners involved

ITiS has involved the Ministry of Education and Science, Ministry of Industry, the National Agency for Education, the Knowledge Foundation, the IT Commission, the Swedish Association of Local Authorities, the National Union of Teachers and the National Swedish Federation of Teachers. The Delegation has been working together with a number of computer manufacturers, software producers, national agencies in the educational areas and some private education organisers.

Financial support

Most of the funding has been public. During the four years of the programme (1999 – 2002) the cost has been approx 1 700 000 000 SEK (183 000 000 EUR)State grant for infrastructure 550 000 000 SEK (59 000 000 EUR)Computers 750 000 000 SEK (80 500 000 EUR)In-service training 300 000 000 SEK (32 200 000 EUR)

Perceived strengthsThe programme affects the whole of the school system, both as regards ICT infrastructure, availability of tools (one computer for all participants in the in-service training) and pedagogy. It involves principals, teachers and other parts of the staff that have pedagogically related tasks, teacher trainers, administrative heads and local politicians in all municipalities and schools in the country. Flexibility and decentralized division of responsibility both regarding in-service training and infrastructureOptional participation in all partsThe participants´ access to a personal computer

Perceived weaknesses

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The head teachers are an extremely important group as being the pedagogical leader with responsibility for the development of the school. The training for the head teachers should from the beginning been closely related to the teams work and the content been more specific by e.g. head teachers drawing up a plan for the use of ICT – not least as an administrative and communicative tool in the school.

Outcomes and results

Two teams from different universities have followed the in-service programme since 2000. Two interim reports have been presented and a final report is expected by December 2003. The infrastructure programme was evaluated by The Swedish Agency for Administrative Development in 2001. Besides these formal evaluations there have been constant monitoring by the regional co-ordinators as well as follow-up visits in just about every local authority. The teacher unions have monitored the opinions of their members. Both in terms of content and implementation, the programme has been positively received. To a certain extent this can probably be explained by the fact that one of the main features of ITiS was its flexibility and decentralized division of responsibility. And not least access to a personal computer. Another key factor is that the in-service training was directly related to the participants’ work place and assignment and that it involved colleagues within the work team.

The interim reports from the research teams evaluating ITiS in-service training confirms and strengthens in many respects what the Delegation for ICT in school has seen and heard from ITiS players during the programme. It is clearly apparent that ITiS is perceived by teachers as an initiative in both ICT and school development.

The studies show that many of the works teams were formed because of ITiS, particularly in the upper school years. This is in contrast to the lower school years, which already had work teams in place. Teachers in the lower school years tend to be more accustomed to using inter-disciplinary approaches in work teams. In most cases the work teams in ITiS have remained in existence also after ITiS.

It appears that the participants were positive to the work in their respective teams. They have participated in many meaningful pedagogical discussions and also reflected over their own learning. It also shows that pupils have not been involved in the initial planning. One reason may be that the contents of project work were decided long before the work team met the pupils they would later work together with. Despite this, it is clear that approximately half of the work teams believe that the involvement of pupils in the planning is a precondition for achieving a good outcome. It appears, however, that many pupil groups were involved at a relatively early stage in planning, both in terms of content and design.

The work teams are highly positive to the support provided by facilitators. The fact that facilitators have not been experts has been of vital importance and has made the dialogue easier. Support from school heads, however, has not been experienced as equally positive. The goal set up to actively involve school heads in the process appears not to have been fulfilled.

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Is this example suitable / recommended for further peer review?

ITiS is recommended for further peer review, since most of the teams still exists and keep on their continued work.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

The strategies in the programme are embedded in the European Action Plan eLearning and ITiS is also concerned with the priorities set by European action plans (integration of ICT in schools, teacher training, contents work and collaborative work between institutions and schools of European countries).For the practical part of the in-service training many teams have chosen to contact a school in another European country for a joint project or for e-mail communication between pupils/students.

Evaluation criteria used for selecting this policy as good:

6) Teachers that have participated in the in-service training are satisfied with the outcome 7) The demand from teachers to participate in the in-service training exceeds the supply 8) Decision-makers in the municipalities who generally are very negative to all earmarked funding, have a positive view on ITiS 9) Decision-makers in the municipalities are generally very negative to what they perceive as “the state meddling in local business”, however this time they say that they have appreciated the dialogue and the guiding offered by the state 10) Teacher unions as well as the Swedish Agency for Local authorities are asking the government to continue their involvement 11) The goals of the programmed have been achieved

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Educational ICT policy - example of good practice in SwedenThe Swedish Schoolnet

Name and full contact details of key informantChristina SzekelyDirector of EducationProject manager for The Swedish SchoolnetNational Swedish Agency for School ImprovementE-mail: christina.szekely@skolutveckling.seTelephone: + 46 8 52 77 80 00Telephone direct: + 46 8 52 77 81 34Fax nr: + 46 8 52 77 80 01Postal address: S-113 35 Stockholm, SwedenLocation: Karlbergsvägen 77-81Web address: http://www.skolutveckling.se/skolnet

KeywordsICT, education, project, Internet, web, website, portal, multimedia Outline, Summary The Swedish Schoolnet is a framework provided by the National Swedish Agency for School Improvement, under a government commission. It is a website for teachers, educators and students. In its capacity both as a practical guide and a source of information, the Schoolnet enables teachers to integrate ICT into a practical classroom setting. The Schoolnet is much more than an Internet guide, it is a portal for schools that offers an extensive choice of services and information. This is accomplished by cooperation and partnership with a wide range of public institutions and organisations. The content on the portal is selected on the basis of both quality and functionality; it must be relevant to schools and be directly applicable in an educational setting. Every effort is made to make the website and services user-friendly and appealing to the users.

Needs attended to, issues, problems solved,The ICT development creates new opportunities, but it also provides new challenges. Being a teacher becomes more stimulating and at the same time more demanding.

One service that is important and very much asked for on the Schoolnet is “Check the Source”. Check the Source is web service that deals with the difficult ethical questions that sometimes arise from using the Internet. It collects different resources in order to inspire the work in schools regarding information retrieval, how to evaluate resources, ethical questions and copyright issues. Shortcuts for evaluating resources, links to further reading on evaluating information sources, as well as practical tips and learning materials, can be found at the Check the Source website.

The Schoolnet is an important platform for international cooperation. The integration of ICT into school teaching is a global project run in several areas and at several different levels, inviting – and stimulated by – cooperation between students, schools and nations. The Swedish Schoolnet is evolving in close cooperation with the other Nordic and European schoolnets.

Aims and objectives,Sweden has a decentralised school system. Curricula and syllabi are goal-oriented. The schools and the teachers are independent in how to work in order to reach the goals. The municipalities are responsible for the education sector as a whole and the schools in their area. Therefore, the measures and actions from the National Swedish Agency for School Improvement (former The National Agency for Education) primarily aim at giving good local conditions for ICT development.

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The overall goal of the Swedish Schoolnet is to stimulate and support the use of information technology in schools. The Schoolnet´s role is to support active and collaborative learning in the way it is stated in the steering documents for education in Sweden in the firm belief that ICT will supplement the teachers by creating new opportunities and help to put pupils' learning in the centre.

The Schoolnet is a living website, and to meet the evolving needs of schools and educators the information and services it provides are developed and updated on a continuous basis.

The Schoolnet wishes to provide a platform for the development of the new educational approaches opened up by the Internet and new multimedia technologies.

New tools, such as intranets and virtual learning environments, are developing continuously. One important function for the Swedish Schoolnet is to give information and to support the decision makers regionally on suitable products for use in schools.

Implementation: (programmes, methods, measures and actions)The Schoolnet offers many different services, functioning as an information centre, a library and a news agency. Here, for example, you will find practical search tools and services providing teachers with the latest information on current projects, events, conferences, competitions and other activities. The service School Connections is a useful tool for visitors who want to get in touch with Swedish schools.

The Schoolnet is also a useful forum for Internet communication and activities, enabling teachers and students to set up a network of contacts and initiate discussions with other teachers and students all over the world. The Schoolnet guides users to other interesting meeting places and activities and offers a variety of services of its own.

The versatility and practical utility of the Schoolnet are best illustrated by a brief presentation of some of the services. The most popular individual services are Lexin, a virtual dictionary, the link library (Länkskafferiet) and the Multimedia Bureau, which offers resources for publishing on the Internet.LINK LIBRARYThe Link Library is a search-and-retrieve service developed for use in the day-to-day work of schools and is intended primarily for pupils between the ages of 10 and 15. The Link Library differs from conventional search services in that it contains only material that has been examined for quality. Eight specialist editors (teachers and librarians) check the quality of the links and keep the Library continuously updated.

ON-LINE DICTIONARIESLexin, produced by the National Agency for Education for use in language training for immigrants, is a combination of dictionary and encyclopaedia. The Lexin series at present offers Swedish-English, Swedish-Finnish, Swedish-Bosnian, Swedish-Greek, and Swedish-Croatian, of which Swedish-English is the dictionary most commonly consulted.

CLASSROOM ACTIVITIESThe Classroom Activities service lists links to various Internet-based activities and projects suitable for schools. One of the advantages of the Internet is that it may be used as a forum for cooperation and communication between teachers and students all over the world. Here, teachers can search for activities appropriate to their own particular group of students.

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EDUCATIONAL MEDIA GUIDEThe Educational Media Guide (Läromedieguiden) is a national database of CD-ROM- and Internet-based educational aids. It includes presentations from the producers of educational aids as well as evaluations by teachers and students who have applied the educational aids in a practical context. The Educational Media Guide includes both commercial and non-commercial educational aids. A GATEWAY TO THE SWEDISH MUSEUMS A new service is being developed together with the Swedish Museums. The goal is to give schools good access to web based material from the Swedish museums.

THE MULTIMEDIA BUREAUThe Multimedia Bureau, within the result of another government commission, is a website well integrated within the Schoolnet. The Multimedia Bureau is a resource centre helping teachers and students to create their own multimedia products, i.e. to use images, sound and music in their own educational work. Among other things, the Bureau has a large sound, music and picture archive, a project hotel where you can book a room for publishing your own material, and a bank of ideas providing tips, ideas and experiences from teachers throughout Sweden.Scope or level: regional, national, European; geographical coverageNationalDuration of policyThe Swedish Schoolnet is an ongoing framework provided earlier by the National Agency for Education and from 2003 by the National Swedish Agency for School Improvement. The first commission was given by the government in April 1994 and was renewed in June 1996.Target Group(s)The services are directed towards teachers in Swedish schools. The Schoolnet is intended to mainly serve as a guide for the teachers when integrating ICT in education, so the pupils are indirect the target group.

Partners involved (in the design, implementation and evaluation of the policy)Most of the development and daily management of the Schoolnet is done by the Agency. In some parts of the work, mostly concerning web design, external consultants have been engaged. In some areas concerning new ICT development and research the Royal Institute of Technology and other universities are involved.An evaluation of the Schoolnet and the Multimedia bureau was carried out in 2002/03 by PLS RAMBOLL Manaement A/S. Financial support (e.g. public and/or private)The Swedish Schoolnet is financed by the government.Perceived strengthsThe Swedish experience is based upon the idea that "content pull" (rather than "technology push") gives a solid ICT development in schools. The content-driven approach was not chosen by chance. The method of giving examples instead of orders or directions is well in line with the decentralized and goal-oriented organization of the Swedish school system. The decision to focus on possibilities and advantages has given a widespread acceptance among teachers. Also, the experiences of the earlier national efforts to introduce computer technology pointed to the limitations of a more material approach.Perceived weaknesses and areas requiring further improvementThe main challenge in the Swedish Schoolnet’s work is to find the right balance between the governments general ambition on the use and impact of ICT in education and the concrete responsibility of the local municipal authorities in implementing it. The main role of the Schoolnet is not to create on-line activities or offer tools to schools but to showcase good examples and link to useful sites and projects as well as to stimulate and inspire teachers in their day-to-day use of ICT. Two of the main areas to further develop are different forms of off-line and on-line in-service training for teachers and evaluation and dissemination of different ICT tools.

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Outcomes, specific achievementsThe Schoolnet has proved very popular and is much appreciated by users – its visitors statistics compare very favourably with those of other major Swedish portals. During an average day in term-time, web pages available via the Schoolnet are accessed over 100,000 times. Most of the Schoolnet’s visitors use the website several times a week. An evaluation has shown that users mostly access the site to keep themselves informed of events in the world of schools and education. Many also use the Schoolnet’s on-line dictionary to look up and translate words; others use it for virtual meetings, to establish new contacts and to get in touch with other schools and teachers.Is this example suitable / recommended for further peer review?Yes, some vital parts of the Schoolnet is translated into English. European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?In our understanding the Swedish Schoolnet supports all of the objectives:

improving the quality and effectiveness of education and training systems in the European Union;

making lifelong learning accessible to everyone;

making our education and training systems more outward-looking as regards the rest of the world.

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TURKEY POLICY EXAMPLE Basic Education Development Project “Integration of Information and Communication Technology (ICT) into the Curriculum” Sub-component.

Name and contact details of key informant: Ruhi ESİRGEN Address: Milli Eğitim BakanlığıGeneral Director Eğitim Teknolojileri Genel MüdürlüğüGeneral Directorate of Educational Technologies (EgiTek) Beşevler/Ankara TURKEYMinistry of National Education (MONE) Tel:+903122121998

Fax:+903122238736Keywords: Information and Communication Technologies (ICT), Technology in Education, ICT Policy

Outline, Summary: Within the framework of the Basic Education Reform, with the approval in August

1997 of the Basic Education Law no. 4306, compulsory basic education was extended from 5 to 8 years. The Basic Education Program comprises a broad range of actions, financed largely by the Government, but also by major private contributions. The Government-financed portion of the Program involves expenditures of over US$2 billion per year, including both actions financed under the investment budget (such as construction of new schools, refurbishment of existing schools, and provision of improved educational equipment and materials), and actions financed under the recurrent budget (largely comprised of payment of salaries of teachers and other educational staff, and recruitment and training of additional teachers and educational staff to expand school capacity). Total annual expenditures for the Basic Education Program to date -- including all investment and recurrent costs which directly support basic education - are estimated at over US$3 billion annually. This reform included the following activities: a) refurbishment and enlargement of rural basic education schools; b) provision of educational materials to all rural schools in Turkey; c) introduction of ICT classes in almost 3,000 basic education schools throughout the country; d) in-service training for basic education teachers and school inspectors; e) monitoring and evaluation, and f) reconstruction of earthquake-damaged schools and other earthquake recovery actions.

Within the implementation of the program, Ministry of National Education aimed to strengthen learning and teaching environments in Basic Education through productive use of ICT as a tool in the whole basic education curriculum. Therefore, information and communication technology is aimed to be used for facilitating learning and teaching in subjects (foreign language, science, math, etc.) and researching through the Internet. Under Basic Education Project 4,291 computer labs have been established and there are 84,500 computers in these labs. Besides; 2837 server computers, 42,205 student computers, 2,460 teacher computers, 2,370 administrative computers, 4.373 scanner, office software and network maintenance have been purchased. Internet connection is provided to 3,695 computers through this project. In the first phase of the project 5 educational software, 1 dictionary and 23 games have been purchased and distributed. In the second phase various multimedia software, reference software, etc. will be purchased. 3130 teachers have been trained and 250 of them have been trained as formator teachers to train the others. In-service teacher training: Since 1997 under the project 7297 teacher have been trained. For the use of Primary education inspectors 1.500 lap-top computer, 160 projectors have been provided and will be distributed soon.

Needs attended to, issues, problems solved:

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Information and Communication Technologies (ICT) include fast developing communication technologies such as computer, radio, television and mobile phones, computer networks, internet and software related to these technologies. ICT knowledge and skills have become the necessary knowledge and skills for every citizen in order to get into world of occupation and adapt social life. ICT can also be used in education and provides new opportunities to teach educational goals. But, in our country each student cannot reach equally to ICT opportunities and ICT education.

The quality of national education is very important for Turkish Government. That’s why reform studies were done for educational system. One of the most important reforms is the Basic Education Project, One dimension of Basic Education Project is integration of ICT technologies into educational system, and transformation into student centered curriculum. There are two important reasons for Ministry of National Education (MONE) to integrate ICT into Turkish educational system. They can be classified as pedagogical and economical.

Economical reason: ICT is the most important necessity to adjust to world of work. Knowledge and skills about ICT are necessities for everyone. It is necessary to have knowledge about ICT in order to get a job. Lack of skills about ICT and lack of skills to use ICT to learn is the biggest handicap to get a job and adapt to social life. Research indicates that 90% of job areas require knowledge and skills of ICT. As the individuals’ knowledge and skills on ICT increase, the economical development of our country will be faster. ICT will help the organization of educational system according to the needs of students, society and economical structure. ICT will help development in education by improving communication among schools, families, and local administration.

Educational reason: ICT is supporting the development of individual learning skills by establishing student centered learning situations through improving learning circumstances. Students can reach to information sources and learn by themselves with their own speed without any limitations of place and time. Also, ICT provides learning environments that students can learn through sharing their knowledge and help each other. Besides transferring lesson and book content to the students, ICT helps establishing environments where students and teachers can help each other.

Aims and objectives: The objective is to promote progress in coverage of eight-year basic education and

improved basic education quality by supporting the implementation of the Basic Education Program. Project will support the Basic Education Program during the three-year period 2002/03 - 2004/05. In particular, activities will concentrate on increasing coverage and improving quality among the children of low-income families and children with special needs. The Project will also continue to extend opportunity to a greater number of children to have access to ICT in basic education schools across the country. The project will comprise the same actions that were supported under the first APL, as well as the development of non-formal early childhood programs and the development of preschool education and education of children with special needs as integral parts of basic education.

The main objectives of ICT integration in Basic Education Curriculum are

Improving Basic Education Quality; increasing the quality in education through ICT integration and provision of educational materials for basic education rural schools, pre-education schools, special education schools and schools in gecekondu areas.

In-service training on ICT for teachers, school administrators and inspectors, and MONE provincial staff.

Monitoring and Evaluation of the Program.

Criterias or critical success factors:

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ICT 15,000 Basic Education Schools will be equipped with computers and educational

software by the end of the project. Design, develop and maintain an educational portal. ICT educational materials defined by the MONE, provided for 22,800 rural area

schools

In-service Training Provision of ICT in-service training for 31,500 teachers (10,500 teachers for each

year) in Basic education by the end of the project Provision of ICT in-service training for 5,800 school administrators in basic

education (1,935 administrators for each year) by the end of project Provision of ICT in-service training for 22,800 rural school teachers (7,600

administrators for each year) by the end of project Provision of annual ICT in-service training for 250 master trainers and 5,800 school

based formators by the end of the Project Provision of in-service training for 4,500 pre-school teachers and administrators by

the end of 2004 Provision of in-service training for 4051 teachers, 628 administrators, 931 provincial

staff, 780 inspectors and for 304 education experts in special needs education by the end of the Project

Provision of in-service and pre-service training for 1300 non-formal early childhood educators Provision of training and materials for 95,000 mothers of young children.

Monitoring and Evaluation ICT integration study On-going ICT evaluation studies Impact studies on in-service training activities.

ImplementationIn order to integrate ICT into Turkish educational system, MONE have been spending

USS93.84 million for ICT classrooms; US$38 million for instructional software; US$20 million for civil works, and US$7 million for an educational portal and decision support system, and US$200,000 for continuation of the ICT monitoring and evaluation study. This subcomponent extends the Ministry's ongoing effort to equip ICT classrooms in large, eight-year basic education schools based upon a policy objective to provide computer literacy to all teachers and students.

ICT Infrastructure: ICT classrooms are now installed in 2,802 basic education schools under the first

phase of the APL. The second phase of the APL will provide ICT classrooms in an additional 3,000 schools (4,002 classrooms). Activities under the program include: countrywide provision of ICT classrooms to ensure equal access to technological capabilities and connectivity regardless of geography (65 percent of the 3000 basic education schools are in sub-provinces and rural areas); expanding access and use of the Internet, and improved monitoring and evaluation of computer literacy achievements. While attitude surveys of parents, teachers, and administrators were conducted under the first phase of the APL on the use of the ICT classrooms, a formal evaluation on the use of ICT in the schools is being implemented. It will examine five key areas of ICT use: in-service teacher training; formator selection, training and operational duties; ICT classroom utilization by formators and classroom teachers; classroom teacher ICT usage; role of the principal in encouraging ICT usage; and ICT basic skills audit of teachers and students. The results of this evaluation will be used in fine-tuning ICT activities during the Program. Also, the evaluation will be conducted regularly in the second phase of the APL. In addition a consultancy assignment will be undertaken to integrate ICT more effectively into classroom teaching and learning.

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Under the first phase of the APL, MONE finalized bidding documents for equipping the ICT classrooms, and for procurement of off-the-shelf instructional and office software for the ICT classrooms (including some instructional software that was unavailable for the 2,802 schools in the first project). This was a trigger for moving to the second phase of the APL. The ICT classrooms are now equipped with servers, personal computers, multimedia instructional software, Internet access, and overhead projectors. The configuration and amount of equipment varies depending on the size of the school. Under the first phase of the APL, three types of schools have been configured with ICT classrooms, and this will continue under the second phase of the APL. As with the first phase of the APL, administrative offices and teachers’ rooms will also be equipped. The selection of basic education schools to be equipped with ICT classrooms under the second phase of the APL has followed the same process and criteria as in the first phase of the APL. The list of schools has been agreed with the Ministry. Implementation of the classrooms is planned during the 2003-2004 school year. The first phase of the APL provided training to students and in-service training for teachers and formators in ICT use and applications, aimed at computer literacy only. The second phase of the APL will include this objective in the next 3,000 schools, and attempt to measure it, as well as look at the Internet as an alternative way of individualized learning, distributing both curricula and extra-curricula content, and allowing for interaction through e-mail between teachers and pupils and between pupils. A key feature of this approach will be to develop a Web-based portal as on online entry point to a comprehensive array of information and services for teachers, formators, administrators, students and the wider community associated with the Basic Education Program. The portal will contain educational content such as lesson plans, online interactive curriculum content, and an archive of past examinations and a wide range of e-learning content. It will provide a range of communication services to teachers and students to allow them to share information and to discuss topics of interest in a secure and supportive environment. The portal will also contain materials of relevance to adult learners, particularly those participating in after-school computer literacy activities. It is envisaged that the portal will be developed in such a way as to facilitate its expansion after the completion of the second phase of the APL. Consulting services for the portal will be initiated by EGITEK with terms of reference satisfactory to the Bank. MONE is a very large organization with a variety of information systems and it needs to strengthen educational management information and analysis for this and subsequent phases of the Basic Education Program. In order to improve MONE's information management capacity and support ongoing educational management information system development, the project will support an investigative study for a Decision Support System (DSS). One lesson of the first phase of the APL was that greater integration and coordination needs to take place between civil works contractors and computer equipment suppliers. Many hardware suppliers ended up carrying out additional civil works, such as repairing furniture and moving power sockets in order to install the computers. The fact that multiple contractors were involved in preparing the ICT classrooms under the first phase of the APL led to confusion within the school as to who was responsible when problems arose with power and wiring, preparation of the ICT classroom (floors, painting etc.), furniture installation, air conditioning and additional security features. During the second phase of the APL, civil works to ICT classrooms will be part of the ICT supply and installation contract. This consultancy will comprise two components, first supervision of civil works and second supervision of goods and their installation. The quality of the civil works will be checked, where necessary corrected, and approved before the equipment will be delivered and installed. Subsequently, the quantity and quality of installed equipment will be checked in addition to their correct configuration. The second phase of the APL will begin to engage students and teachers more fully with use of the Internet for pedagogical purposes. Under the first phase of the APL, 2,802 Basic Education schools were provided with Internet connectivity via dial-up modem for one year. Once provision of Internet services to the schools--both Internet Service Provider (ISP) and dial-up costs--expired, the schools had to pay the annual ISP charges and ongoing call charges if they wished to use the Internet in the ICT classroom. The majority of schools did not re-sign a contract with their ISP. Many schools have had problems paying recurrent telephone costs. Connectivity, via normal dial-

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up, is slow. Under APL II Internet connectivity will be provided for three years to the schools. At the same time, MONE is looking into options for higher bandwidth connectivity such as leased line or satellite connections. MONE is keenly aware of the situation in which most schools cannot use the Internet because they cannot afford the telephone bill and that more robust connectivity is required for pedagogical uses. For FY03, MONE will deploy its best resources to include resources for recurrent Internet costs for the 7,000 ICT classroom schools and the 22,854 rural schools under the first phase of the APL. And a Joint Working Group of the Ministries of National Education and of Transportation is examining the costs and feasibility of other telecommunications infrastructure for all schools. If then all savings in the procurement of ICT hardware and software for 3,000 BEP schools during the second phase of the APL, these could be used to support broadband Internet connectivity. The Bank will be willing to consider utilizing any savings to support MONE’s efforts to provide affordable and stable Internet access under the Project.

In-service Training for ICT:(Estimated loan financing US$13.57 million) Under the second phase of the APL,

there will be a more structured approach to ICT in-service teacher training. The revised program will focus on two areas--computer literacy and on integrating the existing software and hardware into classroom teaching and learning activities. Terms of reference have been finalized for a Turkish University or a private consultancy firm to work with the appropriate MONE line units to design and deliver a set of ICT training materials to improve ICT utilization. They will develop a range of in-service courses and accompanying materials to improve the utilization of the existing ICT resources, such as educational and Office software, the Internet and hardware devices by formators and classroom teachers. This consultancy will identify and develop online and offline materials for use for teachers, administrators and formators. The ICT training consultants (to be paid under the first phase of the APL), working with EGITEK and the In-Service Training Department, will develop a range of materials including printed teachers' manuals, CDs, television programs, and other online training materials. In addition to developing the materials the consultants will deliver the in-service training to teachers from ICT classroom schools (31,500), teachers from rural schools with ICT (22,280), inspectors (3,000), school administrators (5,800), school formators (7,000) and master formators (250). The consultants will develop customized courses for each group to meet their varied needs. In addition, to the ICT training provided by the consultants, MONE will continue to deliver ICT in-service. Under first phase of the APL, MONE identified 250 master teachers, or formators, to deliver in-service training to school based formators, who in turn trained staff within their own school. During the first phase of the APL master trainers were located in their schools and could only offer training outside of school hours. Under second phase of the APL, they will be located in in-service training centers at the provincial and sub-provincial level. These master trainers will act as representatives of MONE and EGITEK in the local regions by providing both pedagogical and technical assistance to schools with ICT classrooms. With regard to in-service, the master trainers will coordinate and deliver local ICT training to teachers in their region. Where possible, teachers will receive this training in their own ICT classroom. Teachers from village schools, where the numbers of teachers is too small to conduct cost-effective training, will also receive ICT training and it will be delivered in teachers' guest houses by the master trainers. A key component of MONE's in-service strategy will be the development of an e-learning portal. This portal will contain both pedagogical content and e-learning training materials. The online training materials will include a range of courses for master trainers, school based trainers, teachers and students, which can be completed in their own time, either in school or at home. The portal will also facilitate the exchange of additional training materials, such as Power Point presentations and training notes among trainers, while also providing them with an effective communication platform for sharing ideas and resources. Master trainers will receive annual intensive in-service training aimed at maximizing the use of the ICT classrooms in the second phase. To help maintain incentives and to expose master trainers to international best practice, MONE will offer study trips to the most dynamic and competent

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master trainers. These study trips will allow Turkish teachers to observe best practice in the area of ICT utilization so that they can bring these ideas home and apply them in their own schools.

Monitoring, Evaluation and Review: Under the first phase of the APL, the Ministry carried out monitoring and evaluation

of the various activities under the Basic Education Program through use of information from various sources. These included: a) data from the State Institute of Statistics and the Council for Research, Planning and Coordination; b) data from the Ministry's MIS system; c) results of student achievement testing; d) systematic and consultative meetings with inspectors, provincial and sub-provincial directors of education; and e) results from evaluation studies and feedback from surveys covering critical Program areas. In a number of important areas, the Ministry used this feedback to refine the design of the Basic Education Program as implementation progressed. Under the second phase of the APL, the Ministry will expand and improve this monitoring and evaluation model. It will also disseminate the findings of monitoring and evaluation more actively and make the information from the different monitoring, evaluation and review activities accessible to all stakeholders in the education system (students, teachers, parents, inspectors and administrators from all levels, politicians, and university staff involved in education, etc.).

Scope or level: National Basic Education Schools

Duration of policy: Started in 1997, it will continue until 2005.

Target Group(s): The direct beneficiaries are expected to be the young people who will complete basic education under the Program, and the basic education students who will benefit from better educational materials, more motivated and more qualified teachers, less crowded classrooms, and the updated curriculum. Teachers will also benefit from the improved training and incentives. Indirect beneficiaries of the Program include the mothers of children who are better equipped to provide for their children's health, education, and nutritional needs because of the Program. The Program will target the regions and groups with the lowest school attendance and educational performance in basic education -- in particular, girls in the East and Southeast, and children from poor gecekondu households. Provincial education administrations will also benefit from strengthened capacity to diagnose, implement and manage programs to meet their needs.

Partners involved (in the design, implementation and evaluation of the policy) financial support (e.g. public and/or private)

The financing plan of the first phase of the APL included sources from the Government, Provincial Administrations, IBRD and national donors. The Government contribution was the projected spending on the whole Basic Education Program and APK (a unit of MONE) was in charge of reporting for counterpart funds and PCC was in charge of accounting for loan funds. The communication between them was very limited and that resulted in lack of financial statements for the whole program at the beginning. This has improved during the life of the project and the PCC now obtains information on an annual basis. However the information is not on a transactional basis. The financing plan of the second phase of the APL is for the activities that will be financed under the World Bank loan and the government contribution is mainly taxes.

Perceived strengths Perceived weaknesses

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During the first phase of the APL, there were a number of delays in the procurement of ICT hardware and software, attributable both to the MONE and to inadequate post-review by the Bank. However, once contracts were signed, delivery and installation of ICT hardware and software progressed rapidly, such that almost all of the first-phase ICT classrooms were equipped and in operation by the end of the 1999/2000 school year. The care which went into preparation and review of the ICT hardware and software technical specifications and bidding documents during the first phase of the APL is expected to lead to much smoother and faster procurement of ICT hardware and software during the second phase of the APL. Procurements of other items, particularly International Competitive Bidding (ICB) for educational materials for rural schools, took a long time. This experience has provided lessons for both the Bank and the Government's PCC. In particular, items to be procured under ICB for the second phase of the APL are the subject of considerable discussion in regard to the importance of the items, the suitability of the items for ICB and the likely outcomes. In addition, the PCC is being strengthened with technical assistance in procurement by hiring two procurement specialists (and also financial management and project management specialists).

MONE carried out monitoring and evaluation of the first phase of the APL effectively, but under a quite different arrangement than that foreseen at appraisal. It involved limited use of consultants, and relied upon documentation of quantitative results generated through the MONE's permanent documentation system, and a consultative process with provinces in addition to feedback through formal survey instruments. This approach will be developed and fine-tuned for this second phase of the APL.

The experience in implementing the Monitoring Response Facility under the first phase of the APL showed that the communities and schools with the greatest educational needs tend to need close assistance in identifying their needs and in developing proposals that are feasible and responsive to their needs. Rather than having an unconstrained solicitation of proposals, the implementation team found that it is preferable to pre-identify target areas on the basis of objective indicators of educational needs, and then to work intensively with communities and schools in the targeted areas to develop viable subprojects which can be supported under the fund. Once the concept and process are well understood, the schools which are successfully implementing subprojects can help other schools in the target area to develop proposals through a similar process. This approach has been used to develop new subprojects under the first phase of the APL and is yielding good results. However, owing to the lack of sound entities .to receive and manage Government funds at the local level, MONE decided not to include sitnilar subcomponents in the second phase of the APL.

Outcomes, specific achievements ICT Infrastructure in Basic Education Schools;3188 ICT Classrooms in 2802 Basic

Education Schools have been founded. Servers, PCs, printers, office software, scanners, overhead projectors, TV, video, net work connections were provided to these ICT classrooms. PCs, printers, office software, scanners and UPS were provided for approximately 22,800 rural Basic Education Schools. Lap tops and projectors were bought for Basic Education School Inspectors. Free dial up internet connection was provided to ICT classrooms for one year. 53 different kinds of educational software on foreign languages, dictionary and educational games were provided for ICT classrooms.

In-service Training; 2000 teachers were trained on computer literacy to be school formators by universities. 250 of these teachers were selected as master formators and received advanced training. 250 master formators trained approximately 150000 teachers locally so far on computer literacy.

The Basic Education Project, to be financed under the second APL would support a continuation and extension of the activities supported under the first APL which promotes the

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objectives of improved coverage, quality and relevance of basic education and the role of basic schools as a learning resource for the community. In addition the second APL would support an expansion of preschool education which is designed to help children from educationally deprived households succeed in basic education as well as providing support to Special Needs Education.

Is this example suitable/recommended for further peer view? Yes, It is suitable for peer view

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

The contribution of this policy to objectives of education will be determined after monitoring and evaluation studies completed at the end of the project.

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European Agency for Development in Special Needs Education Ex N°1PRESENTATION OF UK ICT AND SPECIAL NEEDS EDUCATION POLICY.

Name and full contact details of key informantBecta [http://www.becta.org.uk]The SEN and Inclusion team at the British Educational Communications and Technology Agency (Becta).Becta provides advice on the use of ICT with learners including those with SEN across lifelong learning. Becta is the lead Government Agency for ICT in education and The National Grid for Learning (NGfL). The team can be contacted via Terry Waller at Becta [terry.waller@becta.org.uk]

KeywordsSpecial Needs EducationInclusionDisabilityLearning difficulties

Duration of policyOn-going

Outline SummaryThis document outlines the UK ICT and SEN strategy.

The UK does not have a single special educational needs specific policy on ICT. However, there is, within the straeigic development of the National Grid for Learning, a requirement ensure access for all including those with SEN (NGfL).

In 2001 the Disability and SEN Act[http://www.hmso.gov.uk/acts/acts2001/20010010.htm] imposed new duties on schools and LEAs to ensure that pupils and students with disabilities are not discriminated against and where possible their needs are met in mainstream settings. The Act makes it unlawful for education providers to discriminate against disabled pupils, students and adult learners, or put them at a disadvantage. The Code of Practice which gives guidance on implementing the SEN DDA Act in schools (as well as the Code for post-16 provision) can be downloaded from the web site of the Disability Rights Commission http://www.drc-gb.org

This policy framework provided by this legislation and guidance supports innovation in the use of ICT in special (segregated) and inclusive (mainstream) settings, but also supports the general implementation and effective use of ICT in all special education settings.

Contextual informationSpecial Educational Needs in Schools in England, January 2002:

- 92% of all children are educated in mainstream schools.- Almost 1.5 million children (17.5% of pupils) in schools in England are identified as

having Special Educational Needs (SEN). - Of pupils with SEN statements (a legal document detailing a pupil’s needs and the

provision to be made to meet those needs) , 60.2% are now educated in maintained mainstream schools ( a rise from 58.4% in 1998).

- The percentage placed in maintained special schools or pupil referral units (PRUs) decreased from 37% in 1998 to 35.3% in 2002.

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This contextual information on the numbers of pupils in different types of special needs education settings is important as it is evident that general educational philosophies and policies will often dictate the sorts of specific ICT in SNE provision made available in countries (see European Agency report ICT in SNE, 2001 for more details).

The special education Legislation that directs all education policy generally and the ICT policy initiative specifically is:

- 1981 Education Act- 1993 & 1996 Education Acts - 1997 - Excellence for all children- 1998 - Meeting Special Educational Needs - 2000 - National Curriculum access statement- 2002 - Special Educational Needs and Disability Act

(Details of all of these can be DfES website: http://www.dfee.gov.uk/sen

The framework of policy initiatives that directs practice in ICT and SEN is: 1 - the Code of Practice for SEN (http://www.dfee.gov.uk/sen/standard.htm) 2 - the National Curriculum - access statement and P-levels3 - Teacher Training Agency - Standards for SENCOs and SEN Specialists4 - Ofsted - Inspecting Educational InclusionIn addition there is Lottery (charity) funded ICT training for all teachers (SEN included).

ICT is explicit in special needs legislation and policy guidance. It is an integral theme within SNE discussions.

The Department for Education and Skills (DfES) [http://www.dfes.gov.uk], supported by the British Education and Communications Technology agency (Becta), the Teacher Training Agency (TTA) and the Qualifications and Curriculum Authority (QCA) has responsibility for implementation of ICT policy in statutory education - including inclusive educational settings and special schools.

The NGfL [http://www.ngfl.gov.uk/about_ngfl.jsp] is a programme of activities to develop the use of ICT in education. In addition, there is a common requirement in National Curriculum Statutory Orders to use appropriate ICT with pupils with special needs. Schools are therefore legally obliged to put these requirements into practice when planning and delivering lessons to pupils. The Inclusion statement [http://www.nc.uk.net/inclus.html] can be found on the National Curriculum web site developed by the Qualifications and Curriculum Authority (QCA) [http://www.qca.org.uk/]. Between 1999 and 2003, there was a National programme of training in the use of ICT in learning including all teachers of students with SEN. This was funded by Lottery money and administered by the New Opportunities Fund [http://www.nof.org.uk/edu/temp.cfm?content=edu_4] (NOF). All trainers were required to address special needs issues and a number provided specialist training for teachers working with pupils who have complex special needs.

Training was monitored through a quality assurance (QA) system set up by the Teacher Training Agency and through a National programme of inspection of the NGfL carried out by the Office for Standards in Education (Ofsted). Ofsted reports, can be found at [http://www.ofsted.gov.uk/] .

Content of policyThe Government direction for education is towards transforming teaching and learning - ICT is seen as central to this vision.

Focus

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Inclusion and meeting individual needs is central to Government social policy.Meeting individual needs (inclusive approaches) is an integral part of ICT strategy.There is a Government expectation that schools and teachers will use ICT for inclusion of all pupils.

Aims and objectivesThe Government encourages the use of ICT to support its objective of raising standards across the curriculum. ICT should be used to transform teaching and learning for all pupils including those with special educational needs.

There are Standards published by the Teacher Training Agency for training teachers to use ICT within SNE and in the curriculum. The aim of the policy is to support the achievement of these standards and thus ensure good practice in the use of ICT with all pupils.

Within the UK National Curriculum, each pupil has an entitlement to use ICT to gain access to the statutory curriculum. The framework of policy initiatives aims to ensure this entitlement is fulfilled in the best possible way for all pupils with special educational needs.

ICT supports the Government objectives in meeting special needs:- In relation to standards, ICT should be used to transform teaching and learning and

raise standards across the curriculum- In relation to innovation, ICT should be used to transform schools and how they

deliver teaching and learning- In relation to inclusion, ICT should be used to provide universal access to educational

opportunities- In relation to skills, ICT should be used to provide learners with key skills for future

employment & lifelong learning and the potential to engage in ICT-rich society.

Scope or level: regional, national, EuropeanThis is a National level policy framework, but implementation focuses mainly on England. In Scotland and Northern Ireland there are different systems and curriculum requirements. Although both have specified curriculum requirements and Inspectorates which emphasise the need to use ICT with pupils with special educational needs. The Welsh education system is very similar to that of England but has additional curriculum requirements and a separate curriculum agency.

Details can be found on the NGfL [http://www.ngfl.gov.uk/] by clicking on the respective countries on the map.

ImplementationThe strategy involved in implementing this policy framework employs strategic management. Infrastructure - Create an accessible infrastructure that makes ICT universally available to teachers and learners.Content - Provide learners, teachers and institutions with access to educationally valuable content and services.Practice - Support teachers and schools to integrate ICT into innovative and effective ways of teaching and learning.A number of key issues which influence the implementation of the policy initiatives:

- The degree to which all schools and teachers recognise that they have to meet all pupils’ individual needs and that ICT can play an important role

- Support and leadership in using ICT for SEN is mainly provided through local/regional authorities (and is therefore variable)

- National training in the use of ICT has been variable in quality and should be seen as a starting point

- World class software for SEN but on-line learning materials slow to be developed.

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Other implementation factors:- The School Inspectorate (OFSTED) expects schools to use ICT effectively to meet SEN and include all learners in accessing the curriculum.- Training for all teachers in use of ICT in the curriculum and meeting of SEN is available- Government support for using ICT in SEN has been made possible through National agency for ICT (Becta) initiatives and support as well as through the National Grid for Learning.- Provision of curriculum materials through an initiative known as Curriculum Online (COL) see http://www.curriculumonline.gov.uk

Target Group(s)The target group for the ICT and SEN policy initiatives is pupils with special educational needs. The aim is to improve access to the curriculum through the use of ICT. Teachers, parents, schools, support staff and organisations that support these pupils are all considered within the policy framework of initiatives.

Partners involvedThe networks that exist to support teachers in their use of ICT in the UK include:- Local Education Authority (LEA) support services - An ICT Support Network [http://www.becta.org.uk/ictsn/index.cfm] managed by Becta - National Association of Advisors in Computer Education (NAACE) [http://www.naace.org], which is a professional association for inspectors and Advisers. - Specialist mailing lists [http://www.becta.org.uk/inclusion/discussion/bectalists.html] on the NGfL

Teachers are practically supported in their use of ICT and Special Educational Needs in different ways and to varying degrees across the UK by: - LEA support staff - where they exist. This varies across the country and in some cases there will be SEN Support Services that has advisory teachers with high levels of ICT understanding, but this is very uneven.- Special Educational Needs Coordinators (SENCOs) within schools who may have individual expertise in the use of ICT- ICT co-ordinators in schools- Individuals and commercial organisations bought in by schools- The two Aids to Communication in Education (ACE) Centres in Oxford [http://www.ace-centre.org.uk/] and Oldham [http://www.ace-north.org.uk/] partially funded by the DfES - Commercial providers- Government and agency dissemination of information.- The Communication Aids Project (CAP) a project which provides ICT for individual pupils to support their access to the curriculum [http://www.becta.org.uk/cap]

There are a range of voluntary bodies and associations that provide information, advice and training for teachers and parents of pupils with special needs. NASEN [http://www.nasen.org.uk/] is an association of teachers, carers, and other educationalists. It has an ICT committee and publishes a range of books and other materials. The journals of this association include “Special” which regularly has ICT features. Becta has produced a wide range of information sheets [http://www.becta.org.uk/technology/infosheets/sen.html] with bring together information on the use of ICT with specific disabilities and learning difficulties .These provide pointers to others sources of advice and materials.

Guidance exists to help schools meet the needs of pupils with special educational needs in mainstream education. In mainstream schools it is the responsibility of individual teachers to meet pupils’ needs and each school will have a Special Educational Needs Co-ordinator (SENCO) to support that process. The Code of Practice on Special Educational Needs

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[http://www.dfee.gov.uk/sen/standard.htm] outlines the administrative and legal framework that all schools need to follow in assessing and identifying pupil's special needs. In 2001 this Code was revised and a series of guidance on different aspects made available. The Code recognises that ICT has an important role to play both in the administration, management, assessment and provision made to meet pupil’s needs.

Financial support There is considerable Governmental (public) funding to implement ICT in SNE initiatives. In addition to supporting the framework of provision outlined above, funding is also available to schools directly for ICT provision for all pupils including supporting their access to the Internet. In addition to ICT funding resources are also available to make school premises accessible and for broadening curriculum access for all learners.

A major new initiative is Curriculum Online, launched in September 2002. See website above. This was a £50 million investment from DfES in 2002/03. Subsequently further funding has been made available.

Other public bodies such as the BBC are supporting this initiative through the provision of extra resources including materials.

Outcomes and resultsPerceived strengthsThe factors that seem to support teachers using ICT with pupils with SEN and therefore the perceived strengths of the framework of initiatives directed by the policy are:- Legislation on disability in education. The Disability and SEN Act [http://www.hmso.gov.uk/acts/acts2001/20010010.htm] came into force in 2002 and requires schools to, wherever possible, ensure all pupils have maximum access to buildings and a full opportunity to benefit from the curriculum- New training initiatives such as the New Opportunities Fund (NOF) initiative- Development of Regional Co-ordination under a recent Action Plan for SEN. This has now developed into regional partnerships of LEAs [http://www.dfee.gov.uk/sen/regional/index.htm] who collaborate strategically on specific areas of provision.

A further perceived strength is the availability of specific as well as general of ICT in SEN advice and information via:National Grid for Learning http://www.ngfl.gov.uk Becta http://www.becta.org.uk ICT Advice site http://www.ictadvice.org.uk Inclusion http://inclusion.ngfl.gov.uk Communication Aids Project http://cap.becta.org.uk Vision for ICT in schools http://www.dfes.gov.uk/ictfutures

The DfES Standards site http://www.standards.dfes.gov.uk provides examples of good practice which demonstrate some positive outcomes of the policy.

Perceived weaknesses and areas requiring further improvementThere are strengths and weaknesses to this system. Where there is a strong local presence of expertise in ICT and SEN, the needs of individual schools are often well served. However the lack of National consistency means that overall provision is not consistent and varies between areas. The barriers to teachers using ICT with pupils with SEN include:

- Funding which, while increasing, is still seen as a real barrier- Lack of provision of assessment of individual pupils’ ICT needs- Confidence and competence of teachers in using ICT- Poor co-ordination between providers e.g. health education and social services.

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The central ICT and SEN issues include:- Resources available to schools, cost of equipment and on line use- Teachers’ confidence and competence in using ICT- Patchy local provision of support- Inter-agency collaboration.

Outcomes - specific achievementsBecta commissioned research on the impact of ICT on teaching and learning. The outcomes were published in 2002. http://www.becta.org.uk/research/reports

In addition two reports on research being carried out by Becta investigates the relationship between schools' ICT resources and the academic achievements of their pupils. Primary Schools of the Future - Achieving Today [http://www.becta.org.uk/news/reports/primaryfuture/index.html] and The Secondary School of the Future [http://www.becta.org.uk/news/reports/secondaryfuture/index.html].

Future developmentsInclusion is a major objective of the UK Government - both social and educational inclusion. The vision for the future of ICT in schools is that it will transform the way everyone learns - including learners with all types of special educational needs. The main task is to support educational institutions in becoming increasingly successful through their teaching and learning processes using ICT.

In the UK, over the next 5 years important ICT developments will include:- Further development of the NGfL- Increasing teachers’ skills through a range of training opportunities- Disseminating examples of good pedagogical practice- Matching funding to need.

The changes are unlikely to provide an infrastructure of ICT in schools that matches all needs. The targets set by the UK government are ambitious, but there is still a need for a longer-term vision into the 5 years beyond 2002 to drive developments further.

Is this example suitable / recommended for further peer review?Please contact Amanda Watkins or Terry Waller directly.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?Within the Report on the concrete future objectives of the education and training systems a framework of objectives are described that have been adopted by the Ministers of Education for the coming ten years.

It is argued that the policy framework outlined aims to meet all three of the concrete objectives identified by the Ministers. The policy framework described aims to

1. Increase the quality and effectiveness of education and training systems in the European Union by developing the quality of education of pupils with SENs through the use of ICT

2. Facilitating the access of all to the education and training systems by ensuring access to ICT that supports access to the common curriculum for pupils with SENs as an entitlement

3. Opening up education and training systems to the wider world by ensuring that all pupils with SENs have access to appropriate ICT that supports their learning needs.

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It is also argued that this policy framework works towards the general aims of education and training outlined by Ministers:- the development of the individual (in this case an individual with SENs) who can thus realise his or her full potential and live a good life- the development of society, in particular by fostering democracy, reducing the disparities and inequities (in this instance inequalities for learners with SENs and disabilities) among individuals and groups and promoting cultural diversity - the development of the economy, by ensuring that the skills of the labour force correspond to the economic and technological evolution (that includes the skills of people with SENs and disabilities).

In relation to the key sub-objective under “Increasing the quality and effectiveness of education and training systems in the European Union Ensuring access to ICTs for everyone,. It is argued that this policy framework is centrally concentred with this sub-objective. It is focussed upon ensuring appropriate ICT access for pupils with special educational needs, estimated to be between 1 - 15% of the EU compulsory school aged population (depending on how countries register SENs; European Agency 2002).

Evaluation criteria used for selecting this policy framework The following have been identified as evident within the policy framework outlined above:Criteria concerning designAddressing strategic educational issues

Attending to special educational needsNew educational objectives recognized and validated

Integration of the policy in an educational vision Addressing long-term objectives by concerned educational actorsBottom-up approach based on the analysis of learners’ educational needsInvolvement of stakeholders in the design of the policyClear objectives Clear focus on teaching and learning issuesFocus on learnersAddressing organisational issuesCriteria concerning implementation of policyCoherence with needs attended toInternal coherence amongst objectivesQuality of programmes implementing the policyCriteria concerning evaluation aspectsStructuring and/or strategic impact on the area concernedAccountability Long-term sustainability Addressing equity (distance; special education needs).

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European Vocational Training Association (EVTA) Ex. N° 1

Identification of policy:

Title: FADOL (Training a Distanza on Line)

Name and full contact details of key informant:

Maria Domenica GiaccariProject managerSAF CENTRALE - FADOLVia Vincenzo Lamaro, 51 00173 ROMAItalytel: +39 6 72971020Fax: +39 6 72901152Email: m.giaccari@fadol.itURL: www.fadol.it

Stefania StelzigResponsabile Didattica and TestingSAF CENTRALE - FADOLVia Vincenzo Lamaro, 51 00173 ROMAItalytel: +39 6 72971020Fax: +39 6 72901152Email: s.stelzig@fadol.itURL: www.fadol.it

Keywords: ODL; and-learning; lifelong learning; training and vocational centre

Duration of policy :

July 1999-december 2003

Outline, Summary

- FaDol FaDol was the object of two Calls for tenders, one for the entrustment of the Service of Training Assistance, the second for the entrustment of the service of Technical Assistance, both issued by the Italian Ministry for Work and Social Policies (14th September 1998) with the aim of testing the use of remote tutoring methodology for the training of trainers of vocational training, by means of Information Technology and telematics.

- The Service of Training Assistance (SAF) has been assigned to Vocational Training Institutions- Enaip, Ciofs vocational training, Cnos, Enfap, Ial, Smile – joined in a Consortium.

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- the service of Technical Assistance (SAT) has been assigned to the Consortium made by Telecom, Finsiel, Eustema, Consedin.

- The FaDol Service has been assigned Decree of the Director no. 134/THE/99 dated 7/5/1999.

- The contract between the parties was signed in July 1999.- The entrusted Consortiums have been granted three extensions in 2002: a half-yearly

one January to June 2002; a second 10 months one July 2002 to April 2003, a third May to April 2003

- FaDoL is an open service of remote training/information at the disposal of the operators of the Italian Vocational Training.

- It addresses the Italian Vocational Training system (about 17.000 possible users), the teachers and non teaching personnel of public provincial or municipality centers, and the operators and collaborators working in the Vocational Training Institutions ex Law 40/87.

- It is an advanced and innovative system for the technological media used (intranet, video-conference and multivideo-conference/pleiadi) and for the number of actors involved (Ministry of Work, Regions, Vocational Training Institutions, operators of Vocational Training)

Project specifics implemented

o identification of the professional figures to whom addressing the offer. Interviews to opinion leaders have been carried out and the literature on it has been considered. Guidelines for identifying professional figures have been reviewed and integrated by MLPS and Isfol (technical and didactical assistance of the Ministry of Work. There are 21 profiles.

o Project of 25 cw, afterwards enlarged to 30, and the self-evaluation, verification and strengthening system,.

o Project of the didactical environment: methodological function of orienteering, use and cooperative learning on the net and support auxiliary services (for instance: virtual library).

o Selection and training of internal resources of the organization net in charge of the service. Special care has been put on the figure of the tutor. For this figure a continuous training policy has been implemented. An operative manual of homogeneous standards of approach and relation with the users has been elaborated and shared and a second manual on the Fadol tutoring model and internal procedures has been produced.

o Elaboration and implementation of an internal system for monitoring the service and the users activity

o Elaboration and publication of a Fadol Catalogue and site (also in English).o Project and implementation of PAQ (Plan of Quality Insurance, to: guarantee

an effective management of the project activities of the training service, detect non conformities during the servuction, implementing the necessary measures aiming at preventing a repetition of non conformities). The elaboration of the plan followed the provisions of the ISO 9001 normative and the guidelines for the implementation of this to the Vocational Training processes, in order to ease a possible certification of quality expressed by the SAF structure as a whole.

o Spreading of the project through promotional activities (taking part to fairs, manifestations, congresses)

- The territory has been monitored to control the implementation of the Sat positions.

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-The telematic positions already in place, which enabled the access to the Fadol system and the training use have been about 1.013, the.and. about l’80% of the total potential (1278 available). A widespread presence even in small centres is ensured.

Contextual information:

- as regards previous national ICT policies, In Italy, the present FSE programming for the years 2000-2006, in accordance with the union’s guidelines, acknowledges the strong strategic role of new technologies as a means of making new competences possible and to improve the existing ones.Fadol in this view, has anticipated this need, by proposing as a national continuous remote training system at a high level to increase the professional quality of the human resources working inside the vocational training system. What implemented by Fadol, and the target served, is unprecedented in Europe. The organization planning, the didactic methodologies developed, tested, and adopted, the elevated performances reached by the service unities in charge, make it an excellence project, so much so that it has been used by the European net Cedefop- Ttnet as a “case”.

Fadol, as an experimental project, was born in 1999 as a government answer to the European Union demands on the commitment to foster occasions of development and evolution of the vocational training market, thus creating occasions for destroying barriers of lack of knowledge. Fadol is intended to be an event of large proportions, LARGE in dimensions, large as an ambitious objective we set and reached: enabling all operators of Vocational Training to gather notions to be stored in a logic of development and implementation of a sector that is to become highly competitive and updated. But not only that. Our government wanted to give an significant and feasible answer to the European Union requests by financing an innovative solution aiming, in time, at creating synergies between the systems. All this is today in line with the recent resolution of the European Union Council of July 2001 about and-learning, according to which member states are invited to continue the efforts concerning first and continuous training of trainers and the use, in this objective, of information and communication technologies (ITC) ., The Ministry for Innovation and Technologies, for instance, recently approved 10 projects of different Ministries, for a global allocation of 161 million euros with the aim – according to what is provided for in the Guidelines - the evaluation of competitiveness of the Country, of education and digital literacy and of and-Government and acknowledged allocations to develop on line libraries.Fadol is therefore born from the indications coming from the White Book (planning of the Ministry of work), from the ascertained availability of the results of training actions in the mode of distance learning .

- as regards other national ICT policies, FaDol answered, in a proactive way, to the priorities found by the Italian programme of and-government (www.italia.gov.it) issued in the past years and still in progressive implementation. It envisages the spreading on various levels, of new information technologies that easy the access and use of various services to citizens, by throwing down physical and temporal barriers and costs.

- as regards more general national policies:

FaDol is a service which is included in the Italian policies of: Continuous Training (main legislation reference http://www.tecnostruttura.it/normat_naz/236_93.htm );

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Spreading ICT for training starting from the same operators of the training system see, for the school system http://www.istruzione.it/innovazione/index.shtml ); Updating of competences Of the Vocational Training Sector following the regulation and social evolution and the following standardization (DM 166/2001 http://www.tecnostruttura.it/accreditamento/normativa_nazionale.htm ); methodological Adherence to the Italian ISFOL model on training of trainers (http://www.fadol.it/content/bibliografia-00.htm ).

Content of policy:

Needs attended to, issues, problems solved,

At the beginning the project was an answer to the need to give to the Vocational Training in Italy an open and flexible system of remote continuous training able to update the competences of operators as an answer to the social and environmental changes. The further DM 166/2001, drawing a standard competences system to be set for training centres and for operators, later emphasized the problem of how to train and certificate the professionals of training, who reach this profession, in Italy, through education paths and professional experiences that are very different from one another.FaDol is at present the only national training system dedicated to this sector enabling a standardization of knowledge and competences of operators of the sector of training. Furthermore, through the participation to virtual classrooms work teams can be activated with members coming from different geographic and organization realities, promoting the exchange and sharing of practices, methods and work instruments.

Aims and objectives

FaDol was born as a system action for the sector of Italian vocational training. The objectives are linked to a growing of professional competences of all the personnel that operates in it, as an answer both to the evolution of environmental scenarios, generically said, and now, more specifically normative (see in particular the regulations on the accreditation procedures of training seats and of the personnel DM 166/2001). FaDol does not represent a limited action but is proposed as a system of continuous training, even though in evolution, considering the wide range if services proposed (30 courseware, over 140 training modules, 11 virtual thematic classrooms). At present these objectives are implemented thanks to the increasing number of users following the second or third FaDol training course. FaDol responds to the need to increase technical specialist competences, but also basic/transversal competences, relative to the information technology . the latter represent in effect, pre-requisites for an optimal use of the cooperation environments and have been the object of specific training and support actions carried out by the tutors.

Implementation:

The project went through several steps of project and re-calibration of the whole design. Since 1999 it has strongly evolved and enriched (actions of continuous training operated on tutors enabled improving the assistance to the users performances and moving from the generic tutor figure to the model of assigning thematic tutors, the enlargement of the training offer (from 25 cw to 30), the constructivist model of self(–even though assisted) -training has

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been overtaken, to develop the collaborative learning model, from a figure who intervenes in the training process to three actors involved) In each step we tried to go on by taking as a reference settled and recognized models and principles and in any case the great challenge was taking the risk of overcoming archetypes and developing an original and personal model for doing remote training.

The first training instrument recalls a new-behaviourist model, the present instrument is trying to fill some gaps of that first choice by offering a virtual integrative environment for learning enabling testing an active didactic (virtual classroom for the collaborative learning).

– Main references are:

– new-behaviourist psychology,

– collaborative learning;

– constructivist psychology;

– andragogy;

– dialogic-discursive approach to training projecting

– new paradigms: T-learning, N-learning

The FaDol project can be divided into some steps, marked by the various re-financing of the project, that was in the beginning due to end in 2001:

July 1999-December 2001: monitoring of the needs, planning of the didactic model of the and of strategies, planning and implementation of the technological platform, of the Intranet network, planning and elaboration of the didactic software (courseware), training of internal personnel, implementation of the test service (use of courseware and tutorial assistance to the users) planning, testing and implementing an instrumental kit for the management of the tutorial service (production of two guides and operational instructions for the implementation of the service).

- FaDol projected, implemented and put on line 30 courseware (Fadol catalogue), articulated in 178 training self-consistent modules (able to develop completely the subject the modules include, even in order to be combined among them according to the different training needs, by personalizing the relevant schemes.). Examples of subjects: projecting, orienteering, tutoring, diagnosis of training needs, discipline of public administration, informatics, administration, new technologies, languages (English, French and Spanish according to the request for integration, transnationality, globalisation). THE.and. on all that the operator of Vocational Training has to know nowadays.

- every cw last an average of 50 hours- About 10.000 potential hours of training per day are at the users’ disposal, aggregated

in three different access modalities – by catalogue/courseware (30), by functional profiles (21), by competence areas (9) - and in an environment for the collaborative learning, the.and. a virtual classroom, which inside of it offers a series of activities of information and network communication.

The training offer is therefore made by the remote use of a choice of courses on computer, the courseware, with the continuous assistance of a human TUTOR following the user in the various steps of his/her learning path.

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Furthermore the user is introduced into classes called virtual, to communicate transversally with all other users connected from different points of the network.

In this specific testing step the project highlighted the potentialities it has, but also it critical points, most of all from the technologic point of view: physiological times of “running-in” of a very innovative technological system, usability of the platform, connections, accessibility limited to an Intranet, etc.Furthermore, an internal organization and training effort have been made to make tutorial performances homogeneous for the users.

January 2002-June 2002: executive projecting of the virtual classroom environment and implementation model of training assistance; testing the implementation of the virtual classroom to users; projecting and testing of the instrumental kit for the management of the service of management/animation of the virtual classrooms;

In this step we saw a substantial enrichment and perfection of the elements concerning the approach and didactic model thought as efficient for the project, being able to implement and test even the virtual classroom environment.

July 2002-April 2003: service at comprehensive regime; structure representation of the results obtained

In this step we managed to isolate with precision the elements of strength of the project: architecture, relational standards and means of implementation of the tutorial service and of animation of the virtual classrooms.Furthermore, the need to have a tutor who had knowledge about the subject object of the training paths of the assisted users has been confirmed (therefore the service has been modified, from the generic assistance tutor to the thematic assistance tutor) and the need to access the service in a more flexible way (from Intranet to Internet); this second need cannot, for the time being, be immediately met; it will be an evolution of the present project.

April 2003-December 2003: step whose specifics are presently being discussed with the Ministry of Work and of Social Policies. In the substance a gradual and organized dismissing of the present service will take place, to enable moving on an internet network. The specific implementations of the service and the overall heritage of the present regime will be evaluated not to waste the experience.

Future developments

The Italian Ministry of Work and of Social Policies is the principal of the project and it will have to set the development lines of the FaDol project, which will constitute the elements of the forthcoming invitation to tender for allocating the evolution project of FaDol.An evolution having the following characteristics is prospected:

- technological open architecture: Internet;- enlargement of target users and segmentation of the same, per lines of activity, with

specific training proposals by subject;- greater investment and valorisation on and of the training experiences of the users in

the virtual classrooms.- Mixed training (remote and presence)

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- Introduction of Fadol, as an opportunity for training and further training, on the portal of the Ministry of Work which is about to be created, Integrating agencies for employment, offer-demand, SIL.

- Certification of competences.

Scope or level: regional, national, European; geographical coverage

FaDol is a national training project and service, evaluating the Italian regional and provincial territorial dimension, thus respecting the distinctive geographic peculiarities. In effect the project has in charge personnel dislocated in remote seats (a seat with 5 persons per region or autonomous province) which acts as a project-target promoter and connection; by looking for adaptability solutions of the project to the socio-territorial various contexts. A representative example is the seat of the autonomous province of Bolzano which implements a bilingual Italian-German service.

Target Group(s)The project addresses to all operators of the vocational training, having training paths concerning all of the functions of a training Institute. The project therefore involves the managing, administrative personnel, the project writers, the trainers, the valuators, the vocational counsellors, the researchers, etc.

Partners involved

Principal : Italian Ministry of Work and Social Policies

technical Organisms of control ed assistance of the Principal: ISFOL, ITALIA LAVORO

Stakeholders: central Institutions and local autonomies

Actuators: The is managed by two Consortiums: SAF including the main Italian training centres (ENAIP, IAL, SMILE, ENFAP, CIOFS, CNOS) and a technological partner (FINSIEL) and SAT that includes companies working in the IT and communication sector (TELECOM, FINSIEL, GEPIN, EUSTEMA, CONSEDIN). The first consortium has didactic project tasks, project and implementation of courses, implementation of the service of training assistance, the second consortium takes care of the technological structure.

Financial support

The project was supported by a global financing amounting to about 60 millions euros.

Overhead and other costs incurred by the policy

Outcomes and results

As for the results in quantity, the statistical data indicate that on 30/04/03 the system recorded 10.035 training courses started through FaDol, of which about 45% already finished, 30% at present in due course, 25% at the beginning.

THE main results in terms of impact can be envisaged in the following:

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- implementation of a system of continuous training for the operators of the vocational training

- spreading of the culture and credibility of the fourth generation remote-learning systems

- homogenisation of the competences of the operators of the sector

- training of specialist figures of the e-learning in the sector of the vocational training, i.e. tutors, classroom coordinators and e-cooperators (assistant of the classroom coordinator and animators of AV). They, even outside FaDol, will be able to re-use the acquired competences and increase the know-how of the organizations they belong to and of the sector in general.

- training o growing of the computer science and technological competences for the operators of the vocational training

- interregional and inter-institution collaboration among operators of the vocational training inside of the virtual classrooms.

- original Production of interactive, animated courseware - positive results in terms of approval on the part of the users-customers (data detected

from the customer satisfaction forms), testify the good level of the product and of the service given.

- High marks of the levels of service, testify the good keeping of the Fadol organization and the capability of coordination of the Institutions of the RTI SAF.

- Good capillary distribution of the project on the national territory praises the effort of the Institutions of the RTI for promoting the project on the territory even through the regional structures (regional saf), thus pursuing the strategic aim set, i.e. updating in a uniform way the human resources of the Vocational training.

Is this example suitable / recommended for further peer review?

Fadol is the first European project gradually and progressively developed, in quantity and quality, on such important dimensions. What has been implemented, for its characteristic peculiarities - context and originality of the model and of the service- it is unmatched. Experiences of excellence of existing remote learning are not so large in numeric dimensions and product.

European dimension: how does this policy contribute to the objectives of education and training as set out in the detailed work programme?

The value of this quadrennial project was, for Italy, very large. It faced a new way of covering personal training needs for the first time aiming at a “still” market as that of the vocational training. Furthermore, the project contributed to the information and telematic technology literacy.

The testing step of FaDol proved the potentialities, even in terms of consensus, of a remote training system supporting the evolution and the qualification of the system of the vocational training. The testing step, of “research of intervention”, enabled isolating the critical factors to introduce elements of improvement which are also propedeutical for a development step and for the evolution of the system. What has been done up to

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today surely confirmed the validity of methodological and organization intuitions proposed and implemented.

Because of the results reached and starting from them, thus evaluating on one side the winning elements of the investment done and evolving towards more innovative solutions of development and implementation of the network (from the present intranet platform to the internet network), we can aim at the first public remote training system, prestigious and with an elevated added value

Evaluation criteria used for selecting this policy as good:

- public and social relevance of the project. FaDol is an object for the analysis within the framework of various research at national and European level it is an object for dissertations, articles of specialised journals, it is financed by the Ministry of the Work in the occasion of the main Italian fairs on remote training (FORUM PA, TED, etc.)

- FaDol is not only a training project, but only a “possible” installation for the implementation of a continuous training system able to implement a standardization of the competences expressed by the vocational training sector, competences that are today very differentiated in Italy. The results of the training are therefore a real impact on the system, even for the numbers of trained users (10.000 users);

- didactic and assistance original training Model, structured, codified, expressed in instrumental working kits for all of the operators involved in the project: transferable and valuable;

- andragogic approach and user-centred focus on training and on the respect of its characteristics: flexible and personalized training paths;

- The project used in all steps a Quality Insurance Plan defined on the ISO and VISION rules, that ruled and supported the working processes/products by orientating them to constant high qualitative standards;

- Presence of various mixed working groups that linked the know-how of all organisms taking part to the project and implemented the strategies and the requests of the Principal;

- The important results obtained in quantitative and qualitative terms (10.000 users) (results of the customer satisfaction) not only positively characterised the present experience, but have a strong incidence on the following projects in similar fields;

- The project is widely transferable, both as far as the didactic installation is concerned – which is already codified in an instrumental tested set- ands as far as an important part of the multimedia software (eg.: foreign languages, computer science, interpersonal communication, organization and management) is concerned

- The vocational training institutions, actuators of the project Fadol, implemented an accreditation procedure for the project for the employees and the collaborators and stimulated them to use it for training aims. This project was successful thanks to the choice of giving it to those who have a specific knowledge of the market and of the reference target and of the real training needs, thus contributing, in an important way, to create personalized environments and products for the specific product.

- Fadol owes a large part of its success to the original idea, surely to the uniquely authentic and innovative products implemented, but also to the commitment of all the actors involved: Ministry, actuator vocational training institutions, operators of the Saf, SAT. It was not a question of implementing an e-learning project, we strongly believed in this challenge and this represented the right spirit and try, each time, with patience and determination, the best solutions to get a new way of doing training grow to everyone’s benefit.

- The vocational training institutions were the first to believe in this opportunity and vehiculated the trade mark, by maintaining , also inside of their structures, the

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personnel training. 60% of the Fadol trained è made of personnel of the RTI SAF institutions.

- It has been a very elevated economic investment, that is for sure. But it will bring, if well administered in the future, evaluated and supported, prestigious results.

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