ICT in Education & Training workgroup key issues

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LLL centre-the next step: A European pilot project for the future Centre LLL-le pas suivant: Un projet-pilote européen pour l’avenir

Athènes / Athens 12 - 13/02/2004

ICT in Education & Training

workgroup key issues

Gilberto Collinassi EnAIP Friuli Venezia Giulia

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About the workgroup

One of the 8 groups of experts set up on the 13

objectives of the follow up of the Lisbon Council

Group composition: 100 members

– 45 members of the Education committee

– 14 access members

– 40 other representatives

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Athènes / Athens 12 - 13/02/2004

Workgroup objective

under the general objective 1

of the report of the Educational Council:

“Increasing the quality and effectivness of education

and training systems in the EU”

the group focus is on the sub-objective 1.3

“Ensuring access to ICT for everyone”

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Activities carried out

monitoring in the area of ICT in school education,

including vocational education in formal systems,

advising the Commission about:

- definition of “issues” to be considered; - propose reliable indicators;

- propose themes for good practice exchange&peer reviews; - propose possible benchmarks.

Main focus of the first two years of work has been the

idetification of “good policy practices”, under a

common set of evaluation criteria of adequacy.

meetings held: 2001-10-11 ; 2001-11-06 ; 2001-12-17; 2002-01-08 ; 2002-12-11 ; 2003-02-11 ; 2003-04-15 ; 2003-06-17; 2003-12-08 ;

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Athènes / Athens 12 - 13/02/2004

Key issues discussed

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Workgroup outcomes vs Costas & Benoit

the workgroup

focus

in the first two years of activity

have been

on the education system’s

best practices

analisys (primary and secondary schools)

nevertheless,

the reccomendations resulting are matching much of the

principles substaining Costas&Benoit EVTA’s idea

that is a confirmation of the

growing methodological

overlapping

and

need of strong interaction

between

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Athènes / Athens 12 - 13/02/2004

Reccomendation 1

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Rec1 vs C&B

New learning paradigms

New relationships

between educational

actors

New roles for

teachers/trainers

Long Life Learning

perspective

The NGSR Coordination

Service Network

(NGSR-CSN) made of a

network of National

chapters from each

country.

A very expanded role for

the function of

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Athènes / Athens 12 - 13/02/2004

Reccomendation 2

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Rec2 vs C&B

Better learning support services

New open learning environments

Validation and certification Competence based approach Competence centres/agencies Personalization of learning paths Training advice The NGSR Coordination Service Network

Flexible Sectorial Training Solutions (FSTS)

Training Access Centres (TRI) Preparatory Units (P.U.)

Individual Training Project (ITP)

Extended couseling services Wanted and

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Athènes / Athens 12 - 13/02/2004

Reccomendation 3

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Rec3 vs C&B

Community of practice

within (& across)

disciplines

Ability to cope with

change

Support decision makers

to choose

A ‘mutual support’ NGSR

trainee network

A mixed professional and

volunteer help network

for problems concerned

with mobility

Job RotationProgram

Sectoral Development

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Athènes / Athens 12 - 13/02/2004

Reccomendation 4

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Rec4 vs C&B

Virtual learning

environments

ICT influenced

methodological

development

Virtual Reality study Centres

(VRSC)

Research and Development

network (R&D-N)

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Athènes / Athens 12 - 13/02/2004

comment 1

(from SITES 2 2004 report)

Technology is not a “vitamin” whose mere presence in

schools catalyzes better educational outcomes,

nor are new media just another subject in the curriculum

Emerging interactive media are

tools in service of

reacher curricula

enhanced organizational structures

stronger links between schools,

society and labour market

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comment 2

(from SITES 2 2004 report)

In order to fully realize technology’s capabilities for

reinventing teaching, learning and schooling

,

policy makers must engage in a complex implementation

process of

large scale

,

simultaneous

innovations in:

• Curriculum

• Pedagogy

• Assessment

• Professional development

• Administration

• Organizational structure

• Strategies for equity

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Athènes / Athens 12 - 13/02/2004

Some open questions

• Which “power shifts” will take place using ICT in

education and training everyday activities? How will

the power move?

• How other groups (related to informal and not formal

education) are moving/will move into

education/training field? Is this process under control

and can it be fostered by ICT?

• How ICT can help to reduce distance

between

education (lower and higher) and vocational training

systems?

• How can ICT help to accommodate all sectors of the

population

including the elderly, handicapped people,

people who are forced to remain at home, etc.

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