Ict Education Network
Content
Compendium of
ICT in Education Networks
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Publisher //
European Schoolnet EUN Partnership AISBL Rue de Trèves 61 1040 Brussels Belgium
Paul Gerhard, Alexa Joyce, Marie Le Boniec
Design // DTP //
PFJ Design (UK)
Hofi Studio (CZ)
Editors // Design coordination //
ISBN 9789490477059
Paul Gerhard, Marie Le Boniec
9 7894904 77059
Published in May 2010. This publication is published under the terms and conditions of the Attribution-Noncommercial 3.0 Unported (http://creativecommons.org/licenses/by-nc/3.0/).
Compendium of
ICT in Education Networks
4// 6// 34//
CONTENTS
Introduction Network Profiles Acknowledgements
6// Center for ICT and Distance Education 8// Consortium for School Networking 10// Education Services Australia Limited 12// European Schoolnet 14// Fundação Carlos Alberto Vanzolini 16// Global eSchools and Communities Initiative 18// Global Teenager Project 20// International Education and Resource Network 22// Korea Education & Research Information Service 24// Latin American Network of Educational Portals 26// Schoolnet Africa 28// Southeast Asian Ministers of Education Organisation 30// SEAMEO-LEC 32// World Links Arab Region
Introduction
with the explosion of web 2.0 tools and user generated content. Enabling greater cross-cultural use of resources requires new funding mechanisms for global initiatives related to: content localisation; semantic interoperability; effective implementation of open licenses; new content packaging formats; developing scalable models for evaluating the quality of digital resources produced by teachers and pupils worldwide; and building new communities of practice around shared content. Therefore, this compendium of networks in the field of ICT in education aims at providing stakeholders with a reference, to encourage international and global exchanges and knowledge sharing between organisations sharing similar missions. It identifies the networks active in ICT in education on the 5 continents, and highlights their specific field of skills and priorities at the beginning of the 2010 decade. By giving an overview of the actors and the current situation at the regional level, it helps determining existing common policies, different methodologies and identify potential interactions and synergies. The Compendium is made for the local, regional and international stakeholders as well as the policy makers and any organisation willing to increase cooperation at regional or global level.
IN BOTH DEVELOPED AND DEVELOPING NATIONS, STAKEHOLDERS HAVE STARTED TO EXPLOIT THE OPPORTUNITIES AND BENEFITS OFFERED BY LEARNING TECHNOLOGIES, WHETHER RICH OR POOR, MALE OR FEMALE.
Online cooperation and peer learning are now recognised as essential complements to conventional teaching practices. Today, it is crucial that education systems themselves make best strategic use of ICT tools in order to provide open, flexible and relevant learning experiences for teachers and pupils. In this context, an increased international and cross-cultural dialogue can both help those who lag behind and enrich the debate on pedagogy in more developed countries. Also, exchange and re-use of learning resources should be encouraged: Learning resources need to be open, flexible and standards-based in order to maximise their potential to be used in different pedagogical contexts and technical environments. Indeed, many new challenges are emerging
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This publication is one of the outcomes of the first International Symposium of education networks in the field of ICT in education1 held on 11-12 June 2009 in Rome, Italy. This international conference has been jointly organised by European Schoolnet, the network of 31 Ministries of Education in Europe, the Consortium for School Networking (CoSN), USA and Education.au, the Australian national agency for ICT in education. The event aimed at encouraging high-level networking within the global ICT in education community, improving information-sharing and cooperation between international education networks, reflecting on the nature of 21st Century Learning and analysing the role of international education networks vis-à-vis decision makers in the field. The main purpose of the Symposium was to build a vision for a common future for education and set an agenda for future cooperation. In a globalised world, international networks may face challenges that could be better addressed by sharing knowledge and experiences with other networks. The symposium paved the way for high-level networking within the global ICT in education community.
More than 130 high-level decision-makers from 30 countries, Ministries of Education and education agencies, members of international networks, researchers and experts from universities and foundations, as well as representatives of major companies in the field of educational technologies, attended the International Symposium. “It is the first time an initiative of this scale has been undertaken to build bridges between global networks, and to develop peer-learning mechanisms between all actors in the education sector. International networks are operating in a diversity of education environments and cultures, and the symposium has been the occasion to share and exchange on this diversity and cultural wealth. We hope this conference will lead to a plan for action as a “Declaration for ICT in education”, said Marc Durando, Executive Director of European Schoolnet. Indeed, the partners have agreed on the Declaration for ICT in education, which identifies key approaches to lead to an efficient international cooperation. The Declaration is part of the International Symposium Report, available online at is.eun.org/declaration. We encourage readers of this report to consider becoming signatories too.
1 International Symposium, Programme of the conference retrieved from http://blog.eun.org/is/upload/ISprogramme. pdf
MARC DURANDO
European Schoolnet
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Network Profiles
Center for ICT and Distance Education, Open University of Japan
Remit & Objectives
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Activities & Services
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Promote multimedia education and ICT-enhanced education in higher education (HE) and lifelong learning (LLL)
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Support of ICT implementation in educational activities and e-Learning in higher education institutions Research and development of educational tools, applications and systems / pedagogy and instructional design / sharing, reuse, exchange and distribution of quality learning resources Comparative studies and support services for internationalisation and international collaboration in the fields of higher education and lifelong learning (LLL)
Target groups(s) and stakeholders
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Institutions, Faculty, Staff in the fields of higher education and lifelong learning Ministry of Education, Culture, Sports, Sciences and Technology (MEXT) Open University of Japan (OUJ)
The Open University of Japan
Center of ICT and Distance Education
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2009 47
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NATIONAL WITH INTERNATIONAL GATEWAY FUNCTIONS //
MINISTRY OF EDUCATION
PUBLIC UNIVERSITY
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6 //
Priorities for 2010-2014
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The Center for ICT and Distance Education will be under restructuration
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
N/A
www.code.u-air.ac.jp
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Network Profiles
Consortium for School Networking
Remit & Objectives
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Activities & Services
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CoSN is the premier North American professional association for school district technology leaders Empower K-12 district technology leaders to use technology strategically for the improvement of teaching and learning Provide leadership, community and advocacy essential for the success of these leaders
Cyber Security for the digital district Dta driven Decision Making Empowering th 21st century Superintendent Green computing IT Crisis Preparedness K-12 Open Technologies Small District Technology Leadership Taking Total Cost of Ownership to the Classroom Value of Investment Web 2.0 Policy and Leadership
Target groups(s) and stakeholders
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District technology leaders (“Chief Technology Officers”) and their teams Educational leaders, Superintendents, Others district heads of curriculum and financial officers Principals leaders
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2009 18
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NATIONAL
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N/A
NON PROFIT ORGANISATION
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8 //
Priorities for 2010-2014
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Increasing the skills and competencies of district technology leaders as defined by CoSN’s Framework of Essential Skills for CTOs. Enabling educational leaders, including superintendents and other executive team members, to understand the strategic benefit of technology and demonstrate the value of having a CTO at the cabinet level. Building capacity of CTO state chapters and provide regional professional development for districts of all sizes. Advocating for a vision and necessary resources in support of the role of technology in advancing 21st century learning
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PRIVATE
LOCAL AUTHORITIES
www.cosn.org
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Network Profiles
Education Services Australia Limited
Remit & Objectives
Education Services Australia (ESA) was established on 1 March 2010 as a dedicated, national service organisation for the Australian education sector that will deliver innovative, cost-effective services across all aspects of education and training. It has been formed through a merger of Curriculum Corporation and Education.au Limited and is building on existing expertise to provide education services, particularly in relation to the implementation of national education and training initiatives such as the Australian Curriculum and the Digital Education Revolution.
Activities & Services
Education Services Australia provides services to members of MCEECDYA and other education and training bodies that include: // Researching, testing and developing effective and innovative technologies and communication systems for use in education // Devising, developing and delivering curriculum and assessment, professional development, career and information support services // Facilitating the pooling, sharing and distribution of knowledge, resources and services to support and promote e-learning
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Supporting national infrastructure to ensure access to quality assured systems and content and interoperability between individuals, entities and systems Creating, publishing, disseminating and marketing curriculum and assessment materials, ICT based solutions, products and services to support learning, teaching, leadership and administration, as required by the company owners or organisations which commission work
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2010 200
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NATIONAL
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MINISTERIAL COUNCIL FOR EDUCATION
NON PROFIT ORGANISATION
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10 //
Target groups(s) and stakeholders
The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDCYA), the Australian Government, State and Territory Government Education and Training Departments, the National Catholic Education Commission, the Independent Schools Council Australia, the Australian Curriculum Assessment and Reporting Authority (ACARA), the Australian Institute for Teaching and School Leadership (AITSL), Schools, Universities, Vocational Education and Training Providers, Early Childhood Development providers.
Priorities for 2010-2014
Education Services Australia will provide services to advance nationally-agreed and commissioned initiatives, programs and projects and those commissioned by education bodies. Initial priorities include: // Management of the National Digital Learning Resource Network (previously The Learning Federation) to support existing national digital content infrastructure and content access and sharing // Provision of services for national standards and interoperability initiatives // Development of information systems to enable national access to the Australian Curriculum, and its linking with national digital resources
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Development of infrastructure and services that support the Australian Digital Education Revolution and National Quality Teaching and School Leadership Initiatives Provision of cost-effective national services to schools, such as the Schools Curriculum Information Service (SCIS) and myfuture careers service Creating, publishing and disseminating curriculum and assessment materials, ICT based solutions, products and services to support learning, teaching, leadership and administration
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
MINISTRIES NATIONAL GOVERNMENT AGENCIES
www.esa.edu.au
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Network Profiles
European Schoolnet
Remit & Objectives
// //
Activities & Services
European Schoolnet’s activities are divided among three strands of work: // School services: as a leading organisation in providing services to schools in Europe, EUN is active in supporting school partnerships and networks, the European dimension in education, and animating maths, science and technology (MST) education // Policy, research and innovation activities concern researching and documenting actions in innovative approaches to schooling, in particular the impact of ICT and policy and practice exchange. The Insight portal (insight. eun.org) acts as the main hub for actions in this field
//
European Schoolnet (EUN) is a network of 31 Ministries of Education in Europe and beyond EUN was created more than 10 years ago with the aim to bring about innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers and researchers
Interoperability and content exchange facilitates the sharing of educational resources across international borders and thus can support both learning providers and learners by offering access to a critical mass of European educational content. Additionally the Learning Resource Exchange for Europe was launched in a pilot version in December 2008; work will carry on in this area to expand the use of the LRE and develop a widget for external sites
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1997 47
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REGIONAL
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N/A
NON PROFIT ORGANISATION
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12 //
Target groups(s) and stakeholders
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Priorities for 2010-2014
These will strengthen and further develop work in the three areas of work. Additionally two thematic areas have been identified: // Maths, science and technology education is high on the political and industry agenda owing to declining interest and participation, especially by girls, in scientific and technical studies and careers. The potential of ICT in this domain is obvious. In 2009, EUN will work with companies in the European Round Table of Industrialists (ERT) to design and establish a large-scale EU infrastructure to enhance cooperation between education and industry on MST
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Ministries of Education Policy-makers Researchers Schools Teachers Students
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e-Safety is an important knowledge domain for teachers, pupils and parents as online technologies plays a growing role in their lives. In 2009, Insafe 2.0 will continue to raise internet safety awareness through the coordination of a network of 26 centres across Europe Services to Ministries: In 2008, five EUN Working Groups were created and work will continue in the specific areas covered, including: Learning Resource Exchange, Interactive Whiteboards, Portals, Insight and Digital Skills. The aim of the working groups is to identify and address clearly defined strategic priorities and advise the EUN Steering Committee on them
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC/PRIVATE
MINISTRIES NATIONAL GOVERNMENT AGENCIES
www.eun.org
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Network Profiles
Fundação Carlos Alberto Vanzolini
Remit & Objectives
//
Activities & Services
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Vanzolini Foundation (FCAV) is a private, nonprofit organisation created in 1967 by the faculty of the Production Engineering Department at University of São Paulo’s Polytechnic School. Vanzolini Foundation’s Technology Management Applied to Education Area (FCAV/GTE) develops and manages innovative solutions for learning environments, systems and processes. FCAV/ GTE operates in association with businesses, NGOs and governmental institutions, with focus on supporting strategies and practices, thereby enhancing the value of human capital.
Webcast Video and Teleconferencing Multimedia editorial production Corporate network architecture Web applications Strategy advising
Target groups(s) and stakeholders
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Public system schools K1-12 State secretaries
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1967 10+ 350 CONTRACTED
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NATIONAL
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N/A
NON PROFIT ORGANISATION
BY PROJECTS
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14 //
Priorities for 2010-2014
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Innovative solutions for continuing education Networking of public management schools
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC/PRIVATE
N/A
www.vanzolini-ead.org.br
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Network Profiles
Global eSchools and Communities Initiative
Remit & Objectives
GeSCI’s overall goal is to work with its developingcountry partners to improve education through the effective planning, deployment, use and integration of ICTs in their education systems, thereby contributing to the acceleration of socio-economic development and a knowledge society for all.
Activities & Services
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Founded by UN ICT Task Force
Strategic advice to MoEs which will contribute to the creation of enabling environments for successful large-scale deployment and integration of ICTs in their education systems Development of high-quality and relevant “knowledge products and services” such as knowledge tools and research that advance our overall understanding and strengthen the capacity of developing countries to leverage ICTs in education Promoting and facilitating global policy dialogue on ICTs for Education as a way of contributing to the general understanding and development of a knowledge society
Target groups(s) and stakeholders
GeSCI itself is a global partnership bringing together: // Governments of developing and donor countries // Business communities // Civil society // International organisations that believe the development of all societies is fundamentally based on human development, access to information and knowledge and innovation
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2003 18
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GLOBAL
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UN ICT TASK FORCE
INTERNATIONAL ORGANISATION
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16 //
Priorities for 2010-2014
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Country programmes involving direct advisory engagement with developing country MoEs on a system-wide basis to provide high quality strategic advice and support on the countries’ own plans, policies and efforts to deploy and integrate ICTs in education. GeSCI will work with a small number of carefully selected countries with a target of having supported 9-12 countries by the end of 2011 Regional programmes as another avenue to work with and share knowledge and experiences with more countries and to promote and facilitate collective, collaborative and peer-to-peer knowledge sharing among countries at the regional level in Africa, Asia and Latin America
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Developing Knowledge Products and Services which identify major knowledge gaps or common challenges related to ICTs in education. GeSCI will seek to fill these gaps and/or tackle these challenges through partnerships, promoting research and/or commissioning its own research. GeSCI will seek to publish 1-2 compelling research papers per year and other useful knowledge tools and models Promoting partnerships and Facilitating Global dialogue by leveraging ICTs to promote communication and collaboration with a diverse range of partners, globally, regionally and locally
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
MINISTRIES NATIONAL GOVERMENT AGENCIES
www.gesci.org
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Network Profiles
Global Teenager Project
Remit & Objectives
// //
Activities & Services
The main activities of the Global Teenager Project are thematic and inclusive Learning Circles offered in six languages with supportive training-of-trainers courses and community events. // Learning Circles are virtual environments which group eight to twelve classes from different schools from all over the world. Twice a year, for approximately ten weeks, they communicate with one another through email or other digital tools such as weblogs, chats and wikis. Under the guidance of professional facilitators, country coordinators and teachers, the classes select a theme from a shortlist of topics such as health, environment, human rights, globalisation or simply ‘my life’. For the next ten weeks the students discuss that particular subject on the basis of research questions, answers and reports, making use of email and wikis Training of Trainers to build the capacities of country coordinators and Learning Circle facilitators. These training events are designed to meet the needs of the coordinators and facilitators Networking opportunities and events: where possible and needed, GTP works in close collaboration with partner organisations such as iEARN In-country support structures: GTP works with country local programmes to develop institutional strength, integration in curricula and partnerships with Ministries of Education
The motto of the Global Teenager Project is: “Today‘s learners are tomorrow‘s leaders” The objectives of the Global Teenager Project are to enhance the quality of education and to promote intercultural awareness and communication by introducing schools to the exciting new applications of information and communication technologies (ICT) and to promote intercultural awareness and sensitivity by opening up regular lively classroom debates in a safe and structured environment
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YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1998 2
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GLOBAL
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N/A
INTERNATIONAL ORGANISATION
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18 //
Priorities for 2010-2014
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Consultancies and project support for Ministries and Departments of Education on sustainable ICT-policy based educational development, implementation of international collaborative learning in the curriculum and creation of student owned and produced reusable learning materials
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Growth from 35 to 50 countries Consolidation, innovation, inclusive education and re-use of educational material created by classes Implementation and anchoring of the methodology of Learning Circles into the curriculum of the teachers of tomorrow in their higher education
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
INTERNATIONAL DEVELOPMENT FUNDING
//
COUNTRY COORDINATORS FACILITATORS TEACHERS EDUCATORS STUDENTS //
www.globalteenager.org
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Network Profiles
International Education and Resource Network
Remit & Objectives
The Goals of iEARN are: // Encourage youth from all countries to learn and work co-operatively and collaboratively using telecommunications and other technology, to strengthen universal peace, to identify and take active part in resolving global problems facing the world
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Facilitate identification and sharing the different but complementary experiences of educational, academic and other national organisations with enduring educational infrastructures, and traditions throughout the world Share high-quality educational and other resources available in individual Member centres; Provide a global infrastructure for a conceptual and action-based educational network that is open to all Share and transfer telecommunications technology, teaching methods and other resources with youth organisations, schools or individuals wishing to achieve the iEARN purpose and goals Assist in establishing training and support programs in each Centre
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Expand the network of financially and operationally sustainable iEARN Centres throughout the globe Work with umbrella organisations, academic bodies, universities, non-government organisations, and governments to establish a global community of concerned organisations and citizens with the express purpose of supporting the youth of the world in developing and implementing educational and humanitarian projects, especially projects of change and healing for the health and welfare of the planet Develop and maintain high-quality educational innovation Raise funds through local and global funding agreements to support these programs and goals
YEAR OF CREATION
STAFF
UMBRELLA ORGANISATION GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION GEOGRAPHICAL COVERAGE
STATUS
1988 1996 90
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COORDINATORS IN 105 COUNTRIES
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GLOBAL
A/N
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NATIONAL
//
N/A
INTERNATIONAL GOVERNMENTAL ORGANISATION
NON-PROFIT ORGANIZATION
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20 //
Activities & Services
// // //
Priorities for 2010-2014
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Online project-based learning Professional development and online courses International and Regional Teachers’ Conferences and Youth Summits
Target groups(s) and stakeholders
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Students from K-12 schools Teachers in K-12 schools
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Expand the number of countries, schools and youth organisations active in iEARN Build on the multilingual nature of iEARN to support even more language communities to participate in international online projects Leverage mobile technologies to extend international exchange and collaboration opportunities to larger numbers of educators and students Involve additional young people in iEARN decision-making Expand opportunities for face-to-face exchanges and events for iEARN students and teachers Work with additional universities that prepare future teachers to insure that new teachers have experience with technology-based collaboration
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
INTERNATIONAL PUBLIC/ DEVELOPMENT PRIVATE FUNDING
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SCHOOLS LOCAL TEACHERS
AUTHORITIES
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www.iearn.org www.educationau.edu.au
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Network Profiles
Korea Education & Research Information Service
Remit & Objectives
KERIS is doing its utmost to develop human resources through e-Learning, regain public trust in education, lay a foundation for a knowledgeand information-based society by activation of e-Learning, and to enhance national education and research competitiveness through academy digitisation.
Activities & Services
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Organisation and operation of the e-Learning system to reduce private tutoring expenses and improve public education Support for development of creative personnel needed to lead a knowledge-based society in the 21st century Support for the qualitative improvement of classroom lessons and the fundamental improvement of public education through the use of ICT Management of user-centred knowledge and information resources through the Research Information Sharing Service
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Organisation of the e-Educational administration service to enhance the efficiency and transparency of educational administration and the civil service Support for the cyberlearning system which allows anyone access to education
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1999 170
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NATIONAL
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MINISTRY OF EDUCATION SCIENCE TECHNOLOGY OF KOREA
PUBLIC
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22 //
Target groups(s) and stakeholders
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Priorities for 2010-2014
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Educational policymakers Ministry of Education Regional Offices of Education Teachers Parents Students
National Education Service System EDUNET National Education Information System (NEIS) National Educational Resource Sharing System National Digital Library Support System Education Cyber Security Centre International e-learning consulting ICT standardisation Quality Management System Cyber Home Learning System Digital Textbook Future Education
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
NATIONAL GOVERNMENT AGENCIES
http://www.keris.or.kr/
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Network Profiles
Latin American Network of Educational Portals
Remit & Objectives
//
Activities & Services
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Provide users in each country a larger number of localized educational contents to their educational programs Promote the knowledge and experiences exchange about of educational use of ICT Reduce development costs of national portals, providing technology sharing Access to multilateral funding sources together to strengthen the national projects
Educational use of ICT Educational Portals Collaborative projects in schools between different countries Educational content localization Regional access to educational content Establish policy guidelines of ICT integration in education
Target groups(s) and stakeholders
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Communities dedicated to education Ministries of Education
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2004 25
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REGIONAL
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MINISTRIES OF EDUCATION OF LATIN AMERICA
INTERNATIONAL ORGANISATION
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24 //
Priorities for 2010-2014
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Educational content metadata Content Management Systems to Educational Portals Strategies to analyze statistics and access to educational contents Localized educational content collections Development of communications strategies to promote the main activities of portals Collaborative development to editorial specials about of common topics in the region
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC INTERNATIONAL DEVELOPMENT FUNDING
MINISTRIES / NATIONAL GOVERNMENT AGENCIES
www.relpe.org
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25
Network Profiles
Schoolnet Africa
Remit & Objectives
//
Activities & Services
Provision of Access // Facilitating low-cost, quality access to ICTs in African Schools // Bridging the digital divide Raising awareness // Identifying and promoting the potential of ICT in educational development // Developing a knowledge base on school networking experiences in Africa Capacity building // Supporting the growth of national SchoolNets throughout Africa // Integration of ICTs in teacher development // Building knowledge and African research expertise // Establishing and leveraging effective partnerships locally, regionally and globally, // Designing and development of programmes to empower African youth
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Empower African children to be active global participants through the effective use of ICTs allowing them to become critical learners and thinkers able to contribute to the African knowledge society Support national SchoolNets by mobilising resources through effective partnerships
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1996 5
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REGIONAL
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N/A
INTERNATIONAL ORGANISATION
VOLUNTEERS
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26 //
Target groups(s) and stakeholders
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Priorities for 2010-2014
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Teachers Students Community members Ministries of Education Developing and donor countries Business communities Private companies Civil society International organisations that can take part in the development of societies based on human development, access to information, knowledge and innovation
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Mtandao Africa project e-twinning with other youth projects (web design, research, use of official & local languages, on-line work, exchange, etc 1 Million PCs Campaign to provide more computers to African youth Teachers’ networking: excange and joint projects to share among countries at the regional level in Africa, Asia and Latin America Research to follow up what we are doing, to compare with others and to see what to share and how to share it with others
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PRIVATE
MINISTRIES SCHOOLS TEACHERS STUDY
www.schoolnetafrica.org
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27
Network Profiles
Southeast Asian Ministers of Education Organisation
Remit & Objectives
//
Activities & Services
// // // // //
Promote regional cooperation in education, science and culture
Training and Human Resource Development Information Dissemination and Networking Technical Assistance and Consultancy Forum for Policy Dialogue and Regional Cooperation Research
Target groups(s) and stakeholders
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SEAMEO also has 18 regional centres, including the SEAMEO Regional Centre for Educational Innovation and Technology, Philippines (www.seameo-innotech.org).
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SEAMEO Member Countries: Government and Ministries of Education in Southeast Asian Countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Vietnam SEAMEO Associate Member Countries: Australia, Canada, France, Germany, the Netherlands, New Zealand, Norway and Spain SEAMEO Affiliate Members: International Council for Open and Distance Learning (ICDE) and University of Tsukuba, Japan ASEAN Secretariat
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1965 800
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REGIONAL
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MINISTERS OF EDUCATION IN SOUTHEAST ASIA COUNTRIES
REGIONAL INTERGOVERNMENTAL ORGANISATION
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28 //
Priorities for 2010-2014
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UN Agencies: UN Habitat, UNESCO, UNICEF, UNDP, WHO, FAO, etc. International Development Agencies Donors Policy makers Scholars, educators, school administrators and teachers
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Quality and Equity in Education Preventive Health Education Culture and Traditions Information and Communication Technology Language Poverty Alleviation Agriculture and Natural Resources
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
REGIONAL FUNDING
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MINISTRIES NATIONAL GOVERNMENT AGENCIES
www.seameo.org
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29
Network Profiles
SEAMEO-LEC
Remit & Objectives
South East Asian Ministers of Education Organisation Regional Open Learning Centre (SEAMEO-LEC) assists SEAMEO Member Countries in identifying educational problems and finding alternative solutions for sustainable human resources development through the dissemination and effective use of open and distance learning (ODL).
Activities & Services
// // // //
Research and Development Training through workshops and seminars IT development and consulting services as its main thrusts Assist SEAMEO-LEC Member Countries in initiating and implementing ODL as a strategic solution to their educational problems
Target groups(s) and stakeholders
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Schools Universities Education Training Centre Directorate of Ministry of National Education (MONE) Local Office of MONE (Province and District)
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1997 70
// //
REGIONAL
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SOUTH EAST ASIAN MINISTERS OF EDUCATION ORGANISATION
INTERNATIONAL ORGANISATION
//
//
30 //
Priorities for 2010-2014
//
// // // //
Southeast Asian Education Network (SEA EduNet): Networking System and Content Development SEA Schools and Universities Partnership Java ASEAN Research Centre (JARC): Mobile Learning Development ODL Joint Venture Programme: Higher Education Partners in Indonesia Hybrid Learning for Indonesian Teachers (HYLITE)
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
INTERNATIONAL DEVELOPMENT FUNDING GOVERNMENT //
MINISTRIES LOCAL AUTHORITIES
www.seamolec.org
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31
Network Profiles
World Links Arab Region
Remit & Objectives
//
Activities & Services
//
//
Introduce innovative Information and Communication Technology (ICT) and 21st Century Skills into educational training of Arab youth Create knowledge economies and future generations of life-long self-learners who are able to think critically and analytically, solve problems, apply research, work collaboratively in groups and communicate effectively
//
//
Focus on the Teacher Professional Development (TPD) training while catering for increasing demands to reach administrative, educational, vocational and higher education staff Focus on classroom dynamics for young people who are student-centred, participationoriented and motivating Promote policy environments in developing Arab countries that enable successful integration of ICT into education
Main areas of activities/services // ICT in Education // ICT in Vocational Training // ICT in Higher or Tertiary Education // ICT in community-based projects, using existing infrastructures // In the future: ICT for special needs
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1993 12
// //
REGIONAL GLOBAL
//
WORLD LINKS FEDERATION (WLF)
NON PROFIT ORGANISATION
//
//
32 //
Target groups(s) and stakeholders
// // // // // //
Priorities for 2010-2014
// //
Ministries of Education Ministries of ICT Ministries of Higher Education Ministries of Labour (VT) Community projects Donors
// //
// //
Launch the TPD programme in 17 countries Reach 10 – 20 million young people by 2015: WLAR is negotiating with one country to reach 2 million students in 2010 and 2011 Diversify and widen the base of targeted youth sectors Build capacity and sustainability of WLAR: 90% achieved on the institutional level but as regards self-sustainability we shall be aiming for more sustainability in 2010 Update content and maintain quality of training E-Portal and technical improvement
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC/PRIVATE
MINISTRIES SCHOOLS LOCAL AUTORITIES TEACHERS
www.wlar.org
//
\\
//
//
33
Acknowledgements
The International Symposium and the Compendium of Networks have resulted from the collaboration of European Schoolnet, the network of 31 Ministries of Education in Europe, the Consortium for School Networking (CoSN), USA and Education.au, the Australian national agency for ICT in education, and the support of the Italian National Institute of Documentation for innovation and educational research (ANSAS). Key industry partners sponsored the event, including eInstruction, Intel Education, Microsoft, Oracle, PASCO Scientific, Promethean and SMART Technologies. Several other organisations supported the initiative, such as Futurelab in the UK, Apple Computers, KERIS (the ICT agency of the Ministry of Education Science and Technology in South Korea), the Southeast Asian Ministers of Education Organisation Regional Open Learning Centre (SEAMOLEC) and World Links Arab Region. Other networks which attended the event included African (Schoolnet Africa), Middle-Eastern (i*EARN Lebanon, World Links Arab Region), European (Global eSchools and Communities Initiative, Digital Europe) and South American networks (Interdidatica, Fundação Vanzolini).
34 //
Compendium of ICT in Education Networks
Today, learning technologies, online cooperation and peer learning are essential complements to conventional teaching practices and it is crucial that educational systems use strategically ICT to provide open, flexible and relevant learning experiences for teachers and pupils. Greater crosscultural use of learning resources is also very beneficial for teachers. In this context, the Compendium of ICT in education networks provides stakeholders with a reference, and encourages international exchanges and knowledge sharing between organisations with similar missions. It identifies the networks active in ICT in education on the five continents, and highlights their specific field of skills and priorities at the beginning of the 2010 decade.
European Schoolnet
Rue de Trèves 61 B-1040 Brussels
Tel: +32 (0)2 790 75 75 // Fax: +32 (0)2 790 75 85 //
//
www.europeanschoolnet.org
2 //
© Copyright 2009, EUN Partnership AIBSL. Picture from Shutterstock
ICT in Education Networks
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3
Publisher //
European Schoolnet EUN Partnership AISBL Rue de Trèves 61 1040 Brussels Belgium
Paul Gerhard, Alexa Joyce, Marie Le Boniec
Design // DTP //
PFJ Design (UK)
Hofi Studio (CZ)
Editors // Design coordination //
ISBN 9789490477059
Paul Gerhard, Marie Le Boniec
9 7894904 77059
Published in May 2010. This publication is published under the terms and conditions of the Attribution-Noncommercial 3.0 Unported (http://creativecommons.org/licenses/by-nc/3.0/).
Compendium of
ICT in Education Networks
4// 6// 34//
CONTENTS
Introduction Network Profiles Acknowledgements
6// Center for ICT and Distance Education 8// Consortium for School Networking 10// Education Services Australia Limited 12// European Schoolnet 14// Fundação Carlos Alberto Vanzolini 16// Global eSchools and Communities Initiative 18// Global Teenager Project 20// International Education and Resource Network 22// Korea Education & Research Information Service 24// Latin American Network of Educational Portals 26// Schoolnet Africa 28// Southeast Asian Ministers of Education Organisation 30// SEAMEO-LEC 32// World Links Arab Region
Introduction
with the explosion of web 2.0 tools and user generated content. Enabling greater cross-cultural use of resources requires new funding mechanisms for global initiatives related to: content localisation; semantic interoperability; effective implementation of open licenses; new content packaging formats; developing scalable models for evaluating the quality of digital resources produced by teachers and pupils worldwide; and building new communities of practice around shared content. Therefore, this compendium of networks in the field of ICT in education aims at providing stakeholders with a reference, to encourage international and global exchanges and knowledge sharing between organisations sharing similar missions. It identifies the networks active in ICT in education on the 5 continents, and highlights their specific field of skills and priorities at the beginning of the 2010 decade. By giving an overview of the actors and the current situation at the regional level, it helps determining existing common policies, different methodologies and identify potential interactions and synergies. The Compendium is made for the local, regional and international stakeholders as well as the policy makers and any organisation willing to increase cooperation at regional or global level.
IN BOTH DEVELOPED AND DEVELOPING NATIONS, STAKEHOLDERS HAVE STARTED TO EXPLOIT THE OPPORTUNITIES AND BENEFITS OFFERED BY LEARNING TECHNOLOGIES, WHETHER RICH OR POOR, MALE OR FEMALE.
Online cooperation and peer learning are now recognised as essential complements to conventional teaching practices. Today, it is crucial that education systems themselves make best strategic use of ICT tools in order to provide open, flexible and relevant learning experiences for teachers and pupils. In this context, an increased international and cross-cultural dialogue can both help those who lag behind and enrich the debate on pedagogy in more developed countries. Also, exchange and re-use of learning resources should be encouraged: Learning resources need to be open, flexible and standards-based in order to maximise their potential to be used in different pedagogical contexts and technical environments. Indeed, many new challenges are emerging
4 //
This publication is one of the outcomes of the first International Symposium of education networks in the field of ICT in education1 held on 11-12 June 2009 in Rome, Italy. This international conference has been jointly organised by European Schoolnet, the network of 31 Ministries of Education in Europe, the Consortium for School Networking (CoSN), USA and Education.au, the Australian national agency for ICT in education. The event aimed at encouraging high-level networking within the global ICT in education community, improving information-sharing and cooperation between international education networks, reflecting on the nature of 21st Century Learning and analysing the role of international education networks vis-à-vis decision makers in the field. The main purpose of the Symposium was to build a vision for a common future for education and set an agenda for future cooperation. In a globalised world, international networks may face challenges that could be better addressed by sharing knowledge and experiences with other networks. The symposium paved the way for high-level networking within the global ICT in education community.
More than 130 high-level decision-makers from 30 countries, Ministries of Education and education agencies, members of international networks, researchers and experts from universities and foundations, as well as representatives of major companies in the field of educational technologies, attended the International Symposium. “It is the first time an initiative of this scale has been undertaken to build bridges between global networks, and to develop peer-learning mechanisms between all actors in the education sector. International networks are operating in a diversity of education environments and cultures, and the symposium has been the occasion to share and exchange on this diversity and cultural wealth. We hope this conference will lead to a plan for action as a “Declaration for ICT in education”, said Marc Durando, Executive Director of European Schoolnet. Indeed, the partners have agreed on the Declaration for ICT in education, which identifies key approaches to lead to an efficient international cooperation. The Declaration is part of the International Symposium Report, available online at is.eun.org/declaration. We encourage readers of this report to consider becoming signatories too.
1 International Symposium, Programme of the conference retrieved from http://blog.eun.org/is/upload/ISprogramme. pdf
MARC DURANDO
European Schoolnet
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5
Network Profiles
Center for ICT and Distance Education, Open University of Japan
Remit & Objectives
//
Activities & Services
//
Promote multimedia education and ICT-enhanced education in higher education (HE) and lifelong learning (LLL)
//
//
Support of ICT implementation in educational activities and e-Learning in higher education institutions Research and development of educational tools, applications and systems / pedagogy and instructional design / sharing, reuse, exchange and distribution of quality learning resources Comparative studies and support services for internationalisation and international collaboration in the fields of higher education and lifelong learning (LLL)
Target groups(s) and stakeholders
// // //
Institutions, Faculty, Staff in the fields of higher education and lifelong learning Ministry of Education, Culture, Sports, Sciences and Technology (MEXT) Open University of Japan (OUJ)
The Open University of Japan
Center of ICT and Distance Education
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2009 47
// //
NATIONAL WITH INTERNATIONAL GATEWAY FUNCTIONS //
MINISTRY OF EDUCATION
PUBLIC UNIVERSITY
//
//
6 //
Priorities for 2010-2014
//
The Center for ICT and Distance Education will be under restructuration
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
N/A
www.code.u-air.ac.jp
//
\\
//
//
7
Network Profiles
Consortium for School Networking
Remit & Objectives
//
Activities & Services
// // // // // // // // // //
//
//
CoSN is the premier North American professional association for school district technology leaders Empower K-12 district technology leaders to use technology strategically for the improvement of teaching and learning Provide leadership, community and advocacy essential for the success of these leaders
Cyber Security for the digital district Dta driven Decision Making Empowering th 21st century Superintendent Green computing IT Crisis Preparedness K-12 Open Technologies Small District Technology Leadership Taking Total Cost of Ownership to the Classroom Value of Investment Web 2.0 Policy and Leadership
Target groups(s) and stakeholders
// // // // //
District technology leaders (“Chief Technology Officers”) and their teams Educational leaders, Superintendents, Others district heads of curriculum and financial officers Principals leaders
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2009 18
// //
NATIONAL
//
N/A
NON PROFIT ORGANISATION
//
//
8 //
Priorities for 2010-2014
//
//
//
//
Increasing the skills and competencies of district technology leaders as defined by CoSN’s Framework of Essential Skills for CTOs. Enabling educational leaders, including superintendents and other executive team members, to understand the strategic benefit of technology and demonstrate the value of having a CTO at the cabinet level. Building capacity of CTO state chapters and provide regional professional development for districts of all sizes. Advocating for a vision and necessary resources in support of the role of technology in advancing 21st century learning
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PRIVATE
LOCAL AUTHORITIES
www.cosn.org
//
\\
//
//
9
Network Profiles
Education Services Australia Limited
Remit & Objectives
Education Services Australia (ESA) was established on 1 March 2010 as a dedicated, national service organisation for the Australian education sector that will deliver innovative, cost-effective services across all aspects of education and training. It has been formed through a merger of Curriculum Corporation and Education.au Limited and is building on existing expertise to provide education services, particularly in relation to the implementation of national education and training initiatives such as the Australian Curriculum and the Digital Education Revolution.
Activities & Services
Education Services Australia provides services to members of MCEECDYA and other education and training bodies that include: // Researching, testing and developing effective and innovative technologies and communication systems for use in education // Devising, developing and delivering curriculum and assessment, professional development, career and information support services // Facilitating the pooling, sharing and distribution of knowledge, resources and services to support and promote e-learning
//
//
Supporting national infrastructure to ensure access to quality assured systems and content and interoperability between individuals, entities and systems Creating, publishing, disseminating and marketing curriculum and assessment materials, ICT based solutions, products and services to support learning, teaching, leadership and administration, as required by the company owners or organisations which commission work
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2010 200
// //
NATIONAL
//
MINISTERIAL COUNCIL FOR EDUCATION
NON PROFIT ORGANISATION
//
//
10 //
Target groups(s) and stakeholders
The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDCYA), the Australian Government, State and Territory Government Education and Training Departments, the National Catholic Education Commission, the Independent Schools Council Australia, the Australian Curriculum Assessment and Reporting Authority (ACARA), the Australian Institute for Teaching and School Leadership (AITSL), Schools, Universities, Vocational Education and Training Providers, Early Childhood Development providers.
Priorities for 2010-2014
Education Services Australia will provide services to advance nationally-agreed and commissioned initiatives, programs and projects and those commissioned by education bodies. Initial priorities include: // Management of the National Digital Learning Resource Network (previously The Learning Federation) to support existing national digital content infrastructure and content access and sharing // Provision of services for national standards and interoperability initiatives // Development of information systems to enable national access to the Australian Curriculum, and its linking with national digital resources
//
//
//
Development of infrastructure and services that support the Australian Digital Education Revolution and National Quality Teaching and School Leadership Initiatives Provision of cost-effective national services to schools, such as the Schools Curriculum Information Service (SCIS) and myfuture careers service Creating, publishing and disseminating curriculum and assessment materials, ICT based solutions, products and services to support learning, teaching, leadership and administration
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
MINISTRIES NATIONAL GOVERNMENT AGENCIES
www.esa.edu.au
//
\\
//
//
11
Network Profiles
European Schoolnet
Remit & Objectives
// //
Activities & Services
European Schoolnet’s activities are divided among three strands of work: // School services: as a leading organisation in providing services to schools in Europe, EUN is active in supporting school partnerships and networks, the European dimension in education, and animating maths, science and technology (MST) education // Policy, research and innovation activities concern researching and documenting actions in innovative approaches to schooling, in particular the impact of ICT and policy and practice exchange. The Insight portal (insight. eun.org) acts as the main hub for actions in this field
//
European Schoolnet (EUN) is a network of 31 Ministries of Education in Europe and beyond EUN was created more than 10 years ago with the aim to bring about innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers and researchers
Interoperability and content exchange facilitates the sharing of educational resources across international borders and thus can support both learning providers and learners by offering access to a critical mass of European educational content. Additionally the Learning Resource Exchange for Europe was launched in a pilot version in December 2008; work will carry on in this area to expand the use of the LRE and develop a widget for external sites
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1997 47
// //
REGIONAL
//
N/A
NON PROFIT ORGANISATION
//
//
12 //
Target groups(s) and stakeholders
// // // // // //
Priorities for 2010-2014
These will strengthen and further develop work in the three areas of work. Additionally two thematic areas have been identified: // Maths, science and technology education is high on the political and industry agenda owing to declining interest and participation, especially by girls, in scientific and technical studies and careers. The potential of ICT in this domain is obvious. In 2009, EUN will work with companies in the European Round Table of Industrialists (ERT) to design and establish a large-scale EU infrastructure to enhance cooperation between education and industry on MST
//
Ministries of Education Policy-makers Researchers Schools Teachers Students
//
e-Safety is an important knowledge domain for teachers, pupils and parents as online technologies plays a growing role in their lives. In 2009, Insafe 2.0 will continue to raise internet safety awareness through the coordination of a network of 26 centres across Europe Services to Ministries: In 2008, five EUN Working Groups were created and work will continue in the specific areas covered, including: Learning Resource Exchange, Interactive Whiteboards, Portals, Insight and Digital Skills. The aim of the working groups is to identify and address clearly defined strategic priorities and advise the EUN Steering Committee on them
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC/PRIVATE
MINISTRIES NATIONAL GOVERNMENT AGENCIES
www.eun.org
//
\\
//
//
13
Network Profiles
Fundação Carlos Alberto Vanzolini
Remit & Objectives
//
Activities & Services
// // // // // //
Vanzolini Foundation (FCAV) is a private, nonprofit organisation created in 1967 by the faculty of the Production Engineering Department at University of São Paulo’s Polytechnic School. Vanzolini Foundation’s Technology Management Applied to Education Area (FCAV/GTE) develops and manages innovative solutions for learning environments, systems and processes. FCAV/ GTE operates in association with businesses, NGOs and governmental institutions, with focus on supporting strategies and practices, thereby enhancing the value of human capital.
Webcast Video and Teleconferencing Multimedia editorial production Corporate network architecture Web applications Strategy advising
Target groups(s) and stakeholders
// //
Public system schools K1-12 State secretaries
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1967 10+ 350 CONTRACTED
//
NATIONAL
// //
N/A
NON PROFIT ORGANISATION
BY PROJECTS
//
//
14 //
Priorities for 2010-2014
// //
Innovative solutions for continuing education Networking of public management schools
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC/PRIVATE
N/A
www.vanzolini-ead.org.br
//
\\
//
//
15
Network Profiles
Global eSchools and Communities Initiative
Remit & Objectives
GeSCI’s overall goal is to work with its developingcountry partners to improve education through the effective planning, deployment, use and integration of ICTs in their education systems, thereby contributing to the acceleration of socio-economic development and a knowledge society for all.
Activities & Services
//
//
//
Founded by UN ICT Task Force
Strategic advice to MoEs which will contribute to the creation of enabling environments for successful large-scale deployment and integration of ICTs in their education systems Development of high-quality and relevant “knowledge products and services” such as knowledge tools and research that advance our overall understanding and strengthen the capacity of developing countries to leverage ICTs in education Promoting and facilitating global policy dialogue on ICTs for Education as a way of contributing to the general understanding and development of a knowledge society
Target groups(s) and stakeholders
GeSCI itself is a global partnership bringing together: // Governments of developing and donor countries // Business communities // Civil society // International organisations that believe the development of all societies is fundamentally based on human development, access to information and knowledge and innovation
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2003 18
// //
GLOBAL
//
UN ICT TASK FORCE
INTERNATIONAL ORGANISATION
//
//
16 //
Priorities for 2010-2014
//
//
Country programmes involving direct advisory engagement with developing country MoEs on a system-wide basis to provide high quality strategic advice and support on the countries’ own plans, policies and efforts to deploy and integrate ICTs in education. GeSCI will work with a small number of carefully selected countries with a target of having supported 9-12 countries by the end of 2011 Regional programmes as another avenue to work with and share knowledge and experiences with more countries and to promote and facilitate collective, collaborative and peer-to-peer knowledge sharing among countries at the regional level in Africa, Asia and Latin America
//
//
Developing Knowledge Products and Services which identify major knowledge gaps or common challenges related to ICTs in education. GeSCI will seek to fill these gaps and/or tackle these challenges through partnerships, promoting research and/or commissioning its own research. GeSCI will seek to publish 1-2 compelling research papers per year and other useful knowledge tools and models Promoting partnerships and Facilitating Global dialogue by leveraging ICTs to promote communication and collaboration with a diverse range of partners, globally, regionally and locally
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
MINISTRIES NATIONAL GOVERMENT AGENCIES
www.gesci.org
//
\\
//
//
17
Network Profiles
Global Teenager Project
Remit & Objectives
// //
Activities & Services
The main activities of the Global Teenager Project are thematic and inclusive Learning Circles offered in six languages with supportive training-of-trainers courses and community events. // Learning Circles are virtual environments which group eight to twelve classes from different schools from all over the world. Twice a year, for approximately ten weeks, they communicate with one another through email or other digital tools such as weblogs, chats and wikis. Under the guidance of professional facilitators, country coordinators and teachers, the classes select a theme from a shortlist of topics such as health, environment, human rights, globalisation or simply ‘my life’. For the next ten weeks the students discuss that particular subject on the basis of research questions, answers and reports, making use of email and wikis Training of Trainers to build the capacities of country coordinators and Learning Circle facilitators. These training events are designed to meet the needs of the coordinators and facilitators Networking opportunities and events: where possible and needed, GTP works in close collaboration with partner organisations such as iEARN In-country support structures: GTP works with country local programmes to develop institutional strength, integration in curricula and partnerships with Ministries of Education
The motto of the Global Teenager Project is: “Today‘s learners are tomorrow‘s leaders” The objectives of the Global Teenager Project are to enhance the quality of education and to promote intercultural awareness and communication by introducing schools to the exciting new applications of information and communication technologies (ICT) and to promote intercultural awareness and sensitivity by opening up regular lively classroom debates in a safe and structured environment
//
//
//
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1998 2
// //
GLOBAL
//
N/A
INTERNATIONAL ORGANISATION
//
//
18 //
Priorities for 2010-2014
//
Consultancies and project support for Ministries and Departments of Education on sustainable ICT-policy based educational development, implementation of international collaborative learning in the curriculum and creation of student owned and produced reusable learning materials
// //
//
Growth from 35 to 50 countries Consolidation, innovation, inclusive education and re-use of educational material created by classes Implementation and anchoring of the methodology of Learning Circles into the curriculum of the teachers of tomorrow in their higher education
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
INTERNATIONAL DEVELOPMENT FUNDING
//
COUNTRY COORDINATORS FACILITATORS TEACHERS EDUCATORS STUDENTS //
www.globalteenager.org
//
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19
Network Profiles
International Education and Resource Network
Remit & Objectives
The Goals of iEARN are: // Encourage youth from all countries to learn and work co-operatively and collaboratively using telecommunications and other technology, to strengthen universal peace, to identify and take active part in resolving global problems facing the world
//
// //
//
//
Facilitate identification and sharing the different but complementary experiences of educational, academic and other national organisations with enduring educational infrastructures, and traditions throughout the world Share high-quality educational and other resources available in individual Member centres; Provide a global infrastructure for a conceptual and action-based educational network that is open to all Share and transfer telecommunications technology, teaching methods and other resources with youth organisations, schools or individuals wishing to achieve the iEARN purpose and goals Assist in establishing training and support programs in each Centre
//
//
// //
Expand the network of financially and operationally sustainable iEARN Centres throughout the globe Work with umbrella organisations, academic bodies, universities, non-government organisations, and governments to establish a global community of concerned organisations and citizens with the express purpose of supporting the youth of the world in developing and implementing educational and humanitarian projects, especially projects of change and healing for the health and welfare of the planet Develop and maintain high-quality educational innovation Raise funds through local and global funding agreements to support these programs and goals
YEAR OF CREATION
STAFF
UMBRELLA ORGANISATION GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION GEOGRAPHICAL COVERAGE
STATUS
1988 1996 90
//
COORDINATORS IN 105 COUNTRIES
//
GLOBAL
A/N
//
NATIONAL
//
N/A
INTERNATIONAL GOVERNMENTAL ORGANISATION
NON-PROFIT ORGANIZATION
//
20 //
Activities & Services
// // //
Priorities for 2010-2014
// //
Online project-based learning Professional development and online courses International and Regional Teachers’ Conferences and Youth Summits
Target groups(s) and stakeholders
// //
//
Students from K-12 schools Teachers in K-12 schools
// //
//
Expand the number of countries, schools and youth organisations active in iEARN Build on the multilingual nature of iEARN to support even more language communities to participate in international online projects Leverage mobile technologies to extend international exchange and collaboration opportunities to larger numbers of educators and students Involve additional young people in iEARN decision-making Expand opportunities for face-to-face exchanges and events for iEARN students and teachers Work with additional universities that prepare future teachers to insure that new teachers have experience with technology-based collaboration
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
INTERNATIONAL PUBLIC/ DEVELOPMENT PRIVATE FUNDING
//
SCHOOLS LOCAL TEACHERS
AUTHORITIES
//
www.iearn.org www.educationau.edu.au
//
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21
Network Profiles
Korea Education & Research Information Service
Remit & Objectives
KERIS is doing its utmost to develop human resources through e-Learning, regain public trust in education, lay a foundation for a knowledgeand information-based society by activation of e-Learning, and to enhance national education and research competitiveness through academy digitisation.
Activities & Services
//
//
//
//
Organisation and operation of the e-Learning system to reduce private tutoring expenses and improve public education Support for development of creative personnel needed to lead a knowledge-based society in the 21st century Support for the qualitative improvement of classroom lessons and the fundamental improvement of public education through the use of ICT Management of user-centred knowledge and information resources through the Research Information Sharing Service
//
//
Organisation of the e-Educational administration service to enhance the efficiency and transparency of educational administration and the civil service Support for the cyberlearning system which allows anyone access to education
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1999 170
// //
NATIONAL
//
MINISTRY OF EDUCATION SCIENCE TECHNOLOGY OF KOREA
PUBLIC
//
//
22 //
Target groups(s) and stakeholders
// // // // // //
Priorities for 2010-2014
// // // // // // // // // // //
Educational policymakers Ministry of Education Regional Offices of Education Teachers Parents Students
National Education Service System EDUNET National Education Information System (NEIS) National Educational Resource Sharing System National Digital Library Support System Education Cyber Security Centre International e-learning consulting ICT standardisation Quality Management System Cyber Home Learning System Digital Textbook Future Education
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC
NATIONAL GOVERNMENT AGENCIES
http://www.keris.or.kr/
//
\\
//
//
23
Network Profiles
Latin American Network of Educational Portals
Remit & Objectives
//
Activities & Services
// // // // // //
// // //
Provide users in each country a larger number of localized educational contents to their educational programs Promote the knowledge and experiences exchange about of educational use of ICT Reduce development costs of national portals, providing technology sharing Access to multilateral funding sources together to strengthen the national projects
Educational use of ICT Educational Portals Collaborative projects in schools between different countries Educational content localization Regional access to educational content Establish policy guidelines of ICT integration in education
Target groups(s) and stakeholders
//
Communities dedicated to education Ministries of Education
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
2004 25
// //
REGIONAL
//
MINISTRIES OF EDUCATION OF LATIN AMERICA
INTERNATIONAL ORGANISATION
//
//
24 //
Priorities for 2010-2014
// // // // // //
Educational content metadata Content Management Systems to Educational Portals Strategies to analyze statistics and access to educational contents Localized educational content collections Development of communications strategies to promote the main activities of portals Collaborative development to editorial specials about of common topics in the region
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC INTERNATIONAL DEVELOPMENT FUNDING
MINISTRIES / NATIONAL GOVERNMENT AGENCIES
www.relpe.org
//
\\
//
//
25
Network Profiles
Schoolnet Africa
Remit & Objectives
//
Activities & Services
Provision of Access // Facilitating low-cost, quality access to ICTs in African Schools // Bridging the digital divide Raising awareness // Identifying and promoting the potential of ICT in educational development // Developing a knowledge base on school networking experiences in Africa Capacity building // Supporting the growth of national SchoolNets throughout Africa // Integration of ICTs in teacher development // Building knowledge and African research expertise // Establishing and leveraging effective partnerships locally, regionally and globally, // Designing and development of programmes to empower African youth
//
Empower African children to be active global participants through the effective use of ICTs allowing them to become critical learners and thinkers able to contribute to the African knowledge society Support national SchoolNets by mobilising resources through effective partnerships
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1996 5
//
REGIONAL
// //
N/A
INTERNATIONAL ORGANISATION
VOLUNTEERS
// //
26 //
Target groups(s) and stakeholders
// // // // // // // // //
Priorities for 2010-2014
//
Teachers Students Community members Ministries of Education Developing and donor countries Business communities Private companies Civil society International organisations that can take part in the development of societies based on human development, access to information, knowledge and innovation
// //
//
Mtandao Africa project e-twinning with other youth projects (web design, research, use of official & local languages, on-line work, exchange, etc 1 Million PCs Campaign to provide more computers to African youth Teachers’ networking: excange and joint projects to share among countries at the regional level in Africa, Asia and Latin America Research to follow up what we are doing, to compare with others and to see what to share and how to share it with others
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PRIVATE
MINISTRIES SCHOOLS TEACHERS STUDY
www.schoolnetafrica.org
//
\\
//
//
27
Network Profiles
Southeast Asian Ministers of Education Organisation
Remit & Objectives
//
Activities & Services
// // // // //
Promote regional cooperation in education, science and culture
Training and Human Resource Development Information Dissemination and Networking Technical Assistance and Consultancy Forum for Policy Dialogue and Regional Cooperation Research
Target groups(s) and stakeholders
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SEAMEO also has 18 regional centres, including the SEAMEO Regional Centre for Educational Innovation and Technology, Philippines (www.seameo-innotech.org).
//
//
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SEAMEO Member Countries: Government and Ministries of Education in Southeast Asian Countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Vietnam SEAMEO Associate Member Countries: Australia, Canada, France, Germany, the Netherlands, New Zealand, Norway and Spain SEAMEO Affiliate Members: International Council for Open and Distance Learning (ICDE) and University of Tsukuba, Japan ASEAN Secretariat
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1965 800
// //
REGIONAL
//
MINISTERS OF EDUCATION IN SOUTHEAST ASIA COUNTRIES
REGIONAL INTERGOVERNMENTAL ORGANISATION
//
//
28 //
Priorities for 2010-2014
// // // // //
UN Agencies: UN Habitat, UNESCO, UNICEF, UNDP, WHO, FAO, etc. International Development Agencies Donors Policy makers Scholars, educators, school administrators and teachers
// // // // // // //
Quality and Equity in Education Preventive Health Education Culture and Traditions Information and Communication Technology Language Poverty Alleviation Agriculture and Natural Resources
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
REGIONAL FUNDING
//
MINISTRIES NATIONAL GOVERNMENT AGENCIES
www.seameo.org
//
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29
Network Profiles
SEAMEO-LEC
Remit & Objectives
South East Asian Ministers of Education Organisation Regional Open Learning Centre (SEAMEO-LEC) assists SEAMEO Member Countries in identifying educational problems and finding alternative solutions for sustainable human resources development through the dissemination and effective use of open and distance learning (ODL).
Activities & Services
// // // //
Research and Development Training through workshops and seminars IT development and consulting services as its main thrusts Assist SEAMEO-LEC Member Countries in initiating and implementing ODL as a strategic solution to their educational problems
Target groups(s) and stakeholders
// // // // //
Schools Universities Education Training Centre Directorate of Ministry of National Education (MONE) Local Office of MONE (Province and District)
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1997 70
// //
REGIONAL
//
SOUTH EAST ASIAN MINISTERS OF EDUCATION ORGANISATION
INTERNATIONAL ORGANISATION
//
//
30 //
Priorities for 2010-2014
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// // // //
Southeast Asian Education Network (SEA EduNet): Networking System and Content Development SEA Schools and Universities Partnership Java ASEAN Research Centre (JARC): Mobile Learning Development ODL Joint Venture Programme: Higher Education Partners in Indonesia Hybrid Learning for Indonesian Teachers (HYLITE)
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
INTERNATIONAL DEVELOPMENT FUNDING GOVERNMENT //
MINISTRIES LOCAL AUTHORITIES
www.seamolec.org
//
\\
//
31
Network Profiles
World Links Arab Region
Remit & Objectives
//
Activities & Services
//
//
Introduce innovative Information and Communication Technology (ICT) and 21st Century Skills into educational training of Arab youth Create knowledge economies and future generations of life-long self-learners who are able to think critically and analytically, solve problems, apply research, work collaboratively in groups and communicate effectively
//
//
Focus on the Teacher Professional Development (TPD) training while catering for increasing demands to reach administrative, educational, vocational and higher education staff Focus on classroom dynamics for young people who are student-centred, participationoriented and motivating Promote policy environments in developing Arab countries that enable successful integration of ICT into education
Main areas of activities/services // ICT in Education // ICT in Vocational Training // ICT in Higher or Tertiary Education // ICT in community-based projects, using existing infrastructures // In the future: ICT for special needs
YEAR OF CREATION
STAFF
GEOGRAPHICAL COVERAGE
UMBRELLA ORGANISATION
STATUS
1993 12
// //
REGIONAL GLOBAL
//
WORLD LINKS FEDERATION (WLF)
NON PROFIT ORGANISATION
//
//
32 //
Target groups(s) and stakeholders
// // // // // //
Priorities for 2010-2014
// //
Ministries of Education Ministries of ICT Ministries of Higher Education Ministries of Labour (VT) Community projects Donors
// //
// //
Launch the TPD programme in 17 countries Reach 10 – 20 million young people by 2015: WLAR is negotiating with one country to reach 2 million students in 2010 and 2011 Diversify and widen the base of targeted youth sectors Build capacity and sustainability of WLAR: 90% achieved on the institutional level but as regards self-sustainability we shall be aiming for more sustainability in 2010 Update content and maintain quality of training E-Portal and technical improvement
FUNDING MODEL
TYPE OF MEMBERS
WEBSITE
PUBLIC/PRIVATE
MINISTRIES SCHOOLS LOCAL AUTORITIES TEACHERS
www.wlar.org
//
\\
//
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33
Acknowledgements
The International Symposium and the Compendium of Networks have resulted from the collaboration of European Schoolnet, the network of 31 Ministries of Education in Europe, the Consortium for School Networking (CoSN), USA and Education.au, the Australian national agency for ICT in education, and the support of the Italian National Institute of Documentation for innovation and educational research (ANSAS). Key industry partners sponsored the event, including eInstruction, Intel Education, Microsoft, Oracle, PASCO Scientific, Promethean and SMART Technologies. Several other organisations supported the initiative, such as Futurelab in the UK, Apple Computers, KERIS (the ICT agency of the Ministry of Education Science and Technology in South Korea), the Southeast Asian Ministers of Education Organisation Regional Open Learning Centre (SEAMOLEC) and World Links Arab Region. Other networks which attended the event included African (Schoolnet Africa), Middle-Eastern (i*EARN Lebanon, World Links Arab Region), European (Global eSchools and Communities Initiative, Digital Europe) and South American networks (Interdidatica, Fundação Vanzolini).
34 //
Compendium of ICT in Education Networks
Today, learning technologies, online cooperation and peer learning are essential complements to conventional teaching practices and it is crucial that educational systems use strategically ICT to provide open, flexible and relevant learning experiences for teachers and pupils. Greater crosscultural use of learning resources is also very beneficial for teachers. In this context, the Compendium of ICT in education networks provides stakeholders with a reference, and encourages international exchanges and knowledge sharing between organisations with similar missions. It identifies the networks active in ICT in education on the five continents, and highlights their specific field of skills and priorities at the beginning of the 2010 decade.
European Schoolnet
Rue de Trèves 61 B-1040 Brussels
Tel: +32 (0)2 790 75 75 // Fax: +32 (0)2 790 75 85 //
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www.europeanschoolnet.org
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