compendium of ict in education networks
DESCRIPTION
Compendium of ICT in Education NetworksTRANSCRIPT
\\3
Compendium of
ICT in Education Networks
Publisher //
Editors //
Design coordination //
European SchoolnetEUN Partnership AISBL Rue de Trèves 611040 BrusselsBelgium
Paul Gerhard, Alexa Joyce, Marie Le Boniec
Paul Gerhard, Marie Le Boniec
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/).
Design //
DTP //
ISBN 9789490477059
9 7894904 77059
PFJ Design (UK)
Hofi Studio (CZ)
Compendium of ICT in Education Networks
Introduction
Network Profi les
Acknowledgements
Center for ICT and Distance Education
Consortium for School Networking
Education Services Australia Limited
European Schoolnet
Fundação Carlos Alberto Vanzolini
Global eSchools and Communities Initiative
Global Teenager Project
International Education and Resource Network
Korea Education & Research Information Service
Latin American Network of Educational Portals
Schoolnet Africa
Southeast Asian Ministers of Education Organisation
SEAMEO-LEC
World Links Arab Region
6//
8//
10//
12//
14//
16//
18//
20//
22//
24//
26//
28//
30//
32//
4//
6//
34//
CONTENTS
4//
Introduction
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, fl exible 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, fl exible and standards-based in order to maximise their potential to be used in diff erent pedagogical contexts and technical environments. Indeed, many new challenges are emerging
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; eff ective 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 fi eld 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 identifi es the networks active in ICT in education on the 5 continents, and highlights their specifi c fi eld 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, diff erent 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.
\\5
This publication is one of the outcomes of the fi rst International Symposium of education networks in the fi eld 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, refl ecting on the nature of 21st Century Learning and analysing the role of international education networks vis-à-vis decision makers in the fi eld.
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.
1 International Symposium, Programme of the conference retrieved from http://blog.eun.org/is/upload/ISprogramme.pdf
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 fi eld of educational technologies, attended the International Symposium.
“It is the fi rst 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 identifi es key approaches to lead to an effi cient 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.
MARC DURANDO European Schoolnet
6//
Remit & Objectives// Promote multimedia education and
ICT-enhanced education in higher education (HE) and lifelong learning (LLL)
Network Profi les
Center for ICT and Distance Education, Open University of Japan
Activities & Services// 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)
UMBRELLA ORGANISATION
MINISTRY OF EDUCATION
////// //
STAFF
47YEAR OF CREATION
2009STATUS
PUBLIC UNIVERSITY
//
GEOGRAPHICAL COVERAGE
NATIONAL WITH INTERNATIONAL GATEWAY FUNCTIONS
The Open University of JapanCenter of ICT and Distance Education
\\7
Priorities for 2010-2014// The Center for ICT and Distance Education will
be under restructuration
// //
FUNDING MODEL
PUBLICTYPE OF MEMBERS
N/A
//
WEBSITE
www.code.u-air.ac.jp
8//
Remit & Objectives// 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
Network Profi les
Consortium for School Networking
Activities & Services// 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
UMBRELLA ORGANISATION
N/A
////// //
STAFF
18YEAR OF CREATION
2009STATUS
NON PROFIT ORGANISATION
//
GEOGRAPHICAL COVERAGE
NATIONAL
\\9
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
//
WEBSITE
www.cosn.org
// //
FUNDING MODEL
PRIVATETYPE OF MEMBERS
LOCAL AUTHORITIES
10//
Remit & ObjectivesEducation 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.
Network Profi les
Education Services Australia Limited
Activities & ServicesEducation 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
UMBRELLA ORGANISATION
MINISTERIAL COUNCIL FOR EDUCATION
////// //
STAFF
200YEAR OF CREATION
2010STATUS
NON PROFIT ORGANISATION
//
GEOGRAPHICAL COVERAGE
NATIONAL
\\11
Target groups(s) and stakeholdersThe 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 2010-2014Education 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
//
WEBSITE
www.esa.edu.au
// //
FUNDING MODEL
PUBLICTYPE OF MEMBERS
MINISTRIESNATIONALGOVERNMENTAGENCIES
// 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
12//
Remit & Objectives// 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
Network Profi les
European Schoolnet
Activities & ServicesEuropean 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
// 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
UMBRELLA ORGANISATION
N/A
////// //
STAFF
47YEAR OF CREATION
1997STATUS
NON PROFIT ORGANISATION
//
GEOGRAPHICAL COVERAGE
REGIONAL
\\13
Target groups(s) and stakeholders// Ministries of Education// Policy-makers// Researchers// Schools// Teachers// Students
Priorities for 2010-2014These 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
// 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
PUBLIC/PRIVATETYPE OF MEMBERS
MINISTRIESNATIONALGOVERNMENTAGENCIES
//
WEBSITE
www.eun.org
14//
Remit & Objectives// Vanzolini Foundation (FCAV) is a private, non-
profit 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.
Network Profi les
Fundação Carlos Alberto Vanzolini
Activities & Services// 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
UMBRELLA ORGANISATION
N/A
////// //
STAFF
10+ 350 CONTRACTED BY PROJECTS
YEAR OF CREATION
1967STATUS
NON PROFIT ORGANISATION
//
GEOGRAPHICAL COVERAGE
NATIONAL
\\15
Priorities for 2010-2014// Innovative solutions for continuing education// Networking of public management schools
//
WEBSITE
www.vanzolini-ead.org.br
// //
FUNDING MODEL
PUBLIC/PRIVATETYPE OF MEMBERS
N/A
16//
Remit & ObjectivesGeSCI’s overall goal is to work with its developing-country 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.
Network Profi les
Global eSchools and Communities Initiative
Activities & Services// 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 stakeholdersGeSCI 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
UMBRELLA ORGANISATION
UN ICT TASK FORCE
////// //
STAFF
18YEAR OF CREATION
2003STATUS
INTERNATIONAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
GLOBAL
Founded by UN ICT Task Force
\\17
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
//
WEBSITE
www.gesci.org
// //
FUNDING MODEL
PUBLICTYPE OF MEMBERS
MINISTRIESNATIONALGOVERMENTAGENCIES
18//
Remit & Objectives// 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
Network Profi les
Global Teenager ProjectActivities & ServicesThe 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
UMBRELLA ORGANISATION
N/A
////// //
STAFF
2YEAR OF CREATION
1998STATUS
INTERNATIONAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
GLOBAL
\\19
// 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 re-usable learning materials
Priorities for 2010-2014// 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
INTERNATIONALDEVELOPMENTFUNDING
TYPE OF MEMBERS
COUNTRY COORDINATORS FACILITATORS TEACHERS EDUCATORS STUDENTS //
WEBSITE
www.globalteenager.org
20//
Remit & ObjectivesThe 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
Network Profi les
International Education and Resource Network
// 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
UMBRELLA ORGANISATION
A/N////// ////
STAFF
90YEAR OF CREATION
1996GEOGRAPHICAL COVERAGE
NATIONALSTATUS
GOVERNMENTALNON-PROFITORGANIZATION
UMBRELLA ORGANISATION
N/A
////// //
STAFF
COORDINATORSIN 105 COUNTRIES
YEAR OF CREATION
1988STATUS
INTERNATIONAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
GLOBAL
\\21
Activities & Services// 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
Priorities for 2010-2014// 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
//
WEBSITE
www.educationau.edu.au
//
WEBSITE
www.iearn.org
// //
FUNDING MODEL
PUBLIC/PRIVATE
TYPE OF MEMBERS
LOCAL AUTHORITIES
// //
FUNDING MODEL
INTERNATIONALDEVELOPMENTFUNDING
TYPE OF MEMBERS
SCHOOLSTEACHERS
22//
Remit & ObjectivesKERIS is doing its utmost to develop human resources through e-Learning, regain public trust in education, lay a foundation for a knowledge- and information-based society by activation of e-Learning, and to enhance national education and research competitiveness through academy digitisation.
Network Profi les
Korea Education & Research Information Service
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
UMBRELLA ORGANISATION
MINISTRY OFEDUCATION SCIENCE TECHNOLOGY OF KOREA ////// //
STAFF
170YEAR OF CREATION
1999STATUS
PUBLIC
//
GEOGRAPHICAL COVERAGE
NATIONAL
\\23
Target groups(s) and stakeholders// Educational policymakers// Ministry of Education// Regional Offices of Education// Teachers// Parents// Students
Priorities for 2010-2014// 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
//
WEBSITE
http://www.keris.or.kr/
// //
FUNDING MODEL
PUBLICTYPE OF MEMBERS
NATIONALGOVERNMENTAGENCIES
24//
Remit & Objectives// 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
Network Profi les
Latin American Network of Educational Portals
Activities & Services// 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
UMBRELLA ORGANISATION
MINISTRIES OF EDUCATION OF LATIN AMERICA
////// //
STAFF
25YEAR OF CREATION
2004STATUS
INTERNATIONAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
REGIONAL
\\25
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
//
WEBSITE
www.relpe.org
// //
FUNDING MODEL
PUBLICINTERNATIONAL DEVELOPMENT FUNDING
TYPE OF MEMBERS
MINISTRIES / NATIONAL GOVERNMENT AGENCIES
26//
Remit & Objectives// 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
Network Profi les
Schoolnet Africa
Activities & ServicesProvision 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
UMBRELLA ORGANISATION
N/A
////// //
STAFF
5 VOLUNTEERS
YEAR OF CREATION
1996STATUS
INTERNATIONAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
REGIONAL
\\27
Target groups(s) and stakeholders// 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
Priorities for 2010-2014// 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
//
WEBSITE
www.schoolnetafrica.org
// //
FUNDING MODEL
PRIVATETYPE OF MEMBERS
MINISTRIESSCHOOLSTEACHERSSTUDY
28//
Remit & Objectives// Promote regional cooperation in education,
science and culture
Network Profi les
Southeast Asian Ministers of Education Organisation
Activities & Services// Training and Human Resource Development// Information Dissemination and Networking// Technical Assistance and Consultancy// Forum for Policy Dialogue and Regional Cooperation// Research
SEAMEO also has 18 regional centres, including the SEAMEO Regional Centre for Educational Innovation and Technology, Philippines (www.seameo-innotech.org).
Target groups(s) and stakeholders// 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
UMBRELLA ORGANISATION
MINISTERS OFEDUCATION INSOUTHEAST ASIA COUNTRIES
////// //
STAFF
800YEAR OF CREATION
1965STATUS
REGIONAL INTERGOVERNMENTAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
REGIONAL
\\29
// UN Agencies: UN Habitat, UNESCO, UNICEF, UNDP, WHO, FAO, etc.
// International Development Agencies// Donors// Policy makers// Scholars, educators, school administrators
and teachers
Priorities for 2010-2014// Quality and Equity in Education// Preventive Health Education// Culture and Traditions// Information and Communication Technology// Language// Poverty Alleviation// Agriculture and Natural Resources
//
WEBSITE
www.seameo.org
// //
FUNDING MODEL
REGIONALFUNDING
TYPE OF MEMBERS
MINISTRIESNATIONALGOVERNMENTAGENCIES
30//
Remit & ObjectivesSouth 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).
Network Profi les
SEAMEO-LEC
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)
UMBRELLA ORGANISATION
SOUTH EAST ASIAN MINISTERS OF EDUCATION ORGANISATION
////// //
STAFF
70YEAR OF CREATION
1997STATUS
INTERNATIONAL ORGANISATION
//
GEOGRAPHICAL COVERAGE
REGIONAL
\\31
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)
//
WEBSITE
www.seamolec.org
// //
FUNDING MODEL
INTERNATIONALDEVELOPMENTFUNDINGGOVERNMENT
TYPE OF MEMBERS
MINISTRIESLOCAL AUTHORITIES
32//
Remit & Objectives// 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
Network Profi les
World Links Arab Region
// 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, participation-oriented and motivating
// Promote policy environments in developing Arab countries that enable successful integration of ICT into education
Activities & ServicesMain 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
UMBRELLA ORGANISATION
WORLD LINKSFEDERATION (WLF)
////// //
STAFF
12YEAR OF CREATION
1993STATUS
NON PROFIT ORGANISATION
//
GEOGRAPHICAL COVERAGE
REGIONALGLOBAL
\\33
Target groups(s) and stakeholders// Ministries of Education// Ministries of ICT// Ministries of Higher Education// Ministries of Labour (VT)// Community projects// Donors
Priorities for 2010-2014// 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
//
WEBSITE
www.wlar.org
// //
FUNDING MODEL
PUBLIC/PRIVATETYPE OF MEMBERS
MINISTRIESSCHOOLSLOCAL AUTORITIESTEACHERS
34//
AcknowledgementsThe 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 Scientifi c, 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).
2//© Copyright 2009, EUN Partnership AIBSL. Picture from Shutterstock
European SchoolnetRue de Trèves 61 B-1040 Brussels //
Tel: +32 (0)2 790 75 75 // Fax: +32 (0)2 790 75 85 //
www.europeanschoolnet.org
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, fl exible and relevant learning experiences for teachers and pupils. Greater cross-cultural use of learning resources is also very benefi cial 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 identifi es the networks active in ICT in education on the fi ve continents, and highlights their specifi c fi eld of skills and priorities at the beginning of the 2010 decade.