April 2013 I Anja Balanskat, Katja Engelhardt
First 2012/2013 Country Reports available
The first two Country Reports of the 2012/2013 series of Country Reports on ICT in education are now available. The other reports will follow shortly. The reports are drafted based on the information provided by Ministries of Education through an annual questionnaire. This initiative is one of the major activities undertaken by European Schoolnet to gather and analyse information on ICT in education for Ministries of Education across Europe. The main aim of the reports is to foster the active information exchange between Ministries on ICT in education-related topics of common interest.
Country Report on Belgium
Country Report on Hungary
Please find here the 2011 Country Reports: the Netherlands, the UK, Switzerland,Sweden, Italy, Norway, Belgium, Austria, Spain, Cyprus, Hungary, Czech Republic, Turkey and Slovenia .
The Country Reports outline five key areas:
1. The education context
2. ICT policy
3. The curriculum and ICT
4. Digital learning resources and services
5. Teacher education for ICT
Education Reform developments to respond to societal challenges
Reports from Austria, the Netherlands, Belgium (Flemish Community) and Norway show interesting developments in the area of education reform and key challenges for education, mainly responding to a changing societal and economic context for education. Austria initiated the ‘new secondary school’ reform to focus on developing key competencies such as autonomy, responsibility, creativity, flexibility, communication and team skills and conflict solving abilities with 10 to 14 year old students.
In the Netherlands, where the curriculum lies within the responsibility of the school, schools will be asked in the future to modify their curriculum due to the changing population of students, representing a broader ethnic diversity. New curricula should include lessons for citizenship as well as an increased focus on language and mathematics. A major revision of the core curriculum in Belgium (Flemish Community) has been made since 2006. This concerns cross curricular objectives, ICT, mother tongue, foreign languages, science and technology with specification of specific learning outcomes in these areas.
In Norway, the main changes concern a new national assessment system, a revised teacher education programme and new school management training for headmasters. With the revised teacher education programme the Government is proposing a new programme for primary and lower secondary education with a stronger emphasis on subject knowledge and teaching skills, quality of studies and research orientation.
Enhance the use of ICT in schools to modernize education
Reports from Portugal, Spain and Italy underline an increased interest in enhancing the use of ICT in schools. The Spanish plan Escuela 2.0 aims at transforming the way students learn. It is an ambitious nationwide ICT plan for schools, which tries to generalise the access to hardware and digital content in schools in order to pedagogically integrate ICT into school life. As far as hardware is concerned, the project provides each fifth-grade pupil with a notebook computer and their classrooms have an interactive whiteboard as well as a wireless connection.
The main objective of the Portuguese Technological Plan for Education, involving enterprises, families and institutions, is to modernise Portuguese schools technologically. The Digital School action plan has been introduced to support and spread ICT tools and methodologies in Italian schools. The initiative is developed in two phases: the supply of IWBs to schools within classrooms and the development of digital classes – cl@ssi 2.0.
ICT pilots and experiments to foster new learning environments
In Switzerland, Personal Smartphones are given to a primary school (Projectschool Goldau). All fifth-form pupils (age group 11-12) are given an Apple iPhone 3G for them to use in and out of school as a part of their personal learning environment between August 2009 and July 2011. The project is being supervised and evaluated by the Institut für Medien und Schule (IMS) of the Pädagogische Hochschule Zentralschweiz - Schwyz (PHZ Schwyz). It is sponsored by Swisscom and does not entail any extra costs for school, pupils or parents.
In France, digital textbooks have been made available on virtual learning environments in order to reduce the weight of pupils’ schoolbags, develop the use of ICT, and help create tomorrow’s multimedia digital textbooks. Since September 2009, the French Ministry of Education has been carrying out this experiment in 12 académies (local education authorities – there are 30 académies in France).
Read more on latest developments in Czech Republic, Estonia, Greece, Hungary, Lithuania, and the UK. European Schoolnet will now further analyse the reports according to common topics of interests of MoE, to highlight specific national examples and identify cross national issues and trends at stake in 2009/2010. The reports will soon be searchable in the country reports interface.
2009/2010 Country Reports on ICT in Educationand Country Sheets (one page summary of Country Reports) :
- Austria: Country Report (pdf), Country Sheet (pdf)
- Belgium (Flanders): Country Report (pdf), Country Sheet (pdf)
- Czech Republic : Country Report (pdf), Country Sheet (pdf)
- Estonia: Country Report (pdf), Country Sheet (pdf)
- France: Country Report (pdf), Country Sheet (pdf)
- Greece: Country Report (pdf), Country Sheet (pdf)
- Hungary: Country Report (pdf), Country Sheet (pdf)
- Italy: Country Report (pdf), Country Sheet (pdf)
- Lithuania: Country Report (pdf), Country Sheet (pdf)
- The Netherlands: Country Report (pdf), Country Sheet (pdf)
- Norway: Country Report (pdf), Country Sheet (pdf)
- Portugal: Country Report (pdf), Country Sheet (pdf)
- Spain: Country Report (pdf), Country Sheet (pdf)
- Switzerland: Country Report (pdf), Country Sheet (pdf)
- The UK: Country Report (pdf), Country Sheet (pdf)
All country reports available from previous editions:
EMINENT Conference 2009:
Web Editor: Katja Engelhardt
Last changed: Monday, 29 April 2013
Last changed: Monday, 29 April 2013