CROSS-NATIONAL ICT POLICIES AND PRACTICES IN EDUCATION AND THEIR APPLICATION IN DEVELOPING COUNTRIES
Date Issued
2020-03-01
Author(s)
Abstract
t
In this paper we are exploring the various ICT policies and practices in the educational systems of the
following European countries: Austria, Belgium, Denmark, Estonia, Ireland, Lithuania, Malta, Norway,
Portugal, Turkey, Hungary, Finland, France, the Czech Republic, Switzerland and Spain. The author
uses data and facts from the latest reports of the European School Network (Schoolnet), the most of
which are written in 2017 or 2018.
The Network activities encompasses three strategic areas:
a) Providing concrete evidence and data in the area of innovation in education on which to base the
policy recommendations, b) Supporting schools and teachers in their teaching practices, and
c) Developing and sustaining a network of schools engaged in innovative teaching and learning
approaches.
Representatives from each member state of the Network are obliged to submit a detailed report each
year on the identified situations in the field of ICT. As a result of the insight in those reports and the
established policies, the Network, in cooperation with the European Commission Consortium for
Projects, could propose appropriate new projects for certain country/countries, or to recommend their
inclusion in the existing projects. DigCompEdu, MENTEP, TeachUP, E-Twinning and Scientix are
some of the ongoing projects in which the Network member states actively participate.
First, we give a brief overview of the Network, including its basic information: organization, vision and
mission, goals and objectives, and cooperation.
The main focus of this exploration is on the following areas:
a) The ongoing projects,
b) Digital content development, content creating and sharing, educational portals and repositories,
c) Systems and platforms for learning management,
d) Digital competencies of students and their certification,
e) Implementation of digital games in education, and
f) Availability of digital materials for students with disabilities.
The paper includes comparisons between the countries in the above-mentioned areas. Finally, we are
deriving conclusions and recommendations that may be applied in the field of ICT by professionals in
the educational sphere in our country and in other developing countries who are not Network
members.
The author emphasizes the need to regularly monitor the situation in these areas in the developed
countries. These findings should be further shared with all relevant national entities and used in the
process of preparing, planning and creating educational policies and reforms. It is also necessary to
regularly monitor all relevant digital education policies, initiatives, projects and strategic documents in
Europe and beyond and to consistently comply with the European and world standards and
recommendations in the field of education and information technologies.
Educational institutions, scientists, experts and teachers in our country and in other developing
countries should be up to date with the latest achievements in the science world and in the new
technologies. They should also be aware of the importance and the need for continuous improvement
of 21st Century skills among students.
In this paper we are exploring the various ICT policies and practices in the educational systems of the
following European countries: Austria, Belgium, Denmark, Estonia, Ireland, Lithuania, Malta, Norway,
Portugal, Turkey, Hungary, Finland, France, the Czech Republic, Switzerland and Spain. The author
uses data and facts from the latest reports of the European School Network (Schoolnet), the most of
which are written in 2017 or 2018.
The Network activities encompasses three strategic areas:
a) Providing concrete evidence and data in the area of innovation in education on which to base the
policy recommendations, b) Supporting schools and teachers in their teaching practices, and
c) Developing and sustaining a network of schools engaged in innovative teaching and learning
approaches.
Representatives from each member state of the Network are obliged to submit a detailed report each
year on the identified situations in the field of ICT. As a result of the insight in those reports and the
established policies, the Network, in cooperation with the European Commission Consortium for
Projects, could propose appropriate new projects for certain country/countries, or to recommend their
inclusion in the existing projects. DigCompEdu, MENTEP, TeachUP, E-Twinning and Scientix are
some of the ongoing projects in which the Network member states actively participate.
First, we give a brief overview of the Network, including its basic information: organization, vision and
mission, goals and objectives, and cooperation.
The main focus of this exploration is on the following areas:
a) The ongoing projects,
b) Digital content development, content creating and sharing, educational portals and repositories,
c) Systems and platforms for learning management,
d) Digital competencies of students and their certification,
e) Implementation of digital games in education, and
f) Availability of digital materials for students with disabilities.
The paper includes comparisons between the countries in the above-mentioned areas. Finally, we are
deriving conclusions and recommendations that may be applied in the field of ICT by professionals in
the educational sphere in our country and in other developing countries who are not Network
members.
The author emphasizes the need to regularly monitor the situation in these areas in the developed
countries. These findings should be further shared with all relevant national entities and used in the
process of preparing, planning and creating educational policies and reforms. It is also necessary to
regularly monitor all relevant digital education policies, initiatives, projects and strategic documents in
Europe and beyond and to consistently comply with the European and world standards and
recommendations in the field of education and information technologies.
Educational institutions, scientists, experts and teachers in our country and in other developing
countries should be up to date with the latest achievements in the science world and in the new
technologies. They should also be aware of the importance and the need for continuous improvement
of 21st Century skills among students.
Subjects
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