Compendium of ICT in Education Networks

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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//

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CONTENTS

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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.

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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

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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


N/A

////// //

STAFF

18YEAR OF CREATION

2009STATUS

NON PROFIT ORGANISATION

//


NATIONAL

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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


MINISTERIAL COUNCIL FOR EDUCATION

////// //

STAFF

200YEAR OF CREATION

2010STATUS


//


NATIONAL

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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


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

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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


N/A

////// //

STAFF

47YEAR OF CREATION

1997STATUS


//


REGIONAL

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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


//

WEBSITE

www.eun.org

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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


N/A

////// //

STAFF

10+ 350 CONTRACTED BY PROJECTS

YEAR OF CREATION

1967STATUS


//


NATIONAL

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Priorities for 2010-2014// Innovative solutions for continuing education// Networking of public management schools

//

WEBSITE

www.vanzolini-ead.org.br

// //

FUNDING MODEL


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


UN ICT TASK FORCE

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STAFF

18YEAR OF CREATION

2003STATUS

INTERNATIONAL ORGANISATION

//


GLOBAL

Founded by UN ICT Task Force

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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


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


N/A

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STAFF

2YEAR OF CREATION

1998STATUS


//


GLOBAL

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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 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

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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


A/N////// ////

STAFF

90YEAR OF CREATION

1996GEOGRAPHICAL COVERAGE

NATIONALSTATUS

GOVERNMENTALNON-PROFITORGANIZATION


N/A

////// //

STAFF

COORDINATORSIN 105 COUNTRIES

YEAR OF CREATION

1988STATUS


//


GLOBAL

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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


MINISTRY OFEDUCATION SCIENCE TECHNOLOGY OF KOREA ////// //

STAFF

170YEAR OF CREATION

1999STATUS

PUBLIC

//


NATIONAL

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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


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


MINISTRIES OF EDUCATION OF LATIN AMERICA

////// //

STAFF

25YEAR OF CREATION

2004STATUS


//


REGIONAL

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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


N/A

////// //

STAFF

5 VOLUNTEERS

YEAR OF CREATION

1996STATUS


//


REGIONAL

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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


MINISTERS OFEDUCATION INSOUTHEAST ASIA COUNTRIES

////// //

STAFF

800YEAR OF CREATION

1965STATUS

REGIONAL INTERGOVERNMENTAL ORGANISATION

//


REGIONAL

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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

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


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)


SOUTH EAST ASIAN MINISTERS OF EDUCATION ORGANISATION

////// //

STAFF

70YEAR OF CREATION

1997STATUS


//


REGIONAL

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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


WORLD LINKSFEDERATION (WLF)

////// //

STAFF

12YEAR OF CREATION

1993STATUS


//


REGIONALGLOBAL

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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


MINISTRIESSCHOOLSLOCAL AUTORITIESTEACHERS

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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.

Documents

Compendium of ICT in Education Networks