Ict Education Network

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Compendium of

ICT in Education Networks


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Publisher//

Editors//

Design coordination //

European Schoolnet

EUN Partnership AISBL

Rue de Trves 61

1040 Brussels

Belgium

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 o the Attribution-Noncommercial 3.0 Unported

(http://creativecommons.org/licenses/by-nc/3.0/).

Design//

DTP//

ISBN 9789490477059

9 7894904 77059

PFJ Design (UK)

Hof Studio (CZ)


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Compendium of

ICT in Education Networks

Introduction

Network Profiles

Acknowledgements

Center for ICT and Distance Education

Consortium for School Networking

Education Services Australia Limited

European Schoolnet

Fundao Carlos Alberto VanzoliniGlobal 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

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8//

10//

12//

14//

16//

18//

20//

22//

24//

26//

28//

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4//

6//

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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 nowrecognised as essential complements to conventional

teaching practices.

Today, it is crucial that education systems themselves

make best strategic use o ICT tools in order to provide

open, fexible and relevant learning experiences or

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 o learning resources should be

encouraged: Learning resources need to be open, fexible

and standards-based in order to maximise their potential

to be used in dierent pedagogical contexts and technical

environments. Indeed, many new challenges are emerging

with the explosion o web 2.0 tools and user generated

content. Enabling greater cross-cultural use o resources

requires new unding mechanisms or global initiatives

related to: content localisation; semantic interoperability;

eective implementation o open licenses; new content

packaging ormats; developing scalable models or

evaluating the quality o digital resources produced

by teachers and pupils worldwide; and building new

communities o practice around shared content.

Thereore, this compendium o networks in the eld o

ICT in education aims at providing stakeholders with

a reerence, to encourage international and globalexchanges and knowledge sharing between organisations

sharing similar missions. It identies the networks active in

ICT in education on the 5 continents, and highlights their

specic eld o skills and priorities at the beginning o the

2010 decade.

By giving an overview o the actors and the current

situation at the regional level, it helps determining

existing common policies, dierent methodologies and

identiy potential interactions and synergies.

The Compendium is made or 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 o the outcomes o the rst

International Symposium o education networks in the

eld o ICT in education1 held on 11-12 June 2009 in

Rome, Italy. This international conerence has been jointly

organised by European Schoolnet, the network o 31

Ministries o Education in Europe, the Consortium or

School Networking (CoSN), USA and Education.au, the

Australian national agency or ICT in education.

The event aimed at encouraging high-level networking

within the global ICT in education community, improving

inormation-sharing and cooperation between

international education networks, refecting on thenature o 21st Century Learning and analysing the role o

international education networks vis--vis decision makers

in the eld.

The main purpose o the Symposium was to build a

vision or a common uture or education and set an

agenda or uture cooperation. In a globalised world,

international networks may ace challenges that could be

better addressed by sharing knowledge and experiences

with other networks. The symposium paved the way or

high-level networking within the global ICT in educationcommunity.

1 International Symposium, Programme o the conerenceretrieved rom http://blog.eun.org/is/upload/ISprogramme.pd

More than 130 high-level decision-makers rom 30 countries,

Ministries o Education and education agencies, members

o international networks, researchers and experts rom

universities and oundations, as well as representatives o

major companies in the eld o educational technologies,

attended the International Symposium.

It is the rst time an initiative o 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 o education environments and cultures,

and the symposium has been the occasion to share andexchange on this diversity and cultural wealth. We hope this

conerence will lead to a plan or action as a Declaration or

ICT in education, said Marc Durando, Executive Director o

European Schoolnet.

Indeed, the partners have agreed on the Declaration or ICT

in education, which identies key approaches to lead to an

e cient international cooperation. The Declaration is part

o the International Symposium Report, available online at

is.eun.org/declaration. We encourage readers o this report

to consider becoming signatories too.

MARC DURANDO European Schoolnet


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Remit & Objectives// Promote multimedia education and

ICT-enhanced education in higher education

(HE) and lifelong learning (LLL)

Network Profiles

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 educationand 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 Universityof Japan (OUJ)

UMBRELLA ORGANISATION

MINISTRY OFEDUCATION

////// //

STAFF

47YEAR OF CREATION

2009STATUS

PUBLICUNIVERSITY

//

GEOGRAPHICAL COVERAGE

NATIONAL WITHINTERNATIONALGATEWAYFUNCTIONS

The Open Un iversi ty of Japan

Center 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

PUBLIC

TYPE OF MEMBERS

N/A

//

WEBSITE

www.code.u-air.ac.jp


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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 Profiles

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


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 PROFITORGANISATION

//


NATIONAL


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Priorities for 2010-2014// Increasing the skills and competencies of district

technology leaders as defined by CoSNs

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

PRIVATE

TYPE OF MEMBERS

LOCALAUTHORITIES


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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.

Network Profiles

Education Services Australia Limited


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


MINISTERIALCOUNCIL FOREDUCATION

////// //

STAFF

200YEAR OF CREATION

2010STATUS


//


NATIONAL


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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

PUBLIC

TYPE 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


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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 Profiles

European Schoolnet


European Schoolnets 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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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/PRIVATE

TYPE 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 So Paulos Polytechnic School.

Vanzolini Foundations 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 Profiles

Fundao Carlos Alberto Vanzolini


// Webcast

// Video and Teleconferencing

// Multimedia editorial production

// Corporate network architecture

// Web applications

// Strategy advising


stakeholders// Public system schools K1-12

// State secretaries


N/A

////// //

STAFF

10+ 350CONTRACTEDBY 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

PUBLIC/PRIVATE

TYPE OF MEMBERS

N/A


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Remit & Objectives

GeSCIs 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 Profiles

Global eSchools and Communities Initiative


// 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


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 TASKFORCE

////// //

STAFF

18YEAR OF CREATION

2003STATUS

INTERNATIONALORGANISATION

//


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

PUBLIC

TYPE OF MEMBERS

MINISTRIESNATIONALGOVERMENTAGENCIES


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Remit & Objectives// The motto of the Global Teenager Project is:

Todays learners are tomorrows 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 Profiles

Global Teenager Project

Activities & 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

////// //

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

COUNTRYCOORDINATORSFACILITATORSTEACHERS EDUCATORSSTUDENTS //

WEBSITE

www.globalteenager.org


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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

Network Profiles

International Education and Resource Network

// Facilitate identification and sharing the differentbut 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 andoperationally 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 105COUNTRIES

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) andstakeholders

// 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

LOCALAUTHORITIES

// //

FUNDING MODEL

INTERNATIONALDEVELOPMENTFUNDING

TYPE OF MEMBERS

SCHOOLSTEACHERS


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Remit & Objectives

KERIS is doing its utmost to develop humanresources 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 Profiles

Korea Education & Research Information Service


// Organisation and operation of the e-Learningsystem 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-Educationaladministration 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 OFEDUCATIONSCIENCETECHNOLOGYOF KOREA ////// //

STAFF

170YEAR OF CREATION

1999STATUS

PUBLIC

//


NATIONAL


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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

PUBLIC

TYPE OF MEMBERS

NATIONALGOVERNMENTAGENCIES


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Remit & Objectives

// Provide users in each country a larger numberof 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 Profiles

Latin American Network of Educational Portals


// 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


stakeholders// Communities dedicated to education

Ministries of Education


MINISTRIES OFEDUCATION OFLATIN 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

PUBLICINTERNATIONALDEVELOPMENTFUNDING

TYPE OF MEMBERS

MINISTRIES/ NATIONALGOVERNMENTAGENCIES


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Remit & Objectives

// Empower African children to be active globalparticipants 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 Profiles

Schoolnet Africa


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


N/A

////// //

STAFF

5VOLUNTEERS

YEAR OF CREATION

1996STATUS


//


REGIONAL


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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

PRIVATE

TYPE OF MEMBERS

MINISTRIESSCHOOLSTEACHERSSTUDY


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Remit & Objectives

// Promote regional cooperation in education,science and culture

Network Profiles

Southeast Asian Ministers of Education Organisation


// 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).


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 ASIACOUNTRIES

////// //

STAFF

800YEAR OF CREATION

1965STATUS

REGIONALINTERGOVERNMENTALORGANISATION

//


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



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30//

Remit & Objectives

South East Asian Ministers of Education OrganisationRegional 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 Profiles

SEAMEO-LEC


// 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


stakeholders// Schools

// Universities

// Education Training Centre

// Directorate of Ministry of National Education

(MONE)

// Local Office of MONE (Province and District)


SOUTH EAST ASIANMINISTERS OFEDUCATIONORGANISATION

////// //

STAFF

70YEAR OF CREATION

1997STATUS


//


REGIONAL


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\\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

MINISTRIESLOCALAUTHORITIES


32/36

32//

Remit & Objectives

// Introduce innovative Information andCommunication 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 Profiles

World Links Arab Region

// Focus on the Teacher ProfessionalDevelopment (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


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


WORLD LINKSFEDERATION(WLF)

////// //

STAFF

12YEAR OF CREATION

1993STATUS


//


REGIONALGLOBAL


33/36

\\33


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/PRIVATE

TYPE OF MEMBERS

MINISTRIESSCHOOLSLOCAL AUTORITIESTEACHERS


34/36

34//

Acknowledgements

The International Symposium and the Compendium

o Networks have resulted rom the collaboration o

European Schoolnet, the network o 31 Ministrieso Education in Europe, the Consortium or School

Networking (CoSN), USA and Education.au, the Australian

national agency or ICT in education, and the support

o the Italian National Institute o Documentation or

innovation and educational research (ANSAS).

Key industry partners sponsored the event, including

eInstruction, Intel Education, Microsot, Oracle, PASCO

Scientic, Promethean and SMART Technologies.

Several other organisations supported the initiative,

such as Futurelab in the UK, Apple Computers, KERIS

(the ICT agency o the Ministry o Education Science and

Technology in South Korea), the Southeast Asian Ministers

o Education Organisation Regional Open Learning Centre

(SEAMOLEC) and World Links Arab Region.

Other networks which attended the event included

Arican (Schoolnet Arica), Middle-Eastern (i*EARN

Lebanon, World Links Arab Region), European (Global

eSchools and Communities Initiative, Digital Europe)

and South American networks (Interdidatica, Fundao

Vanzolini).


35/36


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2 // Copyright 2009, EUN Partnership AIBSL. Picture from Shutterstock

European Schoolnet

Rue de Trves 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 conventionalteaching practices and it is crucial that educational systems

use strategically ICT to provide open, fexible and relevantlearning experiences or teachers and pupils. Greater cross-

cultural use o learning resources is also ver y benecial

or teachers. In this context, the Compendium o ICT in

education networks provides stakeholders with a reerence,

and encourages international exchanges and knowledge

sharing between organisations with similar missions. It

identies the networks active in ICT in education on the vecontinents, and highlights their specic eld o skills and

priorities at the beginning o the 2010 decade.

Documents

Ict Education Network