This document reports on a study of policies for information and communication technology (ICT) in education and training, a component in a project undertaken for the Australian Department of Education, Science and Training (DEST). It was specified that the following jurisdictions and agencies should be included in the study. Countries include Australia, Canada, Finland, Ireland, Malaysia, New Zealand, Singapore, Sweden, UK and USA. States/provinces include all Australian states and territories, California, North Carolina, Ohio, Texas, British Columbia, Ontario and Quebec. International... [+] Show more
This document reports on a study of policies for information and communication technology (ICT) in education and training, a component in a project undertaken for the Australian Department of Education, Science and Training (DEST). It was specified that the following jurisdictions and agencies should be included in the study. Countries include Australia, Canada, Finland, Ireland, Malaysia, New Zealand, Singapore, Sweden, UK and USA. States/provinces include all Australian states and territories, California, North Carolina, Ohio, Texas, British Columbia, Ontario and Quebec. International agencies include Asia Pacific Economic Cooperation (APEC), European Community (EC) and OECD.
Policies for ICT in education have been developed in the context of the increasing globalisation of economies and societies producing fundamental changes to the labour market and the role of education and training. This document reports on how education policy has responded to this new context in the specified jurisdictions. It was found that all countries included in the study had progressed through similar phases in the development and implementation of ICT policies for education and training. Phase one involved putting computers into schools and colleges with some professional development of teachers and some development of online content. Phase two integrated ICT into the mainstream of education and training strategically, with concern for objectives and with linkages forged to overall education strategies. The author suggests that some countries are on the threshold of a third phase, which will transform the way people learn in a learning society. The report looks at innovation strategies and the increasing significance of partnerships between all levels of government, community organisations, educational institutions and public and private organisations and enterprises. While the pace of economic and social change has led to an emphasis on strategic planning and review, there has been disappointment expressed at the slow pace of change in education systems and a search for strategies that will accelerate the pace of change and innovation. Finally the report identifies nine key areas for consideration by Australian policy makers: the relation of ICT policy and policy for lifelong learning; ways of providing affordable bandwidth; developing an innovation strategy for ICT in education; equity and the digital learning divide in society; strengthening research and development on ICT in education; building networks to stimulate the flow of ideas; building a bank of case studies and models of good practice; linking education and community strategies for the role of ICT; and encouraging innovation in partnership action.
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