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Oystein Johannessen 26032009   Short Version
 

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Innlegg på seminar i Hanoi: Vietnam - S-Korea - OECD 26032009

Innlegg på seminar i Hanoi: Vietnam - S-Korea - OECD 26032009

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    Oystein Johannessen 26032009   Short Version Oystein Johannessen 26032009 Short Version Presentation Transcript

    • Fostering Policies for ICT in Education: The Case of Norway Øystein Johannessen Deputy Director General, Norwegian Ministry of Education and Research Hanoi, March 2009
    • Why ICT in Education? • ICT linked to learning outcomes and learning strategies • Digital skills for all  Education as social equilizer • Prepare students for life • Supply work life with necessary skills 2 Norwegian Ministry of Education and Research
    • The National Curriculum (Years 1-13) • Decided by the Ministry. Revised 2006. The ”Mission Statement” is more or less unchanged. • Clear competence goals at different levels years 1-13 • Basic skills: – 5 basic skills (Reading, Writing, Numeracy, Oral skills, digital skills) are to be embedded in all subjects at all levels – Can be subject to national tests • Methodological freedom of the teacher 3 Norwegian Ministry of Education and Research
    • Example I: Digital Skills in Norwegian • Digital skills: Enabling the potential in reading and writing. Critical use of sources. Improve communication and presentation skills. • 4th grade: – Search and retrieve texts by using ICT. – Finding useful material for essays etc. on the Internet • 7th grade – Use ICT in creating texts – Explain IPR for texts from the Internet • 10th grade – Assess the value of texts and info from the Internet 4 Norwegian Ministry of Education and Research
    • Norwegian ICT strategies • White Paper 1994 on ICT in education • Three consecutive strategies 1996-2008. Embedded in overall quality framework from 2009. • Development: From infrastructure and focus on personal use to curriculum integration and organisational issues • Topics – Infrastructure – Digital learning resources and assessment – Teacher competencies – Research and development 5 Norwegian Ministry of Education and Research
    • Current ICT activities in Norway • Establishing a national centre for ICT in education • Considering national tests in digital skills • Developing quality principles for digital learning resources • Implementing national solution of identity management • Integrating ICT in in-service training and intial teacher training 6 Norwegian Ministry of Education and Research
    • Case: Digital Learning Resources – key principles • Development of digital learning resources governed by the curriculum • Demand-side policy • National authorities should intervene if market and/or system failure. • Digitisation of cultural heritage is a public responsibility • Suppliers must compete on quality, not tradition. • Emphasis on open standards and standards for accessibility 7 Norwegian Ministry of Education and Research
    • Digital Learning Resources: The role of the State • Political and administrative leadership • Funding • Setting expectations and standards • Partnership for both the marketplace and the commons • Securing R&D and knowledge dissemination 8 Norwegian Ministry of Education and Research
    • 4 dogmas for ICT strategies • ICT must be linked to national policy goals and processes • Government must define key principles and goals for national authorities and other key stakeholders • Advancement in ICT requires informed choices, foresight and courage • Innovation is complex. Government should facilitate innovation from within. 9 Norwegian Ministry of Education and Research
    • Lessons learned • Important to keep a long-term perspective. • Government alone cannot secure innovation. Innovation must be achieved from within. • ICT must be embedded, not a phenomenon on the side. • Ensure policy coherence: Curriculum – assessment – teacher competencies • Pay attention to the voices of the learners 10 Norwegian Ministry of Education and Research
    • Collaboration – Coherence – Continuity - for a better future  11 Norwegian Ministry of Education and Research