Sokol Ymeri - Integration of Information and Communication Technologies in Education
Integration of Information and Communication Technologies in Education 2006-2012 Sokol Ymeri Head of Unit for e-Education Department for e-Education & Statistics
Reform: Infrastructure of Information and Ccommunication Technologies for Education WASIn the preuniversity education system there havebeen 78 PC Laboratories, with a total number of 920computers.schools did not have internet connections. Only 40schools were connected to internet through projectsfinanced from foreign donators.Educational Technologies of any kind were notpresented to schools.
Reform: Infrastructure of Information and Ccommunication Technologies for Education The situation as it is now2012: 1496 computer laboratories, with a total number of 24,125personal computers. The Internet nework is installed at the schools making possible forstudents and their teachers to utilize different information resources and inparticular to work on curricula based projects.Each school has a dedicated broadband connection with bandwidthh of1024/256KbpsContent filteringWe introducted new education technologies in order to assist teachingand learning process with tools like the interactive smart boards. All theVocational Education and Training Schools majoring in ICT have beenequiped, as well as 20 schools of general high school (9-11 grades).
Reform: Infrastructure of Information and Ccommunication Technologies for Education The impactReduction of the ratio student/computer,narrowing digital divide between urban and ruralareas, on access and ICT utilization. The increase of students’ interest on subject(curricula) knowledge and their training oninformation management and their work oncurricular projects.The increase of quality on teaching based oneducation technologies.Practice digital citizenshipCommunicate and collaborate
Reform: Professional development of teachers and school administratorson the usage and Information and Communication Technology Integration for Education; ICT Curricula WasThe Subject of ICT was part of curricula only atGeneral High School, but without positive outcomedue to the lack PCsTeachers have not been trained on the usage of ICT,as well as for ICT integration in teaching and learningcurricula. School administrators not trained on ICT use andICT policies to schools.
Reform: Professional development of teachers and school administrators on the usage and Information and Communication Technology Integration for Education; ICT Curricula The situation as it is nowICT Subject being introduced at basic education level.ICT Subject starts at VII-th grade and is part of VII - XII grades. All the schools have beenequiped with PCs, laptops for conducting ICT subject. The curricula of this subject is being revised aiming european / international ICT standardand performance.ICT standards for teachers, school administrators have been developedAll ICT subject teahcers have been trained.Apart of ICT Cabinets, schools are equiped with „laptop+digital projector”, as well as withmultimedial content CDs to be used on different subjects and on the curricular projects inaddition. There have been trained 2000 teachers of different profiles for ICT usage and on ICTintegration for education.All the teachers of ICT subject (100%) have been trained.In total there have been trained 4484 teachers of the preuniversity education system onICT usage; ICT integration in education; development of digital content..There have been trained 500 School administrators on modules focused on theintroduction and integration of ICT, support of ICT policies for schools.
Reform: Professional development of teachers and school administrators on the usage and Information and Communication Technology Integration for Education; ICT Curricula ImpactThe Curricula becomes more interactive for the studentsStudents are better prepared to continue their studies atuniversities or to directly join the job market.Tangible improvements of student achievements are beingnoted on the ICT Subject.The increase of the interest from the teachers on updating ofICT knowledgeDigital age learning cultureSystemic growth in digital citizenshipStudents and teachers turn to technology when neededStudents and teachers are empowered by using technologyUse technology productively and effectivelyDemonstrate creativity and innovation
Reform: The Information Management System in Education It wasPreuniversity Management Information System (SMIP), notavailable online for users.Management Information System for Higher Education, notavailable online for users.School Infrastructure Management System, not availableonline for users.Educational financial data management, not available onlinefor users
Reform: The Information Management System in Education The situation as it is nowPreuniversity Management Information System (SMIP), which contains the database of preuniversitysystem students, together with the unique identification number (amza) and grades of semestralcertificates. In addition the system does have the database of teachers of preuniversity education systemwith the relevant information of their skills/ degrees.The electronic database of higher education, that includes the National Register of Students, whereevery registered student to every University, public or private, from the academic year 2011 – 2012, in althree cycles (levels) of their university studies will have their national identification number, apart fromthe identification number received from the Univversity he/she is studying. This database does have fourmodules: the student’s module, the module of the academic staff; the module of Diploma Recognition andthe module of Statistics. GIS & SIMS (TA-ALB-10). The GIS (Geographical Information System) will assist decision makingstructures for education and the authorities of local governments concerning the education system, thegeographic positioning of the education school facilities and their needs. The SIMS Module (SchoolInfrastructure Management System) is a web based application, that does contain data concerning theschool infrastructure in Albania. The integration of these two modules provides for the decision makers thepremises to better orient future investments, the budget, the needs for school facilities maintenancebased on accurate and up to date data. Financial Module manages finances and the budget of education institutions at central and local level,MoES and RED/EO. The system is being build in a unique, central database plaform that increases thequality of interaction and avoids information dublication (dublication of records). In addition the systemincreases the expenditure transparency and electronic tracebility.
Reform: The Information Management System in Education ImpactCost reduction and time reduction on data entry/dataanalysis/data distributionCost reduction and increased efficiency of the educationalresources managementService quality growth and elimination of duplication ofinformationIncreased transparency and reduction / simplification ofadministrative bureaucracyIncrease the availability and accessibility of information.The management education information systems increasesignificantly the quality of services being offered from theeducation system structures monitoring their performances,generating indicators and statistics and simplifying audit andinspection procedures.
EMIS Architecture EMIS Operational Data G ISDatabaza & Provimet MIS Matura FMS DMS e Shtetit SIMS 15
Reform: Increase of transparency through digitization WasSTATE MATURAState Matura and the acceptance on the Institutions of HigherEducation is being succeffully applied in our education systemstarting from 2006.The online version of the State Matura system was notdeveloped from the beginning.State Exame:The lagal framework did not exist, and the application(Program) of State Exames
Reforma: Informatizimi i proceseve/procedurave-rritja e transparencës The situation as it is nowSTATE MATURAFunctional State Matura On-line. It was successful the online application of A2 form, students fill out theform A2 and the winners are registered to the Higher EducationInstitution according to according U realizua pilotimi me sukses iSistemit online te Maturës Shtetërore per aplikimin me merit-preference system. STATE EXAMs for regulated professions in AlbaniaThe digital system of State Exame is fully functional.This year have been successfully conducted two state exams seasons.The Law No.10 171, dated 22.10.2009 “On the Regulated Professions inthe Republic of Albania” regulates the procedure for the conduct andadministration os State Exame, through the use of digital technologies
ImpactMATURA SHTETERORE ON-LINEReduces errors reflected in the databaseAccelerates and improves the process of entering and processing data.Reduces the time of enrollment and withdraws from universities,Optimization of the application process online forms A2 and A3Creates the possibility of fast and secure online exchange of the data.Protects confidentially of personal data.Helps the manufacturing process and verifying of barcodes of Matura diplomaPersonalized printing for every high school graduate diploma after Matura exams.Through the use of QR code increases the level of secretion of Matura diplomaSTATE EXAMEIncreased transparency and reduction / simplification of administrative bureaucracyPromotes reliability (fidelity) during state ExamsThe generation of the result (the exame outsome) short after the applicant finishes theexame and the opportunity to cross check the answers with the correct ones has significantlyreduced the number of appeals for the outcome (result) of the given exames.This system can be widely used from the Insitutions of Higher Education even on theirsubject exames to increase the objectivity on the outcome assesment.
Thank You! Ardiana Sula Director of Department for e-Education & Statistics email@example.comSokol Ymeri Head of Unit for e-Educationsokol.firstname.lastname@example.org