Introduction to VISCED Project background, rationale, partnerships and main activities


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This presentation was presented by Paul Bacsich (Sero Consulting, UK - VISCED Coordinator) during a webinar on 10 December 2012, organised by the VISCED Partnership. This webinar focussed on the main outputs of the project. See http://www.

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  • Introduction to VISCED Project background, rationale, partnerships and main activities

    1. 1. Introduction to VISCED Project background, rationale,partnerships and main activities Paul Bacsich Project Manager Sero Consulting (Coordinator)
    2. 2. VISCED project background• Virtual universities are a well known concept and prevalent in Europe (Re.ViCa – LLP)• Virtual schools are known in US but a little- known concept or institutional type in Europe• Virtual colleges (post-secondary non-tertiary) are known but not well known in Europe• Thus, we proposed to study virtual schools – and virtual colleges – for relevance to Europe 2
    3. 3. VISCED project aim• Make an inventory and carry out a transnational appraisal of virtual schools and colleges (including blended provision)• Focus on students age 14-21 3
    4. 4. VISCED partners 4
    5. 5. VISCED outputs• Handbook (2 volumes): •• VISCED web site with links to Newsletter, and to Colloquium videos and data: •• VISCED wiki of country reports etc: •• VISCED Outcomes (including Deliverables): • 5
    6. 6. virtual school?• An institution that teaches courses entirely or primarily through distance online methods• With courses which are similar (in purpose and outcome) to those normally taken by school-age children: ISCED 2 and 3 – lower/upper secondary – junior/senior high• Our age focus (in funding terms) is 14-21 6
    7. 7. VISCEDMain recommendations for policy-makers Paul Bacsich Project Manager Sero Consulting (Coordinator)
    8. 8. Policy and Legislative Landscape• Removal of barriersThe Commission should remove any unnecessarybureaucratic impediments which inhibitthe development and sustainabilityof virtual schools and colleges. 8
    9. 9. Supporting Education/Social Policies• Raising AwarenessThe Commission and individual governments should raiseawareness as to the value and impact of virtual schooling inmeeting education and social policies in general;and in particular of the potential of virtual schooling in helpingstudents maintain timely progression through the curriculumand in supporting students who require additional revision,acceleration or have special educational needs.• Early Leaving and STEMThe Commission and individual governments should encouragevirtual schooling options in traditional schools and colleges as astrategy for reducing early leaving; and as a means of increasingthe uptake of STEM (Science, Technology, Engineering andMathematics subjects). 9
    10. 10. Value for Money• TeachersThe Commission and individual governments should supportschools and support teachers to develop the skills essential for thedelivery of high-quality virtual schooling.• Wider IssuesThe Commission and individual governments should encourageand advise schools and colleges to exploit Open EducationalResources (OERs).and should exploit the potential for virtual schooling to driveinternet take-up, promote the information society, e-governmentservices and improve ICT skills of students/parents. 10
    11. 11. More information• The project partners will follow up any unanswered questions or emerging issues on a 1:1 basis in the days after the webinar• Research Reports on Teacher Training, Critical Success Factors and Innovative Good Practice will be ready this month• Project website: with links to Colloquium, Handbook, wiki (others can edit!), deliverables etc• Twitter feed also – and note the hashtag #visced 11