1. Russia's E-Learning
Support Project
Somphoun Paoxaichar
APCICT Internship student
Incheon: 13 FEB 2013

2. Overview
Start: FEB 28, 2005
Closing: JUN 30, 2008
Directly targeted 7 pilot regions, diverse, spread across the country (29
additional).
Phase I (42 months or 3.5 years beginning 2005 - 2008).
(
Improve capacity to develop high quality DLR.
Improve pre- and in-service TPD in the use of ICT in. education Network of
ICT centres.
Phase II (3 years 2009 – 2011).
Scaling up DLR dissemination throughout Russia.
Continued DLR production.
Scale up infrastructure.
US$145m for phase I (US$100m from the World Bank).
(chosen only phase I)

3. Russian Context
Transition to market economy
had increased disparities
Decentralization
Urban versus rural disparities
Early ‘tracking’
TIMSS achievement high,
PISA achievement low

4. Challenges
 Ensure Russia can stay in step with technological
change and global knowledge
 Ensure that the education system will produce well-
educated people to enable a flexible, well-trained
workforce
all of this is complicated by advances in ICTs

5. Goals
“improve the accessibility, quality, and relevance of Russia's general and
first level vocational education,
to the benefit both of learning outcomes
(improvement in school-leavers' ability to use their knowledge and skills
in order to meet real-life challenges)
and of labor-market outcomes
(improvement in school-leavers’ ability to find well-paid jobs in new
occupations)”

6. Activities
Specifically, the Project was to support:
1. DLR = digital learning resources
development of new learning materials
2. TPD = teacher professional development
support for both pre-service and in-service teacher training in the introduction
of ICT into teaching and learning
3. IRC = interschool resource centres
establishing not less than 200 resource centers to improve access to ICT
enhanced education opportunities and to disseminate new teaching practices

7. Target groups
 Public Administration, Law, and Justice (Central government
administration) (30%)
 Education (Vocational training) (30%)
 Education (Secondary education) (20%)
– Administrators and education sector staff
– Software firms
– Government (through better coordination and efficiency)
 Education (Primary education) (20%)
– Students (especially rural students)
– Teachers
Themes (%) Education for the knowledge economy (100%)

8. Complement and extend existing ICT-related
initiatives
Projects
Urban schools computerization project
Rural schools computerization project
Nation e-Strategy (e-government)
Goals
All towns with more than 30,000 people
connected to national fibre network
All schools connected to broadband by end of 2007

9. Outcome
Over 60,000 teachers trained (Rural areas 10,000)
42 different training programs
1100 distance learning courses
510 instructional designers trained
8 additional regions successfully completed applications
to extend program to their areas
29 additional regions implemented part of the ELSP program
through competitive selection process
digital learning resources in 14 subjects
250,000 ‘information objects’ created (set to increase to 500,000)
This will surpass the numbers of non-digital information objects

10.  Rated “highly successful”
 Notable:
– Deep commitment of federal and regional governments
– Regions able to mobilize substantial additional resources
– Built on existing institutional structures (National Training Foundation, regional
institutions)
– Systemic capacity building (not just capacity of teachers)
– Strong commitment to M&E from the beginning (especially the ‘E’)
– Next stage to be fully financed by the government

11. Standards
New ICT competency tests for students and teachers
developed and implemented
All students in grade 9
7,000 teachers (random sample)
Goal was to raise the competencies
of teachers rated ‘low’

12. Lesson Learn
 In reform-oriented projects it is important to support a set of
complementary reforms rather than focusing only on the most
important individual elements of reforms.
 implementing systemic reform measures to improve the ICT
infrastructure or facilities in the education system, it is critical
to take actions which support innovative group activities of
various target groups – teachers, students, principals,
members of local communities and experts of methodological
centers, etc.

13. 감사합니다
THANK YOU