Presentation on theme: "E-Learning Policy to Transform Russian Schools"— Presentation transcript:
1E-Learning Policy to Transform Russian Schools Isak Froumin, Mary Canning, Kirill VasilievThe World Bank
2Main question:Could we develop an efficient and effective e-Education strategy to justify investment into e-Education?
3Rationale for the report: TA for Russian e-Education strategyBackground for e-Learning Support Project
4Methodology: Study of ICT related programs and regulatory documents; Comparative analysis of Russian and international experience in area of e-Education;Data collection on issues of equity and quality of education (including sociological survey);Case-studies of e-Education development in two regions (including district and school levels);Interviews and brainstormings with stakeholders.
5Process: Consultations with the client and professional community; Regional visits and sociological surveys;Discussion of the PN and international experience at an international workshop;Delivery to the client and getting a request for the report;Additional data collection.
6Context – Russian system of general and initial vocational education Russia: 89 regions, 11 time zonesGeneral Education 2001/2002
7Context – Russian system of general and initial vocational education
8Context – legacy Pioneering efforts in 60’s; Teaching programming; Computerization in 80’s;Public awareness.
9Context – current situation Student per computer ratio2002: Russia – 1132000: Kazakhstan – 622000: Czech Republic – 152000: Hungary – 9
10Context – current situation Computers connected to Internet (2002)Russia – 6% (dial-up)Finland – over 90% (high bandwidth)Estonia – over 99% (including 75% with high bandwidth)
11Context – current situation ICT trained teachers (2002)Russia – less then 10%Kazakhstan – over 80%
12Context – current situation Higher education has most;Growing regional disparity;Weak communication infrastructure;Lack of financing
13Context – current situation President’s initiatives ( )56,000 computers for rural schools,75,000 computers for urban schoolsResult by 2003: 113 student per computer or total of 170,000 modern computersGovernment initiativesE-Education program for 2002–2005 cost R56 billion (US$1.9 billion).E-Russia program for 2002–2010 cost R77.18 billion (US$2.6 billion).
14Context – current situation Private sector initiatives:Soros Foundation $150 mln – Internet centers and portal;Yukos Oil Company - $50 mln – ICT related teacher trainingRegional initiatives:Computers for schools – $1 bln inE-learning initiatives support – $300 mln in
15Context – Main barriers input orientation, instead of focus on usage and outputs;top-down approach and ignoring bottom level initiatives;absence of mechanism for coordination of ICTE programs (efforts);non-systemic design (focus on hardware).
16Context – Main barriers Absence of:analysis and statistics;study of international experience;results and effectiveness monitoring system;incentives for private sector to support the introduction of ICT into education
17Other then ICT urgent needs Textbooks -?Teachers -?School buildings -?
18Meaningful strategy – educational objectives of ICT introduction ICT could improve:Equal access;Quality of teaching and learning;Skills appropriate for economy (ICT skills)
19Meaningful strategy - Equal access Increase in access to modern educational services for different groups of population and making educational opportunities equal
20Equal access / Digital Divide – current situation Gender:In high schools, among boys, 76.9 percent are regular computer users and 37.4 are regular Internet users; among girls these figures are 53.3 percent and 18.8 percent.
21Equal access / Digital Divide – current situation Income62.5 percent of high school students from families with high income are regular computer users while only 35.9 percent of students from low- income families use computers regularly.
22Equal access / Digital Divide – current situation GeographyOnly 8 percent of Russians have ever surfed the Internet. Only 3.6 percent of those use the Internet frequently. Less than 0.8 percent of the rural population are frequent Internet users.40% of villages do not have telephone lines.
23Equal access / Digital Divide – current situation
24Equal access – recommendations Targeted support for disadvantaged populationsDistance education
25Meaningful strategy – new quality ICT helps in:Strengthening opportunities for independent students’ learningCreating possibilities for more flexible and adaptable learning pathways for individual useIncreasing access to unlimited information sourcesMaking a shift from a knowledge acquisition to a competitive to a knowledge processing and creation.
26New quality – current situation Indices of Students' Learning Strategies (Memorization, Elaboration, Cooperative and competitive), Compared with OECD Average 2000-0.500.000.501.00CzechRepublicHungaryRussiaLatviaIndex (see note)Competitive learningCo-operative learningElaborationMemorisation
27New quality – current situation Mean Scores For Student Performance on the Combined PISA Scales, 2000
28New quality – current situation Computer use at school and level of reading literacy (15-year-olds), 2000 (%)% never using computer at school% at Level 3+ reading literacyBrazilMexicoRussiaLatviaHungaryCzech RepublicUSAAustraliaFinland57483719102513862234435258616979
29New quality – recommendations New standards for teacher trainingInvestment in teaching methods developmentAccessible learning resources: national portal and electronic libraryTraining of instructional designersSupport for innovative schools of “new pedagogy”
30New quality – ICT skills Preparing people for life and work in informational society by development of ICT skill.
32ICT skills – current situation Computer Literacy of IVE Students, 2001–2002
33ICT skills – recommendations Common performance standards for ICT literacyDevelop modular training courses in advance ICT skills
34Meaningful strategy – conclusion A significant intervention into e-learning could play a catalyst role in education reform to make an education system more relevant and equitable.
35New indicators of success How to create a coherent and outcome oriented strategy for e-education program?Support for bottom level initiatives and development of points of best experienceNew indicators of successCreation of a regulatory framework and a system of certification
36Federal support for Research and Development: How to create a coherent and outcome oriented strategy for e-education program?Federal support for Research and Development:Software for managing education;Software for learning and evaluation;Essential electronic learning resources.
37Coordination of Programs (ICT in education map) How to create a coherent and outcome oriented strategy for e-education program?Coordination of Programs(ICT in education map)on Federal and regional levelswithin the education sectorbetween social sectors (science, culture, health, education)
38How to create an efficient strategy for e-education program? providing universal service rather than universal access through local ICT centersout-of-school computers (including home computers) as a resourceeconomy of scaleproviding technical support and increasing the time hardware is used for learning
39How to create an efficient strategy for e-education program? Local ICT centers:learning;computer and Internet clubs;access to hardware and Internet;methodological and technical support for schools.
41Home computersMore than 60 percent of students in big cities do not consider schools as a primary place for use of ICT.In Moscow, 27.5 percent of the households have computers at home, compared with 2 percent of the rural population.
42Home computersKrasnoyarsk Region: Students with Home Computers (%)
43Home computersIrkutsk Region: Use of a Home Computer for Educational Purpose (%)%
44Home computers – pro & contra Rapidly growing resource;Vast opportunity for informal education in specific areas of interest;Motivated education.Contra:Increasing digital divideHard to control and manage the content of self education
45Telecommunication solutions Local network – closed communication and resources delivery system within school, or town, or region.ProCheap trafficHigh speedControlled contentContra Limited communicationLimited access to informationSlow updating of resources
46e-Learning Support Project $300 mln – APL to support Russian E-Education ProgramAs a result of the project schools would move to a level of ICT use in teaching and learning that would result in the efficient use of digital learning resources and tools necessary for full participation in a knowledge society; promote active and independent student learning; and encourage the flexible organization of learning.As an outcome, the project will create enhanced, and labor market-relevant learning opportunities for students, regardless of their social status or of their geographical location.
47e-Learning Support Project Component One: New Generation Learning Materialsdeveloping a regulatory framework for materials development and use;developing and distributing a range of critical and exemplar learning materials to introduce a reusable object oriented/constructivist design approach;testing materials that would focus on embedding ICT in teaching and learning practices.
48e-Learning Support Project Component Two: Teacher training in the educational use of ICTthe training of new and existing teachers and education managers in project regions in the use of ICT in education (using the teaching and learning materials developed in Component One);the development of Russian instructional design and development capacity in learning materials production.
49e-Learning Support Project Component Three: Development of a Network of Interschool Resource Centers in Project RegionsThe District interschool resource centers would provide a range of services and materials forstrategic planning for effective use of ICT in education;teacher support and advisory services;dissemination of ICT in education practices;extending curriculum offerings in isolated regions by providing support for selected distance education services;extending to community and industry access to training in the use of ICT and the production of new resourcescomputer maintenance in schools.