Presentation on theme: "E-Learning Policy to Transform Russian Schools Isak Froumin, Mary Canning, Kirill Vasiliev The World Bank."— Presentation transcript:
E-Learning Policy to Transform Russian Schools Isak Froumin, Mary Canning, Kirill Vasiliev The World Bank
Main question: Could we develop an efficient and effective e-Education strategy to justify investment into e- Education?
Rationale for the report: TA for Russian e-Education strategy Background for e-Learning Support Project
Methodology: 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.
Process: 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.
Context – Russian system of general and initial vocational education Russia: 89 regions, 11 time zones General Education 2001/2002
Context – Russian system of general and initial vocational education Initial Vocational Education
Context – legacy Pioneering efforts in 60 ’ s; Teaching programming; Computerization in 80 ’ s; Public awareness.
Context – current situation Student per computer ratio 2002: Russia – 113 2000: Kazakhstan – 62 2000: Czech Republic – 15 2000: Hungary – 9
Context – current situation Computers connected to Internet (2002) Russia – 6% (dial-up) Finland – over 90% (high bandwidth) Estonia – over 99% (including 75% with high bandwidth)
Context – current situation ICT trained teachers (2002) Russia – less then 10% Kazakhstan – over 80%
Context – current situation Higher education has most; Growing regional disparity; Weak communication infrastructure; Lack of financing
Context – current situation President ’ s initiatives (2000-2002) 56,000 computers for rural schools, 75,000 computers for urban schools Result by 2003: 113 student per computer or total of 170,000 modern computers Government initiatives E-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).
Context – current situation Private sector initiatives: Soros Foundation $150 mln – Internet centers and portal; Yukos Oil Company - $50 mln – ICT related teacher training Regional initiatives: Computers for schools – $1 bln in 2000-2002 E-learning initiatives support – $300 mln in 2000-2002
Context – 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).
Context – Main barriers analysis and statistics; study of international experience; results and effectiveness monitoring system; incentives for private sector to support the introduction of ICT into education Absence of:
Other then ICT urgent needs Textbooks -? Teachers -? School buildings -?
Meaningful strategy – educational objectives of ICT introduction ICT could improve: Equal access; Quality of teaching and learning; Skills appropriate for economy (ICT skills)
Meaningful strategy - Equal access Increase in access to modern educational services for different groups of population and making educational opportunities equal
Equal 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.
Equal access / Digital Divide – current situation Income 62.5 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.
Equal access / Digital Divide – current situation Geography Only 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.
Equal access / Digital Divide – current situation
Equal access – recommendations Targeted support for disadvantaged populations Distance education
Meaningful strategy – new quality ICT helps in: Strengthening opportunities for independent students ’ learning Creating possibilities for more flexible and adaptable learning pathways for individual use Increasing access to unlimited information sources Making a shift from a knowledge acquisition to a competitive to a knowledge processing and creation.
New quality – current situation Indices of Students' Learning Strategies (Memorization, Elaboration, Cooperative and competitive), Compared with OECD Average 2000 -0.500.000.501.00 Czech Republic Hungary Russia Latvia Index (see note) Competitive learning Co-operative learning Elaboration Memorisation
New quality – current situation Mean Scores For Student Performance on the Combined PISA Scales, 2000
New 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 literacy Brazil Mexico Russia Latvia Hungary Czech Republic USA Australia Finland 57 48 37 19 10 25 13 8 6 22 34 43 52 58 61 69 79
New quality – recommendations New standards for teacher training Investment in teaching methods development Accessible learning resources: national portal and electronic library Training of instructional designers Support for innovative schools of “new pedagogy”
New quality – ICT skills Preparing people for life and work in informational society by development of ICT skill.
ICT skills – current situation Krasnoyarsk Students ’ ICT skills (%) StudentCan perform simple operations on computer (%) 9th grade total66.6 11th grade total74.5 IVE total41.2
ICT skills – current situation Computer Literacy of IVE Students, 2001 – 2002
ICT skills – recommendations Common performance standards for ICT literacy Develop modular training courses in advance ICT skills
Meaningful 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.
How to create a coherent and outcome oriented strategy for e-education program? Support for bottom level initiatives and development of points of best experience New indicators of success Creation of a regulatory framework and a system of certification
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.
How to create a coherent and outcome oriented strategy for e-education program? within the education sector Coordination of Programs (ICT in education map) on Federal and regional levels between social sectors (science, culture, health, education)
How to create an efficient strategy for e- education program? providing universal service rather than universal access through local ICT centers economy of scale out-of-school computers (including home computers) as a resource providing technical support and increasing the time hardware is used for learning
learning; Local ICT centers: computer and Internet clubs; access to hardware and Internet; methodological and technical support for schools. How to create an efficient strategy for e- education program?
Unresolved issues: Home computers Telecommunication solutions:
Home computers More 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.
Home computers Krasnoyarsk Region: Students with Home Computers (%)
Home computers Irkutsk Region: Use of a Home Computer for Educational Purpose (%) %
Home computers – pro & contra Pro: Rapidly growing resource; Vast opportunity for informal education in specific areas of interest; Motivated education. Contra: Increasing digital divide Hard to control and manage the content of self education
Telecommunication solutions Pro Cheap traffic High speed Controlled content Contra Limited communication Limited access to information Slow updating of resources Local network – closed communication and resources delivery system within school, or town, or region.
e-Learning Support Project $300 mln – APL to support Russian E-Education Program As 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.
e-Learning Support Project Component One: New Generation Learning Materials developing 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.
e-Learning Support Project Component Two: Teacher training in the educational use of ICT the 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.
e-Learning Support Project Component Three: Development of a Network of Interschool Resource Centers in Project Regions The District interschool resource centers would provide a range of services and materials for strategic 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 resources computer maintenance in schools.