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NRENs in National Development Strategies Robert Horvitz Manager, Central/Eastern Europe GLOBAL INTERNET POLICY INITIATIVE (GIPI) NATO/CEENet Network Administration.

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Presentation on theme: "NRENs in National Development Strategies Robert Horvitz Manager, Central/Eastern Europe GLOBAL INTERNET POLICY INITIATIVE (GIPI) NATO/CEENet Network Administration."— Presentation transcript:

1 NRENs in National Development Strategies Robert Horvitz Manager, Central/Eastern Europe GLOBAL INTERNET POLICY INITIATIVE (GIPI) NATO/CEENet Network Administration Workshop 22-25 September 2002 ZAGREB, CROATIA

2 Main Points NRENs environment is changing, rapidly and drastically. Most NRENs are not prepared, and not are responding. You must overcome a very narrow vision of your role. Think about what learning will probably be like in 5-10 years. Start working to help make it happen.

3 eSEE Ministerial Conference Ljubljana, 3-4 June 2002 Albania Bosnia-Hercegovina (Bulgaria) Croatia Macedonia Moldova (Romania) Serbia & Montenegro (Slovenia) eEurope++

4 Rapid introduction of new legal & policy framework to promote Information Society Particularly in telecommunications Improve the regions capability for using ICTs to achieve better governance, economic development, social cohesion, and cultural diversity eEurope++ Commitments

5 Closely cooperate to integrate the region into the global knowledge-based economy Adopt national Information Society strategies, policies & action plans (based on eEurope++), with clear goals, responsibilities & implementation timelines

6 eEurope++ Commitments Governments will aim to prepare an ambitious [regional] eSEE AGENDA Agreement on agenda by the end of October 2002

7 Croatia in the 21st Century: ICT strategy In English: In Croatian: 200112060000001

8 Croatia21 - ICT Emphasis on: Business/economic uses and benefits Integrating NRENs into public life...breaking down boundaries between universities and learning situations in general.

9 Croatia21 - ICT Recommendation 9: Among its prioritized development direc- tions in the economy, the Republic of Croatia should put on the first place the information and communication tech- nology, with the accent on software and direction toward network applications...

10 Croatia21 - ICT Education, research and development are the foundations of the forthcoming information society... The education system must wake the interest of students for independent studying and enable them for constant lifelong learning...

11 Croatia21 - ICT free Internet connection and use for all schools (initially, dial-up and ISDN)...programs for equipping the schools should be directed towards shared use of infrastructures with local communities... public access points in schools... ICT classes for adults offered in all local schools

12 Croatia21 - ICT Connect CARNet with the most advanced European infrastructures of the same kind Research new ICT infrastructures based on radically new principles of distributed computing and communications, in order to make them omnipresent, movable and scalable...

13 Croatia21 - ICT Education reform at the university level to increase the number of graduates qualified to work professionally in ICT management and R&D to 1000/year through 2005. Institutions of higher learning should help train all teachers in ICTs.

14 Croatia21 - ICT All universities should propose new courses for delivery via ICTs, as well as new courses about ICTs It is recommended that the universities that educate experts for the area of information and communication tech- nology include ethics in their curricula...

15 Croatia21 - ICT lift import duties on ICTs for personal and educational use tax benefits for all ICT firms providing quality programs for permanent education of their employees

16 Croatia21 - ICT Research, development and introduction of technical protection against illegal and offensive Internet content [and] education on dangers of Internet use... make all information and communication traffic with origin and destination in Croatia, as well as transit traffic, subject to Croatian legislation...

17 Therefore... It is wrong to think of NREN development as simply a technical matter......or as determined solely by existing practices at existing institutions. NREN management will increasingly involve content packaging, training......and lobbying.

18 Canadas philosophy Community broadband networks, provincial networking initiatives and national research backbone networks, are all part of the same continuum of providing a national innovation infrastructure. In the future, research, education and innovation will not be solely a product of universities and research centers...

19 NREN Futures

20 Scenario 1 Universities gradually expand course offerings to older, non-resident, part-time students and alumni Distance Education and Life-long Learning Face-to-face, speech- and book-oriented education is gradually replaced by pre- recorded streaming multimedia, online discussions (IRC, BBS) and email

21 Scenario 1 BENEFITS: educate more people, reach isolated and rural populations RISKS: increased competition between institutions for same learners – may force teachers to become edutainers rather than scholars –Competition commercialization –Potential popularity and salability become main criteria for course development

22 Alliance for Lifelong Learning A partnership among... Stanford University Yale University Oxford University Knowledge is forever. Get some today.

23 Alliance for Lifelong Learning 50+ courses, each 5-10 weeks long – Study 5-7 hours/week: reading, writing, chat, streaming multimedia, subject-threaded BBS $249 per course plus materials fee – Pay by credit card, no degree credit Traditional liberal arts content, but limited to subjects intended to be attractive/popular: – Understanding Beethoven – The American Civil War – Why Smart People do Stupid Things

24 Alliance for Lifelong Learning...Its like the campus of your dreams: courses you want to study developed by world-class educators and designed to accommodate your busy lifestyle... You dont go to class. The class comes to you... Wherever. Whenever.

25 Consequences Students simultaneously enrolled in courses offered by different institutions – need a trans-institutional online identity – and a new kind of admissions policy – a degree from which university? Disintermediation of education –student-assembled programs of study –different institutions provide separate elements: lodging, classroom/lab experience, online courses, testing, accreditation, alumni tracking & solicitations

26 Scenario 2 The study group emerges as the primary unit of education –Face-to-face, discussion centered Group members choose courses and media from multiple sources, learn together as a team University persists as a home base for excursions into the sea of knowledge

27 Scenario 2 BENEFITS: –User-controlled learning is more effective - and better retained - than teacher-controlled learning –Enables flexible optimization of F2F, remote and on- demand channels –Promotes social/productivity skills useful later in work RISKS: –Individual knowledge will probably be incomplete –Lack of discipline? –Teaching profession further downgraded

28 CONSEQUENCES Students chose a university for its facilities rather than its faculties Learning guides (mentors and resource lists) become crucial Admissions a more complex task – selection of groups rather than individuals? Competition between study-groups an important source of discipline & comparison –need to rethink rewards/penalties, use of grades

29 TENSION BETWEEN... NREN as portal? vs. NREN as infrastructure


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