Status of ODL in the Baltic and Nordic countries: overview of situation and visible trends of development Sirje Virkus, Estonia 18. March 2005.

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Presentation transcript:

Status of ODL in the Baltic and Nordic countries: overview of situation and visible trends of development Sirje Virkus, Estonia 18. March 2005

Content of the presentation Method for data collection National policy with regard to ODL Financing Quality assurance systems Examples of “good practice” General issues based on country-specific issues Trends

Method for data collection 2 Templates (January 2003) Template 1: 1) Country profile 2) Short overview of the education and training structure 3) National policy with regard to ODL 4) Consequences for the development of the educational system Template 2 1) Examples of “good practice” 2) Expertise within ODL 3) Quality insurance systems 4) Country-specific issues

Method for data collection All levels of education: primary/secondary school education higher education continuing education and adult education 2-3 persons in each of these 4 categories of education should be interviewed and at least 2-3 examples of good practice as well as the experts in the area of ODL should be indicated.

Method for data collection 28 people from Latvia, 18 from Denmark, 15 from Sweden, 12 from Estonia, 6 from Norway, 5 from Finland, 2? Lithuania were interviewed. Altogether 86 experts were interviewed

Country profile Name of the country Area in sq kmPopulation2004 e-readiness score (of 10) Denmark (1) Estonia (26) Finland (5) Latvia (34) Lithuania (38) Norway (4) Sweden (3)

Education and training structure Differences Similarities

Adult learners by mode of provision in 2000 Name of the country Classroom instruction (CI) Instruction in working environment Instruction combining both work experience and complementa ry CI Distance learning, corresponden ce courses Conferences, seminars, workshops Denmark Finland Norway Sweden

Historical notes Long tradition Private DE between 1890 and Sweden, Denmark, Norway, and Finland. State DE initiatives in 1920s – Baltic countries

National policy with regard to ODL Information society and Information Technology Strategies General Legislation ODL Legislation There are a limited number of international laws and agreements with direct bearing on DE (Maastricht Treaty 1992). The advent of globalisation and ICT developments also influence the provision of ODL and governments are now recognising the need for international regulations on quality assurance, foreign education providers, consumer protection, copyrights and intellectual property rights.

National policy with regard to ODL DENMARK – no official educational policy or legislation, some IT initiatives (Danish Electronic Research Library, DVU) FINLAND – Information Society Strategies (MoE action plan for , National Strategy for Education, Training and Research in the Information Society for , FVU) SWEDEN - a comprehensive strategy for ODL and ICT development (SUNET, It is, DUKOM, DISTUM, Swedish Net University) NORWAY – ODL important tool in educational policy (Act of Parliament (1948), integr. into law of adult education (1993), Quality Reform)

National policy with regard to ODL ESTONIA - no official educational policy or legislation, but information society and IT strategies (Tiger Leap, Tiger University, Estonian e-University) LATVIA - no official educational policy or legislation, some state level policy papers LITHUANIA - information society and IT strategies

National policy with regard to ODL Setting up an infrastructure Setting up ODL institutions & initiatives and defining their functions Embedded support

Finances DENMARK - institutional support FINLAND – government support, institutional support NORWAY - government support, institutional support SWEDEN – government support, institutional support ESTONIA – government support, institutional support, EU support LATVIA –institutional support, EU support LITHUANIA - minimal government support, institutional support, EU support

Quality Assurance No specific QAS for ODL or e-learning, but growing awareness of the quality questions and discussion at international, national, institutional level (Denmark, Finland, Sweden, Estonia, Latvia, Lithuania) NADE’s Quality Standards for Distance Education

Examples of “good practice” Institutions, companies, consortia, networks, learning centres, programmes, courses, projects, LMS, training of trainers….

General issues based on country-specific issues Resources (human, financial) Legislation Motivation Cooperation Awareness Quality

Trends International Regional National

Thank you for your attention!