Aiming at a truly transnational dimension, the project was managed by a multinational consortium of 7 teacher union representatives from Denmark, the Netherlands, Portugal, Greece, Slovakia, Azerbaijan & Russia, 1 representative from the ETUCE and 2 researchers, experts in the field of ICT in education and early school leaving in Europe. Together they ensured the successful implementation of the project activities and the achievement of the targeted results. The 2 non-EU partners provided a particular valuable input to the practical approach on using ICT in education and to identify specific skills/competences teachers need to provide a favourable use of ICT in education that supports the specific needs of those students at risk-of exclusion from formal education.
The project methodology facilitated the achievement of the goals and good quality of the results is the combination of research and practical expertise, union action and policy development.
Aiming specifically at including teachers and students at grassroot level, 4 case studies in 4 partner countries (Denmark, the Netherlands, Portugal, Azerbaijan) were conducted. A delegation of 1 researcher and 3 teacher union representatives (1 local & 2 project partners) interviewed school heads, staff & students of 1 teacher education institution & 2 schools based on the questionnaire developed in the advisory group. The 4 English case study reports were translated into Danish, Dutch, Portuguese & Russian and sent to the studied institutions to ensure a good exchange of practices amongst them.
To involve all relevant education stakeholders in developing the policy, which is essential for its successful implementation, a workshop was organised after the case study phase, gathering students, teachers and head teachers, teacher unions and education employers to draft concrete & practical guidelines on how ICT & innovative teaching based on ICT can assist in motivating and re-attracting individuals at risk-of exclusion from formal education (early school leavers, ethnic minorities, immigrants). The guidelines were validated in the final conference through the discussion among the relevant education actors in Europe. Addressing all stakeholders in education (teachers, schools, teacher education institutions, employers in education, policy-makers & public authorities at regional, national & European level), they will serve as a basis for the policy work in the European Sectoral Social Dialogue Committee for Education.
The exploitation plan ensured the dissemination of all project results, the study, workshop and conference reports and the project booklet with the guidelines in the languages of the project partners and official ETUCE languages via the partners and the wider network of ETUCE and the associated partners (EFEE/OBESSU) to their affiliates in Europe reaching students, teachers, school heads and education employers in Europe.
Hans Laugesen GL, Denmark
Eleni Zografaki OLME, Greece
Bert Imminga AOb, the Netherlands
Maria Arminda Bragaca-FNE, Portugal
Ivan Šóš-OZPSaV, Slovakia
George Koursakov-ESEUR, Russia
Nigar Mustafazade-AITUCEW, Azerbaijan
Roy Leitch-ERISA (ELFE-ESL ICT Expert)
Guntars Catlaks-EI (ELFE-ESL ESL Expert)
Susan Flocken-ETUCE (ELFE-ESL contact person/Project Manager)
The case study visit in Denmark on the 4-7 september started in Aarhus where the study delegation (consisting of Nigar Mustafazade, Maria Arminda Bragança, Roy Leitch and Hans Laugesen as country advisory group representative/hosting coordinator) met with three persons responsible for the pedagogical training of the general upper secondary school teachers at IFPR, University of Southern Denmark and with two newly educated teachers from this institution. Afterwards the delegation proceeded to Kolding where they visited the International Business College (IBC) the following day, an institution integrated with both vocational commerce education and business high school classes. The last visit was at Randers HF and VUC, an institution offering adult upper secondary level courses and two-year general upper secondary education programmes (For the interested Randers HF and VUC have made a little news story (in Danish), about the visit from the study delegation, you can see it at: http://www.randershfvuc.dk/page.asp)
The visited schools:
- IBC, International Business College in Kolding
- Randers HF et VUC in Randers
- Institute for the study of Culture, University of South Denmark in Odense
The case study visit to the Netherlands took place on the 22 – 24 of January 2013. The study delegation (consisting of Bert Imminga as national coordinator, Eleni Zografaki-Teleme, Ivan Šóš and Guntars Catlaks) had its first meeting in Utrecht to visit the teacher education institution Noordelijke Hogeschool Leeuwarden (NHL). The institution has got an e-policy, providing a minimum standard for teaching future teachers of using ICT in school with the aim on how to use ICT pedagogically. On the second day the delegation visited the secondary school Hondsrug College (HRC) in Emmen. This school has been running a project for one year which provides every pupil with an iPad®. The personalised individual learning enables the students to learn when they want to (in school, but also at home, on the public transport, etc.).The third school was the Vocational Education and Training school Grafisch Lyceum (GLR), an upper secondary school where teachers were using ICT pedagogically but it was not an obligation. This school dealt in particular with pupils at risk of ESL; the teaching model "Flipping the classroom" provided an individual learning approach.
The visited schools:
- Noordelijke Hogeschool Leeuwarden (NHL))
- Hondsrug College (HRC)
- Grafisch Lyceum (GLR)
The study delegation (consisting of Roy Leitch, Bert Imminga, Susan Flocken and, Maria Arminda Bragança as national coordinator) on the third case study to Portugal took place in Lisbon on the 5-8 of March 2013. On the first day the delegation visited the Teacher Education Institution at the Education Department of the University of Lisbon. The department offers many Continuing Professional Development (CPD) courses. The first school visit was to Eça de Queirós which covers both primary, secondary, Vocational Education and Training (VET) and up to adult learning education. This public school also looks for extra funding with EU projects and is exceptionally well equipped and adapted for the use of ICT. The second school visited, was the D. Dinis School, also a cluster offering tuition to 1800 pupils including also adult education and a strong commitment to VET. The school is set in modernised school buildings and is very well-organised and well-equipped, including 12 rooms with 12-14 computers. The group of teachers interviewed were pro-actively supporting a transversal pedagogical use of ICT.
The visited schools:
- Teacher Education Institution at the Education Department of the University of Lisbon
- Eça de Queirós
- D. Dinis School
The case study in Azerbaijan takes place in the capital, Baku on the 6-8 of May 2013. The delegation (consisting of: Hans Laugesen, George Koursakov, Guntars Catlaks and Nigar Mustafazade as country advisory group representative/hosting coordinator ) will meet with the Azerbaijan Teachers' Institute which is responsible for improvement of professional skill and retraining of school teacher pupils, preparation of high level pedagogic staff for pre-primary, primary and secondary schools, as well as preparation of specialists on bachelor, master and doctorate degrees. Additionally, two schools No. 20 and No. 220 will also be visited and here the delegation will see how the use of ICT is implemented and used in secondary school. In both schools the delegation will interview students, teachers as well as the school principal.
The visited schools:
- Azerbaijan Teachers' Institute
- School No.20
- chool No.220
Findings and Evaluations
Case Studies Reports
Closing Conference Report
This project has been funded with support from the European Commission - This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.