Russia's e learning
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The Russia E-Learning Support Project had two phases from 2005-2011 with the goal of improving education quality and workforce outcomes. Phase I from 2005-2008 aimed to develop digital learning resources, improve teacher training in ICT, and establish 200 resource centers. It targeted 7 pilot regions and was funded at $145 million. Phase II from 2009-2011 focused on scaling up the initiatives nationally. Over 60,000 teachers were trained, 1100 distance courses created, and digital learning resources developed in 14 subjects. The project was deemed highly successful in building technical and institutional capacity across Russia's education system.
Russia's e learning
- 1. Russia's E-Learning Support Project Somphoun Paoxaichar APCICT Internship student Incheon: 13 FEB 2013
- 2. Overview Start: FEB 28, 2005 Closing: JUN 30, 2008 Directly targeted 7 pilot regions, diverse, spread across the country (29 additional). Phase I (42 months or 3.5 years beginning 2005 - 2008). ( Improve capacity to develop high quality DLR. Improve pre- and in-service TPD in the use of ICT in. education Network of ICT centres. Phase II (3 years 2009 – 2011). Scaling up DLR dissemination throughout Russia. Continued DLR production. Scale up infrastructure. US$145m for phase I (US$100m from the World Bank). (chosen only phase I)
- 3. Russian Context Transition to market economy had increased disparities Decentralization Urban versus rural disparities Early ‘tracking’ TIMSS achievement high, PISA achievement low
- 4. Challenges Ensure Russia can stay in step with technological change and global knowledge Ensure that the education system will produce well- educated people to enable a flexible, well-trained workforce all of this is complicated by advances in ICTs
- 5. Goals “improve the accessibility, quality, and relevance of Russia's general and first level vocational education, to the benefit both of learning outcomes (improvement in school-leavers' ability to use their knowledge and skills in order to meet real-life challenges) and of labor-market outcomes (improvement in school-leavers’ ability to find well-paid jobs in new occupations)”
- 6. Activities Specifically, the Project was to support: 1. DLR = digital learning resources development of new learning materials 2. TPD = teacher professional development support for both pre-service and in-service teacher training in the introduction of ICT into teaching and learning 3. IRC = interschool resource centres establishing not less than 200 resource centers to improve access to ICT enhanced education opportunities and to disseminate new teaching practices
- 7. Target groups Public Administration, Law, and Justice (Central government administration) (30%) Education (Vocational training) (30%) Education (Secondary education) (20%) – Administrators and education sector staff – Software firms – Government (through better coordination and efficiency) Education (Primary education) (20%) – Students (especially rural students) – Teachers Themes (%) Education for the knowledge economy (100%)
- 8. Complement and extend existing ICT-related initiatives Projects Urban schools computerization project Rural schools computerization project Nation e-Strategy (e-government) Goals All towns with more than 30,000 people connected to national fibre network All schools connected to broadband by end of 2007
- 9. Outcome Over 60,000 teachers trained (Rural areas 10,000) 42 different training programs 1100 distance learning courses 510 instructional designers trained 8 additional regions successfully completed applications to extend program to their areas 29 additional regions implemented part of the ELSP program through competitive selection process digital learning resources in 14 subjects 250,000 ‘information objects’ created (set to increase to 500,000) This will surpass the numbers of non-digital information objects
- 10. Rated “highly successful” Notable: – Deep commitment of federal and regional governments – Regions able to mobilize substantial additional resources – Built on existing institutional structures (National Training Foundation, regional institutions) – Systemic capacity building (not just capacity of teachers) – Strong commitment to M&E from the beginning (especially the ‘E’) – Next stage to be fully financed by the government
- 11. Standards New ICT competency tests for students and teachers developed and implemented All students in grade 9 7,000 teachers (random sample) Goal was to raise the competencies of teachers rated ‘low’
- 12. Lesson Learn In reform-oriented projects it is important to support a set of complementary reforms rather than focusing only on the most important individual elements of reforms. implementing systemic reform measures to improve the ICT infrastructure or facilities in the education system, it is critical to take actions which support innovative group activities of various target groups – teachers, students, principals, members of local communities and experts of methodological centers, etc.
- 13. 감사합니다 THANK YOU