Department for Education and Skills England E-LEARNING STRATEGY Atul Sharda

E LEARNING STRATEGIC AIMS To create an accessible infrastructure which makes ICT universally available to learners To make ICT integral to all our learning processes and to stimulate the development and acceptance of new ways of learning To create, implement and support a dynamic framework for ICT skills and a corresponding framework for teachers To create an accessible infrastructure which makes ICT universally available to learners To make ICT integral to all our learning processes and to stimulate the development and acceptance of new ways of learning To create, implement and support a dynamic framework for ICT skills and a corresponding framework for teachers

BROADER GOALS AND TARGETS Universal Internet access by 2005 Computer: pupil ratios Targets for KS3 ICT UK online Digital divide Broadband Britain Universal Internet access by 2005 Computer: pupil ratios Targets for KS3 ICT UK online Digital divide Broadband Britain

VEHICLES AND INITIATIVES Schools: computers in the classroom and at home, Curriculum Online, training for teachers Further and higher education: SuperJANET high speed network, computers, National Learning Network, eUniversities Lifelong learning for adults: UK Online Centres, learndirect Schools: computers in the classroom and at home, Curriculum Online, training for teachers Further and higher education: SuperJANET high speed network, computers, National Learning Network, eUniversities Lifelong learning for adults: UK Online Centres, learndirect

ACHIEVEMENTS 97% of all schools connected to the Internet at April 2001 compared to only 28% in % of universities and further education colleges have broadband connectivity through the high speed SuperJANET teaching and research network Computer ratios have improved in all sectors Over 2100 UK Online centres are open Over 50% of teachers have signed up for ICT training;and over a quarter of teachers have so far completed training. Two thirds (67%) of colleges report use of the Internet to support distance learning compared to 26% in % of all schools connected to the Internet at April 2001 compared to only 28% in % of universities and further education colleges have broadband connectivity through the high speed SuperJANET teaching and research network Computer ratios have improved in all sectors Over 2100 UK Online centres are open Over 50% of teachers have signed up for ICT training;and over a quarter of teachers have so far completed training. Two thirds (67%) of colleges report use of the Internet to support distance learning compared to 26% in 1999

APPROACH Work with the private sector, the ICT and the education sector Work at regional and local levels as well as national Initiatives to stimulate the market, address digital divide issues, put in place infrastructure, and address priorities and gaps Move emphasis from infrastructure towards content and skills Transfer good practice between sectors Work with the private sector, the ICT and the education sector Work at regional and local levels as well as national Initiatives to stimulate the market, address digital divide issues, put in place infrastructure, and address priorities and gaps Move emphasis from infrastructure towards content and skills Transfer good practice between sectors

CHALLENGES Technical support & improved supplier performance Broadband Home access Ensuring high quality digital learning materials Developing ICT skills at all levels Use of ICT to reduce burdens on teachers Online assessment Standards and interoperability Sustainability Embedding e learning in practice Technical support & improved supplier performance Broadband Home access Ensuring high quality digital learning materials Developing ICT skills at all levels Use of ICT to reduce burdens on teachers Online assessment Standards and interoperability Sustainability Embedding e learning in practice

PRIORITIES The classroom of the future The e-learning journey from school to college and on to work and lifelong learning Move emphasis from infrastructure towards content and skills Integration of e-learning at all points in learning Skills for users, practitioners and enablers Research, evaluation, evidence The classroom of the future The e-learning journey from school to college and on to work and lifelong learning Move emphasis from infrastructure towards content and skills Integration of e-learning at all points in learning Skills for users, practitioners and enablers Research, evaluation, evidence

England Department for Education and Skills