DESIGNING TOMORROW'S EDUCATION - PROMOTING
INNOVATION WITH NEW TECHNOLOGIES
(20967)
5800/00
COM(00) 23
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Commission report on designing tomorrow's education
- promoting innovation with new technologies.
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| Legal base:
| — |
| |
| Document originated:
| 27 January 2000
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| Forwarded to the Council:
| 31 January 2000
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| Deposited in Parliament:
| 15 February 2000
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| Department: |
Education and Employment
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| Basis of consideration:
| EM of 28 February 2000
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| Previous Committee Report:
| None |
| To be discussed in Council:
| Date not set
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| Committee's assessment:
| Politically important
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| Committee's decision:
| Cleared |
Background
8.1 In May 1996, the Education Council adopted
a resolution about multimedia software related to education and
training.[36]
This measure was followed in September 1997 by Council conclusions[37]
on education, information and communication technology and teacher
training for the future.
The document
8.2 This report takes stock of the progress
made in educational information and communication technology (ICT)
since these earlier initiatives, and prepares the ground for a
fresh stage of European co-operation. It is divided into three
main parts. The first discusses "the problem of dovetailing
technology with actual practice". It addresses various mismatches
between the development of technology and its educational use.
The second part identifies some conditions for a more harmonious
development of practice and technologies: the growth (if gradual)
of a market and its effects; action by public authorities at Community
and Member State level; and the development of training and support
services for teachers. The final part makes recommendations on
how to bring about these favourable conditions. The annexes summarise
the main initiatives in the Member States and at Community level,
and contain statistical information. The report proposes that
a Community-wide initiative should be launched in 2000.
The Government's view
8.3 The Minister for Education and Employment
(Baroness Blackstone) comments:
"The Commission recommends that better use is
made of existing information and makes recommendations for better
management and promotion of innovation at all levels. The Commission
aims to launch a Community initiative in 2000, in conjunction
with Member States, and on the basis of a broad consultation,
in order to implement recommendations and achieve targets (both
at national and Community level) for the year 2004. Policy implications
arise to the extent that the Commission proposes greater sharing
of experience and good practice between Member States than has
previously occurred; the UK Government welcomes this development.
However, the UK Government could not accept proposals for mandatory
Europe-wide targets in this field, not least on levels and types
of expenditure. The Commission have stated that they are aware
of the subsidiarity issues. The draft recommendations will be
subject to discussion and will lead to the development of a new
Community Action Plan. Therefore, whilst this report in itself
is not problematic, the resulting action plan might be.
"Another issue is the large variation in starting
points for individual Member States. The Commission so far seems
more interested in technology targets rather than in the quality
and usage of the technology in teaching and learning. These issues
will no doubt be debated further in the expert group at which
both the DfEE and Scottish interests will be represented. The
DfEE will consult other interested Government Departments and
Assemblies."
Conclusion
| 8.4 | Despite the Minister's comment that the Commission seems more concerned with technology targets than with the quality of teaching and learning, the report makes some important points about the latter, and, generally, is a useful document.
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| 8.5 | We note the markers that the Minister has laid down about the action plan which is expected to result from the report, and we shall bear her comments in mind for the future. Meanwhile, we clear this document.
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36 OJ
No. C 195 6.7.96, p.8. Back
37 OJ
No. C 303 4.10.97, p.5. Back
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