Transforming education: the power of ICT policies - Commonwealth ...

apple Recent calls and initiatives have targeted the development of pedagogical activities, involving contents
related to disciplines such as: Language, Mathematics, Arts, Social Sciences, Natural Sciences and Physical
Education.
Assessment Reform
Although ICT is not regularly used to assess students’ learning outcomes in Uruguay, a fi rst experience was
performed in late 2009 in all primary schools of the country, in order to assess second grade students’ learning
in math, language and natural sciences. The test was performed online using the laptops, and children received
immediate feedback of their performance.
School Restructuring
School restructuring is not explicitly addressed in the ICT policies of Uruguay. However, a Web portal has been
developed to encourage teachers to exchange educational experiences, content and good practices, and to develop
virtual communities of practices that cut across school boundaries.
Technological Infrastructure:
Hardware: By the end of 2009, almost 370,000 laptops had been delivered to students and teachers, loaded with
educational software. The student-per-computer ratios are now 9.9 in primary schools; 42.95 in secondary and 24
in technical high schools.
Software and content development: The strategy to provide digital contents is mainly based on the development
of educational portals. In fact, there are four main educational Web portals in Uruguay. One of the portals
contains several Websites, aimed at sharing experiences and knowledge among teachers, students, schools and
communities. Another is an educational portal repository with downloadable educational resources. A third portal
helps to integrate ICT into the curriculum and improving the national education system. A fourth portal promotes
the exchange of educational experiences, contents and good practices, as well as to foster the development of
virtual communities of practices.
Network: The Government of Uruguay has designed networks for providing Internet access to all public primary,
secondary, technical and tertiary schools and teacher training centres. More 1,400 educational institutions have
been connected to the Internet – more than 81% of all schools – and more than 3,000 hotspots, or WiFi zones
have also been deployed. This is being achieved through an educational connectivity program, which began as a
presidential initiative in a joint effort with telecommunications companies owned by the government.
Technical support: The policy implementation has arranged, through a professional agency, the provision of
free technical support for monitoring and repairing servers, laptops and connections, as well as for deployment.
Additionally, a minibus loaded with equipment, hardware/software technicians and even ICT/technology teachers
travels across the country visiting schools, providing support and helping teachers.
Jordan
Policy Goals and Vision
The core goal in Jordan’s education policy is to provide Jordan’s citizens with knowledge, skills, and a lifelong
learning capability to make the economy competitive in the global marketplace and to maintain and extend the
security and stability of Jordanian society. To fulfi ll these goals, Jordan has set its long-term educational policy and
strategic plan tuned to four main themes. These themes are:
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