Reviewed project documentation

This case is based on the analysis of the documentation accessible at the EMILE project web site (final report divided in 7 autonomous documents) –see http://www.emile.eu.org.

Context of the project

The main goal of the project EMILE was the identification of the identities and the related differences between solutions applied to integrate ICT in primary and secondary Education in European countries.

The programme and call of this project is Socrates Compendium 2000 Minerva – Transnational Projects in The Field of Open And Distance Learning (ODL) and Information and Communication Technology (ICT) in Education.

Envisaged outcomes

The envisaged outcomes of the EMILE project were:

·          a group of case studies related to the use of ICT in primary and secondary schools in different European countries;

·          an intercultural analysis dealing with the role of cultural identities on the use ICT in national educational systems;

·          a set of recommendations for the implementation of equipment plans, teachers training and network animation in national and European contexts which take into account the cultural identities and differences that would be identified by the project.

Those who will benefit from such results would be mainly:

·          Local, regional and national authorities who wish to develop the use of ICT in primary and secondary schools,

·          European political authorities (Commission, Parliament) bound to coordinate grass roots initiatives in various regions of the European Union,

·          Teachers interested in knowing practices of their colleagues in their own country and in other European countries.

Socio-economic aspects. Economic and social Impact of the project

According to the EMILE project, the global evolution of European society invites and forces the different national educational systems to adopt renewed educational methods and to change their pedagogical practices. But this evolution must be implemented according with the constraints of cultural traditions. From this point of view, the challenge for schools management modernisation is, as for any other organisation: how to be both modern and traditional, how to change while tradition is preserved. Each country, depending on his own cultural background, has to find his own way for integrating ICT in schools.