L.L.L.2 | Transversal Programme (KEY ACTIVITY 3: ICT)

Promotion of ICT for learning is one objective of the programme as a whole, and of the Comenius, Erasmus, Grundtvig and Leonardo programmes in particular. The “ICT” key activity supplements these programmes by addressing ICT teaching and learning needs across two or more of those sectors.

The “ICT” transversal key activity focuses on the potential of ICT as a catalyst of social and educational innovation and change. It is not about technology but about how learning can be enhanced through ICT (learning issues which cannot be taught otherwise, e.g. simulations; discovery learning; attracting drop-outs back to learning; enabling learning outside the school environment; flexible lifelong learning to bridge the digital gap, etc.).

Whenever possible, proposals should build upon existing work and results from Community-funded research, from Community education and training programmes, from national and regional initiatives, and from the private sector, and should include a clear plan for dissemination and application of the results of the project.



3.1 Multilateral projects

Priority will be given to projects aiming at:

• Developing and testing methodologies to measure and assess the impact of ICT in education. Such methodologies should help to identify the real added value of using ICT in education in terms of teaching and learning models and social and organisational issues.

• Designing, developing and testing new scenarios or methods for linking up and connecting various learning communities. Such scenarios or methods should contribute to development of learning communities with strong links between school, home, workplace and local communities and should be part of future ICT services and infrastructure.



3.2 Networks

Priority will be given to networks aiming at:

• Designing and implementing knowledge-sharing schemes

The programme will support schemes run by European networks, associations, public authorities, public-private partnerships, etc., supporting contacts and exchanges of good practice between them and widening their activities from information-gathering to knowledge-sharing between specific learning communities. These schemes should stimulate active learning communities using or willing to use innovative learning approaches to keep in contact, to share experience, to develop common experiments, to analyse their needs and to develop appropriate answers.

• Building new partnerships between all stakeholders

ICT has been instrumental in building up new partnerships across different levels of education and training, across learning services, and across different generations and walks of life, such as private, public and work. An increasing number and broader range of stakeholders, such as libraries, universities, research centres and museums, are participating in education. There is a need to analyse these new forms of partnership - where government, academics, schools, local community and industry can all play a role. Partnerships are an essential tool to steer the developing educational and training market. ICT-enhanced learning is at the intersection of education, research and innovation.

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