Information and communication technology in the education systems in Europe. National education policies, curricula, teacher training; Extract of the report: Key data on education in Europe (4th edition), February 2000.

Institution	Europäische Kommission / EURYDICE
Titel	Information and communication technology in the education systems in Europe. National education policies, curricula, teacher training; Extract of the report: Key data on education in Europe (4th edition), February 2000.
Quelle	Brussels: Eurydice (2000), 24 S.Verfügbarkeit
Reihe	Education and culture
Beigaben	Grafiken
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bildung; Neue Technologien; Bildungspolitik; Schule; Projekt; Telekommunikation; Finanzierung; Berufsbildung; Statistik; Fortbildung; Europäische Union; Informationstechnologie; Belgien; Bulgarien; Deutschland; Dänemark; England; Estland; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Lettland; Liechtenstein; Litauen; Luxemburg; Niederlande; Nordirland; Norwegen; Polen; Portugal; Rumänien; Schottland; Schweden; Slowakei; Slowenien; Spanien; Tschechische Republik; Ungarn; Wales; Zypern; Österreich
Abstract	Information and communication technology (ICT) lies at the heart of national policies. All European countries today possess official documents aiming to promote their use. The integration of ICT into school systems is becoming progressively more widespread. In a few cases a long-standing priority, ICT policies are increasingly being implemented. Nearly everywhere, bodies have been set up to promote or supervise the implementation of recommendations. Education systems are being directly targeted by national projects drawn up in all countries. This publication is a chapter set out from the fourth edition of "Key data on education in Europe" published at the start of the year 2000. It deals with the analysis of national policies for education in information and communication technology. Prepared by Eurydice on the basis of data supplied by its national partners, the chapter demonstrates clearly how this sector has now become an educational priority. Special attention is drawn to the following aspects: Education policies are increasingly geared to the use of ICT; Budgets are rarely managed exclusively at central government level; ICT is present in school curricula and the aims pursued are broadly similar; Not all countries have included ICT in the compulsory curriculum of initial teacher training. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)