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Section 2: Planning and Implications for Managers

Local authorities

Local authorities have the task of establishing procedures for creating and reviewing strategic plans for the education service and for the development of effective ICT as integral to the work of schools. The recent HMI publication, Closing The Circle - Raising Standards, (SOEID, 1999) indicates that the most effective authority strategic plans:

  • were explicit and contained clear statements of the authority's overall or specific aims, vision, values          and priorities
  • related to the wider plans for the council as a whole
  • incorporated all the authority's major developments in the area, including response to national          initiatives and issues of concern as well as those arising from the authority's own audit of provision and          key aims
  • were clearly and precisely presented and included details of objectives, the personnel responsible, the          resources required and the criteria against which success would be judged.

    Within this broad context, there are a number of specific considerations for authority managers if the creation of an ICT learning environment is to be achieved.

  • An agreed authority policy/statement of position with regard to ICT and its        place in authority priorities and within the provision offered by schools
             This statement should embrace the authority's position with regard to national advice, be based on an          authority-wide self-evaluation exercise and have a clear vision statement of the direction in which the          authority and its schools should be heading.

  • A clear definition of the position and importance of ICT within the curriculum        and how this is weighted among the many objectives set for schools
              This statement should also embrace how the authority will support or encourage movement towards a          permeative approach to ICT development as outlined in the national guidelines. In particular it should          consider the position of discrete ICT teaching within S1 and S2 courses. The issues of recognition of          pupils' primary school experience and the 'fit' with courses and provision beyond S2 should also be          explored.

  • An indication of the expectations of the authority in terms of pupil attainment        with regard to the strands and targets identified by the 5-14 guidelines
             Consideration should be given to the extent of agreed phasing of ICT priorities in terms of prioritising          strands, particularly where more specialist hardware or software provision is required.

  • An explicit outline of the quality of learning and teaching in ICT to which the        authority aspires
             This should include guidance on the issue of time for teaching discrete aspects of ICT skills, the level          of staff expertise and guidance on the general entitlement of pupils with regard to access to teaching          and learning opportunities, hardware and other learning resources. Other key matters will include          monitoring, assessment and recording expectations with regard to ICT, and maintaining essential          records that minimise administration on the part of schools. This could include advice on the use of ICT          as part of an authority-wide approach to management information collection and analysis.

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