Building and Sustaining National ICT/Education Agencies
Despite many initiatives that were introduced beginning in 1990, Uruguay had had trouble implementing a national policy to introduce ICT in schools, especially in primary education. However, in 2006, a new initiative – 'Plan Ceibal' – was...
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| Autor principal: | |
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| Formato: | Online |
| Idioma: | inglês en_US |
| Publicado em: |
World Bank, Washington, DC
2017
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| Assuntos: | |
| Acesso em linha: | http://documents.worldbank.org/curated/en/411931488307577684/Building-and-sustaining-national-ICT-education-agencies-lessons-from-Uruguay-Plan-Ceibal https://hdl.handle.net/10986/26261 |
| Resumo: | Despite many initiatives that were
introduced beginning in 1990, Uruguay had had trouble
implementing a national policy to introduce ICT in schools,
especially in primary education. However, in 2006, a new
initiative – 'Plan Ceibal' – was announced to
provide laptops for all students and teachers in government-
supported primary schools over a three-year period. Plan
Ceibal had three pillars: (1) equity, social inclusion and
equality in access to technology; (2) technology as a means
to achieve these goals; and (3) education, universal law
that aims to equal opportunities. The implementation phase
of the Plan Ceibal was carried out in four stages, including
a pilot phase that began in early 2007, As a result of the
initial phases of Plan Ceibal, all of these primary schools
(with subsequent stages of the project focusing on all
secondary schools, teachers, students and their families)
had the opportunity to use and learn with ICTs. |
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